Education of personality, taking into account temperament. Features of different types of temperament

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Content

Introduction
Chapter 1. Theoretical foundations of temperament
1.1. The essence of the concept of "temperament"
1.2.Temperament and education problems
Chapter 2
2.1. Cultivating Emotional Restraint
2.2. Formation of volitional qualities, taking into account temperament
2.3. Education of the individual, taking into account temperament
Conclusion
Literature
Introduction
Highlighting the characteristic features of children, we must at the same time note that children are different. In fact, it is impossible to find two completely identical students in a class.
Learners differ from each other not only in different levels of preparedness for the assimilation of knowledge. Each of them has more stable individual characteristics that cannot (and should not) be eliminated with all the efforts of the teacher. At the same time, these individual characteristics impose their own requirements on the organization of the educational process. First of all, people are born into the world with different types of nervous system, which give different types of temperaments: sanguine, choleric, phlegmatic, melancholic. We cannot say that some of these types are good and others are bad. That's not the point: they are different. One is good in one respect, the other in another.
Temperament in itself does not determine either the abilities or the character of a person. So, for example, sanguine people are quick to react, and phlegmatic people are characterized by slowness, it is difficult for them to switch from one thing to another, while sanguine people do it easily. Cholerics are capable of long-term active work, but it is difficult for them to slow down and restrain themselves. Melancholics are characterized by fatigue, although, in turn, they have a number of other positive qualities. Already these characteristics show that people with different temperaments need a different pace and a different mode of work.
Observations show that teachers tend to set a pace that does not correspond to their temperament. At the same time, a pace is set that was clearly beyond the strength of many students, and not in terms of the level of knowledge, but precisely in terms of the properties of temperament. And such students, starting responsible control work, already knew in advance that they would not be able to cope with all the tasks, because they were given too high a pace of work. In talking with such students, we invariably found them to feel resentful: they believed that they were being treated unfairly.
Therefore, the topic of the course work is very relevant. This is another argument in favor of an individual approach to children.
The purpose of the work is to show those methods and forms necessary for the upbringing of children, taking into account innate qualities.
Work tasks:
- to determine the meaning of the concept of "temperament";
- to get acquainted with a variety of temperament;
- consider the forms and methods of raising children, taking into account temperament.
The object of the study was the activity of a teacher - educator with children of different temperaments
The subject of the research is educational methods and techniques in the formation of positive character traits.
The hypothesis of the work is that each child needs an individual approach, in this case, taking into account his temperament.
Research methods are textual analysis.
The theoretical significance lies in the fact that in this work an attempt was made to give a systematic presentation of the education of character traits, taking into account temperament, because the confusion of these two concepts sometimes puts the child in a difficult position.
The practical significance lies in the fact that this material can be used in the classroom in schools.
The work consists of an introduction, two chapters containing theoretical studies and methodological material, conclusions and literature.
Chapter 1.Theoretical foundations of temperament
1.1. The essence of the concept of "temperament"
As you know, with a relative equality of motives for behavior and activity, with the same external influences, people differ markedly from each other in impressionability, impulsiveness, and energy shown. So, one person is prone to slowness, the other to haste, one is characterized by the ease of awakening feelings, and the other by composure, one is distinguished by sharp gestures, expressive facial expressions, the other by restraint of movements, very little facial mobility. Differences in dynamic features appear - ceteris paribus - in the general activity of the individual, in his motor skills and his emotionality.
Of course, the dynamic manifestations of a person can largely depend on educated attitudes and habits, on the requirements of the situation, etc. But there is no doubt that the individual differences in question also have their own innate basis. This is confirmed by the fact that such differences are found already in childhood, appear in the most diverse spheres of behavior and activity, and are distinguished by special constancy.
The dynamic features inherent in the individual are internally interconnected and constitute a kind of structure. An individually unique, naturally conditioned set of dynamic manifestations of the psyche is called the temperament of a person.
Temperament is a regular ratio of stable individual personality traits that characterize various aspects of the dynamics of mental activity.
The concept of temperament arose on the basis of the teachings of the ancient Greek physician Hippocrates (VI century BC), who argued that the proportion of the four elements that supposedly make up the human body determines the course of physical and mental illnesses. The properties of temperament are the individual pace and rhythm of mental processes, the degree of stability of feelings, the intensity of volitional effort, etc., related to all aspects of mental activity. The dynamics of mental activity, and, consequently, the above properties of temperament can be associated with other psychological conditions - mood, motives for activity, the task set. At the same time, the properties of temperament are the most stable individual characteristics that persist for many years, often throughout life.
Various combinations of naturally related properties of temperament are called types. In psychology, it is customary to use the Hippocratic classification of temperament types - sanguine, choleric, phlegmatic and melancholic.
A sanguine person is a lively, mobile person, quickly responding to surrounding events, relatively easily experiencing failures and troubles. A slow, imperturbable person with steady aspirations and a more or less constant mood, with a weak external expression of mental states, is called a phlegmatic. A choleric person is a quick, porous person, capable of devoting himself to business with exceptional passion, but not balanced, prone to violent emotional outbursts, sudden mood swings. A melancholic is also called a person who is easily vulnerable, inclined to deeply experience even minor failures, but outwardly sluggishly reacts to his surroundings.
In people of the same type of temperament, the degree of expression of its individual properties may be different. Character traits that determine the dynamics of its manifestation depend on temperament. For example, sociability in a sanguine person is manifested in the easy and quick making of acquaintances, in a phlegmatic person - in the duration and stability of his attachment to his comrades and acquaintances, in striving for a circle of people familiar to him, etc. e. Temperament affects the development of individual character traits. Therefore, depending on the type of temperament of the child, it is necessary to use individual methods of influencing him in order to cultivate the necessary character traits. So, in order to cultivate diligence in a melancholic, it is necessary to maintain self-confidence in him with approval. In relation to a sanguine person, strictness should be more often shown.
1.2.Temperament and education problems
In order to carry out an individual, reasonable approach to children, it is correct to imagine, in particular, the properties of temperament. With a short-term acquaintance with a child, one can get only separate, more or less vivid impressions about the dynamic side of the psyche, which are insufficient for a reliable judgment about the properties of temperament. Only knowing the conditions of the development of the student, comparing data on his behavior and activities in different circumstances, can one distinguish casual manners, habits from the more fundamental features of temperament. An important technique for studying the originality of dynamic manifestations is the comparison of students with each other in equal, if possible, conditions.
To assign a student to a certain type of temperament, you should make sure that he has one or another expression, first of all, of such traits:
1. Activity. She is judged by the degree of pressure (energy) with which the child is drawn to the new, seeks to influence the environment and change it, to overcome obstacles.
2. Emotionality. She is judged by her sensitivity to emotional influences, by her disposition to find reasons for an emotional reaction. It is indicative of the ease with which emotion becomes an incentive for actions, as well as the speed with which one emotional state changes to another.
3. Features of motor skills. They act in speed, sharpness, rhythm, amplitude and a number of other signs of muscle movement (some of them also characterize speech motor skills). This side of the manifestations of temperament is easier to observe and evaluate than others.
It should be borne in mind that there are age-related features of temperament: each childhood has its own specificity of activity, emotionality and motor skills. So, at primary school age, the characteristic features of activity - the ease of awakening interest, the willingness to pay attention to any external stimuli and the insufficient duration of the state of concentration - are associated with the relative weakness and sensitivity of the nervous system of children. And emotionality at this time of life, and motor skills, of course, are different than, say, in adolescence, and even more so in adolescence. Signs of one or another type of temperament in a child cannot be considered in isolation from his age, they always appear against the corresponding “age background”. The energy, passion of a choleric person, if they are aimed at worthy goals, can be valuable qualities, but lack of balance, emotional and motor, can be expressed, in the absence of proper education, in restraint, harshness, a tendency to constant explosions. The liveliness and responsiveness of a sanguine person are valuable features, but with shortcomings in education, they can lead to a lack of proper concentration, to superficiality, and a tendency to scatter. Calmness, endurance, lack of haste phlegmatic - valuable properties. But in unfavorable conditions of upbringing, they can make a person lethargic, indifferent to many of the impressions of life. The depth and stability of feelings, the emotional sensitivity of a melancholic are valuable features, but with a lack of appropriate educational influences, representatives of this type may develop a disposition to completely immerse themselves in their own experiences, excessive shyness.
Thus, the same initial properties of temperament do not predetermine what they will develop into - advantages or disadvantages. Therefore, the task of the educator should not be to try to remake one type of temperament into another (this is impossible), but to contribute through systematic work to the development of the positive aspects of each temperament and at the same time help to get rid of those negative moments that can be associated with this temperament.
An important indicator of the student's temperament is mobility, liveliness. It is known that some students are characterized by mobility in motor skills, rapid onset and cessation of emotions, and mobility in intellectual activity. Others are inert in their movements, with slow emergence and dim flow of emotions, low mobility of thought. All this is a manifestation of temperament in terms of living creatures, mobility. For choleric, sanguine people, high mobility is characteristic, for phlegmatic and melancholic people - small.
Observations of schoolchildren of different temperaments, as well as practical educational work with them, indicate that this indicator "dictates" certain measures of individual influence. With all the desire to complete the task quickly, the phlegmatic will not be able to do this. His lethargy, inertia in reactions to remarks can be the object of attention of classmates, slowness in performing an urgent matter - lead to a breakdown.
On the contrary, choleric and sanguine people are quick, mobile, impatient. A choleric schoolboy is sometimes in such a hurry that he finds himself in a less advantageous position than a phlegmatic one. Haste leads to a hasty and thoughtless decision, to mistakes.
Finally, the third indicator of temperament is balance. It manifests itself in the fact that the measure of activity and passivity can be in different combinations. Some students are active, while others are passive. In choleric people activity dominates, while in phlegmatic people inertia predominates. Where it is necessary to take the initiative, to mobilize people, the choleric or sanguine person is more suitable. The phlegmatic has little initiative, he is rather a performer. Experiments have established that students of the choleric type, as well as sanguine people, in most cases act as organizers and leaders of affairs, groups, and collectives. It is rare to see a phlegmatic person in this capacity and there are almost no melancholic organizers.
The study by A. I. Ilyina showed the connection between temperament and sociability of schoolchildren. When studying phlegmatic and sanguine people, it was found that phlegmatic people have the following features: a) difficulty in communicating with new people, b) narrowness of the circle of communication, c) constancy of communication in a narrow circle, d) slowness of reaction in communication, e) passivity of communication with new people faces, e) inexpressiveness. Sanguine schoolchildren are characterized by opposite indicators: a) ease of communication with new people, b) breadth of the circle of communication, c) constancy of relations with the majority of the vast circle of communication, d) speed of reactions in communication, e) expressiveness in communication. .62]
The author of the study warns against mixing temperament and character. Meanwhile, identification is often allowed, and for example, slowness, emotional inertia and inexpressiveness are taken as bad character traits: laziness, arrogance, callousness. This, in turn, leads to injustice towards the student and even a violation of the measures of pedagogical influence. The mixture of temperament and character puts the child in a dual position: he is given a positive assessment for slowness, deliberation of actions, behavior; on the other hand, they are accused of laziness, sluggishness.
A mixture of temperament and character leads to the consolidation of negative traits. For example, the inconstancy of the sanguine is sometimes emphasized and this fixes attention on him. The student will believe that nothing can be done about this quality, so you should put up with it.
Chapter 2Education of positive qualities, taking into account temperament
2.1. Cultivating Emotional Restraint
Emotional processes are that sphere of a child’s psychological being that charges and regulates all his other functions, such as perception, attention, memory, thinking, imagination, etc. Emotional images and emotional control are the goal and product of education especially in choleric and sanguine people. The development of the ability to control one's behavior is one of the essential moments that form the psychological readiness of the child to study at school. The emergence of fundamentally new opportunities for self-regulation in a preschool child implies, in addition to the development of emotional control, the transition from external to internal regulation of behavior (when it becomes internally meaningful) and the establishment of subordination of behavioral motives, however, all these complex processes proceed under influence of emotional regulation, so we consider the development of the emotional sphere of the child the most important task of psychologists.
Emotions regulate all activities of human behavior. A child of pre-preschool age is, as it were, in the grip of external emotional impressions and spontaneously arising feelings. It is easy to attract him to something, but it is also easy to distract him; his feelings quickly arise and just as quickly disappear. He reacts very emotionally to what is happening, but his emotions are unstable. “Often one has to see that not even 2-3 minutes have passed. after some failure suffered by the baby, and he is already smiling, follows with enthusiasm what is shown or told to him; only occasionally does he seem to burst into sobs. This is a remarkable phenomenon: in external movements, in the order of, so to speak, external consequences, the emotional reaction is still preserved, but internally, psychologically, the emotion has already disappeared.
The main direction in the development of the emotional sphere in a preschooler is the emergence of the ability to control emotions, that is, the arbitrariness of behavior. Emotions gradually become more meaningful, begin to obey thinking, when the child learns various modes of action and norms of behavior, correlates the results of his activity with the goals and results of others. Behavior gradually turns from being stimulated by spontaneous feelings and impressions (“volitional” behavior) into “volitional” behavior, which means the transition from its external to internal regulation, to the possibility of choosing one’s own behavior. A. N. Leontiev considered this the main characteristic of the transition from pre-preschool to preschool age. In addition to meaningfulness, another direction in the development of emotions in preschool age can be noted - emotions become stable, acquire greater depth. A preschooler develops higher feelings - sympathy, compassion, the ability to understand the feelings of other people, empathize with them. An adequate emotional response in various (including stressful) situations is formed on the basis of the ability to distinguish emotional states by their external manifestation: through facial expressions, pantomime, gestures, postures, emotional distance. At the same time, the child learns from external emotional manifestations to guess the meaning of behavioral reactions and react in accordance with this meaning.
These ideas formed the basis of the developed system of psychological and pedagogical methods for the development of emotional control and correction of emotional processes in preschoolers. Work with children in psychological classes was carried out according to programs specialized in accordance with the age characteristics of each group. During the entire period of work, psychodiagnostics of the features of the emotional sphere (projective graphic tests, analysis of drawings), personality traits (Cattell's questionnaire, regulated observation) and the dynamics of the emotional states of children (the Luscher color relationship test) were regularly carried out in each of the age groups. Some of the assigned tasks begin to be performed with children of three years of age, but the most complete and comprehensive developmental effect could only be achieved in the older and preparatory groups. The main emphasis of developing activities was placed on working with problem children, bearing in mind the rootedness of their “problemness” (anxiety, self-doubt, instability of self-esteem, ambitiousness) in the emotional sphere. However, our observations and the results of psychodiagnostics have shown that the purposeful development of self-control, the arbitrariness of emotional experiences, higher feelings, the regulation of the dynamics of emotional processes is necessary for all, even the most prosperous, preschool children and contribute to their timely psychological maturity. vanity.
The basis of psychological work with emotionally problematic children is the synthesis of methods of group psychotraining and creative children's theater. In general, we can say that the essence of the system of methods for the psychological development of the emotional sphere is teaching the child to create a special kind of psychological atmosphere that favorably affects the emotional state, mood of feelings and thoughts of the child, and, thereby, on his character. actions and deeds.
The formation of a positive attitude and an optimistic emotional outlook on the world contributes to the concentration of children's attention on the pleasant, kind, joyful that surrounds us. So, we ask the children to name in turn all the things, events, phenomena that bring them joy. The answers turned out to be the most unexpected and extremely numerous. Depending on age, temperament and upbringing, children named games, gifts, movements, sports, creativity and interaction in the game, personal achievements, spending time together with parents, relatives, friends, communication with nature, recreation after fatigue, delicious food, drinking when very thirsty, human contact (praise, soft smile, compliment, friendly handshake, any expression of affection); research and unexpected data of observation and discovery during the game, walking, reading, classes; pleasant body sensations (warm shower, bath, refreshing swim, caressing clothes and bed) and much more. If you carry out this exercise regularly (but not more than 2 times a month), all the joys of this new, no longer frightening, but friendly outside world suddenly open up for the child.
Classes of this kind save children from anxious suspiciousness, tearfulness and hypochondria, create conditions for the formation of optimal emotional tone and curiosity, openness to external impressions, without which development and learning are impossible. However, the effect of this exercise will be maximally small if it is carried out every time a little differently, in a new way. For example, you can have a special self-made notebook with the following chapters: 1) things that I love; 2) people I love; 3) favorite books, films, cartoons; 4) favorite animals and birds; 5) good deeds I have done; 6) things that I manage to do well; 7) qualities that I especially like in people; 8) favorite places, delicious food, pleasant dreams, dreams.
The psychologist or educator lists aloud the skills available to children, and preschoolers raise their hands when they think they are doing it well. At the same time, they call the ability to observe, listen carefully, speak correctly, laugh, sit or stand patiently, walk for a long time, jump over a rope, ride a bicycle, run, jump, play, wear clothes carefully, tag adults, depict something , draw, sculpt, study, read, think, enjoy the beauty of nature, make friends, do good deeds. These exercises help the child create an image of himself not only as a skilled, strong and strong-willed person, but also as a responsible person. In many ways, this contributes to the awareness of one's emotional experiences, understanding one's attitude towards oneself, stabilization of self-esteem and related emotional experiences. The same goals are served by a psychological exercise in which children are asked in turn to complete a phrase from the following phrases:
“It would be nice now ... (finish the sentence). I know what I can do ... (list). What I do best is ... (list).
I'll try my best... (what to do?). I'm ready now... (what to do?). Today I already ... (what good did I do?) It turns out that it is not at all difficult ... (what to do?). In the very near future, I am ready ... (what good to do?).
I really want for my friends ... (what good to do?). Most of all I love ... (what exactly?). What I do best is... (what to do?). I am very pleased ... (what?).
I am strong enough (smart, dexterous) to ... (what good can I do?).
I'm sure I can... (what to do?). I will definitely learn in the future ... (what?). My friends especially appreciate in me ... (what?). Parents (educators) often praise me... (for what?)”.
Another way to level anxiety and increase self-confidence is to teach children the ability to distract themselves from unpleasant and disturbing thoughts, to deal with everyday minor everyday stresses. Here it is necessary to teach children not to worry about what is beyond their control. For example, a girl broke a cup and cries bitterly. The teacher can console her with these words:
- It doesn't matter if the cup is broken. Such troubles sometimes happen to each of us. Tears will not help you, because everything has already happened. Tears and frustration will not make the cup whole. Let's not cry, but rather we will remove the fragments together. Maybe this unpleasant experience will make us more careful in the future.” It is important to note here that fixation on unpleasant experiences, reinforced by the reproaches and remarks of adults, aggravate the anxiety, suspiciousness and suspicion of the child.
So, observing children on a walk, a psychologist notes sad, whiny, boring, and upset among them. Gathering them together, he starts a new game. All troubles, worries, fears, resentments, anger are proposed to be presented in the form of an unpleasant gray mass (such as mud or dirty cotton wool), rolled into a ball and transferred to an adult (psychologist, educator). An adult takes this imaginary lump (a focus of stress) from hand to hand and lowers it into a bag or bag, which is solemnly buried in the ground. This procedure symbolizes the destruction of all troubles and, indeed, children are infected with joy and peace as a result of these actions. When repeating this exercise, it is recommended to modify it by inviting the children who are in the washroom in the process of washing their hands to imagine that the stress is washed off with a stream of water.
Another effective technique for optimizing your emotional state is switching from unpleasant to pleasant experiences. So, you can invite a sad or angry child to imagine himself as a television. The psychologist pronounces the following text: “You are a bit like a TV, your head has many different channels - happy channels, sad channels, fear channels, anxiety channels, good and bad channels. All of them are inside your head and you can control them. You can decide which channel you choose the next day. Inside you is the control panel. If you are currently on the channel of resentment, immediately turn off this channel, thinking of something else - something good, kind, joking or funny. So, first determine what channel you are on, and now, - attention! - if you are on a bad or unpleasant channel, then immediately turn it off, switching to a pleasant, joyful channel. If you are on a good channel, then adjust your TV set, make the picture brighter, sound louder and enjoy the transmission from a good channel, thinking about something pleasant.
Children mentally press the program switch button or make hand movements (twist a button, press the clothes button). This exercise contributes not only to getting rid of unpleasant emotions, but also to their awareness, which makes emotional reactions more meaningful. Receptions of this kind are very helpful with fears. Sometimes we turn our attention to a pleasant object of imagination that we invent, etc. ..................

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Kostanay Socio-Technical University named after Academician Z. Aldamzhar

Faculty of Education

Department of Humanitarian Sciences

Course work

by discipline Psychology

TOPIC: TEMPERAMENT AND EDUCATIONAL PROBLEMS

Completed by: Ilchenko Julia

Scientific adviser Abdullina D.Z.

Kostanay 2011

Introduction

Conclusion

List of used literature

Introduction

Temperament is given to a person from birth. You can’t change it, but you need to learn to understand and reckon with it. Highlighting the characteristic features of children, we must note that children are different. In fact, it is impossible to find two completely identical students in a class.

Learners differ from each other not only in different levels of preparedness for the assimilation of knowledge. Each of them has more stable individual characteristics that cannot (and should not) be eliminated with all the efforts of the teacher. At the same time, these individual characteristics impose their own requirements on the organization of the educational process.

From the properties of the nervous system, and, in other words, from the temperament of a small person, his character, the way of expressing emotions, the ability to learn new knowledge, and his inclination to a certain type of activity will depend. Usually a child inherits the temperament of one of the parents or equally takes traits from each. Therefore, in one family, the appearance of children with different types of temperament is possible.

People are born into the world with different types of nervous system that cause different types of temperaments: choleric, sanguine, phlegmatic, melancholic. It cannot be said that some of these types are good and others are bad. Each type has both positive and negative qualities. For example, sanguine people are quick to react, and phlegmatic people are characterized by slowness, it is difficult for them to switch from one thing to another, while sanguine people do it easily. Cholerics are capable of long-term active work, but it is difficult for them to slow down and restrain themselves. Melancholics are characterized by fatigue, although, in turn, they have a number of other positive qualities. Already these characteristics show that people with different temperaments need a different pace and a different mode of work.

Observations show that teachers tend to set a pace that does not suit their temperament. At the same time, a pace is set that was clearly beyond the strength of many students, and not in terms of the level of knowledge, but precisely in terms of the properties of temperament. And such students, starting responsible control work, already knew in advance that they would not be able to cope with all the tasks, because they were given too high a pace of work. When we talked with such students, we invariably found them to feel resentful: they felt that they were being treated unfairly.

Therefore, the topic of the course work is very relevant. This is another argument in favor of an individual approach to raising children.

The purpose of the work is to focus on the methods and forms that are necessary for raising children, taking into account innate qualities.

Work tasks:

Define the meaning of the concept of "temperament";

Get to know a variety of temperament;

Consider the forms and methods of educating a personality, taking into account temperament.

The object of the study was the activity of a teacher and educator with children of different temperaments.

The subject of the research is educational methods and techniques in the formation of positive character traits.

The hypothesis of the work is that each child needs an individual approach in education, in a particular case, taking into account his temperament.

Research methods are textual analysis, testing, observation. The theoretical significance lies in the fact that in this work an attempt was made to give a systematic presentation of the education of character traits, taking into account temperament, because the confusion of these two concepts sometimes puts the child in a difficult position.

The practical significance lies in the fact that this material can be used in the classroom in schools.

The work consists of an introduction, two chapters containing theoretical studies and methodological material, conclusions and literature.

1. Theoretical foundations of temperament

1.1 The essence of the concept of "temperament"

As you know, with a relative equality of motives for behavior and activity, with the same external influences, people differ markedly from each other in impressionability, impulsiveness, and energy shown. So, one person is prone to slowness, the other to haste, one is characterized by the ease of awakening feelings, and the other by composure, one is distinguished by sharp gestures, expressive facial expressions, the other by restraint of movements, very little mobility of the face. Differences in dynamic features appear, ceteris paribus, in the general activity of the individual, in his motor skills and his emotionality.

Of course, the dynamic manifestations of a person can largely depend on educated attitudes and habits, on the requirements of the situation, etc. But there is no doubt that the individual differences in question have their own innate basis. This is confirmed by the fact that such differences are found already in childhood, appear in the most diverse spheres of behavior and activity, and are distinguished by particular constancy.

The dynamic features inherent in the individual are internally interconnected and form a peculiar structure. An individually peculiar, naturally conditioned set of dynamic manifestations of the psyche is called the human temperament.

Temperament is a natural correlation of stable individual personality traits that characterize various aspects of the dynamics of mental activity.

The concept of temperament arose on the basis of the teachings of the ancient Greek physician Hippocrates (VI century BC), who argued that the proportion of the four elements that allegedly make up the human body determines the course of physical and mental illness. According to the ancient Greek physician Hippocrates, the leading type of temperament depends on the predominant liquid in the human body (red and black bile, hot blood, cold mucus). In accordance with this, he divided people into 4 types - sanguine, choleric, phlegmatic and melancholic.

CHOLERIC (from the Greek. chole - "bile")

Type of nervous system: strong, unbalanced, mobile.

Positive features: activity and vigor, intelligence, determination, determination, perseverance and sociability, persuasive speech.

Negative features: irascibility, aggressiveness, propensity for conflicts, vindictiveness, frequent mood swings, tendency to authoritarianism.

SANGUINE (from Greek sanguis - "blood")

Type of nervous system: strong, balanced, mobile.

Positive features: activity and mobility, quick adaptation to new conditions, goodwill, dedication to business, optimism, expressive speech, rich facial expressions and gestures, authority and leadership.

Negative features: lack of perseverance, inconstancy and unreliability, absent-mindedness, inability to keep one's word, lack of purposefulness, inability to monotonous and prolonged work.

PHLEGMATIC (from the Greek phlegma - "mucus")

Type of nervous system: strong, balanced, inert.

Positive features: calmness and ability to concentrate, patience and resistance to stress, peacefulness, commitment and high efficiency, purposefulness and perseverance.

Negative traits: passivity, inactivity, heaviness "on the rise", inertia, inability to make decisions, stubbornness and conservatism.

MELANCHOLIC (from the Greek. melas - "black", chole - "bile")

Type of nervous system: weak, unbalanced, inert.

Positive features: sensitivity and ability to sympathy, cordiality, subtle receptivity and goodwill, diligence in work.

Negative traits: vulnerability and shyness, lack of confidence in oneself and one's actions, low self-esteem, isolation and uncommunicativeness, inertia and excessive passivity.

The properties of temperament are the individual pace and rhythm of mental processes, the degree of stability of feelings, the intensity of volitional effort, etc., related to all aspects of mental activity. The dynamics of mental activity, and, consequently, the above properties of temperament can be associated with other psychological conditions - mood, motives for activity, the task set.

At the same time, the properties of temperament are the most stable individual characteristics that persist for many years, often throughout life.

In people of the same type of temperament, the degree of expression of its individual properties may be different. Character traits that determine the dynamics of its manifestation depend on temperament. For example, sociability in a sanguine person is manifested in the easy and quick making of acquaintances, in a phlegmatic person - in the duration and stability of his attachment to his comrades and acquaintances, in striving for his usual circle of people, etc. Temperament affects the development of individual character traits. Therefore, depending on the type of child's temperament, it is necessary to use individual methods of influencing him in order to bring up the necessary character traits. The task of teachers is to find out the characteristics of the child's temperament and, relying on its positive aspects, try to overcome the negative manifestations. So, in order to cultivate diligence in a melancholic, it is necessary to maintain self-confidence in him with approval, he can become more courageous and decisive in his actions. In relation to a sanguine person, strictness should be more often shown. Education can teach choleric to restraint in the manifestation of their feelings, which is not characteristic of him.

1.2 Temperament and education problems

In order to carry out an individual, reasonable approach to children, it is correct to imagine, in particular, the properties of temperament. In a short-term acquaintance with a child, one can get only separate, more or less vivid impressions of the dynamic side of the psyche, which are insufficient for a reliable judgment about the properties of temperament. Only knowing the conditions of the development of the student, comparing data on his behavior and activities in different circumstances, can one distinguish casual manners, habits from the more characteristic features of temperament. An important method of studying the originality of dynamic manifestations is the comparison of students with each other in equal, if possible, conditions.

It is possible to determine the type of temperament most accurately only by 3-4 years. In its pure form, melancholic with choleric are rare. Usually, each of us has all four types. The main thing is to determine the dominant type. It is on its basis that the formation of character and behavior takes place.

To assign a student to a certain type of temperament, you should make sure that he has one or another expression, first of all, of such traits:

1. Activity. It is judged by the degree of pressure (energy) with which the child is drawn to the new, seeks to influence the environment and change it, to overcome obstacles.

2. Emotionality. She is judged by her sensitivity to emotional influences, by her disposition to find reasons for an emotional reaction. The ease with which emotion becomes a stimulus for actions is indicative, as well as the speed with which one emotional state changes to another.

3. Features of motor skills. They act in speed, sharpness, rhythm, amplitude and a number of other signs of muscle movement (some of them also characterize speech motor skills). This side of the manifestations of temperament is easier to observe and evaluate than others.

It should be borne in mind that there are age-related features of temperament: each childhood has its own specificity of activity, emotionality and motor skills. Thus, at primary school age, the characteristic features of activity - the ease of awakening interest, the willingness to pay attention to any external stimuli and the insufficient duration of the state of concentration - are associated with the relative weakness and sensitivity of the nervous system of children. Both emotionality at this time of life, and motor skills, of course, are different than, say, in adolescence, and even more so in adolescence. Signs of one or another type of temperament in a child cannot be considered in isolation from his age, they always appear against the corresponding “age background”. The energy, passion of the choleric, if they are aimed at worthy goals, can be valuable qualities, but lack of balance, emotional and motor, can be expressed, in the absence of proper education, in restraint, harshness, a tendency to constant explosions. The liveliness and responsiveness of a sanguine person are valuable features, but with shortcomings in education, they can lead to a lack of proper concentration, to superficiality, and a tendency to scatter. Calmness, endurance, lack of haste phlegmatic - valuable properties. But under unfavorable conditions of upbringing, they can make a person lethargic, indifferent to the many impressions of life. The depth and stability of feelings, the emotional sensitivity of a melancholic are valuable traits, but with a lack of appropriate educational influences, representatives of this type may develop a disposition to completely immerse themselves in their own experiences, excessive shyness.

Thus, the same initial properties of temperament do not predetermine what they will develop into - into advantages or disadvantages. Therefore, the task of the educator should not be to try to convert one type of temperament into another (this is impossible), but to contribute through systematic work to the development of the positive aspects of each temperament and at the same time help to get rid of those negative aspects that may be associated with this temperament.

An important indicator of the student's temperament is mobility, liveliness. It is known that some students are characterized by mobility in motor skills, rapid emergence and cessation of emotions, mobility in intellectual activity. Others are inert in their movements, with slow emergence and dim flow of emotions, low mobility of thought. All this is a manifestation of temperament in terms of living creatures, mobility. For choleric, sanguine people, high mobility is characteristic, for phlegmatic and melancholic people - small.

Observations of schoolchildren of different temperaments, as well as practical educational work with them, indicate that this indicator "dictates" certain measures of individual influence. With all the desire to complete the task quickly, the phlegmatic will not be able to do this. His lethargy, inertia in reactions to remarks can be the object of attention of classmates, slowness in performing an urgent matter can lead to a breakdown. On the contrary, choleric and sanguine people are quick, mobile, impatient. A choleric schoolboy is sometimes in such a hurry that he is in a less advantageous position than a phlegmatic one. Haste leads to a hasty and thoughtless decision, to mistakes.

Finally, the third indicator of temperament is balance. It manifests itself in the fact that the measure of activity and passivity can be in different combinations. Some students are active, while others are passive. In choleric people, activity dominates, while in phlegmatic people, inertia prevails. Where it is necessary to take the initiative, to mobilize people, the choleric or sanguine person is more suitable. A phlegmatic person has little initiative, he is rather a performer. Experiments have established that students of the choleric type, as well as sanguine people, in most cases act as organizers and leaders of affairs, groups, and collectives. It is rare to see a phlegmatic person in this capacity and there are almost no melancholic organizers.

The study by A. I. Ilyina showed the connection between temperament and sociability of schoolchildren. When studying phlegmatic and sanguine people, it was found that phlegmatic people have the following features: a) difficulty in communicating with new people, b) narrowness of the circle of communication, c) constancy of communication in a narrow circle, d) slowness of reaction in communication, e) passivity of communication with new people faces, e) inexpressiveness. Sanguine schoolchildren are characterized by opposite indicators: a) ease of communication with new people, b) breadth of the circle of communication, c) constancy of relations with the majority of the wide circle of communication, d) speed of reactions in communication, e) expressiveness in communication. ]

The author of the study warns against mixing temperament and character. Meanwhile, identification is often allowed, and for example, slowness, emotional inertia and inexpressiveness are taken as bad traits of character: laziness, arrogance, callousness. This, in turn, leads to injustice towards the student and even violation of measures of pedagogical influence. The mixture of temperament and character puts the child in a dual position: he is given a positive assessment for slowness, deliberation of actions, behavior; on the other hand, they are accused of laziness, sluggishness. A mixture of temperament and character leads to the consolidation of negative traits. For example, the inconstancy of a sanguine person is sometimes emphasized and this fixes attention on him. The student will believe that nothing can be done about this quality, so you should put up with it. In this case, the mechanism is triggered, figuratively formulated by M. Yu. Lermontov and put into the mouth of Pechorin: "I had no vices, but people said that I have them, and I have them."

temperament strong-willed personality upbringing

2. Education of positive qualities, taking into account temperament

2.1 Fostering emotional restraint

Emotional processes are that sphere of a child's psychological existence that charges and regulates all his other functions, such as perception, attention, memory, thinking, imagination, etc. Emotional images and emotional control are the goal and product of education, especially in choleric and sanguine people. The development of the ability to control one's behavior is one of the essential moments that form the psychological readiness of the child to study at school. The emergence of fundamentally new opportunities for self-regulation in a preschool child implies, in addition to the development of emotional control, the transition from external to internal regulation of behavior (when it becomes internally meaningful) and the establishment of subordination of behavioral motives, however, all these complex processes proceed under the influence of emotional regulation, therefore, development the emotional sphere of the child, we consider the most important task of psychologists.

Emotions regulate all activities of human behavior. A child of pre-preschool age is, as it were, in the grip of external emotional impressions and spontaneously arising feelings. It is easy to attract him to something, but it is also easy to distract him; his feelings quickly arise and just as quickly disappear. He reacts very emotionally to what is happening, but his emotions are unstable. “Often one has to see that not even 2-3 minutes have passed. after some failure suffered by the baby, and he is already smiling, with enthusiasm follows what is shown or told to him; only occasionally does he seem to burst into sobs. This is a remarkable phenomenon: in external movements, in the order, so to speak, of external consequences, the emotional reaction is still preserved, but internally, psychologically, the emotion has already disappeared. The main direction in the development of the emotional sphere in a preschooler is the emergence of the ability to control emotions, that is, the arbitrariness of behavior. Emotions gradually become more meaningful, begin to obey thinking, when the child learns various modes of action and norms of behavior, correlates the results of his activity with the goals and results of others. Behavior is gradually transformed from being stimulated by spontaneous feelings and impressions (“volitional” behavior) into “volitional” behavior, which means the transition from its external to internal regulation, to the possibility of choosing one’s own behavior. A. N. Leontiev considered this to be the main characteristic of the transition from pre-preschool to preschool age. In addition to meaningfulness, another direction in the development of emotions in preschool age can be noted - emotions become stable, acquire greater depth. The preschooler has higher feelings - sympathy, compassion, the ability to understand the feelings of other people, empathize with them. An adequate emotional response in various (including stressful) situations is formed on the basis of the ability to distinguish emotional states by their external manifestation: through facial expressions, pantomime, gestures, postures, emotional distance. At the same time, the child learns to guess the meaning of behavioral reactions behind external emotional manifestations and to respond in accordance with this meaning.

These ideas formed the basis of the developed system of psychological and pedagogical methods for the development of emotional control and correction of emotional processes in preschoolers. Work with children in psychological classes was carried out according to programs specialized in accordance with the age characteristics of each group. During the entire period of work, psychodiagnostics of the features of the emotional sphere (projective graphic tests, analysis of drawings), personality traits (Cattell questionnaire, regulated observation) and the dynamics of the emotional states of children (Luscher color relationship test) in each of the age groups was regularly carried out. Some of the assigned tasks begin to be performed with children of three years of age, but the most complete and comprehensive developmental effect could be achieved only in the older and preparatory groups. The main emphasis of developmental activities was placed on working with problem children (anxiety, self-doubt, instability of self-esteem, ambitiousness) in the emotional sphere. However, my observations and the results of psychodiagnostics have shown that the purposeful development of self-control, the arbitrariness of emotional experiences, higher feelings, the regulation of the dynamics of emotional processes is necessary for all, even the most prosperous, preschool children and contribute to their timely psychological maturation.

The basis of psychological work with emotionally problematic children is the synthesis of methods of group psychotraining and creative children's theater. In general, we can say that the essence of the system of methods for the psychological development of the emotional sphere is teaching the child to create a special kind of psychological atmosphere that favorably affects the emotional state, the mood of the child’s feelings and thoughts, and, thereby, the nature of his actions and actions.

The formation of a positive attitude and an optimistic emotional attitude is facilitated by the concentration of children's attention on the pleasant, kind, joyful that surrounds us. So, I ask the children to name in turn all the things, events, phenomena that bring them joy. The answers turned out to be the most unexpected and extremely numerous. Depending on age, temperament and upbringing, children named games, gifts, movements, sports, creativity and interaction in the game, personal achievements, spending time together with parents, relatives, friends, communication with nature, rest after fatigue, delicious food, drinking when very thirsty, human contact (praise, gentle smile, compliment, friendly handshake, any expression of affection); unexpected observations and discoveries during the game, walking, reading, classes; tactile sensations (warm shower, bath, refreshing swim, caressing clothes and bed) and much more. If this exercise is carried out regularly (but not more than 2 times a month), all the joys of this new, no longer frightening, but friendly outside world suddenly open up for the child.

Classes of this kind save children from anxious suspiciousness, tearfulness and hypochondria, create conditions for the formation of optimal emotional tone and curiosity, openness to external impressions, without which development and learning are impossible. However, the effect of this exercise will be maximum if it is carried out every time a little differently, in a new way. For example, you can start a special homemade notebook book with the following chapters: 1) things that I love; 2) people I love; 3) favorite books, films, cartoons; 4) favorite animals and birds; 5) good deeds I have done; 6) things that I manage to do well; 7) qualities that I especially like in people; 8) favorite places, delicious food, pleasant dreams, dreams.

I have found the following kind of work useful. The psychologist or teacher lists aloud the skills available to children, and preschoolers raise their hands when they think they are doing it well. At the same time, they call the ability to observe, listen carefully, speak correctly, laugh, sit or stand patiently, walk for a long time, jump over a rope, ride a bicycle, run, jump, play, wear clothes neatly, tag an adult, depict something, draw , sculpt, study, read, think, enjoy the beauty of nature, make friends, do good deeds. These exercises help the child to create an image of himself not only as a skilled, strong and strong-willed, but also as a responsible person. This contributes to the awareness of one's emotional experiences, understanding one's attitude towards oneself, stabilization of self-esteem and related emotional experiences.

A psychological exercise serves the same purpose, in which children are asked in turn to complete a phrase from the following phrases:

“It would be nice now ... (finish the sentence).

I know what I can do ... (list).

What I do best is ... (list).

I'll try my best... (what to do?).

I'm ready now... (what to do?).

I already today ... (what good did I do?)

It turns out that it is not difficult at all ... (what to do?).

In the very near future, I am ready ... (what good to do?).

I really want for my friends ... (what good to do?).

Most of all I love ... (what exactly?).

What I do best is... (what to do?).

I am very pleased ... (what?).

I am strong enough (smart, dexterous) to ... (what good can I do?).

I'm sure I can... (what to do?).

I will definitely learn in the future ... (what?).

My friends especially appreciate in me ... (what?).

Parents (educators) often praise me... (for what?)”.

Another way to level anxiety and increase self-confidence is to teach children the ability to distract themselves from unpleasant and disturbing thoughts, to deal with everyday minor everyday stresses. Here it is necessary to teach children not to worry about what is beyond their control. For example, a girl broke a cup and cries bitterly. The teacher can console her with these words:

It doesn't matter if the cup is broken. These kinds of things happen to all of us sometimes. Tears will not help you, because everything has already happened. Tears and frustration will not make the cup whole. Let's not cry, but rather we will remove the fragments together. Maybe this unpleasant experience will make us more careful in the future.” It is important to note here that fixation on unpleasant experiences, reinforced by the reproaches and remarks of adults, aggravate the anxiety, suspiciousness and suspicion of the child.

So, observing children on a walk, the psychologist notes among them sad, whiny, boring, and upset. Gathering them together, he starts a new game. All troubles, worries, fears, resentments, anger are proposed to be presented in the form of an unpleasant gray mass (such as mud or dirty cotton wool), rolled into a ball and transferred to an adult (psychologist, educator). An adult from hand to hand takes this imaginary lump (the focus of stress) and lowers it into a bag or bag, which is solemnly buried in the ground. This procedure symbolizes the destruction of all troubles and, indeed, children are infected with joy and peace as a result of these actions. When repeating this exercise, it is recommended to modify it by inviting the children who are in the washroom in the process of washing their hands to imagine that the stress is washed off with a stream of water.

Another effective technique for optimizing your emotional state is switching from unpleasant experiences to pleasant ones. So, you can invite a sad or angry child to imagine himself on a TV. The psychologist pronounces the following text: “You look a bit like a TV. Your head has many different channels -- happy channels, sad channels, fear channels, worry channels, good and bad channels. All of them are inside your head and you can control them. You can decide which channel you choose the next day. Inside you is the control panel. If you are currently on the channel of resentment, immediately turn off this channel, thinking about something else - about something good, kind, joking or funny. So, first determine which channel you are on, and now - attention! - if you are on a bad or unpleasant channel, then immediately turn it off, switching to a pleasant, joyful channel. If you're on a good channel, tune up your TV, make the picture brighter, sound louder, and enjoy the good channel while thinking about something nice."

Children mentally press the program switch button or make hand movements (twist a button, press the clothes button). This exercise contributes not only to getting rid of unpleasant emotions, but also to their awareness, which makes emotional reactions more meaningful. Receptions of this kind are very helpful with fears. Sometimes we turn our attention to a pleasant object of imagination that we invent and set ourselves. For example, it can be a funny clown giving gifts to children.

Switching can be used in a variety of situations. So, a crying child is given a stopwatch in his hands and is told that he can cry until the arrow reaches a certain mark, and after that you need to immediately stop crying, because exactly at that time all misfortunes will leave him. In general, you can switch the focus of attention from unpleasant experiences to pleasant ones in any unexpected, unusual and funny way. It is necessary to achieve the affirmation in the child of an even positive tone of his emotional experiences, which is a necessary background for any kind of his activity.

2.2 Formation of volitional qualities, taking into account temperament

The need to highlight the will as an element of the developing character of the child was seen by many outstanding teachers (K. D. Ushinsky, N. K. Krupskaya, A. S. Makarenko). K. D. Ushinsky wrote: “Our will, like our muscles, grows stronger only from constantly increasing activity: excessive demands can undermine both the will and the muscles and stop their development; but without giving them exercise, you will certainly have weak muscles and a weak will. In another place, he noted: “The will must be educated. The will is strengthened by its victories. Each victory of the will over anything gives a person confidence in his own moral strength, in the ability to overcome certain obstacles.

A. S. Makarenko believed that “among the problems of the very first degree of significance is the problem of educating the will, courage and purposefulness.” At the same time, A. S. Makarenko assumed the education of two interrelated sides of the will. “Great will,” he wrote, “is not only the ability to wish and achieve something, but also the ability to force oneself to give up something when necessary. Will is not just desire and satisfaction, but it is also desire and stop, and desire and refusal at the same time. If your child only exercises in fulfilling his desires and does not exercise in the brake, he will not have much will. Without a brake there can be no machine, and without a brake there can be no will.” Elsewhere we find a direct indication of the connection between the general education of the personality and the education of the will. “The main principle on which I insist is to find a middle ground, a measure of cultivating activity and inhibitions. If you learn this technique well, you will always bring up your child well. From the first year, it is necessary to educate in such a way that he can be active, strive for something, demand something, achieve, and at the same time, it is necessary to educate him in such a way that brakes are gradually formed in him for his desires that are already harmful. or taking him further than is possible at his age. Finding this sense of proportion between activity and inhibitions means solving the problem of education.

So, the formulation of the special task of educating the will and strong-willed character traits cannot be in doubt. But this does not mean that this task should be solved separately from the education of character as a whole and the education of its other aspects. Will is an integral part of the character structure, and largely depends on temperament, so it is associated with other components. The task of educating the will should be seen in highlighting its main aspects in the main types of activity: cognition, communication, student behavior - to determine the conditions that contribute to the formation and improvement, to trace its originality at the main age stages.

Not every conscious activity of a person can be called volitional. Congenital traits do not require volitional regulation, since they are made on the basis of mechanisms either inherited or already worked out and fixed. However, many forms and methods of behavior and communication are performed under direct volitional control. To start and stop an action in a situation with interference, to delay or switch it - all this requires the intervention of the will. Therefore, will is the regulation of one's own behavior.

The student performs actions, performs a lot of complex things that can be considered from the side of content and form. Actions, deeds are programmed and corrected by thinking, imagination and other cognitive processes. With their help, the content of the activity is drawn up. The form is expressed in movements, actions as motor acts. The will is aimed at starting, stopping, changing, restructuring the motor part of behavior, as well as cognition, that is, at activating and inhibiting conscious activity. But the will manifests itself in those cases when there is a difficulty, and it must be overcome in order to come to a predetermined goal.

The will manifests itself as the deployment and performance of the action, activity. Therefore, it can be considered as a process. So, the student will have to make a presentation at the school meeting. The task is difficult and requires a lot of effort.

The time from the moment when the student finds out about this and until the hour when he leaves the school after the report is filled with a variety of activities, experiences, overcoming large and small obstacles. But all this is within one complex and localized in time case. In this case, the volitional process includes motives, goal setting, decision making, planning ways to implement it, and practical actions. It includes varying degrees of volitional effort.

The process of volitional manifestation of a schoolchild inevitably raises the question of volitional qualities of character, their development and upbringing. During the implementation of the volitional process, volitional qualities are formed, first in the form of temporary manifestations, and then firmly entrenched, stable. This means, for example, that in the beginning the disciple can be decisive only once; persistent, courageous, independent will be only in one case, and then these qualities will be consolidated by their manifestation in other cases. They will develop into fairly persistent formations, into character traits.

Psychologists have singled out, recorded and studied many volitional traits. In one way or another, they are subjected to research from the point of view of structure. For example, the structure of perseverance, determination, etc. has been studied. Their specificity in certain types of activity (in a military situation, sports, communication) has been studied. Volitional traits continue to be studied in children of different ages and in different situations. The results were obtained on the manifestation of confidence, organization, perseverance, independence, purposefulness, endurance, determination, courage, and initiative among schoolchildren. All these qualities express the volitional process and characterize it from different angles. However, a simple enumeration and isolated study of schoolchildren does not make it possible to reveal their connection and correlate them with one or another stage of the volitional process. Therefore, grouping, unification is necessary. Such a grouping was proposed by N. G. Lewandovsky, who studied the structure of character using factor analysis.

The results of this study, as well as data obtained by other scientists, make it possible to identify three groups of volitional traits.

1. Features expressing the content of the will. This includes ideological and moral orientation, collectivist orientation.

2. Features in which the stimulating side of the volitional process (volitional motivation) is fixed: purposefulness, initiative, perseverance, determination.

3. Features reflecting the inhibitory (restraining) side of the volitional process or volitional inhibition. This includes endurance, self-control.

Some volitional qualities do not directly belong to the listed groups, but they include indicators of the properties of all three groups. These are the qualities: organization, confidence, courage.

Considering the groups of qualities, it should be borne in mind that the level of their development in the character of schoolchildren can be different: from the lowest, elementary, to the highest. In addition, a combination of qualities of more or less the same level is possible. For example, a low level of development of determination and the same level of endurance, or a high level of development of perseverance and determination. But a combination of qualities of varying degrees of development is possible. For example - resolute, but not persistent, courageous, but unrestrained.

The development of the will and strong-willed traits of character depends on a number of circumstances: on the experience of volitional behavior, individual characteristics and, mainly, on education.

Studies show that the experience of volitional behavior can be short-term and long-term, to a greater or lesser extent saturated with facts of overcoming difficulties. All this depends on the individual life of the child, schoolchild, as well as on the number of years lived, so we can talk about the typical features that are inherent in schoolchildren of this age group.

Differences in volitional regulation are tangible, due to the type of nervous system of the student. Indicators such as strength-weakness, balance-unbalance, mobility-inertia, to a certain extent affect the rate and level of development of the will as a whole and individual traits. At the same time, it should be borne in mind that the features of the type of the nervous system do not affect the content side of the will.

The main differences in the will of schoolchildren are related to upbringing. From the conditions in which the student lives, communicates, what kind of relationship he has with adults, peers, what is the system of educational influences, to a large extent depends on the pace and quality of the formation of volitional character traits.

Practice shows that some children are amenable to ordinary educational influences without much effort on the part of educators, others require the individualized use of conventional means and techniques, and still others require individual means in an individual approach.

Despite the whole system of education, the development of methods and means of influence, a significant part of schoolchildren still suffer from weak will. This cannot but cause concern, since the consequence of lack of will is poor academic performance, misconduct, and sometimes antisocial behavior.

The studies of V. I. Selivanov, A. V. Vedenov, K. M. Gurevich and other psychologists established indicators of weak will in school-age children in all three aspects of the volitional process, that is, in content, volitional motivation and volitional inhibition. These indicators are as follows.

1. The lack of purposefulness among schoolchildren, which is found in deeds, behavior at school and everyday life. Usually such students do not know what they want and what they need. They do not have a specific occupation, they do not have a sufficiently persistent interest. Schoolchildren with a lack of purposefulness are not independent in communication, they are influenced by those with whom they communicate. In a good team, they seem to be good, they do what the rest, in a bad group, they obey the customs and norms that exist in it, and together with everyone they commit misconduct. The lack of purposefulness is due to many reasons, among which there may be such as the lack of persistent motives, their low energy charge, and lack of confidence in their mental and physical capabilities.

2. Lack of consistency, systematic. Adults understand that any more or less complex task is performed in a one-time move, you need to return to it several times. Some schoolchildren who are not accustomed to the systematic implementation of a task, after two or three attempts, it seems that they are not up to it, and they leave it. There is a feeling of dislike for oneself, for one's own decision. Arguments are sought to justify the refusal, and as soon as an explanation is found, therefore, a means is acquired to alleviate oneself, that is, to justify oneself in one's own eyes.

3. Loss of self-confidence. The mechanism of loss of confidence was quite accurately described by K. M. Gurevich.

Let us imagine a schoolboy who tried several times to succeed, but each time, unable to cope with his own randomly arisen inclinations that lead him away from the main thing, he gradually became convinced that the task was beyond his strength and, in general, he was not capable of overcoming difficulties. . Often such an opinion is formed by peers, educators, teachers, who, on occasion, remind the student of this. So, there was an opinion about their capabilities. It is supported to a certain extent by others. But the whole being of a schoolboy opposes this. He, like everyone else, wants to be persistent, successful, a fighter, but this is not. Self-love kicks in. Accustomed to the fact that he does not hear a kind word addressed to him, he seeks compensation and finds it where neither restraint nor perseverance is needed - in violation of order and discipline. There will be "comrades" who will approve of such behavior, and voluntarily or involuntarily will contribute to the consolidation of negative qualities. In such a situation, a step will be taken from episodic lack of will to a negative character trait.

4. The student does what causes immediate pleasure associated with feelings, immediate needs and immediate goals. Watch a "sharp" program on TV, play an amusing game - please. All this does not require volitional tension, conscious regulation through the suppression of some desires, aspirations for the sake of an unattractive necessity. Immediate needs and feelings are not associated with generalized and expressed in the word motives, which reduces volitional activity, or completely removes it.

5. The features of the student's weak will are clearly manifested in his educational activities. Here are some of these indicators:

a) the inability and unwillingness to strain when memorizing the material, solving educational problems (having started working on the material, when meeting with difficulty, he quits the lesson halfway, does not take the trouble to get acquainted with the incomprehensible textbook. “Ah ... okay, then”!);

b) superficial, approximate memorization of educational material (the student is not sure of the accuracy of his knowledge, he can easily be persuaded);

c) a weak-willed student does not have a system for working with the material, he is disorderly in preparing homework, and if any system develops, it is extremely irrational, not providing for tension and overcoming difficulties;

d) weakness of will manifests itself in the inability to concentrate on classes for as long as the educational process requires, as well as the inability to distract from extraneous stimuli;

e) shows negativism and stubbornness, expressed in the fact that he refuses the help of comrades and adults, although such help is urgently needed, since there are significant problems in the knowledge of educational material. In behavior and deeds, the student overcomes real difficulties, learns to strain, to subordinate personal goals and situational desires to more important goals. The noted punishment, coercion and other influences in verbal form do not play any role. Motives and goals, ways of their realization exist in consciousness in the form of images and in the form of words. Yes, and the very conscious Regulation of behavior is possible through the word, therefore, both persuasion and coercion can and should take place in the education of the will, but practical activity and real behavior play the main role.

The existence of a personally and socially significant goal. Not a conditional and not a game goal should be at the center of the student's volitional behavior, but a real one that has value for him; it should reflect public interests and needs. Any frivolous goal causes a frivolous attitude towards oneself. Consequently, in this case there can be no full return of forces and energy to achieve it. The goal of volitional action and behavior can arise on the student's own initiative, and then the subjective moment will be represented in it to a greater extent. But the goal can be introduced as a task, an order, a request, which in relation to the student are objective motives. They will reflect the interests and needs of not only one person, but the whole team, society. The task is to make the socially significant goal for the student as close as his own.

The goal can be of different scale. If it is significant and difficult to achieve immediately or in a short time, then it is advisable to single out stages and intermediate goals in it. For a schoolchild, a voluminous goal seems unattainable, since it is cumbersome and removed in time. If it is divided into parts and intermediate stages are identified, then this creates conditions for a relief view of this part. Efforts aimed at achieving an intermediate goal do not seem so great, and the student readily takes on its implementation.

Nothing inspires and inspires to overcome difficulties like success. The result is realized by the student on the basis of a comparison of what has already been achieved with what is planned. Success, noticed by the student himself, allows you to find out the positive result of the application of efforts, as well as identify shortcomings, weaknesses, correlate the energy spent and the result obtained. True, a retrospective assessment of the applied effort is not always adequate to the actual effort expended. It seems to the student that the result is achieved with less effort and energy.

An important condition for the development of volitional activity is the assessment of the results and the process of volitional activity by others: the team, educators, comrades.

The most important condition for educating the will of the student is the indispensable implementation of the decision. The implementation of the plan develops a skill, and then the habit of not leaving even a minor decision without implementation. If it is not fulfilled, then a light, frivolous attitude to the matter develops, the student affirms that it is not mandatory, the second line of individual differences, being a product of social life, must be accepted as the actual existence of the student's idiosyncrasies.

2.3 Education of the individual, taking into account temperament

When raising a child, it is impossible to set the task of reworking the temperament, but with any temperament, you can bring up all the necessary positive qualities of the personality and its behavior.

Temperament leaves a seal on the motor, emotional, mental manifestations in the upbringing of the student. The degree of influence of temperament clearly affects the movements, in the forms of emotional reaction, communication, less clearly manifested in the volitional and cognitive sphere. In the latter case, temperaments are leveled.

So, in temperament, first of all, endurance (strength of the nervous system) should be distinguished. It is known that on this basis, schoolchildren can be hardy and low-endurance. The first relatively easily cope with a large emotional and intellectual load; the second - such a load is not tolerated. The former, under tension and even overvoltage, do not cease to adequately respond to external influences, in extreme cases, they fall into a sleepy state (inhibition develops in the brain, which protects the nervous system from damage, breakdown). These include choleric, sanguine, phlegmatic. The latter are relatively quickly exhausted emotionally, less than others, are able to strain during physical and mental work, and are less able to adequately respond to strong and superstrong external stimuli. This, as you know, includes melancholic. The Russian doctor of the 18th century, S. G. Zabelin, said about melancholic people: “They are everywhere ahead of difficulties, which are not there, and they imagine misfortunes, doubtful in everything and timid. They, more than anyone else, should observe the rules of life, avoid fear, anger and sadness.

As experiments show, in educational work the endurance of temperament should be taken into account as an individual peculiarity of a schoolchild. Ceteris paribus, the emotional burden for students with hardy temperaments will be medium, for melancholic students - high; where for a sanguine, choleric and phlegmatic person the load becomes high, for a melancholic person it is limiting, or threatening. Choosing the means of pedagogical influence, the teacher will take into account this circumstance. For example, an elevated tone of address, a public discussion of his behavior, inclusion in a situation with great emotional intensity, with increased intellectual and physical stress is unsuitable for a melancholic. For other temperaments, all this is acceptable.

To study how a teacher should take into account certain traits of temperament in the process of working with children, I was helped by a study - observation of two elementary school students with different temperaments and the same positive attitude towards learning. The following characteristics are given to the students.

Student Dmitry Krylov. The movements are sluggish, weak and inexpressive, in the lessons he is calm, does not scream. He always sits in the same position, constantly holding something and twisting it in his hands. When he is called, he slowly goes to the blackboard. Answer loudly but slowly. If you interrupt the answer, the boy becomes shy, his voice becomes muffled and quiet - this state remains for a long time. The mood fluctuates between depressed and calm-cheerful. This boy has a melancholy temperament.

Student Andrey Kustov. The movements are fast and bright. During the lesson, he constantly changes his position, constantly talking with other students. Very active. The teacher raises his hand to any question and answers without worrying whether it is right or wrong. He speaks loudly and quickly. On breaks, he never sits still, runs along the corridors, fights with the guys. A cheerful, cheerful mood prevails, which, however, can change quickly. Characteristic very expressive and strong emotional reactions. Unrestrained and restless. This is a boy of choleric temperament.

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Why are they different?

Tell me honestly, which of us does not like to philosophize on the topic “How should a child be raised?”. Probably all parents tried to answer this question! And each of us has our own “recipe” for education. For some reason, there are no universal methods of education. Children react differently to the same educational influence. Let's try to figure out why? Tell me which of you did not approach the teacher at school, the kindergarten teacher with a “request”: “You are more attentive with him, he is like that with me ...”. But why, when we ourselves take on the upbringing of our offspring, is it completely forgotten that he is special, that she has poor health, etc.? So how, after all, should one approach the process of education?

It seems to me that you need to start with the child himself, i.e. with his individual characteristics. According to psychologists, individuality is a unique combination of personality traits characteristic of a given child. A born child - an individual - has a set of individual characteristics that were formed during the period of intrauterine development. This is, first of all, a type of higher nervous activity, inclinations, as prerequisites for a developing personality. Studying the features of the higher nervous activity of a person, I. P. Pavlov connected the type of human temperament with his type of nervous system:

• a strong, balanced, mobile type of the nervous system corresponds to a sanguine temperament;
• a strong, balanced, inert type of nervous system corresponds to a phlegmatic temperament;
• strong, unbalanced - choleric temperament;
• a weak type of higher nervous system - melancholic temperament.

So, a certain type of nervous system predetermines the behavioral reactions of the baby, the dynamics of his mental activity. So, some children quickly and easily react to the events of the surrounding life, vividly expressing their emotions and feelings, they are impressionable; others react slowly, having difficulty adapting to new conditions. Some are impulsive, active, energetic, others are measured and reasonable. And why do we need knowledge of the type of child's temperament, you ask? And here the words of the famous teacher K. D. Ushinsky “in order to educate a child in all respects, one must know him in all respects” come to mind. Given the characteristics of the child's temperament, it is possible to develop his strengths and control the occurrence of negative manifestations.

The child is sanguine

general characteristics

The movements are lively and fast, the facial expressions are rich and varied, the pace of speech is fast. A manifestation of high mental activity is mental alertness, the desire for frequent changes of impressions, resourcefulness, responsiveness to surrounding events. The emergence and change of emotions is fast. The transition from tears to joyful emotions and vice versa, but, as a rule, the predominance of a good mood, since the child relatively quickly and painlessly experiences failures, does not lose heart and does not grieve. If the occupation of a sanguine person fascinates, he is very active, nimble, quite tireless and hardy. He grasps information quickly, has a high capacity for work and initiative, a wide range of interests. He is very sociable, in a team he is a leader, self-confident, emotional.

Possible difficulties

- Boring and monotonous work is not for him, "forgetting" about the monotonous assignment with pleasure switches to a more interesting and exciting business;

- If, nevertheless, he takes up the assigned task, he will leave it as soon as something even more tempting is offered to him.

Parenting Mistakes

The sanguine person is easy to communicate, cheerful and easily grasps new educational material, and parents, as a rule, do not notice that the child is superficial, do not control him and are not interested in his inner world. Behind the always friendly and cheerful tone, problems and inner feelings of the child can be hidden. The inability to bring the matter to the end, carelessness in studies, inattention to trifles and details adversely affect academic performance.

How to help!

He just needs more activities and hobbies. Moreover, he is not so interested in the result as in the process of activity itself.

- Develop the will of the child, the ability to focus on the work being done, teach to bring the work started to the end. This is well helped by designing, needlework, which require increased attention, composure, and accuracy.

- Encourage the perseverance, diligence and determination of the sanguine person, gradually increasing the level of requirements for him.

- Praise him more often, rejoice at his achievements, be surprised at the results and be sure to tune in for further “victories”.

Don't avoid talking to him. Every day discuss his relationships with peers, encourage him to think about the consequences of his behavior.

- Try to pay more attention to the positive aspects of his temperament and then he will grow up to be a sociable, successful, stress-resistant person.

The child is phlegmatic

general characteristics

Calm, cautious and balanced child, persistent and stubborn in aspirations. It is characterized by resistance to stress, an even emotional state, low excitability and low sensitivity. Movements are slow. It is difficult for a child to start work, but having started it, it is difficult for a phlegmatic person to switch. Prefers monotonous and monotonous games, activities. It is the phlegmatic baby that is able to “methodically and conscientiously” tear off the wallpaper for hours without distracting parents from household chores. Pedantic, meticulous. In games, he is independent, after finishing the game, he will definitely put the toys in their places. Not a leader, indecisive, easily gives the right to make decisions to his comrades. Inoffensive, but can permanently break off relations with the offender if it comes to a quarrel. Conservative in hobbies, including passions for food, favorite spoon and plate, etc. Such a child learns everything late. Eats slowly, with concentration. In business, he loves the established order, gets irritated and gets very angry if the usual course of work is disrupted.

Possible difficulties

- While the phlegmatic washes, has breakfast and carefully ties his shoes, classmates are already starting classes;

- Having prepared a new dish for breakfast, without obtaining the consent of the baby, be prepared for a scandal;

- Reading your favorite fairy tale from day to night, do not even try to retell it in your own words, such a retelling will cause a storm of emotions;

- If you decide to buy a phlegmatic new pencil case for school, be prepared for the fact that he will study all the goods of the store, and you still have to make a choice.

Parenting Mistakes

- Constant rushing. Accelerating the process of completing tasks with the help of shouts, orders.

- Performing tasks for the child.

- Imposing one's opinion in resolving controversial issues.

- The use of affectionate "nicknames" in speech - lazy, mattress, kopusha, etc.

How to help!

Constantly expand his scope of activities and hobbies. He should be attracted to music, drawing, chess, sports that do not require a quick reaction.

The phlegmatic needs trusting communication with loved ones. Encourage him to express his opinion, analyze and evaluate the actions of peers.

The child is melancholy

general characteristics

He especially needs the approval and support of people close to him. He is very sensitive, despite the weak external manifestation of emotions, he experiences them very deeply internally. Suspicious, touchy, withdrawn, very vulnerable, aloof, shy. Before starting a game with peers, he will observe from the side, but he is completely immersed in the game. Dreamer, dreamer, shows acting abilities. Melancholic people have a very rich inner world, they are often misunderstood by others. Melancholic children are reasonable "little adults". With close loved ones, they are affectionate and affectionate, but with strangers they are vulnerable and secretive. Touchy over trifles. From the outside it seems that melancholics are closed and cautious. Once in a new environment, they may be confused, it is difficult for them to stand up for themselves. Very sensitive: troubles throw them off balance. Child leaders easily subdue taciturn melancholics. Children with this type of temperament get tired, get lost if they encounter difficulties, quickly give up. They fall asleep for a long time. They know how to empathize.

Possible difficulties

- Even a slight remark from the melancholic tears in a stream and complete despair: “I can’t do anything, I’m not capable of anything”;

- Even before starting to complete the task, the child will inform you after much thought that he still won’t get a math problem or a drawing for a drawing lesson;

- Endless complaints about harmful classmates, rude people from the next entrance and tedious teachers.

Parenting Mistakes

Parents often belatedly notice the experiences and problems of a melancholic.

What to do!

- Gradually involve the child in collective activities: joint play, work, etc.

- A melancholic needs constant support from loved ones.

Praise him more often and express your confidence in his success.

Offer him tasks that he can handle.

- Teach him to express his opinions, his desires!

Choleric child

general characteristics

Unstable, active, restless, impulsive, changeable. During classes and in communication, he is very excitable, nervous, quick-tempered, impulsive, prone to mood swings, prone to emotional breakdowns, aggressive. Movements are fast and energetic. He speaks quickly and loudly. Energetic and active, often inattentive, especially when excited. Can instantly make a decision without thinking through the idea. Monotonous work is not for a choleric child. Actively involved in a new business, but passion and enthusiasm quickly fades if the work is not interesting. The work is included immediately, but a boring occupation extinguishes enthusiasm. But if the task is exciting, it can perform it long enough and well. He is independent in making decisions, but does not have time to think them over properly. On his feet from early morning until evening, he spends very little time sleeping. Eats a little.

Possible difficulties

- Often does not listen to the instructions of an adult.

- In communication shows irascibility, aggression.

- Breaks the rules set by adults.

- Careless, careless in the work performed.

Parenting Mistakes

Constant strict supervision by an adult.

Activity restriction.

What to do!

We need a release of excess energy! To do this, you should engage in active sports.

Train the will of the choleric. Offer activities that develop inhibitory processes: design, drawing, manual labor, needlework.

Encourage any manifestations of diligence and patience - for him this is hard work!

Teach your child to plan their work, saying all the steps, first out loud, then to yourself.

Teach the choleric person to control their behavior in communication with adults and peers. The development of self-control skills will help exercises in an elementary account to oneself, breathing exercises.

Teach a choleric person to give vent to accumulated emotions - you can beat a punching bag, throw a pillow: everything is better than breaking loose on loved ones !!!

Greetings.

Situation

You noticed that in the course of communication, all participants had different strategies of behavior. This behavior is due to the presence of a complex of properties of the nervous system, which Academician Pavlov called temperament.

Temperament - these are the innate characteristics of a person, a child, which determine the dynamic characteristics of the intensity and speed of response, the degree of emotional excitability and balance, the features of adaptation to the environment.

We remember that Academician I.P. Pavlov, studying the physiological foundations of temperament, drew attention to the dependence of temperament on the type of nervous system. He identified four main types of higher nervous activity: (slide)

1) “unrestrained” (strong, mobile, unbalanced type of the nervous system (n / s) - corresponds to the temperament of the choleric); 2) “live” (strong; mobile, balanced type of n / s corresponds to the temperament of a sanguine person); 3) “calm” (strong, balanced, inert type of n / s corresponds to the temperament of a phlegmatic person); 4) “weak” (unbalanced, sedentary type of n / s determines the temperament of a melancholic).

In order to carry out an individual, reasonable approach to children, it is necessary to correctly imagine the properties of temperament. Knowledge of the temperamental traits of children allows you to more correctly understand some of the features of their behavior, makes it possible to vary the methods of pedagogical influence as needed.

In behavioral communication, it is possible and necessary to foresee the peculiarities of the reaction of children with different types of temperament and adequately respond to them by teachers and parents.

In a short-term acquaintance with a child, one can get only separate, more or less vivid impressions of the dynamic side of the psyche, which are insufficient for a reliable judgment about the properties of temperament. With prolonged observation of the child, one can distinguish casual manners, habits from more fundamental features of temperament.

To assign a student to one or another type of temperament, one should be convinced of one or another expression of certain traits in him. The type of temperament is determined by the processes of inhibition and excitation in the cerebral cortex, which determine the ratio of strength, balance and mobility of nervous processes. Let's turn to the table. (slide)

	sanguine	Choleric	Phlegmatic person	Melancholic
mobility, vitality of the nervous system	characterized by mobility in motor skills, rapid onset and cessation of emotions, mobility in intellectual activity.		inert in movements, with a slow emergence and dim flow of emotions, low mobility of thought.
endurance (strength of the nervous system).	hardy relatively easily cope with a large emotional and intellectual load, under tension and even overvoltage, they do not cease to adequately respond to external influences, in extreme cases they fall into a sleepy state (inhibition develops in the brain, which protects the nervous system from damage, breakdown).			short-lived they cannot endure such a load - they are emotionally exhausted relatively quickly, less than others, they are able to strain during physical and mental work, they are less able to adequately respond to strong and super-strong external stimuli.
Equilibrium a measure of activity and passivity can be in different combinations	in most cases they act as organizers and leaders of affairs, groups, collectives	activity dominates - can "take the initiative, mobilize people, in most cases they act as organizers and leaders of affairs, groups, collectives	inertia prevails - he is rather a performer	almost no organizers meet
Sociability Research by A. I. Ilyina	a) ease of communication with new people, b) breadth of the circle of communication, c) constancy of relations with the majority of the wide circle of communication, d) speed of reactions in communication, e) expressiveness in communication.		a) difficulty in communicating with new people, b) narrowness of the circle of communication, c) constancy of communication in a narrow circle, d) slowness of reaction in communication, e) passivity of communication with new faces, f) inexpressiveness in communication.

Commentary on the table "Types of nervous activity"

It was specially studied how a teacher's negative assessment affects children with the same interest in learning, but with different temperaments, in different ways. It turned out that if a student with a strong nervous system showed a stimulating effect of a negative assessment, then a student with a weakness of the nervous system type after such an assessment showed depression, confusion, and a loss of self-confidence. It is clear that such different reactions of students require different pedagogical tactics.

You know that changes in the school schedule, the replacement of one lesson with another disrupt the normal work of the class. Some students get used to this kind of change easily and quickly, others slowly. In explaining such facts, differences in temperament should also be taken into account. Children with some inertia cannot immediately get involved in a new activity, it is difficult for them to switch from one lesson to another even in a lesson on the same subject (for example, when switching from listening to an explanation to writing, etc.). At the same time, in children with high mobility, frequent changes in activities often maintain a working state in the classroom.

In the classroom, the most noticeable are choleric children and children with a melancholic temperament. The former must be systematically restrained from stormy reactions, accustomed to restraint, self-control, and instilled in them the habit of more calm and even work. The latter need to develop self-confidence, encourage their activity, demand actions related to overcoming difficulties. Children with a weak nervous system need a clear regimen and a certain rhythm of work.

Under appropriate conditions of upbringing and with a weak type of nervous system, a strong will can develop, and vice versa, with a strong type of nervous system in conditions of a “greenhouse” upbringing, signs of insufficient energy and helplessness may appear. Not every choleric person is decisive and not every sanguine person is responsive. Such properties must be developed. This implies a certain self-regulation, self-education.

Take a look around how different we all are. Some get to work without any preparation and do it very quickly - they have everything "burning in their hands." Others are much slower in solving problems - first they draw up an action plan in their head, think through every detail, and only then, measuredly and sedately, they begin to work.

Characteristics of temperament types and a differentiated approach to the education and upbringing of children.

	sanguine	Choleric	Phlegmatic person	Melancholic
External manifestations	- Cheerful, energetic. live mime, The mood is mostly good. Resourceful, disciplined.	- determined, proactive Sharp, irascible Passionate, passionate nature The mood is often combative	- balanced, unruffled The mood is even Adherent once and for all developed schemes and rules	- high emotional sensitivity, vulnerability Shyness, self-doubt
Communication	Protective and responsive	Sociable, but too harsh	Unsociable. Difficulty getting along with new people.	- uncommunicative Shy
Strengths	- Quickly adapts to everything new Calmly survives failures and criticism.	- perseverance, perseverance Energy Ability to make quick decisions and act	- Patient, persistent Substantial and meticulous Does not waste energy on trifles. Indulgent to taunts in his address	- works well in familiar surroundings strictly follows the algorithm Accurate Tactful
Weak sides	- does not complete what is not interesting I tend to overestimate myself. May be unassembled	- irascibility, aggressiveness Intolerance for other people's shortcomings Doesn't take criticism well	- Difficulty switching to new activities Long and difficult to adapt to new situations unresourceful Little emotional	- Difficulty with new things Long time to relearn Suggestible, suspicious Lost in unfamiliar surroundings Painfully sensitive

(explanation of table slide)

Working methods

When working with a sanguine child it must be borne in mind that such traits as composure, accuracy, are formed in them with great difficulty than in children with a different temperament. Frequent condescension to "minor" at first glance, violations of the rules, order, lack of control over behavior, actions contribute to the destruction of good habits in sanguine people. In all such situations, one should strive to complete the work begun, pay attention to quality, and avoid superficial and careless execution of the task. Poorly done work can be offered to be done again. You should not allow frequent changes in activities - the habit of taking on everything and not finishing it to the end can become a property of character.

Sanguine students need to be educated

• 
  perseverance,
• 
  sustainable interests,
• 
  serious attitude to any business,
• 
  slowness,
• 
  get rid of carefree carelessness, frivolity, if they begin to appear

Cholerics- Easily excitable, usually very energetic. The complexity of teaching and educating an excitable child is often aggravated by the wrong attitude of adults towards him, who at all costs try to impede the child's activity, restrain his mobility.

• 
  No need to forbid him to be active,
• 
  read notes.
• 
  It is much more expedient to support his useful hobby, to strive to organize his life in such a way that his activity finds useful application.

From choleric schoolchildren, the teacher must constantly, gently, but persistently demand deliberate, calm answers, instill in them restraint, an equal attitude towards comrades, adults. During the performance of the educational task, the choleric people should form the ability to work consistently, according to a certain plan, it is necessary to demand from them a conscientious attitude to work in the process of the entire task.

For melancholy students(weak type of nervous system)

In educational work, melancholics are not able to endure strong and prolonged stress, therefore, in teaching a melancholic child, it is especially important to observe a sparing regimen and the principle of gradualness. Children with a weak nervous system require careful treatment:

• 
  You can't raise your voice at them
• 
  to be excessively exacting and strict,
• 
  punish - all these measures will cause tears, isolation, increased anxiety, slow down and reduce performance.

These children should be spoken to gently but confidently.

Melancholic people are suggestible, so you can’t emphasize their shortcomings - this will only reinforce their lack of confidence in their abilities. At the lesson, such students should be asked more often, creating a calm atmosphere during their answer, while approval, praise, and encouragement play a big role.

Phlegmatic person–

Every experienced teacher (and sometimes not very experienced) is well aware of the type of student who stands out for his slowness: such children are unhurried in their reactions and answers, constantly “digging”, then they forget something, then suddenly they remember the forgotten in the wrong place .. Such “inhibition” of a child often irritates adults.

The first question that the teacher usually asks himself is something like this: “What can be done so that this child does not slow down the whole class and has time to learn the material himself?”.

In order for you to professionally answer such a question for yourself, you need to understand the nature of the behavior of such a child.

The phlegmatic should develop the qualities he lacks:

• 
  great mobility,
• 
  activity,
• 
  not allow him to show indifference to activities,
• 
  lethargy,
• 
  inertia.

The teacher needs more to intensify the activity of phlegmatic students:

• 
  get rid of indifference, indifference,
• 
  more often to force them to work at a certain pace in the lesson and to evoke in them an emotional attitude to what they themselves and their comrades are doing.

The important rule is this:

• 
  check the readiness of a slow child for verbal responses at the initial stage of training.
• 
  Don't shame your child if he doesn't answer in class. He does this not to spite you and not because he knows nothing. Just a stressful situation (and the answer in front of the class is stress) reduces the child's capabilities, further inhibiting his nervous processes.
• 
  Increase the self-confidence of a slow child in his own abilities, work on the adequacy of his self-esteem.

Many educators like to use different grade screens and their variations. In this case, this method is not acceptable.

The progress screen, in our opinion, cannot be called the correct method in the work of a teacher at all. Imagine, dear colleagues, that you come to have lunch in the school cafeteria, and there… in the most visible place, for example, hangs a teacher’s performance screen, which indicates who was late when, how many open classes they showed, etc. One of the names in it is yours. What feelings will come up? But now this screen will hang for a whole year, and children, their parents, and other adults will look at it.

Some children take things slowly because they are afraid of making a mistake. It is associated with anxiety and self-doubt. As a rule, anxious children are afraid of either parents, or teachers, or peers, and sometimes all at once.

When parents punish a child for deuces, he is terribly afraid of making a mistake. On the test, he is terrified. The hand refuses to write, the child rereads the task many times, and when he writes a line, he checks it again and again.

If a student is afraid of a teacher, he cannot concentrate in his presence, but with another teacher he does everything quickly and well.

• 
  Provide special periods of time for the buildup of the child,
• 
  start work with a simpler task,
• 
  do not call the child to the blackboard at the beginning of the lesson. By the way, the answers at the blackboard can be replaced with pre-set creative works, even if they are beyond the program. The child will have time to prepare and gather his courage for the planned lesson.
• 
  do not judge by verbal answers,
• 
  allow extra time at recess for writing.

Do not push the slow child every minute! Schedule time specifically to get into a new activity. Praise your child for their virtues.

Dear colleagues, all the methods of work that we discussed with you are in the table.

	sanguine	Choleric	Phlegmatic person	Melancholic
Attitude towards learning	- Actively involved in work Efficient and diligent Does not tolerate monotonous, monotonous activities Easily switches from one activity to another. When answering, he can often begin to improvise, moving away from the book text.	- Persistent pursuit of new things purposefulness Overcomes emerging difficulties Easily finds several options for solving a given problem	- Focuses slowly but doesn't get distracted Tireless worker Finishes what has been started Soberly evaluates its capabilities Does monotonous work well	- low performance Gets tired quickly Prefers to work according to the algorithm, "step by step" Enters work slowly When difficulties arise, "gives up"
Working methods	- Frontal survey at a fast pace Correction of errors in the answers of other children The practical side of the acquired knowledge is important Setting complex tasks that require concentration Need to repeat Systematic encouragement Collective project activity	- Intensive face-to-face surveys, including those based on the material just covered In new knowledge, their social significance, prestige are important. Well, if the task requires an active search for non-standard solutions Sounds like a problematic presentation of the material	- it takes time to focus on the lesson Visual diagrams are needed to structure the material Remembers slowly but firmly; need to work out new material at home Better individual independent work on cards; Frontal survey - on previously known questions	- well performs monotonous work that requires planning Easily makes lists, plans, classifications Works better with a written survey - has time to concentrate The slightest criticism unsettles for a long time Needs constant encouragement and praise

Dear colleagues! We invite you to consolidate your knowledge and…

Determine what type of temperament characterizes each expression.

Exercise

(Put the capital letter of the temperament type next to the serial number).

1. It is recommended to develop the expressiveness and emotionality of speech.	F
2. Perseverance should be developed.	C, X
3. You can not put in a situation of an unexpected answer to a question.	M, F
4. Cannot work in noise, difficult to perform oral subjects.	X
5. It is difficult to work according to a template, an algorithm, variety is needed.	X
6. It is better to ask at the beginning of the lesson.	C, X
7. It's better to ask at the end of the lesson.	F,M
8. Feel comfortable in an open lesson.	S, X
9. They are in a hurry to hand over the work as quickly as possible, so you should be accustomed to checking control work, dictation.	X, S
10. Require careful completion of homework assignments.	S, X
11. It is recommended to ask in the lessons for summarizing the material covered.	F, S, X
12. Actively work in the lesson when explaining and reinforcing a new topic.	X, S
13. You can not demand immediate inclusion in the activity.	F,M
14. You can not demand a quick change in an unsuccessful formulation.	M, F
15. Should be monitored more often, as he quickly loses interest in work.	S, X, F
16. Learn to carefully plan your activities and bring them to the end.	C, X
17. Better perform monotonous, repetitive work.	F
18. They like to work independently, without being distracted by the algorithm.	F,M
19. A soft, tactful, sensitive, attentive attitude is recommended.	M
20. It takes more time to do homework.	F,M
21. It is not recommended to quickly switch from one task to another.	F,M
22. Develop sociability, cultivate collectivism, friendship through joint activities.	F,M.H
23. It is necessary to create conditions for work at a faster pace, to evoke an emotional attitude to what the student himself and his classmates are doing.	F
24. Cultivate stable interests, get rid of carelessness, carelessness, frivolity.	C, X
25. Constantly gently but persistently demand calm, thoughtful answers, unsharp movements, cultivate restraint.	X
26. In a conflict situation, you should talk to him in an emphatically calm, quiet voice.	M
27. Unacceptable excessive severity, a sharp increase in requirements.	M
28. Wean from excessive shyness, shyness, give the opportunity to be active.	M
29. Develop activity, mobility, overcome lethargy, inertia.	F
30. Encourage their energy, initiative.	F,M
31. Should a new student be seated with ...? since he positively reacts to the change of objects of communication, occupation, the transition from one rhythm of life to another.	FROM
32. As rarely as possible, more carefully and gently use a negative assessment.	M
33. Prefer tasks with slow, smooth movements, stereotyped ways of acting.	F,M

"Pure" types of temperament are rare, but, nevertheless, the predominance of one or another tendency is always manifested in the child's behavior.

In the process of education, one should not set the task of changing the temperament, for example, converting a choleric or melancholic temperament into a sanguistic or phlegmatic one. Firstly, this is a practically impossible task, and secondly, it makes no sense. After all, there are no "good" and "bad" types of higher nervous activity (and, accordingly, temperaments). Each type of temperament has both positive and negative sides. Where great endurance, great working capacity are needed, a strong type of nervous system will show itself better; if in the process of activity it is necessary to show subtle sensitivity, it is better to cope with such activity with a weak type.

The task is to find the best ways, forms, methods of educating positive personality traits in relation to the characteristics of the student's temperament. Education and upbringing should not change temperament, but overcome the shortcomings of a particular temperament, develop its positive aspects, or be the goal of creating valuable personality traits based on this temperament. Knowing the temperament of students, the teacher must organize the activities of each student in such a way that the negative properties of temperament that interfere with educational work and behavior are constantly less and less sharply manifested.

The foregoing is directly related to the teacher himself, to the management of his own temperament. The teacher is the bearer of any temperament. And therefore, he must also be able to use the positive aspects of his temperament and overcome the negative ones. For example, a representative of the choleric temperament should use passion, activity, enthusiasm, vigor, and restrain temper, affectivity, harshness, irritability.

A representative of the melancholic type must use softness, responsiveness, tact, and overcome undemanding, pliability, suggestibility, lethargy, indecision.

For example, children in whom signs of choleric temperament predominate are very excitable, they are usually quick-tempered, noisy, noisy, harsh. Of course, this makes adults angry, and they themselves begin to scream, get annoyed, instead of thinking about how to switch the process of excitation to the process of inhibition by their restrained reaction to the “ardent” behavior of the child. Maybe in such cases you need to leave, shut up or suddenly talk about something completely different, but in no case be an additional irritant.
However, a mixture of temperament and character is unacceptable. Meanwhile, identification is often allowed, and for example, slowness, emotional inertia and inexpressiveness are taken as bad traits of character: laziness, arrogance, callousness. This, in turn, leads to injustice towards the student and even violation of measures of pedagogical influence. The mixture of temperament and character puts the child in a dual position: he is given a positive assessment for slowness, deliberation of actions, behavior; on the other hand, they are accused of laziness, sluggishness.

A mixture of temperament and character leads to the consolidation of negative traits. For example, the inconstancy of a sanguine person is sometimes emphasized and this fixes attention on him. The student will believe that nothing can be done about this quality, so you should put up with it. In this case, the mechanism is triggered, figuratively formulated by M. Yu. Lermontov and put into the mouth of Pechorin: "I had no vices, but people said that I have them, and I have them."

I would like to draw your attention to what is meant by the concept "slow child"(which usually include phlegmatic and melancholic) can also hide a variety of problems associated with the situation in the family and the health of the child.

Reasons for slowness:

1. 
   Weakness, increased fatigue of the child after suffering acute illness or having a chronic illness can cause a slowdown in the pace and rhythm of the student's activity. For such children, an adaptation period is necessary and their "slowness" will naturally end after full recovery and restoration of strength. With the slowness caused by such reasons, parents will be helped to cope by pediatricians who have been observing the child from the moment of his birth. In some cases, it is enough to carry out general strengthening vitamin therapy.

2. The reason for the change in the pace and rhythm of the child's activity may be congenital pathology of the brain associated with the consequences of a difficult pregnancy, difficult childbirth or premature pregnancy, when all the systems of the child's body are born immature or damaged. Such cases are the prerogative of child neuropathologists, psychoneurologists, child psychoanalysts and psychologists. Organic pathology often serves as a background for various disorders in the development of the child's psyche. Such kopush requires long-term observation by specialists, sometimes up to adolescence and older. Only after a comprehensive systemic examination of the child, an experienced doctor will be able to choose an individual drug therapy for him, and a psychologist and psychoanalyst will help resolve his internal conflicts.

3. Recently, experts have paid much attention to left-handedness children. This problem can also cause a child to be slow if the kindergarten, school or home does not pay due attention to this feature. Retraining a left-handed child to eat and write with his right hand can lead not only to a slowdown in the pace and disruption of the rhythm of his activity, but also to a violation of the harmonious development of the personality. Congenital left-handedness is not subject to retraining.

4. Features of temperament phlegmatic child- a classic case of pronounced slowness. Such a child simply can not stand the rush. With his slowness, he is distinguished by solidity and prudence.

5. Authoritarian parenting style, severe coercion of the child to fulfill certain requirements, constant monitoring of the fulfillment of tasks, as well as strict penalties for disobedience can be the reasons for the decrease in children's activity and the formation of neuroses.

If slowness does not apply to all activities, but only to certain situations, while other aspects of life proceed at a normal pace, in this case it is necessary to reconsider your parenting style.
In addition, do not forget that when working with children, you need to take into account that the age of children 7-15 years old is the age when sexual shifts (1 and 2)

1 sexual shift	2 sexual shift
Children's age: 7-11 years old girls 7-12 years old - boys.	Children's age: 12-16 years old girls 13-17 years old - boys.
CHOLERICS
stubbornness flaunt shortcomings, behave aggressively conflict, reasonable words of adults do not reach them, the child does not perceive goodness, is far from suggestibility (suggestibility is moderate)	flaunt shortcomings, behave in a threatening manner stubbornness, especially in girls. Hormones enter the bloodstream: emotions, a cry become emotionally traumatized (you don’t yell at me!) it needs to be made an interlocutor. Often behaves in a threatening way if they try to suppress his independence. Not averse to joining adulthood (thunder).
Ways of correction: you need to make him an interlocutor
MELANCHOLIC
Often stubborn and persistent stubbornness, prone to affects only in a state of fatigue, touchy, persistent in making claims, have stable self-esteem, prefer to dominate, but hide it.	Too emotionally vulnerable, prone to introspection, makes acquaintances with difficulty, acts as a leader (if grouped with a phlegmatic person).
SANGUINES
They do not resort to persistent stubbornness, but often act as an instrument of someone else's will, are not proud, are guided by their desires, are not subject to affects, tend to overestimate themselves, take part in external conflicts, are easily suggestible, boastful, willingly play the role of a cool jester in the class. If they are in charge, they do not hide their claims.	Social ties change, they do not tolerate psychological loneliness (there is always a friend), it adapts faster, makes friends with representatives of all temperaments, except for its own. Occasionally, against their will, they play the role of a cool jester.
phlegmatic people
Easily disciplined, distinguished by endurance, prone to solitude. Indifferent to their shortcomings, passive, reject the role of a cool jester.	Rapid puberty begins, flaunts shortcomings, accepts prohibitions, moderately proud, moderately self-critical.

So, let's summarize everything that has been said in a summary table (the task for teachers is to write the type of temperament in the first column):

Memo for the teacher

Characteristics of temperament and principles of pedagogical approach to students with different temperaments

Temperament	Characteristic	Pedagogical approach
		General	Presentation of new material	Performing independent work in the lesson	During an oral question and consolidation of knowledge	The tone in which the remark is made
sanguine	"-": a tendency to arrogance, dispersion, frivolity, superficiality, over-sociality, unreliability "+": cheerfulness, enthusiasm, responsiveness, sociability	From the first minutes of the lesson, the teacher should try to keep such a student in sight and direct his concentration to educational work. There should not be anything extraneous on the desk.  Involvement in a variety of interesting activities for him  Wide range of communication  Conditions for taking initiative  Activity control  Performance monitoring	With the correct organization of the lesson by the teacher, in most cases we observe a pronounced stability of attention. In organizing the attention of such children, it is especially important to captivate them with work, to emphasize the importance of the issue under study. To maintain concentration, they should be involved in answering questions on previously known material.	Some students of this temperament are often distracted from work or do it too hastily. This leads to errors that could have been avoided. It is important to encourage such students to self-control in their work.	Activating the memory and thinking of students of this temperament is largely helped by a variety of methods for consolidating new material and questioning.	firmness in the tone of the remark has a positive value
Choleric	"+": energy, enthusiasm, mobility, purposefulness "-": irascibility, aggressiveness, lack of restraint, intolerance, conflict	 it is necessary to find methods of rapid involvement in educational work that are appropriate for this situation. A certain knowledge here is the teacher's appeal to the student with such questions as: "What was given at home?", "What difficulties did you have in preparing for the lesson?" Do not treat these children harshly. Permanent employment for the release of energy (for example: involving schoolchildren in distributing class notebooks, helping the teacher in preparing for the use of instruments and visual aids in the lesson).  Reasoned grading  Control and management of the implementation of training tasks  Respect for the individual to prevent aggressive explosions  Training of endurance and emotional stability			The cause of strong excitement in many cases is ignorance or misunderstanding of any issue. A calm explanation of the question by the teacher will contribute to a decrease in excitability	have the impact of remarks made in a calm but demanding tone.
Phlegmatic person	"+": emotional stability, constancy, patience, self-control, reliability "-": slowness, "thick-skinned", emotional coldness, lack of sociability	 Individual tasks and individual pace of work  Inclusion in the group only with the consent of the teenager himself (do not impose communication on him)  Non-intervention in the inner world  Clear goal-setting and motivation for lesson activities	Students of this temperament, when listening to new material in cases where speed and quick wits are required, do not always have time to follow the teacher's train of thought. In such cases, you should present the material at a more measured pace, try to check the assimilation of the new.		Students usually speak slowly, languidly. The teacher's desire to rush such children does not always lead to positive results.
Melancholic	"+": sensitivity, gentleness, humanity, goodwill, the ability to sympathize "-": low performance, suspiciousness, vulnerability, isolation, shyness, indicatively slow concentration of attention at the beginning of the lesson	 Oral survey, test, new type of occupation- are strong irritants for them, causing an increased experience. Knowing this the teacher should strive to divert the attention of the student from his emotional state and direct him to educational work which will contribute to the creation of a calm environment in the classroom. An atmosphere of mutual respect and tactful communication in the classroom.  Elimination of competitive situations  Long-term assignments that coincide with the interests of a teenager  Protection from rudeness, unfounded suspicions and accusations  Focus on success Individual discussion of errors and blunders		The attention of a schoolchild is usually unstable, the child is not sure of his knowledge, he constantly doubts. The teacher should from the very beginning of this type of work to maintain in the child a sense of self-confidence.	It is necessary to pay attention to the emotional state of the child. Some teachers do not have the patience to wait for the student to concentrate and begin to respond.	there must be gentleness and caution. The harsh tone of communication on such children has an inhibitory effect. Evaluative remarks often bring them to tears.

In conclusion, we suggest that you analyze the situations and determine the type of temperament of children using brainstorming.

Tasks for determining the type of temperament

Vasya F., IV class. Cheerful, cheerful boy, sympathetic, forgiving. Once, at a pioneer gathering, Vasya criticized his friend for bad behavior. After the meeting, they quarreled. Vasya even burst into tears. “I wished you well, and you fight.” Until the end of the lessons, he was sad, and then the friends went home together. Vasya also has disadvantages: he often carries out assignments hastily, thoughtlessly or does not complete the work he has begun. By the holiday of May 1, Vasya had to learn a poem. He willingly undertook this, but after 2–3 days he had “good” reasons: the poem is uninteresting, he does not have time to learn it, and he is already ready to refuse to perform. (X)

Victor G., III class Slow. The gait is unhurried, waddle, speaks slowly, but in detail, consistently. In class, he sits with a rather indifferent face, does not raise his hands himself, but usually answers the teacher's question correctly. When the teacher asks why he did not raise his hands, he answers in monosyllables: “Yes, well ...” It is difficult to make him laugh or anger. He himself usually does not offend his comrades, he is indifferent to the quarrels of others. Gentle. For comrades, too lazy to do anything. Rarely enters into a conversation, more silent. New material is not understood immediately, it is required to repeat it several times, but the task is performed correctly and accurately. Likes order. Having come to us last year, he hardly became friends with the guys. (F)

Sasha D., II class Very impressionable. The slightest trouble unbalances him, cries over every trifle. Once Sasha cried only because he did not immediately find a textbook in his portfolio, which was soon discovered there. Very touchy. He remembers grievances for a long time and painfully experiences them. Dreamy. Often looks out the window thoughtfully, instead of playing with his comrades. Obediently obeys all the rules. Passive in the children's team. Often reveals disbelief in their own strength. If there are difficulties in the work, he easily gives up, gets lost, does not bring the matter to the end. But if you insist on completing the task, in most cases it does it no worse than others. (M)

Lena V., II class. The girl is very mobile, she does not sit still for a minute during the lessons, she constantly changes her position, twirls something in her hands, talks with a neighbor. Easily interested in everything new, but relatively quickly cools down. The prevailing mood is cheerful and cheerful. To the question: “How are you?” – usually replies with a smile: “Very good!” - although sometimes it turns out that the marks she received are not so good. About the "five" happily announces to everyone in the house. “Twos” does not hide, but always cheerfully adds: “It’s so ... by accident ...” Sometimes she gets upset, even cries, but not for long. Mimic is alive. Despite the liveliness and restlessness, it is easy to call for discipline. In interesting lessons, he shows great energy and efficiency. Easily converges with friends, quickly gets used to new requirements. Very talkative. (FROM)

Dear colleagues! In conclusion, we offer you an interesting parable.

Be a good girl

Indian parable

Masha was a very lively, restless child. Once her mother, unable to stand it, said to her smart and quick-witted daughter:

Look, Masha, how tired I am of you by evening. I need to think of something so you don't bore me to this extent.

Yes, mommy, I will do whatever you want, - the girl agreed.

Now I will bathe you, and then you will go to your room, sit quietly in it for five minutes and all this time you will pray to God to make you a good girl.

Okay, I'll do that!

Masha went to her room, returned five minutes later and said:

Mommy! I prayed. I don't want you to get tired so much that I prayed very hard.

But the next day, nothing changed. Mom reproached Masha:

Daughter, I thought you were praying!

Mom, I prayed so fervently! But if God didn't make me a good girl, then either he can't do anything with me, or he likes me for who I am.

Dear colleagues! Let's summarize our meeting.

We understand that we cannot change the temperament of the student, but it is in our hands to create conditions for him so that his temperament manifests itself more often on the positive side.

Throws tantrums, scatters toys and does not respond to comments, perhaps it's not the child's promiscuity or pampering. Perhaps this is due to his temperament. If your child is sanguine or choleric, you need to know the subtleties of the psychology of each type, because the approaches to raising such children are significantly different.

Children of the sanguine type of temperament are the simplest in the process of education. They differ, as a rule, in high spirits, the absence of sharp changes in it, and mobility. They are full of desire to run somewhere, to contact someone, to find something. If a child is dissatisfied with something, he will not throw tantrums and scream. They often fall asleep quickly and have no trouble waking up.

But like anything and everything, it's not without its downsides. One of the characteristic features of a sanguine child is cunning. If he does not want to do something, he will look for all sorts of escapes and tricks to not do it. He may fantasize that he completed the parental task, but he will do as he wants.

Common mistakes in parenting

One of the wrong things that is allowed when raising a sanguine person is faith in a word. Such children force mothers and fathers to go along with them, and if parents do nothing in this regard, then in the future they can grow up as deceivers and, in some cases, even scammers. It is possible to prevent such an outcome of events, if without shouting, but systematically and persistently, force the child to fulfill the request. Sanguine people always achieve the fulfillment of the task before them.

Another incorrect construction of the upbringing process is the frequent, excessive praise of the child. Such children often have a stable type of nervous system, they rate themselves quite highly, so increased praise can later be the cause of star disease. From those around them, they will want a lot of attention to their person. So that everything happens according to their desire, so that everyone works, but they do not. In order for a sanguine person not to have inflated self-esteem, praise must be careful. You need to give him an incentive to complete the task even more, for example, “You did everything right. But see if you can still do it this way.” There must always be some area for growth. After all, the sanguine type is one of the most promising.

Representatives of the choleric type of temperament are the engines of progress, who constantly need to rush somewhere, do something. At the same time, such people often do not bring the matter to the end, leaving at the initial stage. And in this completion of what they started, phlegmatic people can help. In general, this is a wonderful combination at work, at home, if both opposite types of temperament are present. Cholerics are characterized by high emotionality, they have a loud voice, fast speech speed, sensitive disturbing sleep. They may have difficulty both falling asleep and waking up. For choleric children, the correct educational process is especially important, because otherwise they will be too emotional and prone to antisocial behavior, even violate law and order, these are hooligan children, and in advanced cases, parents can start visiting the police children's room.

The first mistake that is most often made in the upbringing of choleric people is the manifestation of aggression towards the child. For the choleric, the manifestation of aggression is a challenge. If you start bending it on your knee, you will get the same in return. If you shout at him, he can also shout in response. Such a child will not be silent and will not go to cry in a corner. He will resist, and often, if he does not, it means that he has already harbored something in himself, retribution is not far off.

With choleric people, you need to behave in a balanced way, especially if the child screams, roars. When a choleric person is hysterical, there is no need to shout the same way or even louder. It is basically impossible to suppress it. Therefore, it is better, on the contrary, to demonstrate a different behavior. You can even start talking to him in a whisper so that he calms down and is forced to listen. Cholerics generally do not like it when some information passes them by. It is very important for him to have everything under control. This helps the child calm down and start listening. You need to learn to negotiate with him, to offer him something in return. Not just say no, but, for example, "Let's not now, but I allow you this."

Another mistake that is often made is excessive care and guardianship. Cholerics understand what they want or want to get. And often that's a lot. They can demand, beg, insist, even fall into hysterics, for example, when they were not given something, they did not buy what they are asking for. And on the one hand, this is wonderful, because the child is purposeful, but on the other hand, parents are not able to buy all the toys that they ask for, for example. Therefore, if parents indulge the requirements of the choleric all the time, the result will be a disaster.

To build the right upbringing process, you can make a list of rules, and not just one or two days, but a long-term one. For example, ice cream without permission from the refrigerator can not be taken. If mom allows, then you can. Choleric is very important long-term agreements. Therefore, if you immediately announce to him the entire list of what is possible and what is not, he will comply with them. There should not be very many of them, and they should be clear to him, but they must be observed by everyone and always. For example, if a child throws a tantrum, screams and demands something, the main thing that a mother should do is say “I will try to do everything to make you feel good, but only after you calm down, when you say what you want” . After all, very often emotions go ahead of words and desires.

It should be remembered that it is impossible to re-educate a child from one type of temperament to another and you can get a lot of problems. It's like trying to switch hands. Therefore, do not try to do this, but simply educate your baby according to his type of temperament.