Conditions and factors of character formation

Often, when giving a personal characteristic to a person, we hear: he has a terrible character, or he is calm in character, or he is spineless. A certain impression about a person is immediately created. So what is character and what factors influence its formation, what place does it occupy in the overall structure of a person’s personality? Is it stable or does it change from situation to situation? How does character influence human behavior? Let's start to figure it out.

Let us turn to the psychological dictionary, edited by I. V. Dubrovina.

Character (Greek charakter - trait, feature) is an individual combination of personality traits that express a person’s attitude to reality and are manifested in his behavior and actions. Lack of character is also a manifestation of character.

It should be added that character is a set of stable personality traits. A person’s character is manifested in everything: in relationships, in activities, in communication. It is character (one cannot exclude temperament) that makes a person’s behavior specific, distinguishing him from others. For example, some prefer calm and consistent activities, others choose complex ones, sometimes associated with risks and problems.

In communication, character is manifested in the ways of reacting to the actions of other people, in the manner of behavior (polite and delicate or rude and unceremonious). Character does not change from situation to situation, it is more stable and less changeable. A person with a complex character usually has a lot of problems, and it is difficult for those around him. Character is closely related to temperament, if temperament is unchanged, because it is inherent in us by nature, then character is formed by the environment and can be corrected if a person wants it himself.

Factors influencing the development of character traits within the framework of various theories

In general, the process of forming a person’s character is influenced by various factors of internal and external nature - heredity, personal activity, environment, and upbringing. Each of these factors contributes to the formation of personality, and at the same time these conditions influence each other. The concept of character differs in different theories. There are various concepts of the formation of personality traits, in each of which the leading role is given to one or another factor. In modern Western psychology, several different approaches can be distinguished in relation to this problem:

Constitutional-biological. E. Kretschmer is traditionally considered its founder. According to this theory, the character and manifestations of a person’s temperament directly depend on his physical constitution. Within this direction, asthenic, picnic and athletic types of character are distinguished.
Typology of E. Fromm. It is based on a person’s relationships, as well as his moral qualities. Fromm considered human needs in the context of the current political and economic situation, which has a leading influence on the process of formation of personality traits.
Psychoanalytic. Its founders are S. Freud, C. G. Jung, A. Adler. Character formation occurs on the basis of unconscious drives.
Concept by Otto Rank. In the process of developing character traits, a person’s willpower plays a leading role. The volitional process is a kind of oppositional force that arises in response to external coercion. In addition to the will, personality is formed under the influence of sensory experiences and emotions.

Biological factors

Personal self-development depends on internal factors. Genetic characteristics are passed on from parents from birth. Traits acquired through inheritance form the basis of personality. The perception of the surrounding world and the assessment of other people depends on the hereditary qualities of the individual, his abilities and physical characteristics. From the point of view of biological heredity, no two people are alike.

Parents pass on certain qualities to their children; they are embedded in the genetic program. Anatomical and physiological structure, various physical characteristics and physiological characteristics, as well as the structure of the nervous system are inherited from parents. Additionally, genetics contains anomalies in the development of the body, a predisposition to certain diseases that are hereditary in nature.

For example, people with a congenital cleft lip will feel different in society. During the period of preschool development, they may develop complexes and internal fears. At this moment, it is important for a person to provide support, show the possibilities of equal interaction with others, and should not show violence towards such a child or adult. Integration into society and social adaptation will help him in life.

Influence of temperament

Temperament is often confused with character, while these concepts have significant differences. Character has a social nature (in other words, it is formed under the influence of society), while temperament is determined biologically. If character can, although with difficulty, change throughout life, then temperament remains stable.

At the same time, temperament has a significant impact on the expression of character traits. There are properties of temperament that will contribute to the manifestation of certain qualities; there are also those that will slow them down. For example, irritability will be much stronger in a choleric person than in a sanguine person. On the other hand, with the help of character traits, temperamental properties can be restrained. For example, with the help of tact and restraint, a choleric person can restrain the manifestations of this type of temperament.

How is character revealed?

Since character is a combination of a large number of relatively constant properties of the psyche, its manifestations are present in every action in all spheres of life. These manifestations, as a rule, are represented by extreme degrees of certain forms of behavior. Let us consider the manifestations of character in different areas in more detail.

In relation to yourself it could be:

modesty and arrogance;
shyness and vanity;
self-criticism and self-confidence.

In relation to others:

isolation and sociability;
the desire to dominate and the desire to be part of a team;
trust and distrust;
hostility and friendliness.

In relation to work:

hard work and laziness;
responsibility and irresponsibility;
good faith and bad faith.

In relation to material assets:

generosity and greed;
thrift and extravagance;
neatness and sloppiness.

The ancient Greek philosopher Heraclitus once said, “Character determines destiny.” And this is really so, because it manifests itself in every everyday little thing, in every serious or small decision and in every phrase spoken to a close or not so close person.

What defines character?

Character formation occurs throughout life's journey. A person’s lifestyle influences his way of thinking, emotional experiences, feelings, motivation in all their unity. That is why, as the lifestyle that a person adheres to is formed, his character is also formed. A significant role in a person’s life is played by social attitudes, specific life circumstances through which a person has to go. Character is largely formed under the influence of the actions and deeds of an individual.

At the same time, character formation directly occurs in various social groups (family, work team, classroom, sports team). Depending on which particular group will be the reference group for a person, certain character qualities will be formed in him. In many ways, they will depend on the person’s place in the team. Personal development occurs in a team; in turn, the individual influences the group.

There are different ways to form character. This process can be compared to pumping up muscles and forming a well-built figure. If a person makes an effort and exercises regularly, the muscles grow. And vice versa - the lack of necessary loads causes muscle atrophy. This is clearly observed when the muscles are left without movement for a long time - for example, in a cast. This principle also works for the process of personal character formation. Honesty, integrity, optimism, confidence, sociability - these are all traits that require hard training to develop. Correct actions always lead to independence and the ability to make the right decisions. A person with a strong character stops following the lead of society, he finds himself.

Leonhard. Classification

Emotive type - communicate only with those people who understand you

Scientists have identified various types that describe character.

Hyperthymic. Increased contact, talkativeness, pronounced facial expressions. Belongs to energetic optimists. There are disadvantages, namely frivolity in relationships, responsibilities, and frivolity.
Disthymic. Characterized by low contact, a person of few words, a pessimist. The owner of such a disposition is accustomed to obey. The disadvantages are slowness. The advantages are conscientiousness, a serious sense of justice.
Excitable. Characterized by low contact, there is boringness.
Cycloid. Mood swings are typical. A person who is either overly sociable or withdrawn.
Stuck. Moderate sociability, boring. People are touchy, conflict-ridden, and highly sensitive to injustice. Such persons want to achieve high results, in any field.
Pedantic. Excessive zeal in service, constant tediousness, seriousness, conscientiousness.
Emotive. The desire to communicate only with those people who understand him well. Overly sensitive people, touchy, whiny, are in a depressed mood. Pros include being compassionate as well as being diligent.
Anxious. Low contact, indecisiveness. Such people very rarely enter into conflict. They are friendly, efficient and self-critical.
Demonstrative. Such special ones strive to be in first place, crave power, are very sociable, and easily adapt when communicating with new people. However, hypocritical people are often selfish. The advantages include extraordinary thinking and artistry.
Exalted. Increased desire to talk, falling in love. They can also be quite conflicting. They are attentive to close people and have sincere feelings. The disadvantages include alarmism and desperation.
Introverted. Low level of contact, characterized by isolation from the real world and isolation. Such people are prone to loneliness, introspection, and are principled.
Extroverted. Open to new information, they will always listen and help. They are very efficient and talkative. The disadvantages include rashness of actions, frivolity, and a tendency to gossip.

The influence of adults on the formation of a child’s personality

The sensitive period in the development of character is considered to be the age from 2-3 to 9-10 years, when children spend a lot of time communicating with the adults around them. During this period of time, the child is open to interaction with the world; he readily accepts influence from the outside, imitating adults. They, in turn, enjoy great trust from the baby, and therefore can influence the child’s psyche with words and actions, which creates favorable conditions for consolidating the necessary forms of behavior.

If the elders caring for the child communicate with him in a positive way, and the baby’s basic needs are fully satisfied, then from an early age positive character traits begin to form in him - for example, openness to other people and trust. When parents and other adult relatives do not pay enough attention to the baby, do not care for him, do not show positive emotions, or do not communicate at all, this leads to the development of traits such as isolation and mistrust.

How to get rid of laziness?

You can cope with excessive laziness only by strictly taking control of your behavior. Monitor your thoughts regularly and do the following:

quality sleep, rest, healthy eating will allow you to be active during the day without feeling tired;
Lack of a goal and its vision deprives you of motivation. Be clear about why you are doing something. Think about the end result and don’t feel sorry for yourself;
plan and record everything you have planned, set deadlines. Set importance ratings, track progress in completing tasks;
do the most difficult things first. So that laziness doesn’t take you by surprise and your strength doesn’t run out before you get up from the couch;
you need to force yourself to take the first step towards action;
be active: any physical activity will speed up mental processes and metabolism. The strength to act will begin to appear in the body. If sports are not your thing, try hiking, hiking;
communicate with active, energetic people. Recharge yourself and draw on the experience of their lives. Constant contact with them will infect you with the habit of working and being more productive;
Don't look for an excuse for laziness. Be responsible to yourself .

For greater efficiency, you can leave explanatory notes indicating the reasons on the list of planned tasks. For which some of them were not implemented.

Be honest if it was your fault. But try not to blame yourself, but to reward yourself in cases where the task is completed correctly and on time.

Exchange of positive emotions on the article: What is character? How is it formed? I give you a blessing, and you go through the stars!

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The role of education

The formation of character traits occurs under the influence of social interaction, a person’s mastery of knowledge, skills, and ideas about the world around him. Although education is aimed at shaping a person’s character, this process can occur in the absence of it. Education is not omnipotent - it cannot eliminate the action of many factors in the development of character, which, in principle, do not depend on people. However, it can affect overall physical development, since with the help of special training you can strengthen both willpower and the child’s health. And this will affect his activity and ability to understand the world.

The inclinations inherent in nature can turn into abilities only under the influence of upbringing, in the process of introducing the child to one or another type of activity. After all, to develop inclinations you need great hard work and high efficiency. These qualities develop in the process of education.

Human self-development

At each stage of life, a person is capable of improving. He can change his character thanks to the information field. Personal self-development occurs in the following way:

Through the opinions and judgments of other people.
Thanks to personal example from significant people and their actions.
Based on the books you read.
Development of culture and ideology in society and state.

The formation of character traits does not end in adulthood. At the new stage, everything becomes more meaningful. Rational traits are fixed; if a person needs to achieve success in his career and family, then he develops such qualities as endurance, responsibility, perseverance, determination and perseverance.

When does the foundation of personality begin to be laid?

It is believed that qualities such as kindness, sociability and responsiveness are formed before other character traits, as well as the opposite negative qualities - selfishness, callousness and indifference. Scientists suggest that these qualities are established at an early age and are determined by the mother’s attitude towards the child in the first months of life. In the process of child development, the system of reward and punishment used in the process of education gradually becomes a decisive factor.

Heredity is the basis for character formation

Heredity is the repetition of similar types of characteristics of a living organism over several generations. With the help of heredity, the survival of man as a biological species is ensured. Genes play an important role in the process of personality formation and its character. Character traits, character formation - all this is largely determined by the “baggage” that a person receives from his parents.

A predisposition to a certain type of activity is also inherited. It is believed that a child by nature has three types of inclinations - intellectual, artistic, and social. The inclinations are the basis on which the child’s abilities subsequently develop. Separately, it is necessary to emphasize the importance of the child’s intellectual inclinations. Every person naturally receives great opportunities to develop their intellectual abilities. Scientists believe that differences in the characteristics of higher nervous activity in children can influence the course of mental processes, but do not change the quality of mental activity itself. However, teachers and psychologists note that an environment unfavorable for the development of thinking can still be created - for example, sluggish neurons in children of alcohol-dependent parents, disrupted connections between nerve cells in drug addicts, the presence of mental illnesses transmitted by inheritance.

In Russian psychology, one of the most important questions was whether the moral qualities of a person, his character, are inherited. Character traits and character formation are not subject to the influence of genetics - this is what domestic teachers believed. Personality is formed in the process of interaction with the environment; a person cannot initially be born evil or kind, generous or stingy.

In Western psychology, on the contrary, the dominant assertion is that character traits are inherited, and the child is born honest or deceitful, modest or greedy, kind or aggressive. This opinion was shared by M. Montessori, K. Lorenz, E. Fromm and other researchers.

Character formation begins in early childhood. Already in pre-preschool, and even more so in preschool age, the first contours of character are outlined, a manner of behavior begins to take shape, although, of course, there can be no talk of any more or less established character in a preschooler or even a junior schoolchild.

The leading activity of a preschool child is play. In gaming activities, especially in collective story games “with rules,” the preschooler’s character begins to form, in particular, such traits as camaraderie and collectivism, perseverance, courage, endurance, and initiative.

Play is important, but not the only school for developing the character of a preschool child. The simplest types of vitally useful work activity available to his age are of great importance. By performing some simple self-care duties and socially useful assignments, the child learns to respect and love work, to feel responsible for the assigned work, and to recognize himself as a member of the team. In the process of work, children master behavioral norms.

Already in preschool age, character is developed in the process of direct assimilation of moral norms and requirements, rules and skills of social and cultural behavior. The child accepts the explanations of these rules by adults and follows their example. Based on imitation, you can instill in a preschooler the correct forms of behavior. The demands of parents and educators on children, their personal example, form necessary temporary connections in children and inhibit accidentally formed unwanted ones. In the process of verbal communication with elders, the child gradually develops concepts of what is “possible” and what is “not allowed”, and this begins to determine his behavior, lays the foundations for a sense of duty, discipline, and endurance; The child learns to evaluate his own behavior and the behavior of other children.

At the age of 6-7 years, children already exhibit significant stability of “inhibitory control” over their behavior, while such control is not yet available to a child 3-4 years old (Manuylenko’s data).

Upon entering school, a new stage begins in the formation of a child’s character. Schooling places new demands on the child. For the first time, a junior schoolchild is faced with a number of strict rules and school responsibilities that determine all of his behavior at school, at home, and in public places. The struggle for academic performance and discipline develops in a student organization, systematicity, purposefulness, perseverance, accuracy, discipline, and hard work.

The school community plays an extremely important role in character formation. At school, the child enters into new relationships with teachers, into relationships of community and mutual assistance with comrades, and under the influence of this his conscious attitude to reality increases, the consciousness of duty and responsibility to the team, a sense of camaraderie, and collectivism develops. Based on the teacher's assessment, the student learns to compare his behavior with the behavior of his comrades and give himself the correct assessment.

The success of a school’s work in shaping the character of students depends on the organization, methods and techniques of educational work. The general style of work of the school and the teacher is of utmost importance: a certain order in all the work of the school and the teacher; clear organization of lessons, demandingness of students, systematic monitoring of their educational activities and compliance with rules of conduct, reasonable use of rewards and reprimands.

Character traits are particularly developed in adolescents. A teenager, to a much greater extent than a junior schoolchild, becomes a participant in the life of adults, higher demands are placed on him, and direct care over him is weakened. He himself strives to actively participate in the lives of the people around him, to work for the common good. An important role in the development of his character is played by an increasingly developing conscious attitude to reality, to learning as his main duty to his homeland and society, to himself, as well as the fact that the teenager in his educational and social activities is already beginning to be guided to a large extent by motives public order - a sense of duty and responsibility to the team, a desire to maintain the honor of the school, squad, class.

Community service is an indispensable means of character development. Each student must contribute to the common cause of the team, bear a responsibility that benefits the team. This develops his ability and need to take into account the opinion of the collective, to be guided by it in his behavior, to subordinate his personal interests to the interests of the collective.

Educational activities and social work make certain demands on a person’s will. Therefore, in adolescence there is a noticeable development of strong-willed character traits. They are not always correctly understood and assessed by students, and with poor educational work, a teenager’s desire for activity, independence, and initiative can take undesirable forms of criticism, disrespect for elders (teachers, educators, parents), stubbornness, recklessness, thoughtlessness in actions, etc. n. The direction that his activity, independence, and his ebullient energy will receive depends only on the organization of educational work with a teenager.

In early adolescence, students are faced with questions about life goals and future prospects. This is associated with the formation of beliefs, with the development of a worldview, with the growth of moral consciousness and moral feelings. Motives of social order (sense of duty, honor, responsibility) at this age already play a very prominent role.

Finally, the growth of individual self-awareness characteristic of this age opens up wide opportunities for self-education, for the conscious development of valuable personality traits.

As already mentioned, at any age, upbringing has a decisive influence on the child’s character. There are no children whose character cannot be re-educated and in whom certain positive qualities cannot be instilled, even by eliminating the negative traits that seem to have already taken root in them.

The same must be said about the character of adults. For example, such a character trait as initiative can be cultivated in very seemingly uninitiative people if you increase their sense of responsibility by making certain demands on them, giving them important assignments, setting socially important tasks for them (Menshikova’s research) . What are the ways to develop character?

Character traits, as already indicated, are systems of firmly established human reactions to the influences of the social environment, these are “certain activities” caused by external influences and “often fixed for life” (I. P. Pavlov). These responses of people become character traits provided they are sufficiently clearly reinforced (through both the first and second signaling systems). Evaluating a student's actions is one of the forms of reinforcement or inhibition of responses. It helps to consolidate correct forms of behavior and overcome unwanted, negative forms. Under the influence of systematic upbringing, the child develops and reinforces conditioned reactions to certain demands from adults, to permission to act (“must,” “may”) or to prohibition (“impossible,” “don’t”). From an early age, these demands become positive or inhibitory signals that cause or inhibit one or another reaction.

A necessary condition for character education is the formation of a worldview, beliefs, and ideals. Worldview mainly determines a person’s orientation, his life goals, and aspirations. Moral guidelines that guide people in their actions flow from their worldview. A powerful weapon for character education, therefore, is ideological and political education, carried out in the process of educational work at school, in study, in work, and in people’s social activities.

This necessary condition for character education is not sufficient, however, for character formation to be achieved. A person’s worldview and his individually unique manner of behavior, within certain limits, may not coincide with each other. Meanwhile, it is necessary that a person not only be convinced of the correctness of moral principles, but feel the need to strictly follow them and behave in a certain way in a given situation.

Character, as noted, is formed in activity, in the active interaction of a person with the environment. Therefore, in order to cultivate socially valuable character traits, a certain organization of the child’s play, learning, and work activities is necessary, as well as the accumulation of practical experience in correct behavior. The entire system of educational measures must place children in such conditions that their practical activities correspond to their ideological upbringing, so that they apply the learned principles of behavior in practice, learn to translate their thoughts and views into actions, and can realize their beliefs in behavior. If the conditions in which the child lived and acted did not require him, for example, to demonstrate perseverance and courage, then the corresponding character traits would not be developed in him, no matter how high moral principles were instilled in him verbally. A. S. Makarenko constantly emphasized that the most important thing is constant exercise in the right action, a kind of “behavior gymnastics”, consolidation of the correct forms of behavior. It is impossible to raise a courageous person if you do not put him in such conditions when he could and should show courage. Hothouse education, which eliminates all difficulties in a child’s life, can never create a strong character. Character is forged in the fight against difficulties, by overcoming them.

The most important means of character education is creative, collective, socially useful work. In serious and persistent socially significant productive work associated with overcoming difficulties, the best traits of a person’s orientation and will are brought up. In the pedagogical system of A. S. Makarenko, work is considered as one of the main ways to develop a person’s character. “Correct Soviet education cannot be imagined as non-labor education... In educational work, work should be one of the most basic elements.” Therefore, the correct organization of labor education for schoolchildren is of great importance, the success of which largely determines the success of the formation of their character. Children must be involved in work that is accessible to their age and has a certain social significance. Work at school experimental sites, in various circles (Skillful Hands circles, circles for the manufacture of physical instruments, etc.), practical training in industry and agriculture, a system of work assignments in the family - all this is a good school for character education . At the same time, it is necessary to demand from the student not just to do the work, but to perform it thoroughly, accurately, conscientiously, associated with careful attitude to equipment, materials, and tools.

The most important role in character education is played by the team, public opinion, and public control. A person’s character traits are formed only in a team, which is a condition for the comprehensive and full development of the individual.

The team influences its members and demands certain behavior from them. The voice of the collective, healthy and authoritative public opinion are a powerful disciplining factor. The power of public opinion is enormous. Approval or condemnation by the collective of the actions of individual students, healthy criticism of their actions, businesslike and serious demands of the collective for its individual members - all this plays an important educational role. A discipline violator, who feels even the hidden support of the class, is difficult to succumb to educational influence. But his behavior changes dramatically if his actions not only do not meet with sympathy, but, on the contrary, cause unanimous sharp condemnation and receive due rebuff from the team. The team fosters solidarity and mutual assistance among its members, inspires them to fight difficulties, helps them better endure failures, and prevents confusion, despondency, depression, and loss of self-confidence. The team exposes laziness, cowardice, selfishness, and protects against carelessness, complacency, conceit, arrogance and the development of other negative qualities.

One of the conditions for the usefulness and high ideological orientation of a team (as well as each of its members individually) is the presence of promising lines, promising aspirations, promising paths, that is, the presence of a system of interconnected and socially subordinated members of the collective and each of its members. valuable goals and objectives that define activities.

Depending on the distance of the goal and the difficulty of achieving it, promising lines may be different. A short-term perspective is a striving for close and relatively easily achievable goals. The average perspective is characterized by more distant goals, the achievement of which requires more work and overcoming certain difficulties. Long-term perspective is the aspiration to high life goals that have great social significance. A person devotes his entire life and all his strength to achieving them. In all his activities, the student must be guided by a system of tasks that must be indicated to him. He must understand that behind the immediate goal he achieves (for example, obtaining the highest grade in mathematics) there is a more general task (to acquire solid, useful knowledge necessary for further study), which in turn is a condition for solving an even more general task (to become useful). member of society), ultimately subordinated to the main task in life - the struggle to build a communist society.

A person’s character is tempered in the struggle for more distant and promising goals. In cases where a person’s behavior is determined only by immediate goals, beyond which he does not see long-term prospects, he does not have sufficient desire and strength to overcome obstacles on his life path.

This does not mean that the short term does not matter. A program of immediate actions aimed at solving specific problems is absolutely necessary in order to achieve more distant goals. A short-term perspective is especially important in the lives of younger schoolchildren and teenagers, since they cannot always understand the meaning of distant goals and do not yet have long-term prospects. Therefore, it is important to reveal close prospects to younger students (earn the respect of comrades, justify the trust of parents, achieve the praise of a teacher, etc.), only gradually forming a system of promising lines in them.

As is known, the leading role in the upbringing of children belongs to the school. But the family also has a great influence on the student’s character. A healthy, friendly, well-organized and purposeful family team, firmly connected with the social life of the country, has a strong positive impact on the child’s character. And vice versa, if the family is cut off from the wider community, if discord reigns in it, the authority of older family members is absent, tendencies toward laziness, selfishness, and hypocrisy prevail, the influence on the student’s character is especially harmful. The most important condition for the correct organization of educational activities in the family is the close coordination of its actions with the educational work of the school.

Literature and art play a major role in character education. In books, films, and plays, vivid artistic images of people are created, examples are given of how a real person feels and acts, his character traits are clearly outlined, and how they are formed is shown. The images of literary heroes and their behavior are often for schoolchildren a kind of evaluative criterion for their own or others’ actions, a kind of guideline in life, a kind of “moral standard” with which they compare their behavior and by which they direct it.

The role of living, visual images in all educational work with children is generally exceptionally great.

The teacher’s personal example is of great importance in character education. A. S. Makarenko pointed out that the behavior of educators - be they parents or teachers - is of the most decisive importance and that educational influence is carried out not only when they talk to the child, teach him or order him. What a teacher does often has a much greater impact on a child's life than what they are told. How a teacher approaches his work, how he follows social norms of behavior, whether he controls himself and his feelings, what is his style of work - all this is of great importance for developing the character of children. If a teacher is persistent in the fight against difficulties, decisive in his actions, if he firmly fulfills his obligations, it will be easier for him to achieve the same in his students, who will strive to develop the same traits in themselves. On the contrary, the teacher’s irritability, lack of restraint, rudeness, passivity, and immodesty will have a negative impact on the student.

An important role in the formation of character is played by the living word of a teacher, educator, with whom he addresses a child, teenager or young man. A significant place, in particular, is occupied by ethical, or moral, conversations on the topic of the formation of various personality traits.

Ethical conversations, as shown by the research of Reeves and others, as well as the experience of practicing teachers, are of great benefit to moral education, but in no case should they turn into dry, boring, annoying lectures and moral teachings. Boring moralizing will do more harm than good.

One of the most important ways of character formation is self-education, conscious work to cultivate valuable personality traits. “Man is a system, the only one with the highest self-regulation, improving itself,” said I. P. Pavlov. Thanks to the regulatory function of the second signaling system, a person can consciously form certain systems of temporary connections in himself, cultivate desirable qualities and eradicate undesirable ones. At school, the teacher should try to awaken in every student (especially middle-aged and older) a conscious desire to overcome certain shortcomings and develop positive character traits.

Self-education, properly carried out, is by no means an expression of the desire for individual self-improvement, with the goal of elevating a person above the collective, but is dictated by an ardent desire to be a useful and worthy member of the collective. Such self-education does not oppose school education, but, on the contrary, complements it and helps it. In order to ensure the correct direction of students’ self-education, they certainly need to be guided.

The teacher is obliged to point out to students that even such a character trait as courage is brought up, and it is brought up not in some special conditions and special exercises, as some of the schoolchildren think, but in everyday work, training in social work, in sports, constant and accurate performance of their daily duties.

Disbelief in the possibility of education and self-education, which distinguishes some schoolchildren, naturally gives rise to passivity in them.

Of great importance in the work of self-education of character is the correct organization of work and life, style and routine of everyday life. The teacher should advise the student to develop his character in the process of solving real, life problems: to eliminate, for example, neglect in a particular academic subject, to develop a certain useful habit (for example, doing morning exercises), to get rid of this or that bad habit (for example, speaking hastily ) etc.

The most important prerequisite for self-education is the formation of the habit of soberly and self-critically assessing one’s actions and actions, being aware of their consequences, based on public interests. The student must learn to listen sensitively to public opinion and be able to see his own shortcomings.

It is also necessary to point out the important role of physical education in the formation of character (especially its strong-willed traits). People are sometimes weak-willed to a certain extent due to their physical weakness. They do not have a sufficient reserve of strength to overcome obstacles that arise on the way to their goal, and they can easily abandon it at the first failure.

Of course, physical condition is not decisive. Very many weak and sick people can be and are people with exceptionally strong characters (just remember, for example, N. Ostrovsky). But other things being equal, a physically strong person is more capable of endurance, perseverance, endurance, courage, and self-control. Physical education and sports, improving health, strengthening the nervous system, help a person become strong, resilient, self-confident, destroy lethargy, and promote the development of courage and determination.

It is especially important to emphasize the need for an individual approach to education, carried out on the basis of studying the individual character of a particular student. An individual approach presupposes the sensitivity and tact of the teacher towards students, the ability to foresee the psychological consequences of their actions. It requires the selection and implementation of educational activities that would correspond to the characteristics of the student’s personality and the state in which he is currently located. Educational measures that are successfully applied to one student may not have an effect or even have an undesirable effect in other cases. For example, incentives have different effects on students. One student should be praised, as this increases his faith in his ails; This should not be done in relation to another, so as not to lead him to complacency and self-confidence. Requirements for students must be set differently. It is especially important to take into account the individual conditions in which this or that character trait developed. For example, a teacher’s reaction to stubbornness should be different depending on the reason that gave rise to it. It is absolutely necessary to take into account the motives of actions, since differences in the motives of actions also determine differences in educational activities that must be carried out in connection with one or another action of the student.

Since the formation of systems of temporary connections in children with different types of higher nervous activity occurs differently, this implies the need to take into account the type of the child’s nervous system. It is not indifferent to the teacher whether he is dealing with a representative of an unrestrained, calm or weak type.

It is important to consider the possibility of phase states in a child. If the student is overexcited by many impressions or is in a state of overwork, it is necessary to take into account the possibility of the onset of a paradoxical or ultra-paradoxical phase, when the teacher’s verbal appeal to the child may cease to have the usual effect and, on the contrary, will cause a reaction opposite to that which the teacher was counting on (threats, for example , or a strong, sharp shout will lead to even greater overstimulation of the nervous system, while a calm, quiet voice would have a positive effect).

An individual approach to children in the process of character education requires reliance on the positive that each child already has: in his interests, in his relationships with people, in certain types of activities, etc. By fully developing the already existing valuable traits, focusing everything on them the child’s behavior, all his activities, by encouraging positive actions, the teacher can more easily achieve overcoming negative character traits in children, re-educating the child.

Character formation is not limited to childhood and adolescence. Character is formed throughout a person’s life and depends on the characteristics of his life path, on all types of social influence on him. And in adulthood, under the influence of certain events in the life of a given person, under the influence of social development, significant changes occur both in the character as a whole and in individual traits of a person. There is no character that cannot be changed or re-educated by organizing appropriate living conditions and activities, through social influence on people, although this often requires great effort and hard work.

Character formations and crises

At different stages of the development of psychological science, the theory according to which the formation of a person’s character is largely determined by upbringing and social activity came to the fore. Also, one of the most important provisions in Russian psychology was that obstacles along the path of life play a decisive role in a person’s maturation and the development of his character. In science they are called crises. As a result of passing through these obstacles, a person receives a certain psychological new formation, as well as the ability to move to a new stage of his personal development.

The outstanding Russian psychologist L. S. Vygotsky adhered to this theory. It was he who introduced the concept of the “zone of proximal development” into science and substantiated the importance of age-related crises for the formation of a person’s character. In order for this process to occur harmoniously, people around them must know the characteristics of each age period, and also be able to timely track deviations in the child’s development. After all, psychological age often does not coincide with calendar age.

Play and character development

In preschool age, one of the most important factors influencing the formation of character is play. At first, the baby needs the help of an adult. During this period, one of the most important mechanisms of the maturation process manifests itself - imitation. The child strives to copy the behavior of others in everything, both positive and negative actions. Unnoticed by their daily actions, parents, grandparents, uncles and aunts have a direct influence on the development and formation of the child’s character.

Personality development at school age

At primary school age, children are already more independent. They can distinguish bad from good and note negative manifestations in the behavior of an adult. Also at this stage of development, the development of the child’s ability to think critically plays an important role.

In adolescence, the most important condition for character formation is cognitive activity. It reaches maximum levels along with the progressive development of thinking. At this stage, it is important that the child has a large number of positive examples of development. Otherwise, an impressive negative experience can become a decisive factor in the formation of a teenager’s character.

At the stage of adolescence, friendships have a great influence on the personality. At this age, a young man is characterized by persistent strong-willed qualities. He strives to master a profession and meet a life partner.

Activities and character development

Labor plays an important role in the process of character formation - and it can be both intellectual and physical. Character development begins already in the process of a child mastering various tools of activity. The knowledge that a person acquires as a result of professional development has a significant impact on his worldview.

The success of work depends on several indicators. The main ones are the involvement of the individual himself in work, as well as his ability to social interaction. It is also important to have a mentor who will lead the young person along the path of personal development.

In Russian psychology, character formation is directly linked to work activity. A person’s involvement in the work process helps to change his worldview. The individual begins to see himself in a new image, and the entire world around him begins to acquire a new meaning for him.

Conclusion

So, we have found out that character is a lifetime formation and occupies a central place in the structure of personality. Its origins are in childhood, and therefore, responsibility for its formation and formation lies with parents and loved ones, and subsequently with educators and teachers (no matter how trite it may sound). Temperament and the environment also do not remain aside. One cannot assume that character is fatally predetermined. No, a person himself is the designer of his own character already in adulthood. He is able to change the traits in himself that create a lot of problems for him or develop new ones, but at the same time he needs to try very hard and approach it consciously, i.e. engage in self-education.

The role of communication in the process of activity

The formation of social character largely occurs due to the communicative component of work activity. It influences the emotional and sensory sphere of the individual. In a work community, a person may manifest himself differently than in a school class or student group, and use models of behavior that are unusual for him. Gradually expanding the circle of communication through new types of activities, the individual goes through new stages of his socialization.

Social influence

One of the main features of character formation in a child is that his personality traits are formed as a result of the approval or disapproval of an adult. The desire to hear praise from a significant adult - first of all, from a parent - leads to the fact that the child begins to perform actions that were previously unusual for him. Thus, starting from a very early age, the child’s social environment has a direct impact on the development of the child’s character traits.

By the end of primary school age, this desire is transferred to peers - now the student needs to hear approval from his comrades. While studying at school, a child has more rights and responsibilities, he actively interacts with society. The teacher’s opinion also plays a big role, and the desire to receive approval from mother and father is no longer so pronounced.

In adolescence, character is largely formed under the influence of the group. One of the most important aspirations of a teenager is to occupy a certain niche among his own kind, to gain some authority among his comrades. Therefore, adolescents strive to meet the requirements that have been established in the social group. Communication with peers leads to the fact that a teenager begins to get to know himself. He develops an interest in his personality, the characteristics of his character and the possibilities of correcting these characteristics.

Recommendations for Improving Character

Primary character traits in a child, primarily business ones, can be developed at a certain age if certain conditions are met.

The child, or the adult who will be primarily involved in this task (parent, educator, teacher) must have a strong desire to develop such qualities. Haste and promises to “make a man out of a child” are a waste of time.
It is necessary to develop a certain sequence of persistent and time-consuming actions aimed at demonstrating and consolidating the required character traits.
Direct you on the right path, and where necessary, suggest steps to create conditions for self-education.
Constantly emphasize and significantly reinforce positive dynamics in achieving the goal.
Involvement of sanctions mechanisms for the manifestation of opposite traits, such as irresponsibility, laziness, sloppiness.

It should not be forgotten that the development of one of the traits is impossible without affecting the others, since with age they develop into a fairly stable system of values.

Before qualitatively correcting any trait, it is important to identify the relationship with others and act in conjunction with all dependent character traits.