Biological and social factors of child development. Biological factor in personality formation

Seminar lesson No. 1

Subject, tasks and methods of developmental psychology. Mental development

Theoretical questions:
1. Subject, tasks and methods of developmental psychology.

Developmental psychology is a branch of psychological science that studies the facts and patterns of human development, the age-related dynamics of his psyche (according to I.V. Shapovalenko). Developmental psychology studies the patterns of the formation of the psyche, exploring the mechanisms and driving forces of this process, analyzing various approaches to understanding the nature, functions and genesis of the psyche, various aspects of the formation of the psyche - its changes in the process of activity, communication, cognition (according to G.D. Martsinkovskaya).

Object of study of developmental psychology- a developing, normal, healthy person who changes in ontogenesis.

Subject of developmental psychology- age periods of development, causes and mechanisms of transition from one age period to another, general patterns and trends, pace and direction of mental development in ontogenesis.

Tasks of developmental psychology:
- Study of the driving forces, sources and mechanisms of mental development throughout a person’s life path.
- Periodization of mental development in ontogenesis.
- Studying age characteristics and patterns of mental processes.
- Establishment of age-related capabilities, characteristics, patterns of implementation of various types of activities, assimilation of knowledge.
- Study of age-related personality development, including in specific historical conditions.
- Definition age standards mental functions, identification of psychological resources and creative potential of a person.
- Creation of a service for systematic monitoring of the progress of children’s mental health and development, providing assistance to parents in problematic situations.
- Age and clinical diagnosis.
- Performing the function of psychological support and assistance during periods of crisis in a person’s life.
- The most optimal organization of the educational process for people of all age categories, etc. (according to I.V. Shapovalenko).

Relationship between developmental psychology and other sciences:
- medicine;
- philosophy;
- ethnography;
- art criticism;
- sociology;
- social psychology;
- general psychology;
- differential psychology;
- pathopsychology;
- educational psychology, etc.

Research methods in developmental and developmental psychology:
Observation method
- Experiment:
- laboratory;
- natural;
- ascertaining;
- formative;

Auxiliary research methods:
- conversation;
- interview;
- survey;
- testing;
- analysis of activity products (drawings, applications, construction, musical, literary creativity);
- projective.

Comparative methods research:
- twin;
- comparison of norm and pathology;
- cross-cultural;
- biographical.

Sociometric techniques

Scheme for constructing an empirical study:
Cross-sectional method (simultaneous comparison of people of different ages).
The method of longitudinal sections (longitude) is aimed at tracking changes in psychological qualities in the same people over a long time.
The key concept of developmental psychology is the concept of “development”. Development of the psyche is a natural change in mental processes over time, expressed in their quantitative, qualitative and structural transformations.

Maturation is the most important factor in development. Maturation is a psychophysiological process of successive age-related changes in the central nervous system and other body systems, providing conditions for the emergence and implementation of mental functions and imposing certain restrictions. Different brain systems and functions mature at different rates and reach full maturity at different stages of individual development.

There is a distinction between normative mental development and individual development.

Age-related psychology formed as an independent field of knowledge by the end of the 19th century. In the second half of the 19th century, objective prerequisites arose for the identification of child psychology as an independent branch of psychological science:
- the needs of society for a new organization of the education system;
- progress of the idea of development in evolutionary biology;
- development of objective research methods in psychology.

Having emerged as child psychology, developmental psychology was for a long time limited to the study of the patterns of mental development of the child, but requests modern society, new achievements in psychological science, which made it possible to consider each age from a developmental perspective, made obvious the need for a holistic analysis of the ontogenetic process and interdisciplinary research.

A historical analysis of the concept of “childhood” is given in the works of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonina. The duration of childhood is directly dependent on the level of material and spiritual culture of society. Thus, in medieval Europe, adults treated children like babies, up to the age of 6-7 years. After this, children were already considered small adults and were accustomed to adult conversations, jokes, food, etc. (G. Craig). Childhood, being a socio-cultural phenomenon, is of a specific historical nature and has its own history of development. The main social function of childhood is to prepare a person for adult independent life and work (D.I. Feldshtein).

V.T. Kudryavtsev identifies three historical periods of childhood (based on D.I. Elkonin’s scheme):
1. Quasi-childhood - in the early stages of human history, when the children's community is not isolated, but is directly included in joint work with adults (primitive childhood).
2. Undeveloped childhood - the world of childhood is highlighted and a new social task arises for children - integration into the adult community. Role-playing play takes on the function of modeling the activities of adults (childhood in the Middle Ages and Modern times).
3. Developed childhood - develops when the meanings and motives of adults’ activities are not self-evident (modern childhood). Modern developed childhood presupposes the creative development of culture as an open multidimensional structure.

2. The problem of development in psychology. Biological and social factors of development. Concepts of child mental development.

The problem of development in psychology

The problem of the relationship between training and development in foreign and domestic psychology

In PR there are generally 3 points of view on this problem.

1. Belongs to L.S. Vygotsky. Training is driving force development. This is an internally necessary and universal moment in the development of not natural, but historical characteristics of man - HPF. Education creates the ZPD (zone of proximal development) and determines the potential for development. ZPD is the distance between the level of actual and potential development. The level of actual development is determined by those achievements that the child demonstrates independently, without the help of an adult. The level of potential development is determined by the achievements that the child demonstrates using the help of an adult. ZBR is the distance between them. The theoretical significance of the discovery of the ZPD, according to Vygotsky, is evidence of the leading role of learning in the mental development of the child. Learning should go ahead of development and rely not on mature, but on maturing functions, that is, on the ZPD. The practical significance of the ZPD is that in each type of normative psychodiagnostics, Vygotsky proposed defining all three zones: zones of actual development, potential and immediate development. During training, the ZBR is transformed into the ZAR, and then into the ZBR.

2. Belongs to Piaget. Learning follows development.

3. Attributed to Thorndike. Learning is development.

The laws of child development formulated by L.S. Vygotsky

· Law of formation of HMF (list the structure, properties and origin of HMF).

· Heterochrony (unevenness) of child development. Each side of the child’s psyche has its own sensitive period (SP) of development. The sensitive period is a period of maximum sensitivity to influences of a certain kind. If such influences were not carried out in the joint venture, then this period is skipped, and this function will not develop intensively. When we talk about a joint venture, we are not talking about a period of maturation, but about a period of appropriation. Associated with the law of heterochrony in child development is its hypothesis about structural and semantic structural structure consciousness. According to Vygotsky, HMF, primarily cognitive, form the structure of consciousness. The structure of consciousness forms higher mental functions. And this structure is dynamic. Each time the center of the structure becomes the function for which this period sensitive. And this function determines the development of other mental functions. Therefore, Vygotsky tells us that early age passes under the sign of perception, and before school age- under the sign of memory. From 1 - 3 years - SP for speech development, from 2 - 4 years - object perception develops, end of preschool age - SP for memory development. SP for the development of conceptual thinking is school age (not primary school age). With the development of speech, the child gains access to mastery of all other HMFs. A delay in speech development generally determines a delay in cognitive development. When a child develops object perception, it determines the development of thinking. Throughout preschool age, a child’s thinking is visual and figurative. At the end of preschool age, conditions are created for the formation of voluntary memory. “For a preschooler, thinking means remembering, and for a teenager, remembering means thinking.”

The law of metamorphosis of child development. Development is a chain of qualitative changes. A child is not a small adult; he has a qualitatively different psyche. We cannot evaluate a child from a deficit perspective. He thinks differently, feels differently. He's different.

The law of cyclicity in child development. Development occurs to some extent in a spiral. But the rhythm of development is very complex. A year of life in infancy is not equal to a year of life in adolescence.

general characteristics biogenetic approach to the problem of development

Supporters biogenetic concept development believe that the main mental properties Personality is inherent in the very nature of man (biological principle), which determines his destiny in life. They consider intelligence, immoral personality traits, etc. to be genetically programmed.

The first step towards the emergence of biogenetic concepts was Charles Darwin's theory that development - genesis - obeys a certain law. Subsequently, any major psychological concept has always been associated with the search for the laws of child development.

The German naturalist E. Haeckel (1834–1919) and the German physiologist I. Müller (1801–1958) formulated the biogenetic law, according to which animals and humans briefly repeat the stages they go through during intrauterine development this type in phylogeny. This process was transferred to the process of ontogenetic development of the child. American psychologist S. Hall (1846–1924) believed that a child’s development briefly repeats the development of the human race. The basis for the emergence of this law was observations of children, as a result of which the following stages of development were identified: cave, when the child digs in the sand, the stage of hunting, exchange, etc. Hall also assumed that the development of children's drawing reflects the stages that fine art went through in the history of mankind.

Theories of mental development associated with the idea of repetition in this development of human history are called recapitulation theories.

Outstanding Russian physiologist I.P. Pavlov (1849–1936) proved that there are acquired forms of behavior that are based on conditioned reflexes. This gave rise to the point of view that human development comes down to the manifestation of instinct and training. The German psychologist W. Köhler (1887–1967), conducting experiments on anthropoid apes, discovered the presence of intelligence in them. This fact formed the basis of the theory according to which the psyche in its development goes through three stages: 1) instinct; 2) training; 3) intelligence.

The Austrian psychologist K. Bühler (1879–1963), relying on the theory of W. Köhler and under the influence of the works of the founder of psychoanalysis, the Austrian psychiatrist and psychologist Z. Freud (1856–1939), put forward the principle of pleasure as the main principle of the development of all living things. He connected the stages of instinct, training and intelligence not only with the maturation of the brain and the complication of relationships with the environment, but also with the development of affective states - the experience of pleasure and associated action. Bühler argued that at the first stage of development - the stage of instinct - thanks to the satisfaction of an instinctive need, the so-called “functional pleasure” occurs, which is a consequence of performing an action. And at the stage of intellectual problem solving, a state arises that anticipates pleasure.

Biological and social factors of child development

Biological factors

Biological heredity determines both what is common, what makes a person human, and what is different, what makes people so different both externally and internally. Heredity refers to the transmission from parents to children of certain qualities and characteristics inherent in their genetic program.
The great role of heredity lies in the fact that by inheritance a child receives human body, human nervous system, human brain and sense organs. Body features, hair color, eye color, skin color are passed on from parents to children - external factors that distinguish one person from another. Some features of the nervous system are also inherited, on the basis of which a certain type of nervous activity develops.

Heredity also presupposes the formation of certain abilities in any area of activity based on the natural inclinations of the child. According to the data of physiology and psychology, a person’s innate abilities are not ready-made, but only potential opportunities for their development, i.e. makings. The manifestation and development of a child’s abilities largely depends on the conditions of his life, education and upbringing. A clear manifestation of abilities is usually called giftedness, or talent.
Speaking about the role of heredity in the formation and development of a child, one cannot ignore the fact that there are a number of diseases and pathologies that can be hereditary in nature, for example, blood disease, schizophrenia, endocrine disorders. Hereditary diseases are studied by medical genetics, but they must also be taken into account in the process of socialization of the child.

In modern conditions, along with heredity, external factors negatively affect the development of a child - air and water pollution, environmental problems, etc. More and more physically weakened children are being born, as well as children with developmental disorders: blind and deaf, or those who have lost hearing and vision in early childhood. age, deaf-blind people, children with musculoskeletal disorders, etc.

For such children, the activities and communication necessary for their development are significantly hampered. Therefore, special methods are being developed to teach them, which makes it possible for such children to sometimes achieve a high level of mental development. Specially trained teachers work with these children. However, as a rule, these children have great problems communicating with peers who are different from them, with adults, which makes it difficult for them to integrate into society. For example, deaf-blindness causes a child to lag in development due to his lack of contact with the surrounding reality. Therefore, special training for such children is precisely to “open” the child’s channels of communication with outside world, using for this purpose the preserved types of sensitivity - touch. At the same time, as noted by A.V. Suvorov, a man who is blind and deaf, but who learned to speak, defended his doctoral dissertation, and dedicated his life to such children, “deaf-blindness does not create a single problem, even the most microscopic one, it only aggravates them, She doesn't do anything else."

Social factors

To become a person, biological heredity alone is not enough. This statement is quite convincingly supported by well-known cases in which human children grew up among animals. They did not become people in the generally accepted sense, even if they eventually found themselves in human society. So what makes a person human?

IN general view We already know the answer to this question. Transformation of a biological individual into social subject occurs in the process of socialization of a person, his integration into society, into various types of social groups and structures through the assimilation of values, attitudes, social norms, patterns of behavior, on the basis of which socially significant personality qualities are formed.

Socialization is a continuous and multifaceted process that continues throughout a person’s life. However, it occurs most intensely in childhood and adolescence, when all the basic value orientations are laid, basic social norms and relationships are learned, and the motivation for social behavior is formed. If we figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only finishing work is carried out, which can last the rest of its life.

The process of socialization of a child, his formation and development, formation as an individual occurs in interaction with the environment, which has a decisive influence on this process through a variety of social factors.

There are macro- (from the Greek “big”), meso- (“medium”) and micro- (“small”) factors of personality socialization. Human socialization is influenced by global, planetary processes - environmental, demographic, economic, socio-political, as well as by the country, society, and state as a whole, which are considered as macrofactors of socialization.
Mesofactors include the formation of ethnic attitudes; the influence of regional conditions in which the child lives and develops; type of settlement; mass media, etc.
Microfactors include family, educational institutions, peer groups and much, much more that make up the immediate space and social environment in which the child is located and with which he comes into direct contact. This immediate environment in which the child develops is called society, or microsociety.
If we imagine these factors in the form of concentric circles, then the picture will look like it is shown in the diagram.

At the center of the spheres is the child, and all spheres influence him. As noted above, this influence on the process of socialization of a child can be purposeful, intentional (such as the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous impact on the development of the child. In addition, both targeted influence and spontaneous influence can be both positive and negative, negative.

The most important thing for a child’s socialization is society. The child masters this immediate social environment gradually. If at birth a child develops mainly in the family, then later he masters more and more new environments - a preschool institution, then school, out-of-school institutions, groups of friends, discos, etc. With age, the “territory” of the social environment mastered by the child is expanding more and more. If this is clearly depicted in the form of another diagram presented below, it is clear that by mastering more and more environments, the child strives to occupy the entire “circle area” - to master the entire potentially accessible society.

At the same time, the child seems to be constantly looking for and finding the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can “migrate” from one environment to another. For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is located, what social experience he can accumulate in this environment - positive or negative.

The environment is the object of research by representatives of various sciences - sociologists, psychologists, teachers, who are trying to find out the creative potential of the environment and its influence on the formation and development of the child’s personality.

The history of studying the role and significance of the environment as an existing reality that influences the child is rooted in pre-revolutionary pedagogy. Even K. D. Ushinsky believed that for education and development it is important to know a person “as he really is with all his weaknesses and in all his greatness”; one must know “a person in a family, among the people, among humanity... at all ages , in all classes...". Other outstanding psychologists and teachers (P.F. Lesgaft, A.F. Lazursky, etc.) also showed the importance of the environment for the development of a child. A.F. Lazursky, for example, believed that poorly gifted individuals usually submit to the influences of the environment, while richly gifted natures themselves strive to actively influence it.
At the beginning of the 20th century (20-30s), a whole scientific direction was emerging in Russia - the so-called “pedagogy of the environment”, the representatives of which were such outstanding teachers and psychologists as A. B. Zalkind, L. S. Vygotsky, M. S. Iordansky, A. P. Pinkevich, V. N. Shulgin and many others. The main issue discussed by scientists was the impact of the environment on the child and the management of this influence. There were different points of view on the role of the environment in the development of a child: some scientists defended the need for the child to adapt to a particular environment, others believed that the child, to the best of his strength and abilities, can organize the environment and influence it, others proposed considering the personality and environment of the child in the unity of their characteristics, the fourth made an attempt to consider the environment as a single system of influence on the child. There were other points of view. But the important thing is that deep and thorough research was carried out on the environment and its influence on the formation and development of the child’s personality.

It is interesting that in the professional vocabulary of teachers of that time such concepts as “environment for the child”, “socially organized environment”, “proletarian environment”, “age environment”, “comradely environment”, “factory environment” were widely used. “social environment”, etc.

However, in the 30s Scientific research in this area were practically prohibited, and the very concept of “environment” long years was discredited and disappeared from the professional vocabulary of teachers. The school was recognized as the main institution for the upbringing and development of children, and the main pedagogical and psychological studies were devoted specifically to the school and its influence on the development of the child.

Scientific interest in environmental problems was renewed in the 60-70s of our century (V. A. Sukhomlinsky, A. T. Kurakina, L. I. Novikova, V. A. Karakovsky, etc.) in connection with the study of school staff, possessing the characteristics of complexly organized systems operating in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis. Various types of environments are being studied and investigated: “educational environment”, “extra-school environment of the student group”, “home environment”, “neighborhood environment”, “environment of the socio-pedagogical complex”, etc. In the late 80s - early 90s research into the environment in which the child lives and develops was given a new impetus. This was largely facilitated by the separation of social pedagogy into an independent scientific field, for which this problem also became the object of attention and in the study of which it finds its facets, its own aspect of consideration.

Factor - translated from Latin “doing, producing”, i.e. the driving force of any process or phenomenon.

There are 3 factors that determine the formation of personality:

v Heredity;

v Education;

They can be combined into 2 large groups: biological and social.

The task of pedagogical science is not to state any factor as the main one in the development of personality, but to determine the relationship of factors: under the influence of which of them development occurs to a greater extent.

Heredity- what is passed on from parents to children, what is in the genes. The legacy program includes constant and variable parts.

Permanent part- ensures the birth of a person as a representative of the human race.

Variable part- this is what unites a person with his parents. It can be external signs: eye color, blood type, predisposition to certain diseases, features of the nervous system, etc.

Children are like their parents and this is undoubtedly recognized by everyone. But the subject of discussion is the issue of inheritance of moral, intellectual qualities, and special abilities.

Are abilities and inclinations transferable? Many foreign scientists (M. Mntessori, E. From, etc.) are convinced that not only intellectual, but also moral qualities are inherited.

Pedagogical theories of the Soviet period defended only biological inheritance; everything else - morality, intelligence - was considered acquired in the process of socialization. However, academicians N.M. Amosov and P.K. Anokhin speak out in favor of the inheritance of moral qualities or, in extreme cases, hereditary predisposition child to aggressiveness, cruelty, deceit. This problem does not yet have a clear answer.

However, one must distinguish congenital inheritance and genetic.

In recent years, a new branch of pedagogy has emerged - prenatal pedagogy, studying the possibility of influencing the development of the embryo. At the same time, it is possible to influence not only the health of the unborn baby, but also his emotional sphere, and through it, aesthetic and intellectual development. This influence is carried out through lifestyle (it’s good if the mother is worried positive emotions, listens to music, reads poetry, talks with the new baby. If a child hears the voices of both parents, he gets used to it and after birth he recognizes and calms down when he hears. In this case, the child is born with innate qualities. But what is congenital and genetic should not be considered immutable.

“In my opinion,” writes Japanese scientist Masaru Ibuka, “education and environment play a greater role in a child’s development than heredity. The question is what kind of education and what environment best develops a child’s potential abilities.”

Wednesday in the broad and narrow sense of the word.

In broad terms it means climatic and natural conditions, government structure, culture, way of life, traditions. In a narrow sense, the immediate objective environment.

In modern pedagogy there is the concept of “developmental environment” (V.A. Petrovsky). The developmental environment refers not only to subject content. It must be structured in a special way in order to most effectively influence the child.

When we talk about the environment as a factor in education, we also mean the human environment, the norms of relationships and activities accepted in it.

The social environment provides the child with the opportunity to interact with the people around him and to see social phenomena from all sides. Its influence is, as a rule, spontaneous in nature, hardly amenable to pedagogical guidance. This leads to many difficulties on the path to personality development.

But it is impossible to isolate a child from the environment. This is fraught with delays in social development.

The influence of the environment on the formation of a person is constant throughout his life. The only difference is the degree to which this influence is perceived. For a small child important role The adult is responsible for choosing the environment. The environment can inhibit the development of personality, activate it, but cannot be indifferent to development.

The third factor influencing the development of personality is upbringing. Unlike the first two, it always wears:

goal-oriented;
corresponds to the socio-cultural values of society;
involves a system of influences on a person; a single influence does not bring tangible results.

Despite their importance, heredity, environment and upbringing do not ensure the full development of the child. Why? Because they all involve influences that do not depend on the child himself. He does not in any way influence what is in his genes, cannot change the environment, does not determine the goals and objectives of his own upbringing.

Activity acts as a necessary condition for development. Activity is a stimulus for activity. But if the activity is not organized, then the activity finds a way out and can take undesirable forms (indulgence, aggression).

Issues for discussion:

Assignment for independent work:

Write out the basic concepts of heredity, environment, upbringing from the dictionary

What is the process of personality formation?

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

Personality formation is a process that does not end at a certain stage of human life, but continues constantly. The term “personality” is a rather multifaceted concept and therefore there are no two identical interpretations of this term. Despite the fact that personality is mainly formed in the course of communication with other people, the factors influencing the formation of personality appear in the process of its formation.

There are two radically different professional views on the phenomenon of human personality. From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this. But, despite the difference in views, all psychological theories of personality agree on one thing: a person’s personality begins to form in early childhood and continues throughout life.

What factors influence a person's personality?

There are many aspects that change personality. Scientists have been studying them for a long time and come to the conclusion that the entire environment is involved in the formation of personality, right down to climate and geographical location. The formation of personality is influenced by internal (biological) and external (social) factors.

Factor(from Latin factor - doing - producing) - the reason, the driving force of any process, phenomenon, determining its character or its individual features.

Internal (biological) factors

Of the biological factors, the main influence is exerted by the genetic characteristics of the individual received at birth. Hereditary traits are the basis for the formation of personality. An individual's hereditary qualities, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of a person, his difference from other individuals, since there are no two identical individuals in terms of their biological heredity.

Biological factors mean the transfer from parents to children of certain qualities and characteristics inherent in their genetic program. Genetics data make it possible to assert that the properties of an organism are encrypted in a kind of genetic code that stores and transmits this information about the properties of the organism.
The hereditary program of human development ensures, first of all, the continuation of the human race, as well as the development of systems that help the human body adapt to changing conditions of its existence.

Heredity- the ability of organisms to transmit certain qualities and characteristics from parents to children.

The following are inherited from parents to children:

1) anatomical and physiological structure

Reflects the specific characteristics of an individual as a representative of the human race (speech abilities, upright walking, thinking, labor activity).

2) physical data

External racial characteristics, body features, constitution, facial features, hair, eye, skin color.

3) physiological characteristics

Metabolism, blood pressure and blood group, Rh factor, stages of maturation of the body.

4) features of the nervous system

The structure of the cerebral cortex and its peripheral apparatus (visual, auditory, olfactory, etc.), originality nervous processes, which determines the nature and a certain type of higher nervous activity.

5) abnormalities in the development of the body

Color blindness (partial color blindness), cleft lip, cleft palate.

6) predisposition to certain hereditary diseases

Hemophilia (blood diseases), diabetes mellitus, schizophrenia, endocrine disorders (dwarfism, etc.).

7) innate human characteristics

Associated with a change in genotype, acquired as a result of unfavorable living conditions (complications after illness, physical injuries or oversights during the development of a child, violation of diet, labor, hardening of the body, etc.).

Makings of- these are anatomical and physiological characteristics of the body, which are prerequisites for the development of abilities. Inclinations provide a predisposition to a particular activity.

1) universal (structure of the brain, central nervous system, receptors)

2) individual (typological properties of the nervous system, on which the speed of formation of temporary connections, their strength, strength of concentrated attention, mental performance depend; structural features of analyzers, individual areas of the cerebral cortex, organs, etc.)

3) special (musical, artistic, mathematical, linguistic, sports and other inclinations)

External (social) factors

Human development is influenced not only by heredity, but also by environment.

Wednesday- this real reality in the conditions of which human development occurs (geographical, national, school, family; social environment - social system, system of production relations”, material living conditions, the nature of production and social processes, etc.)

All scientists recognize the influence of the environment on the formation of a person. Only their assessments of the degree of such influence on the formation of personality do not coincide. This is due to the fact that there is no abstract medium. There is a specific social system, a person’s specific immediate and distant surroundings, specific living conditions. It is clear that a higher level of development is achieved in an environment where favorable conditions are created.

Communication is an important factor influencing human development.

Communication- this is one of the universal forms of personality activity (along with cognition, work, play), manifested in the establishment and development of contacts between people, in the formation of interpersonal relationships. Personality is formed only in communication and interaction with other people. Outside human society, spiritual, social, and mental development cannot occur.

In addition to the above, an important factor influencing the formation of personality is upbringing.

Upbringing- this is a process of purposeful and consciously controlled socialization (family, religious, school education), which acts as a kind of mechanism for managing socialization processes.

The development of personal qualities is greatly influenced by collective activity.

Activity- a form of being and a way of existence of a person, his activity aimed at changing and transforming the world around him and himself. Scientists recognize that, on the one hand, under certain conditions, the collective neutralizes the individual, and on the other hand, the development and manifestation of individuality is possible only in the collective. Such activities contribute to the manifestation of the indispensable role of the team in the formation of the ideological and moral orientation of the individual, his civic position, and emotional development.

Self-education plays a great role in the formation of personality.

Self-education- educating yourself, working on your personality. It begins with awareness and acceptance of an objective goal as a subjective, desirable motive for one’s actions. Subjective setting of behavioral goals generates conscious tension of will and determination of a plan of activity. The implementation of this goal ensures personal development.

We organize the educational process

Education plays a decisive role in the development of a person’s personality. From the experiments it follows that the development of a child is determined by various types of activities. Therefore, for the successful development of a child’s personality, it is necessary to have a reasonable organization of his activities, the correct choice of its types and forms, and the implementation of systematic control over it and its results.

Activities

1. A game- is of great importance for the development of the child, it is the first source of knowledge of the world around him. In the game, the child’s creative abilities are developed, his skills and habits of behavior are formed, his horizons expand, and his knowledge and skills are enriched.

1.1 Subject games- are carried out with bright, attractive objects (toys), during which the development of motor, sensory and other skills occurs.

1.2 Plot and role-playing games - in them the child acts as a certain character (manager, executor, companion, etc.). These games act as conditions for children to demonstrate the role and relationships they want to have in adult society.

1.3 Sport games(moving, military sports) - aimed at physical development, development of will, character, endurance.

1.4 Didactic games - are an important means of mental development of children.

2. Studies

As a type of activity, it has a great influence on the development of a child’s personality. It develops thinking, enriches memory, develops the child’s creative abilities, forms motives for behavior, and prepares for work.

3. Work

When properly organized, it contributes to the comprehensive development of the individual.

3.1 Socially useful work- this is self-service work, work on the school site for landscaping the school, city, village, etc.

3.2 Labor training- aimed at equipping schoolchildren with skills and abilities in handling various tools, instruments, machines and mechanisms that are used in various industries.

3.3 Productive work- this is work associated with the creation of material wealth, organized according to the production principle in student production teams, industrial complexes, school forestries, etc.

Conclusion

Thus, the process and results of human development are determined by both biological and social factors, which act not separately, but in combination. Under different circumstances, different factors may have a greater or lesser influence on the formation of personality. According to most authors, education plays a leading role in the system of factors.

Factor - translated from Latin “doing, producing”, i.e. the driving force of any process or phenomenon.

There are 3 factors that determine the formation of personality:

v Heredity;

v Education;

They can be combined into 2 large groups: biological and social.

Heredity- what is passed on from parents to children, what is in the genes. The legacy program includes constant and variable parts.

Permanent part- ensures the birth of a person as a representative of the human race.

Variable part- this is what unites a person with his parents. These may be external signs: eye color, blood type, predisposition to certain diseases, characteristics of the nervous system, etc.

Children are like their parents and this is undoubtedly recognized by everyone. But the subject of discussion is the issue of inheritance of moral, intellectual qualities, and special abilities.

Are abilities and inclinations transferable? Many foreign scientists (M. Mntessori, E. From, etc.) are convinced that not only intellectual, but also moral qualities are inherited.

Pedagogical theories of the Soviet period defended only biological inheritance; everything else - morality, intelligence - was considered acquired in the process of socialization. However, academicians N.M. Amosov and P.K. Anokhin speak out in favor of the inheritance of moral qualities or, in extreme cases, the child’s hereditary predisposition to aggressiveness, cruelty, and deceit. This problem does not yet have a clear answer.

However, one must distinguish congenital inheritance and genetic.

In recent years, a new branch of pedagogy has emerged - prenatal pedagogy, studying the possibility of influencing the development of the embryo. At the same time, it is possible to influence not only the health of the unborn baby, but also his emotional sphere, and through it, aesthetic and intellectual development. This influence is carried out through lifestyle (it’s good if the mother experiences positive emotions, listens to music, reads poetry, talks with the new baby. If the child hears the voices of both parents, he gets used to it and after birth he recognizes and calms down when he hears. In this case, the child is born With innate qualities. But what is congenital and genetic should not be considered immutable.

Wednesday in the broad and narrow sense of the word. In broad terms it means climatic and natural conditions, government structure, culture, way of life, traditions. In a narrow sense, the immediate objective environment.

When we talk about the environment as a factor in education, we also mean the human environment, the norms of relationships and activities accepted in it.

But it is impossible to isolate a child from the environment. This is fraught with delays in social development.

The influence of the environment on the formation of a person is constant throughout his life. The only difference is the degree to which this influence is perceived. For a small child, an adult plays an important role in choosing the environment. The environment can inhibit the development of personality, activate it, but cannot be indifferent to development.

The third factor influencing the development of personality is upbringing. Unlike the first two, it always wears:

goal-oriented;
corresponds to the socio-cultural values of society;
involves a system of influences on a person; a single influence does not bring tangible results.

Issues for discussion:

Characteristics of the world of childhood. His interaction with the adult world.
Dividing childhood into periods. General characteristics of periods.
Features of the preschool period of childhood. His self-worth.

Assignment for independent work:

Write out the basic concepts of heredity, environment, upbringing from the dictionary

Literature:

Bondarevskaya, E. V. Theory and practice of personality-oriented education / E. V. Bondarevskaya. Rostov n/d.: Publishing house Rost. ped. Univ., 2000. 352 p.
Zenkovsky, V.V. Problems of education in the light of Christian anthropology / V.V. Zenkovsky; comp. P. V. Alekseev. M.: School-Press, 1996. 272 p.
Osorina M.V. The secret world of children. - M., 1999
Psychological Dictionary. 3rd ed., add. and processed / Auto-stat. Koporulina V.N., Smirnova M.N., Gordeeva N.O. – Rostov n/d: Phoenix, 2004 – 640 p. (Slovanri series).
Modern dictionary of pedagogy / Comp. Rapatsevich E.S. – Mn.: “Modern Word, 2001. – 928 p.
Subbotsky E.V. A child discovers the world. - M., 1991
Feldshtein D.I. Social development in the space-time of childhood. - M., 1997.

Of all the problems that people have faced throughout human history, perhaps the most perplexing is the mystery of human nature itself. In what directions have we searched, what many different concepts have been put forward, but a clear and precise answer still eludes us.

The essential difficulty is that there are so many differences between us.

It is known how great the diversity of people is, how diverse and sometimes significant their individual qualities are. Among more than five billion people on our planet, there are no two completely identical people, no two individuals of the same type. These enormous differences make it difficult, if not impossible, to solve the problem of ascertaining what the members of the human race have in common.

Personal development of a person occurs throughout life. Personality is one of those phenomena that is rarely interpreted in the same way by two different authors. All definitions of personality are determined in one way or another by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, and the social environment plays a very insignificant role.

Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that personality is a certain product, completely formed in the course of social experience. Obviously, these are extreme points of view of the process of personality formation. Despite the numerous conceptual and other differences that exist between them, almost all psychological theories of personality are united in one thing: they assert that a person is not born, but becomes a person in the process of his life. This actually means recognizing that a person’s personal qualities and properties are not acquired genetically, but as a result of learning, that is, they are formed and developed.

Personality formation is usually First stage formation of personal properties of a person. Personal growth is determined by many external and internal factors. External ones include: the individual’s belonging to a particular culture, socio-economic class and unique family environment. On the other hand, internal determinants include genetic, biological and physical factors.

Subject my research is the process of formation of human personality under the influence of biological factors.

Goal of the work consists of analyzing the influence of these factors on personality development. The following follows from the topic, purpose and content of the work: tasks :

· determine the influence on the development of a person’s personality of such biological factors as heredity, congenital characteristics, health status;

· in the course of a theoretical analysis of pedagogical and psychological literature on the topic of work, try to find out which factors have a more significant influence on the formation of personality: biological characteristics or its social experience.

The word “personality,” like many other psychological concepts, is widely used in everyday communication along with other terms. Therefore, in order to answer the question: “What is personality?”, it is necessary, first of all, to distinguish between the concepts of “person”, “personality”, “individuality”, “individual”.

Human – on the one hand, a biological being, an animal endowed with consciousness, with speech, the ability to work; on the other hand, man is a social being, he needs to communicate and interact with other people.

Personality - this is the same person, but considered only as a social being. Speaking about personality, we are distracted from its biological natural side. Not every person is a person. It’s not without reason that you can probably hear about one person, “a real personality!”, and about another, “no, this is not a person.”

Individuality - this is the personality of a particular person as a unique combination of unique mental characteristics.

Individual - a single representative of the human race, a specific bearer of all the social and psychological traits of humanity: reason, will, needs, etc. The concept of “individual” in this case is used in the meaning of “a specific person”. With this formulation of the question, both the peculiarities of the action of various biological factors (age characteristics, gender, temperament) and the differences in the social conditions of human life are not recorded. The individual in this case is considered as the starting point for the formation of personality from the initial state for human onto- and feilogenesis; personality is the result of the development of the individual, the most complete embodiment of all human qualities.

Some scientists believe that the human psyche is biologically determined, that all aspects of personality are innate. For example: character, abilities are inherited like eye and hair color.

Other scientists believe that every person is always in a certain relationship with other people. These social relations form the human personality, i.e. a person learns the rules of behavior, customs, and moral standards accepted in a given society.

Is it acceptable to ignore and not take into account the biological essence of a person? No, its biological, natural, natural essence cannot be ignored. Of course, the corresponding natural, biological characteristics are absolutely necessary for the mental development of a person. The human brain and nervous system are necessary so that on this basis the formation of human mental characteristics becomes possible.

Developing outside of human society, a creature with a human brain will never even become a semblance of a personality. There is a known case when in India in 1920 two girls were found living in a wolf pack, the younger one quickly died, and the eldest (she was named Kamala), who was 6-7 years old, lived for more than 10 years. The press reported several more similar cases: one boy was discovered again in India and again among wolves, and two boys were found in Africa in a troop of monkeys. Apparently, the children were abducted by animals, but left alive. In all these cases, the same picture was observed: the children could neither stand nor walk, but quickly moved on all fours or deftly climbed trees; did not speak and could not pronounce articulate sounds; refused human food, ate raw meat or wild plants, beetles and dragonflies; They lapped up water, tore off their clothes, bit, howled, and slept on the bare floor.

The experience of social isolation of the human individual proves that personality develops not simply through the automatic deployment of natural inclinations. The study of such individuals’ perception of themselves as a separate being in the world around them showed that they do not have their own “I”, since they completely lack the idea of themselves as a separate, separate being among other creatures similar to them. Moreover, such individuals cannot perceive their differences and similarities with other individuals. In this case, a human being cannot be considered a person.

Every born child has a brain and a vocal apparatus, but he can learn to think and speak only in society. Of course, the continuous unity of biological and social qualities shows that man is a biological and social being.

The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We don't say "newborn personality." In fact, each of them is already an individual... But not yet a personality! A person becomes a person, and is not born one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment.

Personality not only exists, but is also born for the first time precisely as a “knot” tied in a network mutual relations. What really exists inside the body of an individual is not a personality, but its one-sided projection onto the screen of biology, carried out by the dynamics of nervous processes.

The development process is carried out as the improvement of a person - a biological being. First of all, biological development, and development in general, determines factor of heredity.

A brick house cannot be built from stone or bamboo, but a large number of bricks can be used to build a house in many different ways. Each person's biological heritage supplies the raw materials that are then formed different ways into a human individual, individual, personality.

A newborn carries within himself a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own, uniquely rich hereditary fund or a hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other, external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, every born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of upbringing and education, the cares and efforts of parents and the desires of the smallest person.

Young people getting married should remember that not only external signs and many biochemical characteristics of the body (metabolism, blood groups, etc.), but also some diseases or predisposition to painful conditions are inherited. Therefore, every person needs to have general ideas about heredity, know your pedigree (health status of relatives, their external characteristics and talents, life expectancy, etc.), have an idea of the influence of harmful factors (in particular alcohol and smoking) on development intrauterine fetus. All this information can be used to early diagnosis and treatment hereditary diseases, prevention of congenital malformations.

Traits of biological heritage are complemented by the innate needs of a human being, which include the needs for air, food, water, activity, sleep, safety and freedom from pain. If social experience explains mainly the similar, general traits that a person possesses, then biological heredity largely explains individuality personality, its original difference from other members of society. At the same time, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture. Therefore, biological heredity cannot completely create personality, since neither culture nor social experience is transmitted with genes.

Throughout the 19th century, scientists assumed that personality existed as something fully formed inside an egg—like a microscopic homunculus. An individual's personality traits have long been attributed to heredity. Family, ancestors and genes determined whether a person would be a genius, an arrogant braggart, a hardened criminal or a noble knight. But in the first half of the 20th century, it was proven that innate genius does not automatically guarantee that a person will become a great personality. You can have good heredity, but remain a smart useless person.

However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of a child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, endless diversity is created temperaments, characters, abilities that make each human person an individual, i.e. a unique, unique creation.

Heredity manifests itself in the fact that the basic biological characteristics of a person are transmitted to a person (the ability to speak, to work with the hand). With the help of heredity, a person is transmitted from his parents anatomical and physiological structure, the nature of metabolism, a number of reflexes, type of higher nervous activity. The great Russian scientist I.P. Pavlov, in his teaching on the types of higher nervous activity, made the most successful attempt to connect temperament with the characteristics of the human body. He suggested that all traits of temperament depend on the characteristics of higher nervous activity.

Temperament is closely related to other personality traits. It is, as it were, the natural canvas onto which life applies patterns of character.

Temperament is a set of stable, individual, psychophysiological properties of a person that determine the dynamic features of his mental processes, mental states and behaviors. Let us clarify the above definition of temperament.

It talks about the stable psychological properties of a person, on which his behavior depends, and therefore about personal characteristics. The term “psychophysiological” in this case means that the corresponding properties constitute not only part of psychology, but also part of human physiology, that is, they are both psychological and physiological at the same time.

In other words, we are talking about individual human properties, which are more likely to be innate than acquired. This is actually true: temperament is the only, purely natural personal characteristic of a person; the reason to consider it a personal characteristic is the fact that the actions and deeds that a person performs depend on temperament.

From what has been said about temperament, from its definition given above, it follows that temperament as a personal characteristic of a person has its own properties. The properties of temperament determine, first of all, the dynamics of a person’s mental life. Psychologist V.S. Merlin gives a very figurative comparison. “Imagine,” he says, “two rivers: one calm, flat, the other fast, mountainous. The flow of the first is barely noticeable, it smoothly carries its waters, it does not have bright splashes, stormy waterfalls, or dazzling splashes. The course of the second is the complete opposite. The river rushes quickly, the water in it rumbles, seethes, bubbles and, hitting the stones, turns into shreds of foam...

Something similar can be observed in the dynamics (features of the flow) of the mental life of different people.”

According to the teachings of I.P. Pavlov, individual behavioral characteristics and the dynamics of mental activity depend on individual differences in the activity of the nervous system. The basis of individual differences in the activity of the nervous system is considered to be various manifestations, connections and correlations of nervous processes - excitation and inhibition.

I. P. Pavlov discovered three properties of the processes of excitation and inhibition:

1. the strength of the processes of excitation and inhibition;

2. balance of excitation and inhibition processes;

3. mobility of excitation and inhibition processes.

The combination of these properties of nervous processes formed the basis for determining the type of higher nervous activity. Depending on the combination of strength, mobility and balance of the processes of excitation and inhibition, four main types of higher nervous activity are distinguished.

Based on the strength of nervous processes, I. P. Pavlov distinguished between a strong and weak nervous system. He, in turn, divided representatives of a strong nervous system according to their balance into strong balanced and strong unbalanced (with a predominance of excitation over inhibition). The strong, balanced in terms of mobility, were divided into mobile and inert. Pavlov considered the weakness of the nervous system to be such a defining, essential feature that overshadows all other differences. Therefore, he no longer divided representatives of the weak type further on the basis of balance and mobility of nervous processes. This is how a classification of types of higher nervous activity was created.

I. P. Pavlov correlated the types he identified with psychological types temperaments and found a complete coincidence. Thus, temperament is a manifestation of the type of nervous system in human activity and behavior. As a result, the relationship between types of nervous system and temperaments is as follows:

1. strong, balanced, mobile type (“alive”, according to I.P. Pavlov) – sanguine temperament ;

2. strong, balanced, inert type (“calm”, according to I. P. Pavlov) – phlegmatic temperament ;

3. strong, unbalanced, with a predominance of excitement (“uncontrollable” type, according to I.P. Pavlov) – choleric temperament ;

4. weak type (“weak”, according to I. P. Pavlov) – melancholic temperament .

A weak type cannot in any way be considered a disabled or inferior type. Despite the weakness of nervous processes, a representative of a weak type, developing his own individual style, can achieve great achievements in learning, work and creative activity, especially since a weak nervous system is a highly sensitive nervous system.

The type of nervous system is a natural, innate property of the nervous system, which, however, can change somewhat under the influence of living conditions and activities. The type of nervous system gives originality to a person’s behavior, leaves a characteristic imprint on the entire appearance of a person - it determines the mobility of his mental processes, their stability, but does not determine either the behavior or actions of a person, or his beliefs, or moral principles.

When thinking about your temperament and the temperaments of others, there are two important things to keep in mind. Firstly, the study of temperament types in a large number of modern people has shown that the so-called pure types of temperament corresponding to traditional descriptions are quite rare in life. Such cases account for 25% to 30% of all cases. Most often, a person has a combination of traits of different types, although the properties of one type predominate. Moreover, it seemed that about 25% of people could not be classified as a certain type of temperament at all, since the properties inherent in different types of temperament were mixed in them. Secondly, you should not mix temperamental properties and character traits. You can be honest, kind, polite, disciplined or, conversely, deceitful, evil, rude, regardless of your temperament. Although these traits will manifest themselves differently in people with different temperaments. In addition, on the basis of certain temperaments, some traits are developed more easily, while others are more difficult.

Who, for example, is easier to develop discipline, consistency in work, perseverance - a choleric person or a phlegmatic person? Of course, the latter. Knowing his temperament, a person strives to rely on its positive characteristics and overcome negative ones.

As mentioned above, I.P. Pavlov discovered three main properties of the nervous system. It turned out that three properties are not enough to characterize all the features of temperament. Domestic psychophysiologists B. M. Teplov, V. D. Nebylitsyn and V. M. Rusalov proved that the human nervous system has many other properties. They ultimately came to the conclusion that the human nervous system has not three, as Pavlov assumed, but four pairs of basic properties and several more pairs of additional properties. For example, such a property of the nervous system was discovered as lability, that is, rapid response to stimuli, as well as its opposite property, called rigidity– slow response of the nervous system.

Additionally, the studies cited by these scientists found that different parts of the nervous system may have different sets of properties. There are, for example, properties that relate to the entire nervous system as a whole, properties that characterize individual, large blocks of the nervous system, and properties that are inherent in its small sections or parts, for example, individual nerve cells.

In this regard, the picture of the natural basis of people’s temperament types (while maintaining the conviction that the type of temperament depends on the individual combination of properties of the nervous system) has become much more complex and quite confusing. Unfortunately, it has not yet been possible to fully clarify the situation, but modern scientists still agree on the following.

First of all, they recognize that a person’s temperament type is not determined by a combination of three simple properties nervous system, which Pavlov spoke about, but with many different properties. Then, they assume that different structures of the human brain, in particular those that are responsible for a given person’s communication with people and for his activity with inanimate objects, may have different sets of properties. It follows that one and the same person may well possess and demonstrate different types of temperament in work and in communicating with people.

But this idea of the organic basis of temperament is likely to change in the coming years, which is associated with advances in human genetics.

With the help of heredity, certain inclinations of abilities are transmitted to a person. Makings of– congenital anatomical and physiological characteristics of the body. These include, first of all, the structural features of the brain, sensory and movement organs, and the properties of the nervous system that the body is endowed with from birth. Inclinations represent only opportunities and prerequisites for the development of abilities, but do not guarantee or predetermine the emergence and development of certain abilities. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. No person, no matter what inclinations he has, can become a talented mathematician, musician or artist without doing a lot and persistently in the corresponding activity. To this we must add that the makings are multi-valued. On the basis of the same inclinations, unequal abilities can develop, depending again on the nature and requirements of the activity in which a person is engaged, as well as on living conditions and especially upbringing.

The inclinations themselves develop and acquire new qualities. Therefore, strictly speaking, the anatomical and physiological basis of a person’s abilities is not just inclinations, but the development of inclinations, that is, not just the natural characteristics of his body (unconditioned reflexes), but also what he acquired in the process of life - systems conditioned reflexes. Inclinations are the basis on which certain abilities are formed in a person. Inclinations are also prerequisites for the formation and development of abilities, that is, what is given (or given - hence the name “inclinations”) to a person even before the corresponding abilities are formed and developed.

The most general, traditional definition of inclinations connects them with some innate properties possessed by the human body. We are talking about such properties, the appearance and development of which in a person practically does not depend on his training and upbringing, and which arise and develop according to the laws of genetics, in the process of maturation of the body.

What is ability? Capabilities can be defined as stable individual psychological characteristics of a person, on which their success in various activities depends.

The understanding of human abilities, which is characteristic of modern psychology, did not develop immediately. In different historical eras and at different periods in the development of psychology, abilities were understood to mean different things.

At the very beginning of the accumulation of psychological knowledge, from ancient times to the 17th century, all possible psychological qualities inherent in a person were called the abilities of the soul. This was the broadest and most vague understanding of abilities, in which the specificity of abilities as such was not distinguished against the background of other psychological properties of a person.

When it was proven that not all abilities are innate, that their development depends on training and upbringing, abilities began to be called only those psychological properties that a person acquires in the process of life. This happened in the 18th and 19th centuries. The final modern understanding of what abilities are and how they differ from other psychological properties of a person developed only in the 20th century.

Along with the concept of “ability,” such concepts as giftedness, talent and genius have entered scientific circulation. I'll try to answer next question: What is the difference between these concepts.

Giftedness - This is an innate tendency to successfully master some human activity. Gifted, accordingly, is a person who has good inclinations for this type of activity. It should be noted that being gifted does not mean being capable of performing the corresponding activity. This only means that a person can easily master this type of activity and achieve significant success in it.

Talent - this is the possession of already developed abilities, and not just inclinations. When defining the concept of “talent,” its innate nature is emphasized. Talent is defined as a gift for something, and talent is an ability given by God. In other words, talent is an innate ability given by God that ensures high success in activity. In dictionary foreign words It is also emphasized that talent (gr. talanton) is an outstanding innate quality, special natural abilities. Giftedness is considered as a state of talent, as the degree of expression of talent.

A gifted person can be a child, a person who is just beginning to master the relevant activity, and a talented person can, as a rule, be an adult, a scientist, a writer, an artist, or anyone else who has proven their talent in practice through their work.

Brilliant is a person who is not only talented, but has already achieved outstanding and recognized success in his field. If there are a lot of gifted people (almost every person can be gifted in something), there are also quite a few capable people, but somewhat less than gifted ones (not all of them due to various reasons can fully develop their inclinations and turn them into abilities), then there are quite a few talented people, and only a few geniuses.

A person has many different abilities, which are divided into the following main groups: naturally determined (sometimes they are not entirely correctly called innate) and socially determined abilities (sometimes they are also quite rightly called acquired), general and special abilities, subject and communicative capabilities.

Let's consider naturally caused ability group. These are abilities for which, firstly, innate natural inclinations are necessary, and secondly, abilities that are mainly formed and developed on the basis of such inclinations. Training and upbringing, of course, have a positive impact on the formation of these abilities, but the final result that can be achieved in their development significantly depends on the inclinations a person has. For example, if a person is tall from birth and has good inclinations to develop precise, coordinated movements, then, other things being equal, he will be able to achieve greater success in developing his athletic abilities, associated, for example, with playing basketball, than the person who has no such inclinations.

A person's abilities may vary different levels development, and in this regard, we can offer another, non-traditional understanding of inclinations as what actually precedes the emergence and development of abilities of a certain level in a person. In this case, the abilities of a lower level that have already been formed in a person can be considered as inclinations or prerequisites for the development of abilities of a higher level. At the same time, abilities of a lower level of development are not necessarily innate. For example, knowledge of elementary mathematics acquired at school can act as a prerequisite, a prerequisite for the development of abilities in higher mathematics.

The question of what are the organic foundations of inclinations has occupied the minds of scientists for a very long time, approximately since the 17th century, and still attracts increased attention. The latest version about the possible anatomical and physiological basis of inclinations, which arose by the middle of the 20th century, connects inclinations with a person’s genotype, i.e. with the structure of genes. This idea is partially confirmed in relation to the facts concerning congenital disorders of human intellectual activity. Indeed, mental disability often has a genetic basis. However, it has not yet been possible to discover genetic feature positive abilities, i.e. inclinations in their positive understanding.

Biological factors include innate human characteristics. These are features that a child receives during intrauterine development, due to a number of external and internal reasons.

The mother is the child’s first earthly universe, so whatever she goes through, the fetus also experiences. The mother's emotions are transmitted to him, providing either positive or bad influence on his psyche. It is the mother’s incorrect behavior, her excessive emotional reactions to the stresses that fill our hard and stressful lives, that cause a huge number of postpartum complications such as neuroses, anxiety states, mental retardation and many other pathological conditions. However, it should be especially emphasized that all difficulties are completely surmountable if expectant mother realizes that only she serves the child as a means of absolute protection, for which her love provides inexhaustible energy.

The father also plays a very important role. The attitude towards the wife, her pregnancy and, of course, towards the expected child is one of the main factors that forms in the unborn child a feeling of happiness and strength, which is transmitted to him through a self-confident and calm mother.

After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. During prenatal development, experience and imitation are absent. As for the absorption of information, it is maximum and occurs at the cellular level. At no point in his future life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an unquenchable desire for knowledge.

The newborn has already lived for nine months, which largely formed the basis for his further development.

Prenatal development is based on the idea of the need to provide the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all the potential, all the abilities originally inherent in the egg.

There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the child’s first universe, his “living raw material base” from both material and mental points of view. The mother is also an intermediary between the outside world and the child. The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings that the surrounding world evokes in the mother. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissue, in organic memory and at the level of the nascent psyche.

A person’s personality is also influenced developmental crises. Moving from one age to another, older one, a person turns out to be psychologically not fully prepared for a forced change in needs, values, and lifestyle. Many people, as they get older, find it painful to let go of old habits and have a hard time giving up the opportunities they had when they were young. They are not able to quickly psychologically adapt to their new position and lifestyle. When a person becomes elderly, as a rule, he loses his external attractiveness and the friends of his youth. He is no longer able to withstand long-term and psychological stress, which he was previously quite capable of. All this begins to influence a person’s character, and he as a person gradually changes. During age-related crises, abnormal changes in a person’s personality can occur. Anomalous is such a direction of development of a person as an individual, during which he either loses his previous, positive personal qualities, or acquires new negative personal qualities.

Health status is also one of the components of the biological formation of personality. Good health contributes to successful development. Poor health hinders the development process. A severe chronic illness affects the psychology of a person as an individual. A sick person usually feels inferior and is forced to refuse what is available healthy people and he himself needs it. As a result, a person may develop various kinds of complexes, and he as a person will gradually change. In addition, a sick person does not feel well physically, and this causes his mood to become chronically negative. Consciously or involuntarily, this mood begins to affect relationships with other people. Relationships with them deteriorate, and this, in turn, begins to have an adverse effect on the character of a person. It has been noticed that with many chronic nervous and organic diseases, a person’s character changes over time, and not for the better.

The problem of personality formation is an immense, significant and complex problem, covering a huge field of research.

In my work, I did not seek to characterize all the biological factors of personality formation, but only to analyze the influence of some of them on the development of a person’s personal qualities.

During the theoretical analysis of pedagogical and psychological literature on the topic of this work, I realized that personality is something unique, which is connected, firstly, with its hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which it is grown. Every born child has a brain and a vocal apparatus, but he can learn to think and speak only in society. Of course, the continuous unity of biological and social qualities shows that man is a biological and social being. Developing outside of human society, a creature with a human brain will never become even a semblance of a person.

If a human child, even with the “best” structural features of the brain, finds himself in conditions of isolation from human society, then his development as an individual stops. This has been confirmed many times in cases where children early age fell into packs of wild animals or were subjected to artificial isolation. The mental development of a child as a human person is possible only when surrounded by other people with active and passive learning of behavioral skills.

Thus, as a result of development, man becomes established as a biological species and a social being. First of all, biological development and development in general are determined by the factor of heredity. Heredity is manifested in the fact that the basic biological characteristics of a person are transmitted to the child. With the help of heredity, anatomical and physiological structure, the type of nervous activity, the nature of metabolism, and a number of reflexes are transmitted to a person from their parents. Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, every born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of upbringing and training, cares and efforts parents and the wishes of the smallest person.

Biological factors include the innate characteristics of a person. Congenital features- these are the features that a child receives during intrauterine development, due to a number of external and internal reasons.

A person’s personality is also influenced by crises of age-related development. Changes in a person's personality that occur during age-related crises may turn out to be abnormal or negative.

A biological factor that influences the development of a person as an individual is also the state of health. Good health contributes to successful development. Poor health slows down the development process and affects the psychology of a person as an individual.
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