A person's age can be assessed from different points of view: chronological, biological, social and psychological. Throughout his life, an individual goes through many different periods, each of which influences the formation of himself. I will tell you in this article what it is – age periodization of personality, and why it is so important for psychology.
Concept
Dividing life into various intervals is necessary to determine one or another stage of development of a human being, depending on the years he has lived. This analysis must be carried out not only for scientific purposes, but also to regulate social processes: there is a limit, upon reaching which criminal liability arises, and a number of rights and obligations arise. Within the framework of this material, we will be interested in other aspects related to growing up - these are mental and related physiological characteristics, problems and values. Knowledge about them will help you better understand yourself, your motives and decisions, and build a competent dialogue with your inner self and the world.
Features of the main stages of personality existence
The periods of a person’s life have their own characteristics: each stage complements the previous one, bringing with it something new, something that has not yet happened in life.
Youth is characterized by maximalism: the dawn of mental and creative abilities occurs, the basic physiological processes of growing up are completed, appearance and well-being improve. At this age, a system of life values is established, time begins to be valued, self-control increases, and others are re-evaluated. A person decides on the direction of his life.
Having reached the threshold of maturity, a person has already reached certain heights. In the professional sphere, he occupies a stable position. This period coincides with the strengthening and maximum development of social status, decisions are made thoughtfully, a person does not avoid responsibility, appreciates the present day, can forgive himself and others for the mistakes he has made, and really evaluates himself and others. This is the age of achievement, conquering peaks and obtaining maximum opportunities for your development.
Old age is more associated with losses than with gains. A person ends his working life, his social environment changes, and inevitable physiological changes appear. However, a person can still engage in self-development, in most cases this happens more on a spiritual level, on the development of the inner world.
Periodization of mental development in human life
This model involves assessing the state of the individual to determine the degree of its maturity. The so-called psychological age consists of the following components:
- Parameters of mental development. It is calculated based on the results of passing special tests.
- Level of social adaptation. Shows the level at which an individual is in relation to society, his communication skills.
- Emotional formation. This includes the ability to self-control, express and suppress emotions.
The final figure – the coefficient of mental “adulthood” – may well not correspond to the biological indicator.
Principles and approaches to periods of human life
The classification described above is based on the assessment of a number of criteria:
- Chronological age (directly the number of years passed since birth).
- Biological (parameters of physical development).
- Psychological (indicators of mental, emotional and social maturity).
To classify a person into a particular age category, his chronology (level of adulthood “according to his passport”) is taken as a basis and an additional analysis of other parameters is carried out. This individual approach is more objective.
Elkonin's theory
The Soviet scientist argued that periodization has enormous scientific value. Studied in detail, it allows us to identify the driving factors in the development of personality at different stages of life. This knowledge, in turn, can contribute to the building of more advanced pedagogical and educational systems. Within the framework of this idea, great importance is attached to the initial periods of life, when the formation of basic values and worldview occurs. The psychologist divided traditional age groups into more local categories:
- Childhood is divided into infancy, childhood and preschool years, then primary school age.
- The teenage stage is divided into young and old.
Erikson's theory
The scientist identified 8 stages of personality formation, each of which has its own task, as well as strengths and weaknesses.
- up to 1 year - faith/distrust;
- 1-3 - strong/weak will;
- 3-7 — activity/passivity;
- 7-12 - self-confidence/self-confidence;
- 12-18 - fidelity/diffusion;
- 18-25 - love feeling/exclusivity;
- 25-65 - care/loneliness;
- from 65 - wisdom/disdainful attitude.
Vygotsky's concept
In his system, the psychologist paid special attention to childhood, since he believed that awareness of the characteristics of each period of a child’s growing up would allow adults to regulate their behavior and better understand their child.
As Freud believed
The psychoanalyst believed that the behavioral factor of an individual is determined by his unconscious, the main driving force of which is sexuality. He identified the following stages of development of sexual energy:
- Oral: An infant under 1 year of age enjoys breastfeeding.
- Anal: the main erogenous zone at 1-3 years is the intestinal mucosa (the baby is taught to be clean).
- Phallic: the highest point of childhood sexuality at 3-5 years. The time of the birth of the Electra and Oedipus complexes.
- Latent: at the age of 5-12, sexuality moves aside and is replaced by sociality.
- Genital: the formation of sexual desires at 12-18 years of age.
1.1. Subject and tasks of developmental psychology
Developmental psychology is a branch of psychological science that studies the patterns of stages of mental development and personality formation throughout human ontogenesis from birth to old age.
The subject of developmental psychology is the age-related dynamics of the human psyche, the ontogenesis of mental processes and personality traits of a developing person, patterns of development of mental processes.
Developmental psychology studies age-related characteristics of mental processes, age-related opportunities for acquiring knowledge, leading factors in personality development, age-related changes, etc.
Age-related changes are divided into evolutionary, revolutionary and situational. Evolutionary changes include quantitative and qualitative transformations that occur in the human psyche during the transition from one age group to another. Such changes occur slowly but thoroughly, and cover significant periods of life, from several months (for infants) to several years (for older children). They are caused by the following factors: a) biological maturation and psychophysiological state of the child’s body; b) its place in the system of social relations; c) level of intellectual and personal development.
Revolutionary changes are carried out quickly, in a short period of time, they are deeper than evolutionary ones. These changes occur at the time of a crisis of age-related development, which occurs at the boundary of ages between relatively calm periods of evolutionary changes in the psyche and behavior.
Situational changes are associated with the impact of a specific social situation on the child’s psyche. These changes reflect the processes occurring in the child’s psyche and behavior under the influence of training and upbringing.
Age-related evolutionary and revolutionary changes in the psyche and behavior are stable, irreversible, and do not require systematic reinforcement. They transform the psychology of a person as an individual. Situational changes are unstable, reversible and require reinforcement in subsequent exercises. Such changes are aimed at transforming particular forms of behavior, knowledge, skills and abilities.
The theoretical task of developmental psychology is to study the patterns of mental development in ontogenesis, to establish periods of development and the reasons for the transition from one period to another, to determine the possibilities of development, as well as age-related characteristics of mental processes, age-related opportunities for acquiring knowledge, leading factors in personality development, etc.
The object of study is a child, a teenager, a young man, an adult, an elderly person.
Problems of periodization
The actual age of a person does not always correspond to the degree of his psychological, biological, intellectual and social development. Established boundaries can shift depending on the individual characteristics of a person. The framework that characterizes adolescence is especially inaccurate. Essentially, one stage gives way to another after the individual develops previously non-existent qualities. This is how the transition from one point to another occurs.
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2.2. Theory of convergence of two factors of child development
The theory of convergence, or, as it is also called, the theory of two factors, was developed by the German psychologist W. Stern (1975–1938), who was a specialist in the field of differential psychology, which examines the relationship between biological and social factors. The essence of this theory is that the mental development of a child is considered as a process that takes shape under the influence of heredity and environment. The main question of convergence theory is to establish how acquired forms of behavior arise and how they are influenced by heredity and the environment.
At the same time, there were two theoretical concepts in psychology, empiricism (“man is a blank slate”) and nativism (innate ideas exist). Stern believed that if there are reasons for the existence of these two opposing points of view, then the truth lies in their combination. He believed that mental development is a combination of internal data with external conditions, but the leading significance still remains with the innate factor. An example of this is the following fact: the world around us supplies the child with material for play, and how and when he will play depends on the innate components of the play instinct.
V. Stern was a supporter of the concept of recapitulation and said that a child in the first months of infancy is at the stage of a mammal: this is confirmed by thoughtless reflexive and impulsive behavior; in the second half of life, he reaches the stage of a higher mammal (monkey) thanks to the development of grasping objects and imitation; later, having mastered upright walking and speech, he reaches the initial stages of the human condition; in the first five years of games and fairy tales he stands on the level of primitive peoples; a new stage - entering school - is associated with mastering social responsibilities of a higher level. The first school years are associated with the simple content of the ancient and Old Testament worlds, the middle classes - with Christian culture, and the years of maturity - with the culture of modern times.
The theory of developmental convergence is confirmed by the statements that “the apple doesn’t fall far from the tree” and “whoever you mess with, you’ll get better from.” The English psychologist G. Eysenck (1916–1997) believed that intelligence is 80% determined by the influence of heredity and 20% by the influence of the environment.
Austrian psychologist 3. Freud created a structural theory of personality, the basis of which was the conflict between the instinctive sphere of a person’s mental life and the demands of society. He believed that every person is born with innate sexual desires, which are subsequently controlled by the “Super-Ego” and “Id”. “It” is an internal psychic agency that, under the influence of prohibitions, separates out a small piece of “I”. The “super-ego” is an authority that limits human desires. It turns out that the “I” is under pressure from the “It” and the “Super-Ego”. This is a typical diagram of two development factors.
Psychologists were able to establish the influence of biological and social aspects on the development process by observing twins and comparing the results obtained. This method was called the twin method. As shown by D.B. Elkonin, from a methodological point of view, there is one serious flaw in the study of twins: the problem of the hereditary fund is considered from the standpoint of identity or non-identity, and the problem of environmental influences is always considered from the standpoint of identity. But there is no one (identical) social environment in which twins are raised - it is imperative to take into account what elements of the environment the child actively interacts with. Therefore, to obtain reliable results, it is necessary to choose situations in which the equation contains not one, but two unknowns. This leads to the conclusion that this method can be used to study individual differences rather than developmental problems.
Critical moments
The periodization of an individual’s life path is associated with metamorphoses occurring in the body: hormonal levels change, which affects mood and behavior.
8 main crisis phases:
- teenage;
- transition to adulthood;
- 30th anniversary;
- approaching the fourth decade;
- 40th anniversary;
- midway (45 years);
- 50th anniversary;
- 55th anniversary;
- 56th birthday.
Overcoming crises
Living through each of these periods, a person steps through a certain stage of development, acquires new skills, knowledge, and experience. The teenager strives for independence from his parents and searches for his own path. At the age of 30, a person reevaluates his ideals and changes his views on the world. By the age of 40, he wants to strengthen himself in social roles, achieve success in his career, and thinks more rationally. Halfway through the journey, he again begins to think about the correctness of his way of life, wants to do something that will leave a mark after him. At 50, problems appear at the physiological level, health comes to the fore, and at 55, awareness of one’s experience, wisdom, and importance comes. By 56, experiences about the spiritual sphere flow into the desire to develop internally.
If you prepare yourself in advance for the approaching period of crisis, it will pass easier. The main thing is not to be afraid to ask for help if you need it. Mental health is no less important than physical health. If you are confused and cannot understand the reasons for your depression, sign up for my consultation. By connecting the metaphysical space, together we will find answers to complex questions.
Crises of the second half of life
The Divine Comedy was written by Dante when he was 33 years old, a sacred age in many religions and myths. The autobiographical hero of the poem finds himself in a dark forest, metaphorically denoting the middle of life. Since life expectancy has increased, this crisis is now called the “40-year crisis.” This is the longest and most powerful psychological crisis. His energy is enough to destroy the life of someone who is afraid of a crisis. It is also enough for creation - but only for those who are not afraid of change and are ready to meet them face to face.
The age-related development of personality of this period is best reflected by the image of a jester, or a fool. He holds a rose in his hand - it denotes purity of thoughts. Behind his back he has a bundle of belongings - everything that could be taken from his past life. On tarot cards, the jester is often depicted with his leg raised over an abyss, with the sunset sun behind him. Below is the sea. The image of the jester symbolizes the opportunity to start over.
The most difficult crisis to comprehend is the crisis of post-retirement age, or 60-70 years. If earlier it was possible to hide from thoughts about the finitude of life, now death, figuratively speaking, “looks you in the eye.” If earlier it was possible to ask other people for help, now you will have to face the crisis on your own - no one alive has ever been “in the next world.”
It is easier for believers, since for them there is the Kingdom of Heaven, eternal life. It’s more difficult for materialists. The main idea of the crisis is “all people are mortal.” In the modern world, people try not to attach importance to this fear. They stay away from anything that is in any way connected with death - these are rituals, objects associated with funerals, the bodies of the deceased. Everything that brings the unknown is scary. The fear of death breaks into everyday life only in the form of phobias, fears, and nightmares. They either try to deny death or strive towards it. However, Freud's Thanatos alone cannot fully explain it.
Many people become more religious during this period of life. Some choose to believe in a new birth after death, reincarnation. The Tibetan Book of the Dead speaks about this.
Philosophical concept of age periodization of human development
The study of the characteristics of maturity was given attention in ancient times. Modern scientists also periodically turn to concepts developed in the past. Thus, in China they believed that human existence can be divided into 7 segments. The best age was considered to be between 60 and 70. It was associated with spiritual maturity and wisdom.
Classification by seasons:
- Spring is the birth and formation of personality. Lasts up to 20 years.
- Summer – youth (20-40).
- Autumn is the heyday of creative development (40-60).
- Winter is old age.
The cycle of human existence was important to the thinker. This concept is based on the ideas of reincarnation and rebirth: as natural conditions change places, so do life and generations pass through the circle.
Is age really that important?
Age periodization is a very relative concept. There is no need to strive with all our might to prolong youth: nature will take its course, and our task is to find something valuable and beautiful in each of the stages we have passed through. Yes, it is worth taking into account the physiological and mental characteristics of each period. But they should be accepted not as a fatal inevitability, but as a resource with which you can live as fully as possible.
You yourself have the right to decide by what indicators to highlight certain life intervals. Not only external beauty, youth and physical activity are important. What matters is how you feel about yourself, what plans and dreams you have and how you want to live your precious time.
2.1. Biogenetic and sociogenetic concepts
Proponents of the biogenetic concept of development believe that the basic mental properties of a person are inherent in human nature itself (biological origin), 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 a biogenetic law, according to which animals and humans during intrauterine development briefly repeat the stages that a given species goes through in phylogenesis. 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 theories of recapitulation.
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.
V. Köhler, studying the development of a child using a zoopsychological experiment, noticed similarities in the primitive use of tools in humans and monkeys.
A diametrically opposite approach to the development of a child’s psyche is adhered to by supporters of the sociogenetic (sociologization) concept. They believe that there is nothing innate in human behavior and every action is only a product of external influence. Therefore, by manipulating external influences, you can achieve any results.
Back in the 17th century. English philosopher John Locke (1632–1704) believed that a child is born with a pure soul, like a white sheet of paper on which you can write anything you want, and the child will grow up the way his parents and loved ones want him to be. According to this point of view, heredity does not play any role in the development of the child’s psyche and behavior.
American psychologist J.B. Watson (1878–1958) put forward the slogan: “Stop studying what a person thinks, let's study what a person does!” He believed that there is nothing innate in human behavior and that every action is a product of external stimulation. Consequently, by manipulating external stimuli, you can “create” a person of any type. In learning studies that took into account the experimental results obtained by I.P. Pavlov, the idea of combining stimulus and response, conditioned and unconditional stimuli came to the fore, and the time parameter of this connection was highlighted. This formed the basis of the associationist concept of learning by J. Watson and E. Ghazri, which became the first program of behaviorism. Behaviorism is a trend in American psychology of the 20th century that denies consciousness as a subject of scientific research and reduces the psyche to various forms of behavior, understood as a set of reactions of the body to environmental stimuli. According to J. Watson, "all such terms as consciousness, sensation, perception, imagination or will can be excluded in the description of human activity." He identified human behavior with animal behavior. Man, according to Watson, is a biological being that can be studied like any other animal. Thus, classical behaviorism emphasizes the process of learning based on the presence or absence of environmental reinforcement.
Representatives of neobehaviorism, American psychologists E. Thorndike (1874–1949) and B. Skinner (1904–1990) created the concept of learning, which was called “operant conditioning.” This type of learning is characterized by the fact that in the establishment of a new associative stimulus-reactive connection, the functions of the unconditional stimulus play an important role, that is, the main emphasis is on the value of reinforcement.
N. Miller and American psychologist K.L. Hull (1884–1952) - the authors of the theory in which the answer was given to the question: does learning, that is, the establishment of a connection between a stimulus and a response, depend on such states of the subject as hunger, thirst, pain.
Based on existing theories, we can conclude that in sociogenetic theories, the environment is considered as the main factor in the development of the psyche, and the child’s activity is not taken into account.
