Definition
Psychologicalactivityreferstotheprocessofinformationrecognition,coding,storage,extractionandapplicationthroughthephysiologicalprocessesofthehumanbrain.Itistheprocessbywhichthehigh-levelneuralactivityofthehumanbrainproducesimagesandmeaningsofexternalthings.Mentalactivitiesareusuallydividedintothreeaspects:cognition,emotionandwill.Thethreearenotonlyrelatedtoeachother,butalsodifferentfromeachotherinaunifiedpsychologicalactivity.
Essence
Psychologicalactivityisakindofactivity.Itisanimplicitactivitydirectlyreleasedbyanorganismunderinternalconditions,oractivation.Itisthepreparationandabilitytoengageinexplicitactivities.TheRussianphysiologistandpsychologistSechenovregardedmentalactivityasthemainmanifestationoftheneuralprocessesoccurringinthebraincenter.Inmodernpsychology,mentalactivityisvaluedasthebasicprincipleofdynamicpsychology.Itrepresentsapsychological-physicalvariable,thatis,ontheonehand,itrepresentsaphysicalvariable,whichreferstothelevelofindividualorganism'sabilitytoactorconsume,andontheotherhand,itrepresentsapsychologicalvariable,thatis,asanindividualexperiencewhentensionisreleasedorexcitementoccurs.
Peoplehavethelowestactivationlevelduringsleep,andthehighestactivationlevelduringawakening.Inanexcitedemotionalstate,theycanreachahighlevelofactivation.Therefore,mentalactivityisthereflectionprocessofthebraintotheobjectiveworld,andreferstotheinneractivityofaperson.Somepeoplecallthisstaticmanifestationofinneractivityapsychologicalphenomenon,andcallitsdynamicprocesspsychologicalactivity.Infact,inneractivityitselfisadynamicsystem,andthereisnoneedtomakethisstrictdistinction.
Features
Accordingtothesubjectivecontrolofmentalactivities,itcanbedividedintoconsciousmentalactivitiesandunconsciousmentalactivities.Thelatterisalsocalledautomaticmentalactivities.
Thementalactivityofconsciousnesshasthreecharacteristics:
(1)Theprocessofcompletingtheactivitycanbedescribedintheformofwords;
(2)ItisclearThepurposeistoplaninadvancethemethodsandmeanstoachievethegoal;
(3)Self-evaluation,self-regulationandself-controlcanbecarriedoutduringtheactivity.
Generallyspeaking,high-levelmentalactivitiessuchasmemory,thinking,emotion,andwillareconscious.Thecharacteristicofunconsciousmentalactivityisthatitcannotbenoticedundernormalcircumstances,norcanitbeconsciouslyadjustedandeffectivelycontrolled.Consciousmentalactivityisthemaincomponentofhumanmentalactivityandanimportantsignofthedifferencebetweenhumansandanimals.
Classification
Attention
Attentionreferstothestatewhenpeople’smindisconcentratedonacertainpersonorthing.Attentionisthebeginningofallprocessesofunderstanding.Attentioncanbedividedintounintentionalandintentionalattention.Unintentionalattentionoccursnaturallyanddoesnotrequireanyeffort.Intentionalattentionreferstoconsciousandpurposefulattention,sometimesrequiringacertainamountofeffort.Thetwocanbetransformedintoeachotherundercertainconditions.
Newbornshaveinadvertentlynoticed.Forexample,withinthefirstmonthafterbirth,variousstrongexternalstimulicanattracttheattentionofnewborns.Babiesasyoungas3monthshavebeenabletopaymoreattentiontohumanfacesandvoices,butforashorttime.Infancyisdominatedbyunintentionalattention.Withtheincreaseofage,theenrichmentoflifecontent,theexpansionofthescopeofactivities,andthedevelopmentoflanguage,intentionalattentiongraduallyappears.Thestabilityofchildren'sattentionispoor,easytodisperse,therangeofattentionisnotlarge,andattentioniseasytotransfer.Canindependentlycontrolhisattentionwhenheis5-6yearsold.
Incultivatingtheattentionofinfantsandyoungchildren,itisnecessarytostrengthentheeducationofpurposefulattention,eliminateexternalinterference,andalternateintentionalandunintentionalattention.
Memory
Memoryreferstotheimprintleftinthebrainofthingsthatpeoplehaveexperiencedinthepastlifeandpractice.Thepreservationandreproductionofimprintsindicatestheexistenceofmemory.Ifpeopledonothavememory,itisimpossibletoaccumulateexperienceandincreaseknowledge.Memoryisacomplexmentalprocess,includingremembering(theformationoftemporaryconnectionsbetweenthingsinthebrain),retention(thetracesleftbythingsinthebrain),andrecall(therestorationoftracesofconnectioninthebrain).
Conditionalreflexofbreastfeedingpostureinthesecondweekafterbirthistheearliestmemory.Thecognitionofpeopleandthingsbegantoappearin3~4months.Babiesfrom5to6monthsoldcanrecognizetheirmotheragain,buttherecurrencehasnotyetappeared.Attheageofone,youcanrecognizethingsfromafewdaysor10daysago,whenyouare3yearsold,youcanrecognizethingsfromafewmonthsago,whenyouare4yearsold,youcanrecognizethingsfromayearago,andwhenyouare4yearsold,youcanrecognizethingsthatwereevenlonger..Therecurrencehasnotoccurredwithin1yearold,andtherecurrenceafter1yearoldisinitiallylimitedtothingswithinafewdays.Attheageof3,itcanbekeptforafewweeks,attheageof4,itcanbekeptforafewmonths,andaftertheageof4,itcanbekeptforalongertime..Mostpeople'smemoriesofchildhoodcanonlybetracedbacktotheageoffourorfive.
Attentionandmemoryarecloselyrelated.Incultivatingthememoryofinfantsandyoungchildren,attentionshouldbepaidto:①Toclarifythepurposeofmemorizingandenhancetheenthusiasmofmemorizing;②CultivatechildrentomemorizematerialsintheprocessofpositivethinkingIt’seasytorememberifyouunderstandit,andit’seasytoforgetifyoudon’tunderstandittemporarily.③Helpchildrenuseavarietyofmethodstoremember;④Throughgamesoractivities,goodemotionscanhelpremember.
Thinking
Thinkingisthegeneralizedandindirectreflectionofobjectivethingsinthehumanbrain.Itisrealizedwiththehelpoflanguage.Itisanadvancedstageofcognitionandisthecoreofhumanintellectualactivity.Thinkingisthebasicboundarythatdistinguisheshumansfromanimals.Thinkingactivitiesaregenerallyassociatedwithlanguage.Children'sthinkingisgraduallydevelopedintheinteractionandactivitiesbetweenthemandthesurroundingrealworld.Thedevelopmentofthethinkingprocessgoesthroughthreestages:intuitiveactionthinking,concreteimagethinkingandabstractlogicalthinking.
Infantsandyoungchildrenarecharacterizedbyintuitiveactionthinking,whichiscloselyrelatedtotheirownactions.Infantsandyoungchildrencannotactivelyplanandthinkwithoutobjectsandactions,sothinkingisnotconceptual.Preschoolchildrenaremainlycharacterizedbyconcretethinkinginimages,whichareexpressedas:①concreteandvivid;②thepossibilityofpreliminaryabstractgeneralization.
Tocultivatechildren'sthinkingability,weshouldstrengthentheeducation,learningandtrainingofchildren.Thedevelopmentofthinkingalwaysgoesthroughtheprocessofintuitiveactionthinking,concreteimagethinking,andabstractlogicalthinking.Education,learning,andtrainingcanacceleratethisprocess;however,heuristicsmustbeadoptedinthemethod,combinedwiththechild’scurrentlevelofknowledge,toguidethechildhimselfThinkabouttheproblem.
Imagination
Imaginationisundertheinfluenceofobjectivethings,throughtheadjustmentoflanguage,tocreateinthemindtheimageofthingsthathavenotbeenencounteredinthepast,ortheywillbecomerealityinthefutureImagethinkingactivity.Imaginationhasobviousindirectnessandgenerality.
Thenewbornhasnoimagination.Attheageof1to2,duetolackoflifeexperience,languagehasnotyetfullydeveloped,onlythebuddingofimagination.Aroundtheageof3,theimaginativeactivitiesaregraduallyenriched,sodelusionalgamesappear,imaginingonekindofobjectasanotherkindofobject.Butgenerallyspeaking,thecontentofimaginationabout3yearsoldispoor,simple,lackingaclearpurpose,andmostofthemarefragmentedandscattered.Preschoolersfocusonunintentionalimaginationandreconstructedimagination,andintentionalandcreativeimaginationaregraduallydeveloping.Unintentionalimaginationhasthefollowingcharacteristics:①Thesubjectofimaginationischangeable;②Imaginationisinseparablefromrealityandisoftenregardedaslyingbyothers;③Imaginationhasaspecialexaggeration;④Imaginationisoftensatisfied.Re-engineeringimaginationisreflectedinvariousgameactivities.Childrenofyoungeragesoftenrepeatexperiencesinlife,andthereisverylittlecreativecontent.Withthegrowthoflifeexperienceandknowledge,manythingsthatcanonlybesatisfiedintheimaginationhavebecomereality.Therefore,gamessuchas"playhouse"graduallyfadeawayandarereplacedbycompetitivegames.
Tocultivatechildren’simagination,wemustalsopayattentiontocultivatingthebasicskillsofimagination,suchaswriting,drawing,handicraft,modelmaking,recitation,singing,etc.Itisalsopossibletocultivatechildren'simaginationbytellingstories,supplementingpictures,askingquestions,solvingspecificproblemsbythechildrenthemselves,andlisteningtomusic.
Emotions,emotions
Emotionsaretheexcitedmentalstatesthatpeopleproducewhentheyengageincertainactivities,andtheyareprimitiveandsimpleemotions.Theemotionlastsforashorttime,andtheexternalperformanceisparticularlyprominent,whichiseasytoobserve.Emotionisaninnerexperienceproducedwhenpeople'sneedsaremet.Emotionisoftenarelativelyadvancedandcomplexemotion,whichisoftenassociatedwithsocialneeds.Comparedwithemotions,emotionslastlongerandtheexternalperformanceisnotsignificant.
Theemotionalresponseofnewbornsispleasant,suchasfullnessandwarmenvironment;theotherisunpleasant,suchashungerandpain.Thepleasantmoodgraduallyincreasedafter2monthsofbirth.Theemotionalperformanceofinfantsandyoungchildrenhasthefollowingcharacteristics:①transient,shorttimetoproduceemotions;②strong,smallstimulicancausestrongreactions;③variability,emotionscanchangegreatlyinashortperiodoftime;④authenticityAndexplicitness,theemotionsarenotconcealed,andcompletelymanifestedoutside;⑤Inconsistentreactions,sometimesrespondingstronglytothesamestimulus,sometimesnoresponse;⑥Easilyimpulsive,unabletocalmdowninashortperiodoftimewhenencounteringexcitement,unabletolistentoothersadvice.Asweage,ouremotionsgraduallybecomemorestable,andtheabilitytoconsciouslycontrolouremotionsgraduallyincreases.
Tocultivategoodmoodininfantsandyoungchildren,weshouldcreategoodconditionsforthem,suchas:①careandloveinlife,providenutritiousfood,ensureadequatesleep,andformulatearegularlifesystem②Inadditiontomeetingphysicalneeds,youshouldalsocommunicatewithchildrenfrequentlyandprovidenecessarytoys;③Pleasantfamilylife,harmoniousfamilyatmosphere,avoidhighemotionaltension;④Providediversifiedactivitiesandappropriatecommunicationopportunities.
Will
Willisthementalprocessofconsciouslyovercomingdifficultiestocompletetheexpectedpurposeandtask.Newbornshavenovolition.Withthedevelopmentoflanguage,infantsandyoungchildrenappearintheinitialformofvolitionwhentheydeliberatelyactorinhibitcertainactions.Ataround3yearsold,whenachildhasanactionof"comingbyhimself",itisasignofthebeginningofthedevelopmentofvolitionalaction.Positivevolitionalqualitiesareself-consciousness,persistence,decisivenessandself-control.Theyoungertheage,theworsethequalityofthewill.Undertheinfluenceofadulteducationandthecontinuousdevelopmentoflanguageandthinking,theabove-mentionedpositivevolitionalqualitieshavebeengreatlydeveloped.Children'sactionscanobeytherequirementsofothersorthemselves,andarenotaffectedbytheexternalenvironmentorinternalpsychologicalprocesses,sointentionalattention,intentionalmemory,andintentionalimaginationalsoappearatthesametime.Thenegativequalitiesofwillaredependence,stubbornnessandimpulsivity.
Tocultivatecreativethinkingactivitiesoractionsininfantsandyoungchildren,wemustfirststartwithcultivatingastrongwill.Cultivatingthepositivewillofinfantsandyoungchildrencanstartfromthefollowingaspects:①Cultivatingcorrectviewpointsandcleargoalsfromanearlyage.Thepurposeoftrainingmustbestable,notchangecasually,butrepeatedlyexplained,tobeunderstoodandacceptedbyinfantsandyoungchildren.②Cultivatechildren'sself-controlbycultivatinggoodlivinghabits.③Cultivateindependencefromthetrivialmattersoflife,exerciseone'swill,andasktodowhatcanbedone.④Cultivateasenseofresponsibility,andconsciouslyletchildrenexerciseindifficultenvironments.
Character
Characterisanimportantaspectofthepsychologicalcharacteristicsofpeople'spersonality.Characterandabilityarethepsychologicalcharacteristicsofpersonality.Personalityisnotdeterminedinnately,butformedinanacquiredlifeenvironment.Butafteraperson'scharacterisformed,thereisrelativestability(butalsoacertaindegreeofplasticity).Asweage,humaninternalpowerandtheexternalenvironmentformaseriesofcontradictions.Ifthecontradictionisresolved,apositivepersonalitywillbeformed;ifthecontradictioncannotberesolved,anegativepersonalitywillbeformed.
Thepersonalityofinfantsandtoddlershasnotbeenfinalizedandshouldbecultivatedassoonaspossible.Somepeoplethinkthattheattitudeofparentstochildrencanaffectthepersonalityofchildren.