Text | Brother Octopus
Editor|Beachburg
The formation of children's personality is the result of a combination of genetic, social and other factors. However, not all family environments affect children well.
A poor family environment will pose a great threat to children's growth and healthy personal development. According to the census and sample survey, the proportion of divorce among mainland youth increases with age before the age of 40, and increases year by year.
It is generally accepted that the continuation of a marriage is more important in two stages:
One is 7 years before marriage. Second, a child will reach the age of 14. In the second stage, the child is in elementary school, and the parents will inevitably quarrel and conflict during the divorce process.
Studies have shown that children with divorced parents are worse than children in normal families in terms of prosocial behavior, emotional stability, and self-discipline. In terms of doubt, worry and nervousness, it is more prominent than children from normal families.
Therefore, the analysis of educational factors in the personality development of primary school students from single-parent families has its practical significance.
Characteristics of the stages of personality development in children
Osefsson et al. pointed out that the "Big Five" personality structure can comprehensively describe the changes and development of children's personality structure, and there are five characteristics.
First, extraversion is significantly formed in early childhood, and children's positive emotions develop into positive behaviors. At the same time, children gradually become resilient as socialization influences.
Second, neuroticism gradually develops, and children begin to have negative emotions such as fear, withdrawal, and irritability in the challenging environment of the outside world.
Third, a sense of responsibility in early childhood is gradually emerging. At the same time, there are individual differences in the development of children's self-regulation ability.
Fourth, children's humanity gradually develops. Children begin to show a tendency to empathize, consider others, etc. There are also individual differences in children's prosocial behavior.
Fifth, children's openness traits develop later. In early childhood, there are individual differences in the development of intellectual, imaginative and other traits.
Else-Quest points to gender differences in three temperaments among children. Girls' self-control and perceptual sensitivity are higher than boys' self-control and perceptual sensitivity. And boys are more sensitive and excited than girls.
Studies have shown that children's conscientiousness, imagination and extraversion are declining.
Deković pointed out that extroversion, openness and emotional stability declined around the age of 6 to 9, pleasantness and conscientiousness increased, and extroversion, openness, conscientiousness and agreeability declined around the age of 9 to 13.
However, some researchers reject this view, arguing that children's personality development is in line with the principle of maturity, and the openness, pleasantness and emotional stability of their proposed experiences are on the rise.
The study summarizes research on the age characteristics of primary school students' personality development through reading literature.
First, be conscientious and self-control. Eisenberg pointed out that the level of conscientious self-control of primary school students continues to increase, and primary school students are constantly internalized by rules, so that primary school students' planning and control ability continue to increase.
Second, prosociality. Some researchers have proposed that primary school students gradually consider the needs and feelings of others in the early grades, and their prosocial nature continues to improve.
In the middle of primary school, primary school students develop a sense of independence, pay less attention to the external environment or others, and gradually reduce prosocial behavior.
In the upper primary school period, primary school students gradually transition to adolescence, and peer relationships have a great impact on the pro-social development of primary school students.
Third, extraversion. Ilmarinen pointed out that teacher praise is a great reward for lower primary school students, which can bring positive emotional experience to primary school students and improve their extraversion.
Fourth, emotional stability. Studies have shown that the emotional stability of primary school students in the early grades develops rapidly. In the upper grades of primary school, children increase negative emotions due to academic burden, which slows down the development of emotional stability.
In the upper grades, primary school students' self-awareness develops rapidly, they no longer regard the teacher as an authority, and negative emotions gradually arise.
Fifth, intelligent features. Deyoung points out that in the early grades, elementary school students' understanding, imagination and independence develop rapidly.
Due to the increase in academic burden in the upper primary school, the creativity and autonomy of primary school students are inhibited, and the development of intellectual characteristics has declined.
In summary, the study understands the relevant research on children's personality structure and children's personality development characteristics by reviewing literature, which provides a framework for research, studies the characteristics of personality development from multiple perspectives, and provides certain theoretical support.
At the same time, most of the previous research on children's personality development was in groups, in the form of questionnaires, which were not targeted. Therefore, the research focuses on a special individual, and strives to make the research more comprehensive and close to reality.
The influence of class style on the personality development of primary school students from single-parent families
The class is the most basic unit in school education, and the class forms a class collective after running-in. The class style is composed of cognitive, emotional and other factors, which is a unique atmosphere owned by the class group and has a subtle influence on primary school students.
Class style affects the development of personality traits such as extraversion, prosociality, emotional stability, and sense of responsibility in primary school students. At the same time, class style affects the development direction of all members of the class.
Class style affects the personality development of primary school students from single-parent families by influencing peer interaction. Good class style is conducive to the development of extraversion, prosociality and emotional stability of primary school students.
Under the influence of good class style, peer relationships are more stable, and a good atmosphere of trust and less conflict can be formed.
It makes it easier for pupils from single-parent families to communicate with friends and get positive feedback from peers, thereby reinforcing the extraversion of pupils from single-parent families.
In a good class style, primary school students from single-parent families can receive encouragement and assistance from peers, improve mutual trust, develop the pro-social behavior of children from single-parent families to a certain extent, and form prosocial personality traits.
At the same time, primary school students in single-parent families are young and prone to emotional anxiety and irritable psychological states.
Under the influence of good class style, the class is in a harmonious atmosphere, which can moderately alleviate the negative emotions of primary school students from single-parent families and improve the emotional stability of primary school students from single-parent families. Class style affects the sense of responsibility of primary school students from single-parent families through group activities.
Currently, most families are one or two children, and each child is the treasure of the family.
Therefore, some primary school students often show self-centeredness, and it is difficult to establish good interpersonal relationships between peers, which hinders the development of primary school students' social adaptability to a certain extent.
When primary school students from single-parent families are in a united and harmonious class, primary school students from single-parent families have a higher sense of collective honor, which makes them work hard for class honor and consciously restrain their behavior.
Xiao Tian actively participated in the class choir program, hoping that he could contribute to the class getting a good ranking, reflecting Xiao Tian's love for the collective. At the same time, under the influence of good class style, Xiao Tian seriously practiced choral singing, was not afraid of hard work, and improved Xiao Tian's sense of responsibility.
Each class has its own goals, and class goals depend on the efforts of each student in the class.
When the class is rewarded, the child's own worth is reflected and a sense of achievement is obtained, which further enhances the collective sense of honor of primary school students from single-parent families.
Class style affects the development of personality traits in elementary school students. A good class style makes the personality characteristics of primary school students tend to be perfected.
Class style is a long-term stable and conscious behavior habit, formed by a certain period of precipitation, recognized by teachers and students as having stable characteristics.
Teachers and students can consciously abide by and maintain the class style, and form an inner sense of pride and honor.
The quality of class style directly affects the level of class education and class management, and has an implicit impact on the cognitive ability, physical and mental health and personality development of primary school students in the class.
Research and Xiaotian are in the same class in elementary school, and our class is a united class.
Under the leadership of the class teacher, we do everything in front of other classes, whether it is academic performance, class hygiene or various competitions, we can get a good ranking.
At that time, we were proud of the "Four Classes", and every student in the class was uplifted and positive.
Therefore, a good class style is the most direct carrier of an excellent collective, which can play a role in edifying and influencing primary school students from single-parent families.
The educational power of class style for primary school students is subtle and gradual. Good class style is an important factor in the self-education and cultivation of primary school students from single-parent families, and has a subtle influence on the thinking and personality quality of primary school students from single-parent families.
The influence of social practice activities on the personality development of primary school students from single-parent families
Social practice activities refer to comprehensive learning activities in which primary school students leave the classroom under the guidance of teachers and acquire various abilities through practice. Social practice activities are learning activities that promote children's subjectivity and comprehensive development.
Primary school students from single-parent families can gain practical experience in social practice activities, develop children's sense of social responsibility, and improve the overall quality of primary school students.
Social practice activities are conducive to the exploration of natural and social laws by primary school students from single-parent families, and improve the intellectual characteristics and sense of responsibility of primary school students from single-parent families.
Social practice activities break free from the shackles of discipline, carry out children's divergent thinking training, cultivate children's exploration and innovation, and then improve children's intellectual characteristics.
Intelligence is pluralistic, and the intelligence distribution of each primary school student is different, which determines that the teacher needs to use a variety of intelligent combinations.
Usually, the content and form of school education are prescribed and normalized. Pupils are evaluated in the same way, and the educational model does not apply to all pupils.
Teacher Zhang provides opportunities for Xiao Tian to develop by organizing practical activities.
In social practice, primary school students themselves are the main body, abandoning the traditional "teacher center", primary school students can find problems, collect data, solve problems by themselves, and teachers play the role of collaborators or partners.
Primary school students from single-parent families can examine from different perspectives in practical activities, think openly about problems, and change from passive to active, thereby strengthening the divergent thinking of primary school students from single-parent families.
At the same time, social practice activities can create a free and relaxed environment for primary school students from single-parent families, and then cultivate their creative ability.
Social practice activities can cultivate the interdisciplinary thinking, theoretical connection and practical ability of primary school students from single-parent families, bring convenience and happiness to primary school students from single-parent families, and improve their sense of responsibility. And this is difficult to achieve by classroom learning alone.
Traditional education is closed, teaching activities are completed in the classroom, most of the knowledge learned by primary school students comes from books, lack of combination of theory and practice, and are separated from real life, resulting in one-sided development of primary school students.
The participation of primary school students in social practice activities is the application of knowledge in multiple disciplines. In the practical activities, the learning space of primary school students from single-parent families was expanded and their horizons were opened.
They can combine cognition and life experience, establish the connection between education and daily life, and help primary school students from single-parent families increase learning channels, making learning content more comprehensive, closer to life, and more practical.
Provide a broad space for the development of primary school students from single-parent families, and then improve the literacy of primary school students.
At the same time, primary school students from single-parent families can not only enjoy participating in social practice activities, but also alleviate the unhappiness brought to children by single-parent families.
Finally, social practice activities are conducive to improving the sense of responsibility and mission of primary school students from single-parent families. Through social practice activities, it can help primary school students clarify their mission and lay a solid foundation for establishing correct three views.
Therefore, schools should rely on allowing primary school students to participate in social practice activities, understand the national conditions and people's conditions of the mainland, improve their sense of social responsibility, establish a positive concept of labor, and form a positive attitude towards life.
An exploration of shaping the healthy personality of elementary school students from single-parent families
Through research, research has found educational factors that affect the personality development of primary school students from single-parent families, including teachers, parenting styles, peer acceptance, class style and social practice activities.
Active parenting is a prerequisite for the healthy personality development of primary school students from single-parent families
Due to family fragmentation, single-parent parents are forced to make a living, leaving some children in single-parent families in the care of grandparents. This has led to problems such as insufficient care for children by parents in some single-parent families and spoiling of children by grandparents.
Therefore, parents of single-parent families should create opportunities to care more for their children, and grandparents should update their educational concepts and "refuse" to spoil.
(1) Parents of single-parent families should let love take root in their children's hearts
The positive addition of love means that parents care for children, and children will feel the love, support and help of their parents, so that children can feel safe and establish close attachment relationships.
In primary school, Xiao Tian's father was forced to work in the city for a living, and at the same time needed to run a reorganized family, and there was almost no time to get along with Xiao Tian, and Xiao Tian lacked emotional communication, attention and care between parents and children.
It can be seen that Xiao Tian in primary school lacks love. Primary school students from single-parent families need the attention and care of their parents, and children crave the love of their parents.
Therefore, parents of single-parent families should accompany and pay more attention to their children and give more love to children in single-parent families.
Parents of single-parent families should create more time with their children and be good at expressing their love.
Chinese parents are more restrained than foreign parents, and Chinese parents rarely express their love, thinking that as long as they do it, their children can experience it.
However, sometimes love is meant to be expressed.
Parents of single-parent families should regard their children as playmates from the bottom of their hearts, pay attention to children's interests in primary school, and interact more, so that primary school students in single-parent families can feel the sincere love of their parents.
When primary school students from single-parent families encounter setbacks, they are more hopeful of receiving emotional love, support and strong help from their parents.
When primary school students from single-parent families receive emotional care and help measures from their parents, children will feel the warmth of home and experience the happiness of being loved.
In this way, primary school students from single-parent families can face setbacks and challenges in a positive state, and improve the extraversion of primary school students from single-parent families.
At the same time, parents of single-parent families should look at the love of children from the perspective of materialist dialectics, and the addition of unsustainable love.
Parents' rational love needs to conform to the objective law of primary school students' development, follow the way of primary school students' growth, and parents should create a harmonious, simple and innocent educational environment for primary school students from single-parent families.
Treat children with a developmental perspective and accept them with tolerance.
Implement appropriate education for primary school students from single-parent families, conform to the nature of primary school students, tap the potential of primary school students, and promote the healthy growth of primary school students from single-parent families.
(2) Elders of different generations "refuse" to spoil
In China, grandparents dote on children, that is, the phenomenon of "generational succession". Grandparents often meet the demands of children and do not want them to suffer, especially for children from single-parent families, and grandparents are more sympathetic.
The grandmother of the study subject Xiao Tian loved Xiao Tian very much, and even doted on her. It can be said that Grandma Xiao Tian almost responds to Xiao Tian's requirements. Therefore, intergenerational elders should optimize the parenting style to facilitate the personality development of primary school students from single-parent families.
Elders of different generations should update their own concepts and actively update their knowledge. Grandparents were relatively outdated and out of touch with the times.
Positive educational perceptions lead children to show high extraversion and develop positive character and behavioral traits. For example, gregarious, self-motivated, etc.
In single-parent families, Xiao Tian was raised by her grandparents at an early age, and her grandparents' role changed from an auxiliary to a dominant role.
Therefore, when raising children from single-parent families, grandparents at this time should not only meet the simple living standards of the children, but should also implement the necessary education.
Often children in single-parent families are not yet mentally mature. Therefore, grandparents should communicate more with children in single-parent families, pay attention to children's peer interaction activities, and guide children to express themselves.
Grandparents should let children learn to do things on their own, and praise children when they are doing well. Instead, actively encourage support when children are underperforming, promoting the healthy development of children from single-parent families.
Generations of elders should improve their educational methods and pay attention to their own exemplary role. Xiao Tian is mainly cared for by her grandparents, and her words and deeds in her life profoundly affect her personality development.
If the teachings taught to children by grandparents are inconsistent with their own words and deeds, this contradictory education will not produce good educational results and will not be conducive to the healthy development of the personality of children in single-parent families.
Therefore, grandparents should set a good example and focus on starting with the most common little things in life. For example, neighbors help each other, actively share with others, etc.
The behavior of grandparents influences the behavior of elementary school students in single-parent families anytime and anywhere, and children also tend to imitate the behavior of their parents.
Grandparents should be consistent with words and deeds, strict with their own behavior, children are the shadow of parents, only grandparents strict with themselves, can children have good habits.