Harmony - the property of the man-made and naturalobjects, processes, events, etc. Literally, it reflects the clutch Fortress, to harmonize their elements in a single integrity, intended to achieve the appropriate purpose. The opposite of harmony - disharmony, conflict, disparity of objects and phenomena. In short, it is the subject of the state, when it is gone, it is destroyed to a condition resembling chaos. If you want - even beautiful chaos that is known to be unable to perform any productive function.
Objects with properties of harmony in ourperception experienced as a great beauty and disharmony - a low, ugly, disgusting. Harmony creates objects and phenomena in man are positive feelings and fills us with his energy, disharmony - »burns» our energy, sometimes down.
If there is harmony in man, if it is reached, this harmony is not only the beauty of the body, its movements, actions, and the harmony of the soul - the conditions of harmony with the environment.
If a child is not harmonious statewill, then he begins to languish, as the surrounds will strangle him, draining his energy potential. And the child falls into a state of internal discomfort, the atoms and starts to hurt.
In the first years of life the baby is not just harmonynotices. He lives, develops, learns the world, rejoice or cry. He lives, flooded with emotions: emotions action (driving pleasure - the joy of muscle), moral emotions (reaction to good or bad), aesthetic emotions (feelings beautiful or ugly).
Emotion itself is simple, uncomplicated. But she has two faces: the positive and the negative. Good kid - he was pleased and happy, bad - he was crying. And this is all kinds of emotions. That is why the emotion - a reaction to the properties of objects and phenomena: positive - a meeting with the harmony, the negative - with disharmony.
The conclusion: an emotion - it's ...
• reflection of the child's body, evaluation of the condition (good - bad);
• site reaction (laugh - cry);
• motion controller, guide the child to ensure that return to a state of harmony, avoid negative influences.
The kid lives as though in the same world as we do. In fact it is not. It is surrounded by the same objects, persons, events. But if we are in a certain relationship with the world (love, hate, suffer, wonder, enjoy, etc.), the child of this relationship is not yet know. He did not distinguish himself from the surrounding objects are not aware of yourself apart from them as a sovereign individual. It is yet fused in integrity with their environment. Therefore, the method only reaction to impulsive action - response to any impact, impression irritation. It's all right - he is cheerful, something not so - sad. That's the psychology of it.
But once the umbilical cord, which was connected toddlerwith the environment, is eliminated. And he inadvertently realizes his I, his identity. Sovereign - as a ruler, separate from the rest of the world, a person who is opposed to the world as an external force.
How to identify the age of the dam break?
Until now, the child said: »Peter wants to eat,» »Peter wants to walk.» Once pleadingly-conditional. Now, »I want to walk!» Do you feel? There was an imperative, imperative. With it, the child is approved and gets pleasure from it.
Now - separated - child differentlyIt classifies objects, shared their common features and creates for himself a certain class of systems of a collection of objects. First - on the already assimilated or binary: good - bad. But this is not pre-gut reaction, not an emotion, but a new quality. This is:
• reflection and reconstruction of the object in the mind;
• assessment of personal attitudes to the subject;
• awareness of the subject by building its image.
So began working mechanism of the senses, I was bornfeeling an object, phenomenon, process - something that he would be guided, it will look nice in its activities, in every action; and what will be avoided - negative feelings; than he will live in the future.
That's when only a child can say: a small adult. And the attitude to your feelings, objects, nature, he is the same as an adult: look for positive and retreating from what is a source of negative feelings for him.
How can a child distinguishes them?
При помощи сформированных в нём критериев — системы мерок эстетических чувств — состояния собственной гармонии. Ребёнок собой измеряет предметы и явления: гармонии их совпадают — они нравятся, наоборот — со злостью отбрасываются.
First of all - what constitutes feelings?
Emotion - this is our attitude and coexistence withsomething outside of us. Feelings are always concrete, always have an address - in contrast to the emotions that indicate the direction of our energy - plus or minus - ieё mode: sad - cry - suffering, pleasant - happily - fun.
Ребёнок и предмет, с которым его связывает в систему (или её разрушает) в целостность некоторая сила, — и будем называть чувством. Они — связь с миром; если ребёнок не просто существует, а развивается и хочет исполнить своё человеческое предназначение, то его чувства — инструменты:
• self-knowledge,
• self-assertion,
• expression.
So, how the feelings in a child's life, youWe observed thousands of times. If the subject in the face, in action, in the sense there is harmony - the baby reaches them; harmony is absent, instead of it disharmony - the child is going through and avoids them.
What does it mean? And the fact that the next age dam tumbled down, and the child is within the free development to the next age of the dam.
After that the child perceives the dam breakpeace in the halo of the three colors. This creates a sense of aura three types (actually seven of them, but we do focus on the three): cognitive, moral and aesthetic. They have their content translated into characters: truth, goodness, beauty.
Feelings - a receiver, which a childShe listens to the world, and thought having three-color stain - transmitters. Here is a halo, woven spontaneity, thirst for knowledge, penetration, - a harbinger of talent - fascinates us, awakens in us a sense of the response - something from which we have long been unaccustomed.
Intelligent Emotion generatedactivity. Their object is in the range of the system »truth - error» with consistently increasing in the direction of truth, or go down to the next error of man's relationship to what is beyond it.
We emphasize: a child - an amazing worker.
Можно только догадываться о той огромной работе, которую он ежедневно выполняет, просто играя. Как Робинзон, ребёнок заброшен в неизвестный мир, и хотя до него этими тропинками прошли миллиарды людей, он открывает этот мир и всё в нём для себя впервые. Каждый ребёнок проходит этот путь. Он обходит свою планету, познаёт её и обживает. Ему необходимо изучить её природу, силы, живущие в нём (социальные, экономические, физические, психологические и т.д.), — всё это усваивается ребёнком сначала при помощи чувств и живых психомоторных движений.
Fearlessly goes towards the little maninformation. She tries to swallow it, it falls on him awesome waterfall, information explosion (as they say). And he did not even notice it, because the energy, which the child endowed nature, designed for more.
It is clear, and the kid gets tired (such loads!), But it makes a magic bag - it gives a timeout to digest a huge meal, orders still raging, another hot day chaos manifests and reinforces captured per day kilometers of film, sends them into the deepest memory storage with the inscription: »On demand» .
The memory information is not just preserved. There comes her mastering, mastering the material, modification and selection, generalization and specification, etc. In addition, the memory has the following functions:
• reconstruction of images and thoughts;
• resumption of forgotten for a while elements of images and thoughts (reminiscence);
• construction of new images and ideas (as Mendeleev - the opening of the Periodic Law).
Познавательные чувства, таким образом, возникают вследствие встречи и преодоления неведанного. Ребёнок узнал, например, в сложенных буквах слово «мама», во время прогулки в лесу — сосну и гриб, нечаянно обнаружил, что у жука, как у птицы, есть крылья; значит — удивление, сомнение, ожидание, догадка, утверждение — школа анализа и синтеза; зачатки инструментов, развивающих мышление, воображение, любознательность.
Feelings of moral born by society: their subject is within the range of the system »good-evil» with a consistently growing in the side of good or evil to the drop-down.
So, the child begins to recognize something in thisa long line of human relations, relationships to objects and events, evaluate them according to their own criteria - the images of their morals. The same applies to the regulation of their own actions and behavior: he judges himself.
Evaluation of the child objects, phenomena, humanrelations, etc. yardstick of good and evil creates its own social portrait. But precise estimates he learns to stand at once - his first taught in the family, in the very first children's groups. Something he becomes an imitation or invent himself - because he lives in a time of »obezyanichanya». And now become visible personality traits, we believe, received the child inherited. In fact - bred, vaccinated - first by the society. In short: Who lead - on and rack ...
aesthetic feelings are born action(Psychomotor or mental). Their object is in the range of properties of the system »harmony - chaos» with successively increasing toward harmony or falling into chaos near Merauke. Due to the standards of the state of harmony that we carry within us, kid appreciates what is outside him and within himself.
Ребёнок всегда идёт навстречу водопаду информации. Но одни могут видеть то, чего не замечают другие. Для одних воспринятое — очевидно, для других — то же самое — невероятно. Одни в водопаде звуков чувствуют скрытую гармонию, другие — просто шум. Под рукой мастера оживают неодушевлённые предметы, начинают дышать, светятся мыслью, излучают глубокие чувства.
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