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Dramatic changes in mental development of the child, in rather short interval of time, is not an unusual occurrence. The reorganization concerning feelings which is observed at seven-year-old children belongs to such changes. The school student watches the appearance, the corresponding condition of manuals and "tools" of educational work; it is anxious with that it is necessary to get up early not to be late in school.

The characteristic of development of feelings of the teenager, in essence, is not possible without very intensively happening development of consciousness of the teenager. Only at the accounting of this extremely important moment in development of the personality the role of experiences in formation of consciousness of the teenager can be understood. These are the interconnected phenomena, and of it it will not difficult be convinced, to the facts.

Insistence and impulsiveness are shown both at boys, and at girls of teenage age and, therefore, represent their age features, lines. Impulsiveness, in particular, is shown that the arisen desires are realized, as a rule, at once, without any thoughts and delays. Quite often it wrong decisions and acts are.

A number of authors (G. H. Shingarov, G. I. Baturina, etc.) consider that the basis for differentiation of emotions and feelings as qualitatively mental phenomena of the emotional sphere are, first, requirements by which they are caused; secondly, functions which they carry out; in - the third, physiological mechanisms by which they are caused.

In the period of adolescence the feeling of a which is often developing into the feeling of friendship which is expressed in such system of the relations at which all – pleasures and grieves, progress and failures, are endured together strenuously develops.

The major conclusion to which L.S. Vygotsky comes that the mentally retarded child "is essentially capable to cultural development, can essentially develop in itself the highest mental functions, but actually it is often culturally underdeveloped and deprived of these highest functions" (10,

Highlights of development of feelings at school age it that: feelings become more and more conscious and motivated; there is an evolution of the content of feelings,, both change of a way of life, and nature of activity of the school student; the form of manifestations of emotions and feelings, their expression in behavior, in internal life of the school student changes; value ­ systems of feelings and experiences increases in development of the identity of a.

During training the cognitive activity of pupils which is carried out day by day is a source of development of feelings and cognitive interests. Formation of moral feelings of the school student is caused by his life in cool collective.

The biological aspect assumes need of close connection of children's psychiatry with such difficult sciences as an, biochemistry, medical genetics, cytogenetics, immunology, a.

At the teenager the which is also aggravated by feelings, insistence to themselves, not always is noted, especially at an of appropriate influence of the tutor, finding the necessary and useful application. It is shown in the increased insistence of to the contemporaries.

Process of formation of system of the relations – the attitudes towards itself, to the world, to people, directly expressed in ­ feelings, – covers not only teenage, but also age of wounds of youth.

For the emotional sphere of the mentally retarded child of a malodifferentsiirovannost, poverty of experiences. As S. S. Lyapidevsky and B. I. Shostak, it "feelings are monotonous,, are limited to two extreme states (the pleasure or displeasure, arise only at a direct of this or that irritant" (21,

The continuity of development of feelings and emotions within age is well illustrated by development of feelings in and in youth. But this continuity does not exclude also a of development of emotional manifestations of the personality in everyone the period.