Crisis of 3 years

Reasons for the development of the crisis

A crisis is a necessary stage in personal development. Having reached a certain age, the child must acquire new skills and get closer to an adult, mature personality. This process is quite complex because it forces the baby to evaluate himself in a new way.

The outstanding Russian psychologist L. S. Vygotsky studied it in detail. He determined that children have a zone of actual development—skills that the baby already possesses—and a zone of proximal development. The presence of a zone of proximal development is the main cause of crises.

The psychological crisis is associated with the formation of self-awareness. A positive outcome is the development of independence, the development of strong-willed qualities, the formation of new, better relationships with family members. In some cases, parents note that the child does not show negative manifestations. Previously, the calm course of the crisis was perceived as a delay in personal development. Performance should be assessed based on the results: if the baby has acquired the necessary skills, there is no reason to worry.

Age identity crisis myself

The border between early and preschool age is one of the most difficult moments in a child’s life. This is destruction, a revision of the old system of social relations, a crisis of identifying one’s “I,” according to D.B. Elkonin. The child, separating from adults, tries to establish new, deeper relationships with them. The emergence of the phenomenon “I myself,” according to Vygotsky, is a new formation of “external I myself.” “The child is trying to establish new forms of relationships with others - a crisis of social relations.”

L.S. Vygotsky describes 7 characteristics of a 3-year crisis. Negativism is a negative reaction not to the action itself, which he refuses to perform, but to the demand or request of an adult. The main motive for action is to do the opposite.

The motivation for the child’s behavior changes. At the age of 3, he first becomes able to act contrary to his immediate desire. The child’s behavior is determined not by this desire, but by the relationship with another, adult person. The motive for behavior is already outside the situation given to the child. Stubbornness. This is the reaction of a child who insists on something not because he really wants it, but because he himself told adults about it and demands that his opinion be taken into account. Obstinacy. It is directed not against a specific adult, but against the entire system of relationships that developed in early childhood, against the norms of upbringing accepted in the family.

The tendency towards independence is clearly manifested: the child wants to do everything and decide for himself. In principle, this is a positive phenomenon, but during a crisis, an exaggerated tendency towards independence leads to self-will; it is often inadequate to the child’s capabilities and causes additional conflicts with adults.

For some children, conflicts with their parents become regular; they seem to be constantly at war with adults. In these cases they talk about protest-rebellion. In a family with an only child, despotism may appear. If there are several children in a family, instead of despotism, jealousy usually arises: the same tendency towards power here acts as a source of a jealous, intolerant attitude towards other children who have almost no rights in the family, from the point of view of the young despot.

Depreciation. A 3-year-old child may begin to swear (old rules of behavior are devalued), throw away or even break a favorite toy offered at the wrong time (old attachments to things are devalued), etc. The child's attitude towards other people and towards himself changes. He is psychologically separated from close adults.

Ticket No. 29

3. Emotional-volitional sphere of a teenager

The transition to adolescence is characterized by profound changes in the conditions affecting the child's personal development. They relate to the physiology of the body, the relationships that adolescents develop with adults and peers, the level of development of cognitive processes, intelligence and abilities. In all this, a transition from childhood to adulthood is outlined. The child’s body begins to quickly rebuild and transform into the body of an adult. The center of the child’s physical and spiritual life moves from home to the outside world, moving into the environment of peers and adults. Relationships in peer groups are built on activities that are more serious than recreational games together, covering a wide range.

A system of personal values is being formed that determine the content of the teenager’s activities, the sphere of his communication, the selectivity of his attitude towards people, the assessments of these people and self-esteem. Older teenagers begin to become interested in different professions, they have professionally oriented dreams, i.e. the process of professional self-determination begins.

At the beginning of adolescence, the child develops and intensifies the desire to be like elders, children and adults, and such a desire becomes so strong that, forcing events, the teenager sometimes prematurely begins to consider himself an adult, demanding that he be treated accordingly as an adult. At the same time, he still does not meet the requirements of adulthood in everything. The feeling of adulthood is a central and specific new formation of this age (L.S. Vygotsky). All teenagers without exception strive to acquire the qualities of adulthood. Seeing manifestations of these qualities in older people, a teenager often uncritically imitates them. Teenagers’ own desire for adulthood is strengthened by the fact that adults themselves begin to treat teenagers no longer as children, but more seriously and demandingly.

The result of these processes is the teenager’s strengthening internal desire to quickly become an adult, which will create a completely new external and internal situation of personal psychological development. It requires and generates a change in the entire system of relationships between a teenager and the people around him and with himself.

During adolescence, the content and role of imitation in personality development change. Imitation becomes manageable and begins to serve the numerous needs of the child’s intellectual and personal self-improvement. A new stage in the development of this form of learning in adolescents begins with imitation of the external attributes of adulthood. For girls, this includes fashion in clothing, hairstyles, jewelry, cosmetics, special vocabulary, behavior, ways of relaxing, hobbies, etc. For teenage boys, the object of imitation often becomes the person who has willpower, endurance, courage, courage, endurance, and loyalty to friendship. In addition to adults, adolescents' role models can be their older peers. The tendency among adolescents to resemble them rather than adults increases with age.

During adolescence, the process of formation and development of the child’s self-awareness continues. Unlike previous age stages, he, just like imitation, changes his orientation and becomes a person focused on the consciousness of his personal characteristics. Improving self-awareness in adolescence is characterized by the child’s special attention to his own shortcomings. The desired image of “I” in adolescents consists of the merits of other people they value and leads to the use of volitional effort aimed at self-development.

A very common way among modern teenagers to develop strong-willed personality traits is to engage in sports that involve great physical activity and risk, those that require extraordinary strength and courage. The volitional qualities of the individual, initially formed and consolidated during these activities, then move on to other types of activity, in particular to professional work, determining its practical results along with the motivation to achieve success.

The general logic of the development of all volitional qualities can be expressed as follows: from the ability to manage oneself, concentrate efforts, withstand and endure heavy loads to the ability to manage activities and achieve high results in them. According to this logic, methods for developing volitional qualities are replaced and improved. At first, the teenager simply admires them in other people and is jealous of those who have these qualities (10-11 years old). Then the teenager declares a desire to have such qualities in himself (11-12 years old) and, finally, begins to self-educate them (12-13 years old). The most active period of volitional self-education in adolescents is considered to be the age from 13 to 14 years.

At this age, good conditions are created for the formation of organizational abilities, efficiency, enterprise, and many other useful personal qualities associated with the manifestations of the emotional and volitional sphere. These personal qualities can develop in almost all areas of activity in which a teenager is involved and which can be organized on a group basis: learning, work, play.

New criteria for assessing the personality and activities of other people are also being formed. This, on the one hand, creates the opportunity for a more accurate and correct assessment of people by comparing them with each other, and on the other hand, it gives rise to certain difficulties due to the inability of adolescents to correctly perceive an adult and give him a correct assessment.

Ticket No. 30

What influences the development of the crisis?

External factors can influence the occurrence of a crisis in a child. Psychology identifies the following causes of a 3-year-old crisis in a child that affect the normal formation of personality:

Mental, physical pathologies. The presence of the disease complicates the normal development of the psyche. Crises occur later than expected and are more complex and acute. Children with developmental anomalies are stuck in a turning point. In this case, the joint work of parents, a psychologist and a defectologist is required to compensate for the effect of the pathology.
Genetic predisposition. Some personality traits appear only under certain circumstances, which contribute to the development of patterns of behavior that are inherited. If the child’s parents had difficulty overcoming their own crisis and were unable to acquire the necessary skills, it is difficult for the child to reverse the family scenario.
Authoritarian parenting. Suppressive aggressive parents are an additional stress factor that prevents a child from becoming independent.
Unfavorable social environment. Sometimes, with a favorable situation in the family, external circumstances outweigh and influence the child’s personality. For example, a rude, overly strict kindergarten teacher. She is a significant adult and can cause psychological trauma to the child with her behavior.

The impact of factors influencing personality development can be minimized and compensated. This will require more effort than in a favorable situation.

Parent meeting on the topic: “This is a difficult age. Crisis 3 years"

Parent meeting on the topic: “This is a difficult age. Crisis 3 years"

Target:

to promote the manifestation of sincere interest of parents in ensuring the child’s flexible adaptation to the conditions of the kindergarten and their readiness to provide emotional support to the baby during that period.

Tasks:

— help parents acquire knowledge about the age characteristics of 3-year-old children and take them into account in communication;

— form an idea of the crisis of three years;

- develop the ability to resolve problem situations that arise during communication with a child and due to his age characteristics;

— develop new skills of interaction with the child.

Introductory stage

Acquaintance.

Main part

Welcome Ritual

Exercise “Compliments”

P: Now I suggest you play a little, for this we need to stand in a circle.

You will need to pass the ball around, while saying your name and a compliment (positive quality) of your child.

Crisis 3 years

P: You’ve probably ever heard about the “3-year-old crisis,” but tell me, what negative qualities do children have during this period? Maybe this occurs in your child or when observing other children?

For example: stubbornness, disobedience.

P: This list of negative qualities of yours is a “classic” portrait of children during the crisis of three years and this is the natural development of a child.

After all, crises are the driving force of development. The course of this crisis occurs differently for all children: for some it begins early, for others a little later. In some children it can last up to 4-4.5 years

Recommendations for a 3 year crisis

P.: Now I suggest you divide into 3 subgroups: for example, bananas, apples, oranges.

P: Each subgroup is given the task: for certain situations, to select recommendations when interacting with a child.

1 situation. Negativism

How would you like to act in a situation where the child should go to bed on time, but to your proposal he says no, I don’t want to sleep. Guess what you would like to do?

I will sternly tell you to go to bed; If he says no, I’ll still put him to bed without talking.

I’ll start persuading you that your eyes are tired, your legs need to rest

I will wait until the child asks to sleep on his own, allowing him to play

I'll start the game, who will fall asleep faster, the child's favorite toy(s), the child himself, or the mother

I’ll tell you not to go to bed, that you need to continue playing, but you can’t sleep

I will say that interesting fairy-tale characters are waiting for him, who really want to sleep, but first want to share their adventures of the day with the baby

Your own answer.

With negativism (the child does the opposite). This is how the child shows his attempt to highlight his “I” - “I myself!” At the same time, we should turn negativism into a game, while simultaneously teaching him to express his desires and intentions. For example, the game “Do the opposite”.

Situation 2. Stubbornness, capriciousness

Situation. The child sat down to eat soup, but instead of a spoon he took a soup fork for the first time. He can’t eat with it, but he continues to stubbornly eat with it, although you tell him. for him to take the spoon. How would you like to handle this situation?

I will sternly say, “Take a spoon!”

I’ll start persuading, “Look, everything falls off your fork, the soup remains on the plate or falls on the table, but doesn’t get into your mouth.”

I will wait until the child himself understands that eating with a fork is not convenient

I'll tell you a fairy tale about a spoon and its friendship with soup and a fork and its friendship with a cutlet.

I will suggest a game: whichever is better - with a spoon or a fork, suggesting that you take turns taking the spoon and fork

Your own answer

When you are stubborn (insisting on your “I want!”) and capriciousness (“I don’t want!”), be understanding and persistent.

3 situation. Symptom of devaluation

The child is playing with toys, you come up to him and call him to eat. The child says: “Mom, are you a fool, I’m still playing...” How would you like to act in this situation?

I'll tell you strictly that you can't say that.

I'll make an offended face and say that he offended me greatly

I’ll leave without saying anything, and when the child has had enough of playing and comes up to me, I’ll show him and tell him how he offended me.

I won't pay attention, as if nothing happened

I ask, what is a “fool”?

I'll tell you a story about hurtful words

I’ll get involved in the game and in the game I’ll say nice words to the toys, and I’ll also act out a situation of resentment with the toys about the word “stupid”

Your own answer

If there is a symptom of devaluation (swearing, teasing, calling names), stop the child and explain that doing this is not nice, not good.

P: It is necessary not to be afraid of the severity of the crisis. On the contrary, if it is clearly manifested in a child, this means that all age-related new formations have developed in his psyche for the further development of his personality.

Recommendations for adaptation to kindergarten

The number of hours a child spends in a preschool educational institution should be increased gradually, during the first week - no more than three hours a day.
.
Create conditions for your child to rest peacefully at home.
At this time, you should not take his guests into noisy companies associated with late returns home, or host too many friends. During this period, the baby is too overloaded with impressions.
In the presence of your child, always speak positively about the kindergarten.
On weekends, do not change your child's daily routine.
Try to ensure that your baby is surrounded by a calm and conflict-free atmosphere at home.
Be more tolerant of whims.
Give the garden a small toy (preferably a soft one)
).
Let the child be taken to kindergarten by the parent or relative (if possible) with whom it is easier for him to separate.
Be sure to say that you will come and indicate when
Come up with your own farewell ritual.
For example, kiss, wave, say “bye!” After that, immediately leave: confidently and without looking back.

If a child does not eat well in kindergarten

Causes:

1. The child is wary of new food.

Therefore, you should sometimes include these dishes in your home menu. Find out with your child what children are fed in kindergarten. Ask him what he liked. Offer to cook the same dishes at home.

2. The child is not used to a large number of people.

You can invite other children (sisters, brothers, friends) to dinner. You can replace children with big toys.

3. Inability to use cutlery.

4. Illness or illness of the child.

Just in case, make sure that appetite disturbances are not associated with any diseases (stuffy nose, illness, intestinal problem or inflammatory process in the mouth).

5. Pampering at home.

I want to pamper my beloved child, but let it be only sometimes, since in kindergarten there is no choice.

Summarizing.
Reflection
The Parable of the Overturned Stone

One wandering seeker of truth saw a large stone on which was written: “Turn over and read.” He turned it over with difficulty and read on the other side: “Why are you looking for new knowledge if you don’t pay attention to what you already know?”

This parable is perfectly suited to today's conversation about our children. Often the problems are in their behavior, their difficulties are in us.

P: The most important words that you need to say to your child today are: “I love you, we are close, we are together, and we will overcome everything.”

Exercise “Wishes”

I invite everyone to stand in a circle and, passing this ball to each other, say wishes. For example, “I wish you... a sunny mood in your families.”

Symptoms

The crisis of three years has been studied in detail in modern psychology. Experts have identified the main symptoms that will tell parents about the beginning of a turning point. Vygotsky called these signs a “constellation of symptoms”:

Stubbornness. A three-year-old will insist on his opinion. The main thing is to get obedience from adults.
Obstinacy. Expressed in the denial of learned behavioral norms. The kid rebels against the established system of upbringing in the family. His disobedience is impersonal, addressed to the entire family, and not to a specific adult.
Negativism. The desire to do things contrary to adults. The attitude of an adult towards a child does not affect the manifestation of negativism: the baby can fulfill the mother’s demands and ignore the father. His main desire is to do the opposite, to observe the reaction of adults.
Protest. Necessary for the development of will. The child vigorously challenges even minor requests from his parents, trying to achieve respect for his opinion. He uncompromisingly defends his independence.
Despotism. The child forces the parents to obey his will. He behaves like a little tyrant, forcing family members to fulfill his wishes. He can be cruel towards his younger brothers and sisters, be jealous of them, and show physical aggression.
Self-will. Trying to do things on your own. Since most tasks are beyond the baby’s ability, adults do not allow him to take the initiative and provoke stronger manifestations of conflict behavior.
Depreciation. Manifests itself in the rejection of previous attachments. A child can break his favorite toys and be rude to parents and teachers.

It is necessary to understand that children's disobedience is the norm. Without learning to defend his opinion, the baby will feel insecure. This will negatively affect his further development and interfere with the development of basic social skills.

Crisis of three years

Alena Barlamova

Crisis of three years

One of the most famous child crises is the three-year-old crisis . At this age, children are very obstinate. An obedient three-year-old child is simply unique. Obstinate and capricious - this can be said about almost every three-year-old. "Seven Star"

- this is often called
the crisis of three years , because this crisis is accompanied by seven very unpleasant signs.
Parents need to know about each of these signs in advance so as not to be needlessly nervous. A crisis situation at 3 years old is a situation between desires and possibilities and the child’s inability to understand this situation. Exit transition to gaming activity. A crisis is a transitory phenomenon . However, the associated new formation of I MYSELF is an important step in mental development, without which further formation is not possible.

The famous crisis was first described by Elsa Köhler in her work “On the Personality of a Three-Year-Old Child.” She identified several important symptoms of this crisis .

Negativism. This is a negative reaction associated with the attitude of one person towards another person. The child refuses to obey certain adult demands at all. Negativism should not be confused with disobedience. Disobedience also occurs at an earlier age.

Stubbornness. This is a reaction to your own decision. Stubbornness should not be confused with persistence. Stubbornness consists in the fact that the child insists on his demand, on his decision. Here a personality is highlighted and a demand is made that this personality be taken into account

Obstinacy. Close to negativism and stubbornness, but has specific characteristics. Obstinacy is more generalized and more impersonal in nature. It is a protest against the order that exists at home.

Self-will. The desire for emancipation from an adult. The child himself wants to do something. In part, this is reminiscent of the crisis of the first year , but there the child strived for physical independence. Here we are talking about deeper things - about the independence of intention, design

Devaluation of adults. S. Bühler described the horror of the family when the mother heard from the child: “stupid.”

Protest-rebellion, which manifests itself in frequent quarrels with parents “The whole behavior of a child takes on the features of a protest, as if the child is at war with others, in constant conflict with them,” wrote L. S. Vygotsky.

In a family with an only child, there is a desire for despotism. The child shows despotic power in relation to everything around him and finds many ways to do this.

Western European authors highlight of crisis phenomena: the child leaves, moves away from adults, breaks the social ties that previously united him with the adult. L. S. Vygotsky emphasized that such an interpretation is incorrect. The child tries to establish new, higher forms of relationships with others. As D. B. Elkonin believed, the crisis of three years is a crisis of social relations, and any crisis of relations is a crisis of highlighting one’s “I”.

crisis represents a breakdown in the relationship that hitherto existed between the child and the adult. Towards the end of early childhood, a tendency towards independent activity arises, which marks the fact that adults are no longer closed to the child by an object and the way of acting with it, but, as it were, open up to him for the first time, acting as carriers of patterns of action and relationships in the world around him. The phenomenon “I myself” means not only the emergence of outwardly noticeable independence, but also at the same time the separation of the child from the adult. As a result of this separation, adults appear, as it were, for the first time in the world of children's lives. The world of children's life from a world limited by objects turns into the world of adults.

According to psychologists who dealt with this problem in children, the reasons for the three-year crisis are :

– Objective age-related development of the child with the transition to a new, higher stage of psychological development.

– When the child tends to be independent, the adult maintains the old type of relationship and does not rebuild his behavior, thereby limiting the child’s activity.

– Protest of a child who has outgrown the forms of guardianship that developed at an early age. A normal, properly developing child resists the previous relationship.

Let us list the main signs of the three-year crisis .

One of the manifestations of the crisis of three years is denial. The baby begins to answer all the parents’ requests with a categorical “no.”

,
“I don’t want”
,
“I won’t”
,
“I won’t go”
. The child may even refuse to perform actions that he has always liked, and this is what distinguishes denial from simple disobedience.

Another typical manifestation of this difficult period is stubbornness. The baby stands his ground to the last, forcing adults to make concessions to him. At the same time, it is important to distinguish such a positive quality as persistence from stubbornness. A persistent child forces his opinion to be taken into account only on those issues that are really important to him, and a stubborn child stands his ground in spite of his parents in order to prove that his opinion should be decisive.

The crisis that the baby is going through can also be determined by the self-will that has appeared in him: the baby strives for complete independence, does not allow his parents to help him with anything or decide anything for him.

During a crisis, the child’s behavior is obstinate – constant dissatisfaction with everything. L. V. Vygotsky described this symptom as “a rebellion against the norms of upbringing previously established for the child, against the entire previous way of life.”

How to tame the obstinate? Stop trying to captivate and entertain him. Let him be alone and do whatever he wants. Pretty soon he will get bored and come to you. Then, unobtrusively offer him something that he refused earlier.

At the age of 3 years, children strive to do everything themselves, and in the way they consider correct. But they don't always succeed.

How to respond to self-will?

First, try to make your home as safe as possible for your child. Moreover, this must be done long before the age of three , from the time the child began to walk.

Secondly, provide the child with independence, within reasonable limits, in accordance with his age.

Thirdly, encourage independence in acquiring experience, help him, but do not do everything for him. Let the child grow in self-confidence.

Fourthly, when a child wants to mind his own business, then it’s time for parents to remember such mental characteristics as increased switching of attention and involvement in play activities.

Often children experiencing a three-year crisis show aggressiveness, which is expressed in rudeness and pugnacity. A child may shout offensive words towards adults, start a fight with them or with peers, break favorite toys, tear books.

Children who have brothers or sisters, during such a crisis , begin to show despoticism, trying to take power over everyone around them: they force their younger brother to obey or are jealous of their elder, demand that their parents take his opinion into account on all issues, dictate to all family members , What do we have to do.

The crisis of three years for children is an extreme manifestation of protest against everything that surrounds them. The child often does not understand what exactly does not suit him, and suffers from his own behavior, but cannot help himself.

The crisis proceeds as a crisis of social relations, separation from close adults and is associated with the formation of the child’s self-awareness. This manifests the need for the realization and affirmation of one’s own self. The words “I want”

,
“I don’t want”
,
“I”
are filled with real content and become meaningful.
A special form of personal consciousness arises, externally manifested in the famous formula “I myself
.
“I myself”
phenomenon marks the psychological separation of the child from the adult and the collapse of the previous situation of social development.
Two interrelated development trends are realized during a crisis period - a tendency towards emancipation and a tendency towards a volitional form of behavior.

How should parents behave?

Parents often find themselves unprepared for the three-year crisis. Psychology remains a science far from ordinary life. Therefore, psychologists are often turned to when the situation has become dangerous and it is difficult to correct it. To prevent this from happening, adults must prepare for the challenges of the crisis age in advance.

The task of parents is to minimize pressure on the child, gently guide his personality, allowing him to acquire the necessary skills. Parents should:

Adhere to a single parenting style. Often in a family, parents distribute the roles of a good and an evil adult among themselves: one prohibits, and the other allows. This confuses children and does not allow them to develop a behavior strategy. A child may be afraid of a strict parent, but force a kind one to fulfill his whims.
Find compromises. Children do not know how to provide convincing evidence for their point of view, but it is important for them to learn to defend their opinion. It is important to make them feel like they are the winners of the argument, giving in slightly to their desire.
Give in on little things. In order not to lose parental authority in really important situations, you should allow them to make independent choices in neutral ones: for example, allow them to choose the toy that the baby will take for a walk, but insist on the need to wear a warm jacket.
Do not impose your help. Even if the baby is unable to perform some action, it is important to give him the opportunity to at least try. An adult can offer help, but not impose it.
Be patient. The whims of a baby are not a manifestation of bad character. If you ask a child the reason for bad behavior, the child will not be able to answer because he himself does not know it. To reduce psychological stress, it is useful to consolidate daily rituals: putting your baby to bed at the same time, allowing him to take his favorite toy to bed. But if he starts acting up, you can allow him to break the schedule.
Use gaming techniques. The only way for children to learn new skills is to learn them through play. Actions should be presented in a playful way: for example, do not force them to put away toys, but arrange a speed competition.
Perceive the child as an independent person. It is difficult for parents to perceive their baby as a separate, developing personality. But the sooner this happens, the easier it will be for the baby to realize responsibility for his own actions and learn to make his own decisions.

During acute periods of personality development, adults should be especially sensitive and understanding, but not allow children to manipulate themselves. Permissiveness and constant pressure are harmful. In order not to interfere with the normal development of the child, parents should not:

prohibit the expression of negative emotions;
compare the child with other children;
use physical methods of punishment.

The main skill that a child should acquire after the crisis is over is the acquisition of primary independence. Therefore, parental authority must be flexible.

You should only be persistent in case of real danger. The child must understand in what situations he needs to unconditionally obey his parents, and in what situations he can make an independent decision.

For example, if a child, having played too much, does not look around and risks running out onto the roadway, the parent can and should shout out, grab him by the hand and take him away from the dangerous part of the road. Most likely the child will be scared and capricious. You need to wait out this outbreak of protest and then be sure to explain to him why you can’t run out onto the road. This will form a connection between his parents’ harsh reaction and real danger. In the future, parents will only need to slightly raise their voice so that the child immediately develops an association with danger and the need for obedience.

Alarming symptoms

Sometimes children cannot cope with a crisis. Kids become capricious, hysterical, quickly become frustrated, and do not try to improve their skills. They don't change, as if they are forever stuck at the age of three. In severe cases, the child becomes aggressive and can pose a real danger to other children.

Warning signs:

Fear of independence. The essence of the crisis of three years is the persistent manifestation of independence. If the baby, on the contrary, refuses independence and continues to count on the help of his parents, this indicates slow development. In childhood this does not seem to be a problem, but with age it becomes more difficult for a child to become independent.
Detachment from parents. Emotional and tactile contact with parents is important for the baby. He strives to evoke a response, his hysteria is an attempt to reach adults. But if a child is distant, does not like hugs, and shows a clear negative or indifferent reaction to an attempt at contact, this indicates mental development disorders: autism or schizoid spectrum disorder.
Tendency towards sadism. Childhood sadism, i.e. the desire to cause suffering to other people, differs from adult destructive behavior. Having realized himself as an individual, the child understands that other people are also independent individuals. But since he has not yet developed empathy, the ability to empathize, he continues to behave selfishly and put his needs first. If he wants to take a toy, he does not notice other children who are already playing with it, and does not react to their crying and protests. This is a normal period of mental development that needs to be waited out. But if a child takes pleasure in watching other children suffer, or deliberately provokes them, you should definitely visit a child psychologist.

A timely visit to a psychologist will help avoid serious complications. The psychologist will select appropriate behavioral tactics, using which parents will be able to build adequate relationships and help the child cope with the increased stress on the psyche.