教师资格考试中学教育知识与能力章节考点(5.4)（teacher qualification examination, middle school education, knowledge and competence, chapter 5.4）

教师资格考试中学教育知识与能力章节考点54（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER54）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER54FOURTHSECTIONOFMIDDLESCHOOLSTUDENTSPERSONALITYDEVELOPMENTIPERSONALITYOVERVIEW1THECONCEPTOFPERSONALITYPERSONALITYISTHEORGANICINTEGRATIONOFONESINTELLECT,EMOTION,DESIRE,VALUESANDHABITSOFBEHAVIOR,ITGIVESPEOPLEADAPTTOTHEUNIQUEENVIRONMENTOFTHEORGANIZATIONMODE,COMPLEXKNOWLEDGE,EMOTION,CONSCIOUSNESSANDBEHAVIORISTHERESULTOFTHEINTERACTIONOFHEREDITYANDENVIRONMENT,CONTAINSAPASTINFLUENCEASWELLASOFNOWANDINTHEFUTURETHECONSTRUCTIONTWOTHEBASICCHARACTEROFPERSONALITYTHEINTEGRITYOF1PERSONALITYAREALPERSONHASMANYPSYCHOLOGICALFACTORSANDCHARACTERISTICS,SUCHASINTELLIGENCE,EMOTION,DESIRE,VALUESANDHABITS,BUTTHEYARENOTISOLATED,BUTCLOSELYLINKEDANDINTEGRATEDINTOANORGANICORGANIZATIONAREALMANSBEHAVIORISNOTONLYASPECIFICPARTOFTHEOPERATIONOFTHERESULTS,ANDALWAYSCLOSECONTACTWITHOTHERPARTSOFCOORDINATEDACTIVITIES2,THESTABILITYOFPERSONALITYTHESTABILITYPERFORMANCEOFPERSONALITYINTOTWOASPECTSONEISTHEPERSONALITYOFTHECROSSTIMECONTINUITYINTHEDIFFERENTSTAGESOFLIFE,PERSONALITYCONTINUITYASTHEFIRSTMANIFESTATIONOFPERSISTENTSELFTHETWOISTHECROSSSITUATIONALCONSISTENCYOFPERSONALITYTHEPERSONALITYREFERSTOSTABLEPSYCHOLOGICALANDBEHAVIORALCHARACTERISTICSOFAPERSONOFTENEXPRESSEDANDTHETEMPORARY,OCCASIONALLYBEHAVIORDOESNOTBELONGTOPERSONALITYCHARACTERISTICSFOREXAMPLE,ANOUTGOINGSTUDENTSARENOTONLYGOODATCOMMUNICATIONINSCHOOL,LOVEFRIENDS,LOVEINTHESCHOOLOFCOMMUNICATION,LOVETHEPARTY,ALTHOUGHHEOCCASIONALLYKEEPSACERTAINDISTANCEWITHOTHERS,SHOWAQUIETMOOD3,THEUNIQUENESSOFPERSONALITYUNIQUEPERSONALITYREFERSTOTHEPSYCHOLOGICALANDBEHAVIORBETWEENPEOPLEAREDIFFERENTTHEDIVERSITYOFCOMBINATIONOFPERSONALITYSTRUCTURE,EACHPERSONSPERSONALITYHASITSOWNCHARACTERISTICSINDAILYLIFE,WECANOBSERVEWHENEVERANDWHEREVERPOSSIBLETOEACHPERSONSACTIONSAREDIFFERENTFROMOTHERS,EACHPERSONALLHAVETHEIRNEEDS,HOBBIES,COGNITION,EMOTION,VOLITIONANDVALUES4,THESOCIALNATUREOFPERSONALITYSOCIALPERSONALITYREFERSTOSUCHSOCIALANIMALBECOMEMEMBERSOFSOCIETYPERSONALITYISTHEUNIQUESOCIALPERSONPERSONALITYISFORMEDINTHEGENETICANDBIOLOGICALBASISOFINDIVIDUAL,RESTRICTEDBYTHEINDIVIDUALBIOLOGICALCHARACTERISTICSINTHISSENSEITCANBESAIDTHATPERSONALITYISACOMPREHENSIVEINDIVIDUALNATUREANDSOCIALTHEPEOPLEWHOMEETTHENEEDOFFOODFOREXAMPLE,THECONTENTANDTHEWAYISAFFECTEDBYTHESPECIFICSOCIALANDHISTORICALCONDITIONSTHEREFORE,CANBESUMMEDUPPERSONALITYISACOMPLEXOFCHARACTERISTICSOFINDIVIDUALSTABLE,SHOWINGAUNIQUEPATTERNOFINDIVIDUALTHOUGHTS,EMOTIONSANDBEHAVIORSTHISUNIQUEMODEISTHERESULTOFINDIVIDUALSOCIALIZATION,BUTALSOAFFECTTHEINTERACTIONOFTHEINDIVIDUALANDTHEENVIRONMENTTHREETEMPERAMENTANDPERSONALITYPERSONALITYISACONCEPTOFMEANINGISVERYRICH,WHICHINCLUDESTHEPSYCHOLOGICALCHARACTERISTICSOFTEMPERAMENTANDCHARACTERSTABILITYPERSONALITYTEMPERAMENTISINDIVIDUALEARLYINLIFETOSHOWTHESTABILITYOFINDIVIDUALDIFFERENCES,NAMELYTHOSEOFPSYCHOLOGYANDBEHAVIORBYGENETICANDPHYSIOLOGICALCHARACTERISTICSOFTHEDECISIONTHECONCEPTANDWEUSUALLYSAY“TEMPERAMENT“,“TEMPER“APPROXIMATIONPAVLOVACCORDINGTOTHEINTENSITYOFNERVOUSPROCESS,BALANCEANDFLEXIBILITY,THEHIGHERNERVOUSACTIVITYTYPEOFANIMALANDHUMANBEINGSINTOFOURKINDSEXCITED,LIVELY,QUIETANDRESTRAINED,ANDTHECORRESPONDINGISCHOLERICANDBALGAM,ANDDEPRESSIONTYPESANDCHARACTERISTICSOFHIGHERNERVOUSACTIVITYTEMPERAMENTANDPERSONALITYAREDIFFERENTTHEMAINDIFFERENCEIS1TEMPERAMENTISDETERMINEDBYBIOLOGICALFACTORS,CANNOTBECHANGED,ANDTHEESSENCEOFPERSONALITYISFORMEDBYINDIVIDUALLIFEEXPERIENCE,BECAUSEEXPERIENCEANDNEWCHANGE2INTHEEARLYSTAGEHAVETEMPERAMENTAPPEAR,ANDPERSONALITYAPPEAREDRELATIVELYLATE3TOOBSERVETHETEMPERAMENTINTHEANIMALBODY,ANDTHEREISNOANIMALPERSONALITY4TEMPERAMENTISREVEALEDFROMTHEPERSONSMOOD,SPEECHANDDEPORTMENTINSPECIFICCONTENT,DOESNOTINVOLVETHEBEHAVIOR,ANDPERSONALITYCHARACTERISTICSANDBEHAVIOROFTHECONTENTMAYBETHERELEVANTSUCHASACADEMICTRAITANXIETY5THEBEHAVIOROFHIGHERCOGNITIVEPROCESSCONTROLANDPERSONALITYRELATED,ITHASNOTHINGTODOWITHTEMPERAMENTFOURCHARACTERANDPERSONALITYPERSONALREALITYSTABLEATTITUDESANDHABITSOFBEHAVIORISTHECHARACTERINTHEEXTERNALENVIRONMENTESPECIALLYUNDERTHEINFLUENCEOFTHESOCIALENVIRONMENT,THEUNIQUEBEHAVIORPATTERNSFORMEDBYTHEINDIVIDUALLIFEPRACTICE,COGNITION,EMOTIONANDVOLITION,ISTHEPERSONSCHARACTERPERSONALITYISTHEMODEOFEXISTENCEOFAPERSON,ISTHEPRODUCTOFINDIVIDUALGENETICQUALITYANDENVIRONMENTINTERACTIONPERSONALITYTEMPERAMENTISINNATE,ISANATURALEXPRESSIONOFPHYSICALANDGENETIC,ITISDIFFICULTTOCHANGE,NOGOODORBADTHEPERSONALITYOFTHECHARACTERISACQUIRED,ISTHESOCIALANDCULTURALPATTERNSOFENGRAVING,ISLIKELYTOCHANGE,THEREISGOODORBADFROMTHEINFLUENCEOFPERSONALITYTEMPERAMENTFIRSTOFALL,THEFORMATIONOFTEMPERAMENTWILLAFFECTTHEINDIVIDUALCHARACTERBECAUSETHECHARACTERDIRECTLYDEPENDSONTHENATUREANDMETHODSINEDUCATIONANDSOCIALINTERACTIONAVARIABLETEMPERAMENTISTHEFORMATIONOFPERSONALITYINTHEEARLYSTAGESOFINDIVIDUALDEVELOPMENTWILLEMERGE,WHICHWILLAFFECTTHEBEHAVIOROFDIFFERENTPARENTSOROTHERPEOPLETHEINTERACTIONOFINDIVIDUALANDSOCIALENVIRONMENTOFDIFFERENTNATURESECONDLY,ACCORDINGTOTHEIROWNTEMPERAMENTCANRENDERDYNAMICCHARACTER,SOTHATTHECHARACTERHASAUNIQUECOLORFOREXAMPLE,THESAMECHARACTERISHELPFULANDSANGUINEINHELPINGPEOPLEOFTENAGILITY,EMOTIONISAPPARENTONTHEOUTSIDE,THEMUCUSQUALITYMAYACTCALM,DONOTSHOWEMOTIONONTHEOUTSIDEONCEAGAIN,TEMPERAMENTWILLALSOAFFECTTHECHARACTERFORMATIONORTRANSFORMATIONSPEEDFOREXAMPLE,TOTHEFORMATIONOFSELFCONTROL,CHOLERICPEOPLEOFTENNEEDAGREATDEALOFEFFORTANDRESTRAINTISREQUIRED,WHILEADEPRESSEDPERSONISMORELIKELYTODEVELOPWITHOUTHAVINGTOCONTROLHIMSELFFROMTHEPOINTOFVIEWOFTHECHARACTEROFTEMPERAMENT,PERSONALITYCANALSOHIDEORCHANGETHETEMPERAMENTTOACERTAINEXTENT,SOITISSUBJECTTOTHEPRACTICEOFLIFEFOREXAMPLE,THESCOUTSMUSTHAVEACALMANDBRAVEPERSONALITYINSTRICTMILITARYTRAININGPRACTICE,THESEFORMSMAYCONCEALORTRANSFORMTHECHOLERICTHECHARACTEROFIMPULSIVEANDUNRESTRAINEDTEMPERAMENTTWO,FACTORSAFFECTINGPERSONALITYDEVELOPMENTTHEFORMATIONANDDEVELOPMENTOFPERSONALITYCANNOTBESEPARATEDFROMTHERELATIONSHIPBETWEENINNATEHEREDITYANDACQUIREDENVIRONMENTPSYCHOLOGISTSBELIEVETHATPERSONALITYISFORMEDANDDEVELOPEDGRADUALLYUNDERTHEINTERACTIONOFHEREDITYANDENVIRONMENTIBIOLOGICALGENETICFACTORSBECAUSEPERSONALITYHASSTRONGSTABILITYCHARACTERISTICS,PERSONALITYRESEARCHERSPAYMOREATTENTIONTOTHEROLEOFGENETICFACTORSACCORDINGTOTHEEXISTINGRESEARCHRESULTS,THEROLEOFHEREDITYONPERSONALITYISSUMMARIZEDASFOLLOWS1HEREDITYISANESSENTIALFACTORINPERSONALITYTHEEXTENTOFTHE2GENETICFACTORSONPERSONALITYWITHPERSONALITYTRAITSAREDIFFERENTUSUALLYININTELLIGENCE,TEMPERAMENTANDBIOLOGICALFACTORSOFTHESETRAITS,THEMOREIMPORTANTTHEROLEOFGENETICFACTORSANDTHERELATIONSHIPBETWEENVALUESANDBELIEFS,PERSONALITYANDSOCIALFACTORSCLOSELYTRAITS,ENVIRONMENTALEFFECTSMAYBEMOREIMPORTANT3THEDEVELOPMENTOFPERSONALITYISGENETICANDENVIRONMENTALFACTORSOFTWOPEOPLETHERESULTOFTHEINTERACTIONOFBOTHBIOLOGICALPROPERTIES,ANDHASTHESOCIALATTRIBUTEPEOPLEINTHEEMBRYONICSTATE,THEINFLUENCEOFENVIRONMENTALFACTORSONTHESTART,THISEFFECTWILLCONTINUEINONESLIFETHEFACTOROFENVIRONMENTISDIVERSE,SMALLFAMILYFACTORSTOSOCIALANDCULTURALFACTORSHAVEANIMPORTANTEFFECTONTHEFORMATIONANDDEVELOPMENTOFPERSONALITYOFTHESEFACTORSTWOSOCIALANDCULTURALFACTORSEVERYONEINTHESPECIFICSOCIALANDCULTURALENVIRONMENT,THECULTURALINFLUENCEONPERSONALITYISEXTREMELYIMPORTANTSOCIALCULTUREPERSONALITYOFTHEMEMBERSOFTHESOCIETY,THEPERSONALITYSTRUCTUREOFITSMEMBERSTOWARDSTHEDIRECTIONOFTHEDEVELOPMENTOFTHISSIMILARITY,THESIMILARITYWITHTHEFUNCTIONOFMAINTAININGSOCIALSTABILITY,ANDTHATEVERYPERSONCANBEFIRMLYEMBEDDEDINTHEWHOLECULTURALFORMTHREEFAMILYENVIRONMENTFACTORSSTUDYONTHECAUSESOFFAMILYPERSONALITY,FOCUSINGONFAMILYDIFFERENCESINCLUDINGFAMILYSTRUCTURE,ECONOMICCONDITIONS,LIVINGENVIRONMENT,FAMILYATMOSPHEREETCANDDIFFERENTPARENTINGSTYLESOFPERSONALITYDEVELOPMENTANDPERSONALITYDIFFERENCESTHESTUDYFOUNDTHATAUTHORITATIVEPARENTINGPARENTSBEHAVEINTHEIRCHILDRENSEDUCATIONISTOODOMINANT,ALLTHECHILDRENBYTHEIRPARENTSTOCONTROLGROWTHINTHISENVIRONMENT,CHILDRENAREEASYTOFORMTHENEGATIVEANDPASSIVE,DEPENDENT,OBEDIENCE,WEAKNESS,LACKOFCHARACTERINITIATIVE,SOMETIMESFORMINGPERSONALITYDISHONESTINDULGENTPARENTINGSTYLESOFPARENTSOFCHILDRENOVERINDULGENCE,LETTHECHILDRENWANTPARENTSTOCHILDRENSOMETIMESAPPEAROUTOFCONTROLTHEGROWTHINTHEHOMEENVIRONMENTINWHICHCHILDRENWEREWILLFUL,CHILDISH,SELFISH,RUDEANDBARBARIC,POORINDEPENDENCE,OUTRAGEOUSNONSENSEPARENTSANDCHILDRENDEMOCRATICPARENTINGSTYLESINTHEFAMILYINANEQUALANDHARMONIOUSATMOSPHERE,PARENTSRESPECTTHECHILD,GIVETHECHILDTHEAUTONOMYANDPOSITIVEGUIDANCETHISKINDOFPARENTINGSTYLECANMAKECHILDRENFORMPOSITIVEPERSONALITYTRAITS,SUCHASLIVELY,HAPPY,STRAIGHTFORWARD,SELFRELIANCE,REFINEDANDCOURTEOUSITISTRUETHATTHEFAMILYISINDEEDAFACTORYOFHUMANCHARACTER,ANDITSHAPESPEOPLESDIFFERENTPERSONALITYTRAITSFOUREARLYCHILDHOODEXPERIENCETHESAYINGGOES“THREEYEARS,SEVENYEARSOLD“THEIMPACTOFEARLYLIFEEVENTSONPERSONALITY,HASBEENEMPHASIZEDBYPERSONALITYPSYCHOLOGISTSITNEEDSTOBEEMPHASIZEDTHATTHEDEVELOPMENTOFPERSONALITYINSPITEOFCHILDHOODEXPERIENCE,HAPPYCHILDHOODISCONDUCIVETOTHEHEALTHYDEVELOPMENTOFINDIVIDUALPERSONALITY,UNHAPPYCHILDHOODMAYTHEINDIVIDUALWILLFORMABADPERSONALITY,BUTTHETWOARENOTTHEONETOONERELATIONSHIPFOREXAMPLE,DOTINGMAYALSOMAKECHILDRENFORMABADPERSONALITY,ADVERSITYMAYALSOBRINGOUTTHECHILDSTRONGCHARACTERINADDITION,EARLYEXPERIENCENOEFFECTONPERSONALITY,ANDOTHERFACTORSTOGETHERDETERMINETHEFORMATIONANDDEVELOPMENTOFPERSONALITYFIVENATURALPHYSICALFACTORSTHESEPHYSICALFACTORSOFECOLOGICALENVIRONMENT,CLIMATE,SPACECONGESTIONWILLAFFECTTHEFORMATIONANDDEVELOPMENTOFPERSONALITYFOREXAMPLE,THETEMPERATUREWILLINCREASETHEFREQUENCYOFCERTAINPERSONALITYCHARACTERISTICS,SUCHASHOTWEATHERMAKESPEOPLERESTLESSBUTTHENATURALENVIRONMENTONPERSONALITYDOESNOTPLAYADECISIVEROLEINDIFFERENTPHYSICALENVIRONMENT,PEOPLECANTHEBEHAVIOROFDIFFERENTCHARACTERISTICSTHREE,PERSONALITYTHEORY1FREUDSTHEORYOFPERSONALITYDEVELOPMENTFREUDSPSYCHOANALYSISHISPERSONALITYSYSTEMISHUGE,COVERANDCONTAINEVERYTHINGTHATISUNCONSCIOUSINSTINCTTHEORYDRIVEN,JUVENILELIFEEXPERIENCEDETERMINESTHEINDIVIDUALFUTUREDESTINYTHESUBCONSCIOUSINSTINCTUALDRIVESASTHECENTRALCONCEPTANDSETUPTHETHEORY,ALSOKNOWNASTHESPIRITUALMOTIVATIONTHEORYFREUDREGARDSPERSONALITYASADYNAMICSYSTEMMADEUPOFTHREEMENTALSTRUCTURES,NAMELY,ID,EGOANDSUPEREGOMOSTOFHUMANBEHAVIORISTHERESULTOFTHEINTERACTIONOFID,EGOANDSUPEREGOTHEIDISTHEONLYPERSONALITYSTRUCTUREINHERENT,COMPOSEDOFBIOLOGICALINSTINCTANDDESIREIFOLLOWTHEPRINCIPLEOFHAPPINESSACT,WITHOUTREGARDTOANYPHYSICALORSOCIALCONSTRAINTS,ANDDEMANDSTOBESATISFIEDIMMEDIATELYWHENTHEBABYSAWWHATHEWANTS,WHETHERITISNOTSOMETHINGOTHERSORPOTENTIALLYHARMFULHELLGETITIFLINGCAUTIONTOTHEWINDSTOTHEIMPULSEISSUBCONSCIOUS,WEARENOTPERCEIVEDINTHEFIRSTTWOYEARSOFINTERACTIONWITHTHEOUTSIDEWORLD,THESECONDPARTOFTHEPERSONALITYSTRUCTUREOFTHESELFDEVELOPEDGRADUALLYSELFFOLLOWTHEPRINCIPLEOFREALITYTHATISTOSAY,THETASKISTOMEASURETHESELFREALITYUNDERTHECONDITIONOFSATISFYINGTHEIDIMPULSESTHEIDIMPULSESARENOTUSUALLYALLOWEDBYSOCIETY,SOSELFSJOBISTOTHESEIMPULSESREMAININTHESUBCONSCIOUSSELFISDIFFERENTFROMTHEID,FREETOOPERATEONTHEPERCEIVEDAWARENESS,CONSCIOUSANDSUBCONSCIOUSMINDWHENTHECHILDRENGROWUPTO5YEARSORSO,THETHIRDPARTOFTHEPERSONALITYSTRUCTUREOFTHESUPEREGOBEGANTOFORMSUPEREGOREPRESENTSTHENEEDSOFTHESOCIETY,ESPECIALLYFROMPARENTSVALUESANDSTANDARDSTHESUPEREGOPARTCALLEDCONSCIENCE,ISAPERSONALMORALSTANDARDSWHENTHEINDIVIDUALACTSINVIOLATIONOFTHESTANDARDS,WILLBEAFFECTEDBYTHECONSCIENCETHEBLAMEANDGUILTANOTHERPARTOFTHESUPEREGOISCALLEDTHEEGOIDEAL,ISAPERSONALBEHAVIORBYPARENTSWHOPRAISEORREWARDINCHILDHOODTHEEGOIDEALISASOURCEOFPERSONALGOALSANDASPIRATIONS,WHENTHISSTANDARDISACHIEVED,ITTAKESPRIDEINITTHETHREEPARTOFTHEPERSONALITYSTRUCTUREISALWAYSINASTATEOFCOUNTERBALANCETHEEGOOFAHEALTHYPERSONPREVENTSTHEEGOANDTHESUPEREGOFROMOVERMANIPULATINGTHEIRPERSONALITY,SELFISTOFINDAWAYTOMEETATTHESAMETIME,THEIDANDSUPEREGONEEDSHOWEVER,ITISOFTENQUITEDIFFICULTTHESUBCONSCIOUSISTHEBATTLEFIELDPERSONALITYOFTHETHREEPARTTHESELFISTOKEEPINTOUCHWITHREALITY,BUTALSOCOORDINATIONPERSONALITYTHEOTHERTWOPARTSTWOERICKSONSTHEORYOFSOCIALDEVELOPMENTSTAGE1STAGESOFPERSONALITYDEVELOPMENTERICKSONPUTTHEPERSONALITYDEVELOPMENTASAGRADUALPROCESS,WHICHISEXTENDEDTOTHEENTIRECOURSEOFPEOPLESLIFE,THEEIGHTSTAGESTHATPERSONALITYDEVELOPMENTWILLGOTHROUGHTHESAMESEQUENCE,EACHSTAGEINTHEDEVELOPMENTOFINDIVIDUALFACESCRISISANDDEVELOPMENTTASKS1BASICTRUSTANDBASICDISTRUST015YEARSOLDTHEDEVELOPMENTTASKATTHISSTAGEISTHEDEVELOPMENTOFTHEWORLD,ESPECIALLYTHEBASICATTITUDEOFTHESOCIALENVIRONMENT,CULTIVATEASENSEOFTRUSTTHEFIRSTBASICCONFLICTSFACEDBYCHILDRENSTRUSTTRUSTTHISTRUSTORDISTRUST,STAGEOFDEVELOPMENTINTHEFUTURE,WILLBEEXTENDEDTOTHEPARENTSOFOTHERPEOPLETHEREFORE,THEESTABLISHEDBETWEENINFANCYANDPARENTSTOTRUSTINDIVIDUALSOCIALRELATIONSASTHEFOUNDATION,WILLBETHEFOUNDATIONOFPERSONALITYHEWILLESTABLISHGOODINTERPERSONALRELATIONSHIPWITHOTHERS2SENSEOFAUTONOMY,SHAMEANDSUSPICION23YEARSOLDTHEDEVELOPMENTTASKOFTHISSTAGEISTOCULTIVATEINDEPENDENCEERICKSONBELIEVESTHATATTHISSTAGEOFTHECHILDRENWITHDOUBLEDESIRENOTONLYTOGAINTHESUPPORTOFPARENTS,BUTALSOFORPARENTSTOLETTHEMSELVESTHECHILDRENATTEMPTTOHANDLETHINGS,IFPARENTSALLOWCHILDRENTODOWHATTHEYCANANDDO,ENCOURAGECHILDRENSINDEPENDENTEXPLORATIONWISH,CHILDRENWILLGRADUALLYREALIZETHEIRABILITY,CULTIVATETHEAUTONOMOUSPERSONALITYONTHEOTHERHAND,PARENTSDOTEONANDPROTECTOREXCESSIVECRITICISMMAYMAKECHILDRENDOUBTSABOUTHERSELFANDTHEENVIRONMENTCONTROLABILITY,TOPRODUCEASENSEOFSHAMETHISSTAGECANDEVELOPSMOOTHLYACCORDINGTOSOCIALDEMANDSTOBEHAVIORPSYCHOLOGICALDISORDERSCHARACTERISTICSOFDEVELOPMENTISLACKOFCONFIDENCE,ACTIONOVERCAUTIOUS3INITIATIVEANDGUILT45YEARSOLDTHEDEVELOPMENTTASKOFTHISSTAGEISTOCULTIVATETHEINITIATIVEDUETOTHEDEVELOPMENTOFPHYSICALACTIVITYANDLANGUAGE,CHILDRENARELIKELYTOEXTENDTOHISACTIVITIESOUTSIDETHEFAMILYHOWEVER,THELIMITEDABILITYOFTENMAKESACTIVECHILDRENBYADULTSISPROHIBITED,SOTHATTHEYFEELGUILTY,WHICHMAYREDUCETHECHILDRENSENTHUSIASMTHEREFORE,THISSTAGETHECRISISISNOTONLYTOTHEDEVELOPMENTOFCHILDRENSOWNINITIATIVE,BUTALSOTOAVOIDACTIVITIESTHATMAYBEPROHIBITEDTHISSTAGEOFTHEDEVELOPMENTOFTHEPSYCHOLOGICALCHARACTERISTICSOFSMOOTHACTIVECURIOSITY,HASTHEDIRECTIONOFACTION,BEGANTOHAVEASENSEOFRESPONSIBILITYMENTALDISORDERSISAFEATUREOFTHEDEVELOPMENTOFFEAR,LACKOFSELFWORTH4SENSEOFDILIGENCEANDINFERIORITY611YEARSOLDTHESTAGEOFTHEDEVELOPMENTTASKISTODEVELOPTHESENSEOFDILIGENCEDURINGTHISPERIOD,THEMAJORITYOFCHILDRENHAVEENTEREDTHESCHOOL,THEFIRSTTIMETOACCEPTSOCIALGIVEHIMANDEXPECTHIMTOCOMPLETETHETASKIFCHILDRENGETTHESOCIETYMORESUCCESSFULEXPERIENCEINLEARNINGANDOTHERCOLLECTIVEACTIVITIES,HELPSCHILDRENDEVELOPHARDWORKINGPERSONALITY,ANDTHEFRUSTRATIONANDTHEFAILURELEDTOASENSEOFINFERIORITYIFTHEFIRSTTHREESTAGESOFTHEIMPACTONCHILDRENISTHEBIGGESTFAMILYFACTORS,THENTHISSTAGEFORCHILDRENISTHEBIGGESTFACTORTHESCHOOLSTAGEFORMOFHARDWORKINGPERSONALITYWILLBEEXTENDEDTOAYEAR,SOHAPPYTOWORKANDCANWELLADAPTTOTHESOCIETYIFTHEFORMATIONOFINFERIORITYOFTEN,ISANIMPORTANTREASONFORLATERACADEMICDECADENCE5SELFIDENTITYISCONFUSINGTOROLES1218YEARSOLDTHEDEVELOPMENTTASKOFTHISSTAGEISTOCULTIVATESELFIDENTITYSELFIDENTITYREFERSTOTHEINDIVIDUALORGANIZATIONSOWNABILITY,MOTIVATION,BELIEFSANDACTIVITIESEXPERIENCEANDTHEFORMATIONOFTHESELFCONSISTENCYOFTHEIMAGEASATEENAGER,“WHOIAM“HASBECOMEANIMPORTANTPROBLEMTHEYCANPUTALLTHEIRIMAGEINTOACOMPREHENSIVEAMEANINGFULWHOLE,FORYOURPAST,PRESENTANDFUTUREHAVEA“SAMEINTRINSICANDCONTINUOUS“ATTHESAMETIME,THEYALSOBEGANTOUNDERSTANDTHESIMILARITIESANDDIFFERENCESOFOURSELVESANDOTHERS,UNDERSTANDINGTHEASSOCIATIONNOWANDINTHEFUTUREINSOCIETYTHISSTAGEOFTHEDEVELOPMENTOFTHEPSYCHOLOGICALCHARACTERISTICSOFTHESMOOTHISACLEARSELFCONCEPTANDSELFSEEKINGDIRECTIONTHEPSYCHOLOGICALCHARACTERISTICSOFTHEDEVELOPMENTOFDISABILITYISLIFEWITHOUTPURPOSE,NODIRECTION,SOMETIMESFEELLOST6INTIMACYANDLONELINESSEARLYADULTHOODTHEDEVELOPMENTTASKOFTHISSTAGEISTOESTABLISHNEWRELATIONSHIPS,OVERCOMETHECONFLICTBETWEENINTIMACYANDLONELINESSTHISPERIODISTOOEARLYFORPEOPLELOVEANDFAMILYLIFEPERIOD,INTHISPERIOD,INDIVIDUALSAREOFTENVERYCONCERNEDANDPAYATTENTIONTOTHEMIRRORSELFIMPRESSIONMANAGEMENT,FOCUSONTHEFUTUREANDDEVELOPMENTOFPERSONALINTIMACYDEVELOPMENTSMOOTHANDOTHERSDEVELOPMENTDISORDERANDSOCIALALIENATION,ANDLONELY7THESENSEOFREPRODUCTIONTOTHESENSEOFSTAGNATIONMIDDLEADULTHOODTHEDEVELOPMENTTASKOFTHISSTAGEISTOSHOWTHEIRPRODUCTIONCAPABILITYANDCREATIVITYABILITY,ITISUSEDTORAISETHENEXTGENERATIONANDSOCIALCARETHEPS