How to raise a sanguine person or taking into account the temperamental characteristics of younger schoolchildren in educational work. (Russian language)

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When parents or teachers are faced with a student’s failure, bad behavior, or difficulties communicating with peers, they begin to look for the cause of the difficulties that have arisen. One of the main reasons is the individual typological characteristics of the child’s personality.

Among the individual characteristics that influence performance are: Temperament plays an important role, because the:

• temperament influences all the child’s activities, determines how the child communicates, plays and learns, how he experiences troubles and even how he moves;
• temperament is those qualities that are inherent in us from birth and cannot be changed;
• The educational activities of schoolchildren who are representatives of different types of temperament differ significantly.

When assessing the psychological characteristics of temperament, it should be noted that each of them has both positive and negative manifestations. Therefore, it is important to know the child’s temperament type so that, based on his strengths, correctional work can be carried out.

So, how to raise children, taking into account the characteristics of temperament?

When raising a sanguine person, it is necessary to rely on their characteristic qualities - sociability, energy. One should not limit the liveliness and activity of a sanguine person, but it is useful to teach him to restrain his impulses, if necessary, and to take into account the claims of others.

A sanguine person easily changes one toy after another, has many friends, takes on everything, but rarely finishes what he starts. Therefore, one of the tasks of raising a sanguine child is the formation of stable attachments and interests. Frequent changes of activity should not be allowed. You should ensure that the work you start is completed, pay attention to quality, and avoid superficial and careless completion of the task. Poorly done work can be offered to be done again.

The sociability and wit of sanguine children endears them to those around them, but often the external form of behavior masks not very attractive character traits (stickiness, obsessiveness). It is important to teach a child from an early age to be attentive to peers and to help establish strong, deep relationships.

It should be taken into account that such traits as composure and neatness are formed in sanguine people with great difficulty. Lack of control, frequent condescension to “small”, at first glance, violations of rules and order (failing to put away textbooks, scattering pencils, not hanging a coat on a hanger) contribute to the destruction of healthy habits among sanguine people.

A sanguine person quickly grasps new things and easily switches attention. What suits him best is work that requires quick reactions. It is better for sanguine people to work in small “portions”, alternating work time with breaks. It is very important to teach him to focus on the task at hand - for example, through joint activities: reading books, putting together construction sets, puzzles. A sanguine child will enjoy sports “for the soul” more; classes in theater clubs will be beneficial

A sanguine student is very lively and restless. In lessons he shows great persistence, energy and efficiency, and stretches out his hand. If the educational material is interesting and understandable to him, then studying it goes easily, without much effort, and the sanguine student “grabs on the fly” the material. If the educational material seems uninteresting to him, then he learns it poorly, does not listen to the teacher at all, talks to his neighbors, yawns, and is constantly distracted by other activities.

Sanguine people are disgusted by long, stressful, uninteresting work. This is not at all because he is tired, but simply because he is bored. Having received a low score, he is ready to cry and can hardly contain himself. However, not even half an hour passes before he completely forgets about this and during recess rushes wildly and cheerfully through the corridors. Despite his liveliness and restlessness, he is easy to discipline. A sanguine student easily gets used to a new environment and new requirements.

The flip side of this type of temperament is a certain frivolity, lack of order in work, inconsistency in preparing for classes, excessive carelessness and carelessness.

When raising a choleric person, it is advisable to use their favorite outdoor and sports games to optimize relationships with peers. At the same time, it is difficult for a choleric child to follow the rules of communication: speak calmly, wait his turn, give in, take into account other people’s desires. He should be taught this patiently, using approval, reminders, and sometimes comments.

We must take into account the fact that the “tireless” choleric person needs a particularly gentle regimen. It is advisable to limit anything that excites the nervous system, especially in the afternoon, before bed. In no case should you use “strong measures” of influence - shouting, slapping, threats. You should speak to an excitable child calmly, but demandingly, without persuasion; jokes and humor will be appropriate.

Excitable children benefit from all types of activities that help develop intelligence and concentration: board games, construction, sawing, drawing - in a word, everything that can captivate and requires perseverance. It is very good if a child has a permanent work assignment, it disciplines him and develops the ability to manage himself.

From choleric schoolchildren, the teacher must constantly, gently but persistently demand thoughtful, calm answers, and cultivate restraint in them. While performing a training task, choleric people should develop the ability to work according to a specific plan and demand a conscientious attitude towards work while completing the task.

But at the same time, we must not forget about the special power of playful communication, reliance on motives of activity that are significant for younger schoolchildren - playful, competitive, self-affirmation. It is better for choleric people to work in small “portions”, alternating work time with breaks.

Cholerics are especially recommended to play sports: swimming, tennis, athletics. Their irrepressible energy will find a way out in achieving a sports category and setting records. Such children need a lot of living space, so you should spend more time with them in nature.

A choleric student stands out among his classmates for his impetuosity and excitability. He gets down to business with passion, works with enthusiasm, most often strives to become a leader, and is inclined to take initiative. Carried away by the teacher’s story, he easily gets into a state of extreme excitement and interrupts the story with various exclamations. The teacher is ready to answer any question without thinking, and therefore often answers inappropriately. When answering at the board, he speaks loudly and quickly. He writes quickly, sweepingly, his handwriting is uneven. During recess he never sits still, runs along the corridor or fights with someone.

A choleric student does not tolerate criticism, even in the form of friendly remarks. He may flare up over a trifle and say insolent things, but even repenting of his actions, out of pride and pride he will not take the first step towards reconciliation. The interests and hobbies of a student with a choleric temperament type are quite constant and stable.

When raising a phlegmatic person, you need to intensify his activity, fight against excessive calmness and slowness, and evoke an emotional attitude towards the process of activity.

A common mistake when raising phlegmatic people is the manifestation of dissatisfaction with sluggishness and awkwardness. Shouts, threats, and pushing have never helped a single phlegmatic person become fast. Another mistake adults make is the desire to remove the child from everything that requires effort and immediately come to his aid. In this case, the child will never become mobile, and he may develop self-doubt.

It is important to be patient and teach a slow child various types of household work and self-care from an early age. It is necessary to develop the activity and mobility of phlegmatic people gradually, observing the feasibility of increasing the pace. It is important to encourage even minor manifestations of agility and mobility.

Children with a sedentary nervous system prefer quiet games and activities. When providing assistance to a phlegmatic person, one should rely on such qualities as balance, tolerance, the ability to concentrate for a long time, equanimity, self-control, diligence, and accuracy.

It is very good if a phlegmatic person is friends with an active child. But slow children should not be combined in collective work with those whose pace is much higher. This is important to consider when conducting sports games and exercises.

To develop the ability to adapt to new conditions, it is useful to give your child assignments that require communication with children or with adults. This kind of activity also helps develop communication skills in introverts.

Draw your child’s attention to interesting events in the world around him, encourage him to do things that develop creative thinking: drawing, music, chess. At the same time, do not impose on him what he resists.

A phlegmatic student is unhurried, most often outwardly calm, balanced and even in communication. During class he is silent and outside of class he is not the first to start a conversation; it is difficult to get along with new people. It is difficult to make him laugh or anger. A student with this type of temperament is slow in completing tasks. The teacher does not answer the teacher’s questions immediately, and sometimes the teacher, without waiting for his answer (although the child knows the lesson), calls another student.

The teacher sometimes does not notice many valuable qualities of these students: memorizing educational material firmly, thoroughly and for a long time, bringing any task to the end, perseverance, efficiency, perseverance. However, to realize these qualities, a phlegmatic student needs order, clear instructions and directions, stability in relationships and learning conditions.

When raising a melancholic person, it is especially important to observe a gentle regime and the principle of gradualism - melancholic people are not able to tolerate strong and prolonged stress. Children with a weak nervous system require relatively frequent rest.

Melancholic people are suggestible, so you cannot emphasize their shortcomings - this will only reinforce their lack of confidence in their abilities. You cannot raise your voice, show excessive demands and severity, or punish them - all these measures will cause tears, withdrawal, increased anxiety and other undesirable reactions. You should speak to such children softly, but confidently, and do not skimp on affection.

Students with a melancholic temperament should develop sociability, a sense of collectivism, and cultivate a sense of friendship and camaraderie. The circle of acquaintances should also be expanded gradually, starting with one calm peer. After the child gets used to it, this circle can be expanded.

The attitude towards anxiety should be ambiguous. For a melancholic person, it is important to constantly receive support from loved ones. Emphasize everything that the child was able to do, note the positive aspects even in failures: “You didn’t answer very well in class? You’re still great for raising your hand and standing up.”

If a child draws well, let him hang his pictures, if he plays a musical instrument or sings, ask him to play for you more often. Encourage your child not to harbor grudges, let him talk about his feelings, learn to find a way out of conflict situations, and defend his opinion.

Success in working with melancholic people also involves relying on their valuable qualities - sensitivity to emotional influences, the ability to empathize, and empathy. It is usually easier for children of this temperament to express themselves and assert themselves in artistic activities (musical, visual). It is important to take this into account in the process of educational and correctional work.

A melancholic student is calm in class and always sits in the same position. The mood changes for very minor reasons. He is very sensitive. At the slightest provocation, he plunges into his own experiences, reacts painfully not only to real, but also imaginary failures. As soon as the teacher makes the mildest remark to him, the student becomes embarrassed, his voice becomes dull and quiet. Answers in class uncertainly, hesitating, even when he knows the material well. He evaluates his abilities and knowledge low even when in reality they may be above average. He easily gives up, gets lost and does not complete the work. The movements are sluggish, weak, he speaks slowly, somewhat drawlingly. In class he gets tired much earlier than representatives of other temperament types.

A melancholic student may be painfully jealous of his classmates; at the same time he would like to be with them, to participate in common affairs - and he is afraid that he will not be understood, offended, and is afraid of looking awkward and inept in their eyes.

In class (especially in the initial stages of its formation) he feels extremely insecure and tries to stay aloof, although he suffers from his isolation. It is easy to get lost, but in familiar and calm conditions a student with a melancholic type of temperament feels more confident and works quite productively. This is a sensitive student, usually careful and prudent. In favorable conditions (in a friendly and quiet environment, with friendly support, interesting work), a melancholic person shows gentleness, tact and delicacy.

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Description of the presentation by individual slides:

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The purpose of the study is to study the student’s ideas about temperament and its properties. Objectives: 1. The role of the child’s temperament; 2. Diagnostic behavior; 3. Perform quantitative and qualitative analysis

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Temperament is a stable set of individual psychophysiological characteristics of a person associated with dynamic rather than meaningful aspects of activity. 1. General concept of temperament. Definition of temperament.

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Choleric: the nervous system is strong, unbalanced, mobile. Sanguine person: the nervous system is strong, balanced, mobile. Phlegmatic: the nervous system is strong, balanced, inert. Melancholic: the nervous system is weak. Temperament types

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Sanguine students. The positive aspects of these students are energy, quick reaction, ingenuity, and speed of transition from one type of activity to another. They are cheerful and are leaders by nature. The disadvantages of students with a sanguine temperament include superficiality in working with educational material and therefore superficiality in its assimilation, restlessness, insufficient endurance, instability and insufficient depth of feelings, lack of persistent cognitive and professional interests, “scatteredness” and a variety of hobbies. The influence of temperament on educational activity Sanguine students should be convinced of the need to complete the work they have started, and for a deeper assimilation of educational material, draw their attention to interesting aspects of the task that the student did not notice. They need to be encouraged, talked about their job prospects, developed a sense of responsibility, self-demandingness, and perseverance in work.

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Melancholic students. They quickly become mentally fatigued, so it is advisable to provide as much time as possible for rest. This is especially important during the transition from primary to secondary school, when children first encounter multi-subjects and a classroom system, which sharply increases the load on the nervous system. The weakness of the nervous processes in melancholic students also means reduced resistance to the influence of failures. Melancholic students. They quickly become mentally fatigued, so it is advisable to provide as much time as possible for rest. This is especially important during the transition from primary to secondary school, when children first encounter multi-subjects and a classroom system, which sharply increases the load on the nervous system. The weakness of the nervous processes in melancholic students also means reduced resistance to the influence of failures.

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Choleric students. They are characterized by hot temper, harshness, lack of restraint, intolerance to comments addressed to them, and high self-esteem. An important task in working with them is to prevent the emergence of affects. To do this, you need to switch attention from the object that caused negative emotions to some “neutral” object so that the excitement decreases, and only then make a comment. A calm, balanced atmosphere of the social environment is needed. Conflict situations should be avoided, but this does not mean that you need to indulge in whims, rudeness, and wrong actions. The high speed of nervous processes can be the cause of various learning difficulties and mistakes of schoolchildren. . Fast pace of writing, which negatively affects its quality (poor handwriting, missing letters); haste when reading, leading to underreading of words or to reading them incorrectly and, as a consequence, to poor understanding of what was read; errors when performing computational operations with an insufficient degree of automation are those difficulties in educational work, the cause of which may be the naturally high speed of the nervous processes of students. In each of these cases, special techniques should be used that “neutralize” the student’s disposition to perform tasks at too high a pace

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Children with a phlegmatic temperament need more time to complete cognitive tasks, practical exercises, and prepare an oral answer at the blackboard. They often have the erroneous attitude of avoiding quick actions, as they supposedly doom him to frequent mistakes. He accepts that he moves and speaks slower than other children and no longer makes any attempt to move at a faster pace. Children with a phlegmatic temperament need more time to complete cognitive tasks, practical exercises, and prepare an oral answer at the blackboard. They often have the erroneous attitude of avoiding quick actions, as they supposedly doom him to frequent mistakes. He accepts that he moves and speaks slower than other children and no longer makes any attempt to move at a faster pace.

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Among the individual personality characteristics that clearly characterize a person’s behavior, his activities and communication with other people, a special place belongs to temperament. Temperament should be understood as individually unique properties of the psyche. The study revealed that the type of temperament does not have a decisive influence on the success or failure of training; it affects the individual style of behavior of a person in educational activities, which affects the effectiveness of training. Conclusion

Choleric- a type of temperament characterized by adjectives: hot, quick-tempered, bold to the point of insolence, stubborn and proud to the point of painfulness. His entire figure, posture, gait, face and speech express an exaggerated consciousness not only of his own dignity, but of superiority over others. His desire to be older than his age reaches an amusing comic level: he raises his shoulders to appear taller, bends down when passing through the door, tries to speak in a deep voice, stay close to adults, take part in their conversations, so as not to be considered a child. When a choleric person participates in any games or competitions, he invariably brings his “I” and some seriousness: he frantically strives for leadership, establishes order, resolves disputes, demands submission to himself and his orders, and if he succeeds, he plays willingly , otherwise, when he is relegated to the background, he does not want to participate in the game, he even tries to somehow upset her, gloating in triumph if she is actually upset without him.
The courage of a choleric person is sometimes amazing. He does not retreat from any obstacles, is not afraid of anything, or conquers the feeling of pain and fear without revealing it. He is proud that he can endure beatings, any punishment, pain without tears, without screaming and without complaints. In the company of children, he is a bully, but he is authoritative, he behaves condescendingly, subordinating other children to his influence.
Leading his comrades, the choleric person is often the inspirer of the group in the fight against the “unloved” teacher. And it is not easy to cope with such an enemy, because the group sometimes blindly submits to his influence, and the choleric himself, with his stubbornness and pride, is capable of a long and persistent struggle: he endures all kinds of punishments, which further harden his stubbornness. He considers it a terrible humiliation to resign himself and ask for forgiveness, and if he is forced to do this, he asks for forgiveness with such an arrogant air that does not lower his authority in the eyes of his comrades. Stubborn pursuit of punishment may force him to switch to a secretive struggle, but this is not a victory on the part of the teacher. This is torment for him, forced to constantly be on guard against the tireless enemy. From pure choleric people came fanatics who died at the stake, and heroes who laid down their lives for an idea, and great people who were the movers and shakers of their people, and villains who horrified the world.
The thought of a choleric person from early childhood shows depth and sharpness. He learns not under the influence of external stimuli and not what is required, but for the sake of acquiring knowledge that, in his opinion, is important and necessary. The choleric person wants to know everything he needs, not superficially, but completely; often not satisfied with the teacher’s explanations and the book given to him. He is characterized by doubt and a critical attitude towards the teacher, the book, and the words of his comrades. With his pride, a choleric person even experiences special pleasure if he finds an error, infidelity, or contradiction in a book, if with some question he puts the teacher into a dead end, confusion, or difficulty.
The feelings of a choleric person are deep, strong and fast. They are revealed sharply, even rudely. His thoughts and desires immediately turn into business, to which he devotes himself entirely, persistently achieving the goal, sparing no labor or energy, and not retreating from any obstacles or dangers. That is why the choleric is great in heroism and terrible in villainy.
What is the best way to influence a person with such a temperament? Since the essence of the choleric temperament is the subordination of oneself and everything around oneself to one’s personal authority, then in his attitude towards it it is best for the teacher to focus on the same principle, that is, to use what the choleric person, striving and being able to subordinate others, He himself is capable of limitlessly submitting to the authority of an idea, belief, state, personality, combining this authority with his personality and trying to subordinate others to him as an authority.
Consequently, the teacher’s concern should be to place his authority above the authority of the choleric person. Concessions, condescension and weakness are inappropriate here, but what is needed is unyielding firmness, fair severity, demanding consistency, in a word, such moral strength that the choleric person not only loves, but also respects his teacher. In front of a choleric person, he not only can, but also must support his demands with motives, arguments, evidence, because they will not be in vain, but will be useful and fruitful.
Praise and approval, on the one hand, have a good effect on a choleric person prone to ambition, arousing in him a zeal for work and overcoming difficulties, but on the other hand, they further strengthen and develop his tendency towards ambition, pride, primacy, and exaggerated conceit; and therefore the teacher will act prudently if he is fair, but moderate in his feedback and praise of the choleric person, applying a somewhat higher standard to him than to others less naturally gifted, and in no case distinguishing him from his comrades with any exceptional benefits and benefits. The choleric person must get used to being content with his own awareness that he has done this or that job well, as the best reward. Let him love work and work for the sake of the work itself. You should pay special attention to the attitude of the choleric person towards his comrades and, if possible, avoid cases of exalting him at the expense of others through comparisons that are favorable to him. However, it is useful and expedient to lead him to the idea of ​​​​helping his comrades, giving vent to his pride through helping others, so that his pride is satisfied by the consciousness of his usefulness to others.
Melancholic is a type of temperament characterized by adjectives: sad, boring, often quite nervous and even unsociable.
Melancholic people tend to have a skinny build, with a pale face and a “dull” look. The world of a melancholic person is seen in a gloomy light. He trusts no one, suspects everyone, takes offense at everyone, complains about everyone, avoids everyone. Distrust, suspicion and exaggerated concern for self-preservation and protecting his personality are the source of injustice, envy, anger, slander and vindictiveness. He is equally irritated by ridicule, jokes, teasing from others, and affection, which he does not trust. A melancholic person can bear a lot with seeming calm, but this is a forced calm. To irritate a teacher or friend, and even more so to humiliate him, is a great pleasure for a melancholic person, for the sake of which he is able to play a long, patient and well-thought-out game.
The mental activity of a melancholic person is very concentrated and deep. He is capable of studying subjects seriously and deeply and loves serious mental work, mostly abstract. Mental work can completely absorb him, distracting him from many bad things, paralyzing his suspicion, hostility towards people and gloom. Poetic images have a weak effect on him and are inaccessible to his understanding, since in a poetic work he can only be interested in an abstract idea and its development. His feelings are not distinguished by liveliness, brightness and variety. However, he feels deeply, sometimes gets angry and takes revenge for many years, but loves to the point of selflessness. His desires and aspirations are firm and unshakable.
In its pure form, a melancholic character is a real misfortune for parents, educators, and teachers. The only encouraging thing is that there are relatively few such people in nature, no more than 5 per 100 people. And the melancholic himself does not enjoy life, since by torturing others, he torments himself even more, and the bitterness of life for him is further increased by the fact that he does not attract anyone to himself: not only teachers, but often parents do not like children -melancholic people. But the teacher who is warm about his work, imbued with the idea of ​​goodness, must understand that this is where love is needed. Overcoming involuntary antipathy, armed with justice, he can do a lot for a melancholic person, bringing light of joy, tranquility and goodwill into his gloomy soul. On the other hand, taking advantage of the melancholic’s penchant for mental work, one can find in it a counterbalance to the bad instincts and inclinations of the “unhappy” temperament, a source of a calm, fair attitude towards life and people: social life, work and rest not alone, but in society, in a camaraderie environment. If, in the course of pedagogical work, it is possible to protect a melancholic person from insults, ridicule, insults and other troubles, bring him closer to kind and reasonable comrades, and draw him into the social life of the group, then the undoubted advantages of the “beeches” will emerge - hard work and abilities.
With prudent guidance, acquiring true and varied knowledge, reasonable beliefs, and becoming infected with altruistic feelings, a melancholic person can grow into a person of deep intelligence, multifaceted knowledge and high morality.

D These choleric people are quite active. They quickly get down to business and bring it to the end. They love mass games and competitions, often organizing them themselves, taking active part in them. They are active in the lesson and easily get involved in the work. But it is difficult for them to perform activities that require smooth movements, a slow and calm pace, since their natural characteristics are opposite to the required qualities. A choleric person shows impatience, abruptness of movements, impetuosity, etc. Therefore, he can make a lot of mistakes, write letters unevenly, misspell words, etc.

A child with this temperament stands out among his peers for his impetuosity. His movements are fast and lively. During class, he constantly changes his position. Constantly talks to other guys. Very active. The teacher is ready to answer any question without thinking, and therefore often answers inappropriately. He speaks loudly and quickly. He almost never sits still, he is ready to run all the time and start fights with the guys. When annoyed and irritated, he is very quick-tempered and easily gets into fights. He is characterized by a cheerful, cheerful, rapidly changing mood. Characterized by very expressive and strong emotional reactions,

expressive facial expressions, energetic gestures. Intemperate and restless

(his drawings are usually large). But in carrying out assignments he shows confidence and perseverance. His interests are quite constant and stable. He does not get lost when difficulties arise and overcomes them with great energy.

In choleric people, thought processes proceed energetically and are supported by sustained attention. Such students read faster, tell and retell at once, with enthusiasm. However, such long and intense work tires the student so much that in order to restore his working capacity he must then rest for a long time.

Students of this type often work enthusiastically in different circles. Cholerics have high motor activity. Their movements are distinguished by great strength, sharpness and expressiveness. They have rich facial expressions and energetic gestures.

Insufficient emotional and motor balance of a choleric person can result in incontinence, hot temper, and inability to self-control in emotional circumstances. Children of this type of temperament are characterized by touchiness and anger. Their states of resentment or anger are stable and long-lasting. Through education, it is possible to develop restraint in a choleric person, to direct his characteristic energy towards more accurate performance of activities; as a result of exercises, comprehension together with the student of his mistakes and working with them, the child gradually develops a new pace of activity.

Educational work with choleric children. With regard to choleric people, it is necessary to take into account that often it is precisely their characteristic activity, mobility, assertiveness, and emotionality that help them occupy a favorable position in “children’s society.” Therefore, it is advisable to use their favorite outdoor and sports games when forming the “I-concept” and optimizing the relationships of these children with their peers.

Cholerics are easily excitable and, as a rule, very energetic. The difficulty of teaching and raising an excitable child is often aggravated by the wrong attitude of adults towards him, who at any cost try to impede the child’s activity and restrain his mobility. There is no need to forbid him to be active, there is no need to lead him by the hand or lecture him. It is much more expedient to support his useful hobby, to strive to organize his life in such a way that his activity finds useful use. We must take into account that a choleric child is easily excited, it is difficult to stop him, calm him down, and put him to sleep. In no case should you use “strong measures” of influence - shouting, slapping, threats. This only intensifies the excitement. You should speak to an excitable child calmly, but demandingly, without persuasion. Since these children have a naturally weak inhibitory process, they should not be reproached for being overexcited. We need to help curb it, and jokes and humor will be appropriate here.

Strange as it may seem, the “tireless” choleric person needs a particularly gentle regimen. It is advisable to limit anything that excites the nervous system, especially in the afternoon, before bed.

Excitable children benefit from all types of activities that help their development.

intelligence, concentration: board games, designing, sawing, drawing - in a word, everything that can captivate and requires perseverance. It is very good if a child has a permanent work assignment, it disciplines him and develops the ability to manage himself. At the same time, there is no need to be zealous in limiting the physical activity of choleric people (and sanguine people).

Increased emotionality, reactivity, and assertiveness of a choleric person can, due to his inherent impulsiveness and lack of restraint, lead to complications in his relationships with peers.

It is difficult for a choleric child to follow the rules of communication: speak calmly, wait his turn, give in, take into account the wishes of others. He should be taught this patiently, using approval, reminders, and sometimes comments. From choleric schoolchildren, the teacher must constantly, gently but persistently demand thoughtful, calm answers, cultivate in them restraint, an even attitude towards comrades and adults. While performing a training task, choleric people should develop the ability to consistently carry out work according to a specific plan; it is necessary to demand from them a conscientious attitude to work throughout the entire task. But at the same time, we must not forget about the special power of playful communication, relying on motives of activity that are significant for younger schoolchildren. (game, competitive, self-affirmation, etc.).

It is important to appreciate the determination, courage, energy inherent in such children, the stability of their interests, and the often manifested initiative.

A child's success in school depends on many factors. And such a natural feature as temperament plays a significant role in this. It is laid down genetically, and it is on its basis that many habits, behavioral characteristics, style of activity, etc. are formed. Today we will talk about how to determine what temperamental characteristics your child has, and how these very characteristics can affect his learning.

About temperament

Temperament is a set of mental characteristics characteristic of a particular person that are associated with emotional excitability. In other words, temperament is a natural feature of each person, which determines his emotional response in a given situation: how quickly the emotion arises, what strength and sign (positive/negative) it has. It is this characteristic that will determine the slowness or energy of a person.

Ancient scientists spoke about temperament. The greatest contribution to the development of the doctrine of this characteristic was made by the ancient Greek physician Hippocrates. He identified four types of temperament, each of which, in his opinion, was determined by the predominance of a certain fluid in the human body:

• Choleric: the predominance of yellow bile, which makes a person “explosive” and “hot”
• Sanguine: predominance of blood, making a representative of this type of temperament cheerful and very active
• Melancholic: the predominance of black bile, causing the predominance of fearfulness and sadness in character
• Phlegmatic person: predominance of lymph (phlegm, mucus), which makes a person calm and slow

Choleric, phlegmatic, melancholic, sanguine.

Today, psychophysiologists also distinguish four types of temperament, which have similar names, but, of course, there is no talk about the predominance of a certain fluid in the body.

Temperamental characteristics are most pronounced in young children. But the older a person gets, the more smoothed out his temperament becomes. This is explained by adaptation to the environment and various compensatory mechanisms. However, the predisposition to act in a certain way in most situations remains, and on the basis of this we can conclude which traits of which temperament a person has more of. This predisposition can be both beneficial and detrimental to the learning process. Therefore, it is very important to take into account your child’s temperamental characteristics when organizing his educational activities.

Choleric

People with this type of temperament are very energetic and active, passionate and enthusiastic. They are able to completely devote themselves to what they love, spending all their strength and energy on it. The actions of choleric people can be described as abrupt, impetuous and overly energetic. Such a person is very emotional, capable of experiencing emotions of completely different signs, which are very strong, and prone to sudden, sometimes unmotivated changes in mood. Such people can be too aggressive towards others and “flare up” over any little thing. Cholerics experience failures very emotionally and “hardly”, and react negatively to criticism.

Features of training

Choleric children may have behavior problems at school due to excessive activity and restlessness, violent reactions to failures and criticism. For their training to be as effective as possible it is necessary:

• Captivate the child, arouse interest in the subject
• Do not overload him with monotonous and monotonous activities, but give him various tasks
• Learn to adequately assess your capabilities so that failures do not lead to violent negative reactions
• Talk with the teacher and ask him not to criticize the child unnecessarily, and if absolutely necessary, do it gently and individually (the same applies to criticism from parents)
• Break work into blocks and give time to rest if there is too much to do
• Do not show strong positive/negative emotions when communicating with a schoolchild, since choleric people are easily “infected” by them
• Switch your child's attention to something else if you feel that there is emotional tension that could lead to an "explosion"

Famous choleric people: Suvorov A.V. and Pushkin A.S. And

Sanguine

Sanguine people are very energetic, mobile, and have increased performance. As a rule, they are in high spirits and tend to respond to various life situations with laughter. Their movements are very lively and swift, their speech is fast, and their facial expressions are very agile and varied. For a person with this type of temperament, new experiences are very important, and he will strive to constantly receive them in any available way. Such people are very sociable and easily come into contact with others. In some cases, this temperament leads to superficiality of interests, insufficient concentration on a particular subject, and overly hasty actions. Sanguine people easily experience failures and react to criticism calmly and with humor.

Features of training

Problems with learning in sanguine children can arise due to restlessness, superficiality of interests, insufficient concentration on the subject and a thirst for new experiences. You can avoid this by:

• The child’s interest in the subject: it is best to dilute the material with interesting examples, jokes, etc.
• Variety of tasks and lack of monotony of activities
• Appropriate praise and criticism
• Providing a sanguine child with constant active activity (for example, do physical education during a break between doing homework)
• Breaking a large task into a number of small ones (necessary for more complete concentration on each part and more successful completion)
• Checking homework completed by parents, since sanguine people can often make mistakes due to inattention and haste
• Doing homework together, watching educational TV shows, reading an interesting book, etc.

Famous sanguine people: Napoleon and Lermontov M.Yu. And

Melancholic

People with a melancholic temperament can be described as calm, slow and reserved. They deeply experience the events taking place, but very rarely show it. From their speech and facial expressions it is often impossible to understand what exactly they are experiencing at the moment. The movements of melancholic people are devoid of impetuosity and are characterized by some slowness. As a rule, the emotions of melancholic people are negative. A person with such a temperament is wary of everything new. In some cases, melancholic people may seem withdrawn and aloof, and they may also develop a fear of everything new and unusual (sometimes even a fear of new people). They take failures quite hard, but do not always show it. Criticism, especially unfounded and expressed in a rude manner, can deeply wound a melancholic person and lead to an emotional breakdown.

Features of training

Their slowness and fatigue, the difficulty of switching between different activities, and a negative reaction to failures and criticism can hinder the successful learning of melancholic people. To make the education of such children more successful:

• Building self-confidence and own strengths
• Creating a friendly atmosphere
• A conversation with the teacher and a request not to criticize the child unnecessarily, but if absolutely necessary, do it gently and individually (the same applies to criticism from parents)
• Dividing work into blocks, the ability to take a break and rest if there is too much to do
• Providing the child with sufficient time to think about, complete and check the task

Famous melancholic people: Gogol N.V. and Dostoevsky F.M. and 2

Phlegmatic person

Phlegmatic people are distinguished by enviable calm in any situation, slowness characteristic of both movements and speech, dullness and inexpressiveness of facial expressions. Such people are not prone to experiencing strong emotions, they remain calm almost always, and their mood is even. A person with this type of temperament is committed to constancy in everything, so it is very difficult for him to switch from one type of activity to another and adapt to changed environmental conditions; he will be involved in a new situation for a long time. Sometimes such people may develop poor emotional response, lethargy and detachment, and a tendency to perform stereotypical actions. Phlegmatic people react calmly to failures and criticism, and sometimes it seems that this does not affect them at all, which is not so far from the truth.

Features of training

Phlegmatic children may experience learning difficulties due to difficulties in adapting to new situations, excessive slowness and adherence to stereotypical actions. The following will help them:

• Gradual, rather than rapid, inclusion of them in work - do not require the student to immediately answer a question or complete a task at lightning speed
• Providing the child with sufficient time to adapt to new conditions, as well as to think about, complete and check the task
• Explanation of what is required of him in the process of performing the activity
• Building self-confidence and the ability to communicate and interact with other people
• Frequent praise - you need to find a plus in the child’s activity, draw his attention to it and praise
• Timely preparation for lessons and assignments: review with your child in advance the material that he will study in the next lesson, prepare with him answers to possible questions and assignments
• Interest in activities
• Reducing the influence of various distractions when a student does homework (conversations, TV, music, etc.)

Famous phlegmatic people: Kutuzov M.I. and Krylov I.A. And

Temperament is a natural characteristic of a person that greatly influences his behavior and success. However, there are no bad or good temperaments - each of them has its own pros and cons. In order for a child with any special needs to learn successfully, you just need to pay attention to these same special features and create the most optimal operating conditions for him.

Coloristics