Knowledge, Abilities, Skills (KUN). Basic knowledge, abilities, human skills: list, features and interesting facts What is knowledge skills

1 SKILLS…………………………………………………………………………………………………………5

2 SKILLS…………………………………………………………………………………………………………7

2.1 Types of skills………………………………………………………………………………….9

2.2 The role of exercise in developing skills………………………………………………………..10

2.3 Interaction of skills………………………………………………………………..11

3 HABITS…………………………………………………………………………………………………………..13

CONCLUSION…………………………………………………………………………………15

REFERENCES…………………………………………………………………………………17

INTRODUCTION

Scientific knowledge, including psychological knowledge, is increasingly becoming a powerful productive force in our time. Therefore, mastering information from the field of psychohygiene, psychoprophylaxis, self-regulation and self-programming of the individual, with which the historical experience of mankind is so rich, is not only of theoretical interest, but also of direct practical importance. The modern well-informed reader is already sufficiently prepared not only to perceive this experience, but also to understand the essence of the mental processes underlying it.

The essence of man is open to the future, that its possibilities are universal. Man confronts the natural world in his being as a universal force, possessing inexhaustible possibilities, stretching into infinity. And this dialectical unity of the constant, stable and continuously changing is one of the most important characteristics of a person. Truly, man is the most changeable creature.

In this regard, such human sciences as psychology, pedagogy, and medicine are faced with the great task of increasing, developing and using those greatest reserves of the nervous system and human psyche. The advantages of mental self-programming over all kinds of pharmacological and gene surgical influences primarily lie in the fact that such self-programming makes a person a truly free creator of his own personality. It is this path of personal improvement that eliminates any temptation to impose something unusual on her or, moreover, to deliberately program her behavior through outside interference.

Familiarization with the laws and methods of programming mental activity will help to better understand the examples given, which he could, not without reason, perceive with distrust. Something else is more important: methods of self-programming and self-regulation mental states provide ample opportunities for human self-improvement, creating additional “degrees of freedom” for his multilateral development.

Mastering the appropriate skills allows you not only to intensify your intellectual and physical work to a high degree, but also to consciously and systematically overcome the negative traits of your character and even correct some physical deficiencies own body. It is precisely this high level of personal self-regulation that excludes the possibility of outside negative influence and spiritual violence.

Exactly developed ability to self-regulation and self-programming, manifested on the basis of high moral level and ideological conviction will become one of the main characteristics of the psychological appearance of the person of the future.

1 SKILLS

Skill They call both the most elementary level of performing actions and a person’s mastery in this type of activity. They say about a first-grader that he can read. An adult can read too. Between these “skills” lies a long journey of exercise and improvement of reading skills. These are, of course, qualitatively different skills in their psychological structure. It is necessary to distinguish between elementary skills that follow knowledge and the first experience of action, and skills that express one or another degree of mastery in performing activities that arise after the development of skills. Elementary Skills- these are actions that arose on the basis of knowledge as a result of imitation of actions or independent trial and error in handling the subject. Skill-mastery arises on the basis of already developed skills and a wide range of knowledge.

An example of the relationship between elementary skills, abilities and mastery using the example of a teacher’s work.

A teacher training university student has basic ability to work with a blackboard. The skill arose during the student’s studies at school and university, but the student did not purposefully and constantly practice its implementation. Psychology, pedagogy, and private methods provide a theoretical basis for this skill. Thus, studying in a psychology course the concepts of “contrast of sensations,” “relationship of figure and background,” “distribution and concentration of attention” justifies the requirements for writing on the board. However, even after graduating from a university, a student may not acquire the skill of writing on the blackboard. Lack of skill leads to the fact that the teacher rushes with each next formula to the nearest free space on the board, randomly erases previously written expressions, so that a mess of incoherent symbols remains on the board after the lesson.

The ability to write on the board develops into a skill in the early years of teaching and then becomes an element of the teacher's skill, characterized by seeing the entire note before it is meaningfully and neatly arranged on the board during the lesson.

The elementary ability to do something arises from imitation, from random knowledge. For example, fifth-graders entering a carpentry or plumbing workshop for the first time know how to saw, but most of them have incorrect techniques for handling tools. The primary task of the teacher is to develop the correct skills in using tools and in further labor training to raise the performance of activities to the level of mastery.

The more complex the type of activity, the more advanced the machines that need to be controlled, the less hope there is for the success of skills that develop only as a result of observation and imitation.

2 SKILLS

The activity will be performed skillfully if the person has mastered the skills. Skill- an established way of performing actions. A skill as a component of human activity should not be confused with a skill in animals, which is a form of their behavior. A skill in animals is formed as a mechanism for their adaptation to the environment through trial and error.

The development of a skill in a person is based on detailed, conscious actions. At the initial stage of mastering an activity, the actions and movements integrated in the skill appear unrelated. Thus, when learning to read, the division of words into syllables and the synthesis of syllables into a meaningful word represent the content of two different actions. By practicing reading, the student develops the skill of reading fluently. This means that now he does not set himself the task of breaking the word into parts and synthesizing it. The action turned into the skill of reading words as a whole, relying on individual letters. Only when encountering a new, unfamiliar word does the skill give way to individual actions of analyzing and synthesizing the syllabic composition of the word.

The basis of any skill is the development and strengthening of conditioned reflex connections. The established nervous mechanisms cause a number of changes in the process of performing an action. Firstly, as a result of developing a skill, the time required to perform an action sharply decreases. A novice typist types much slower than an experienced one. As the writing skill improves, a person begins to write up to one hundred letters per minute, while at the beginning of training he barely has time to write 2-3 short words in the same time. Secondly, unnecessary movements disappear and the tension when performing an action decreases. As a result of well-developed motor skills, labor productivity increases, the quality of work improves and human fatigue decreases.

Developed motor skills allow you to rebuild the structure of activity. There is a change in the relationship between the analyzer systems that control the execution of the action. Before skills are developed, the accuracy and correctness of objective actions are controlled by the joint activity of the visual and motor analyzers, with the leading role of vision. As a motor skill becomes stronger, the need for visual control of movements decreases significantly. Kinaesthetic (sensation of movements) mechanisms are developed that independently control the accuracy of movements. A professional pianist does not look at the keyboard while performing a piece. A good typist types using the “touch” method.

These facts indicate that in the process of developing a skill, a restructuring of the interaction between analyzers occurs. Visual-motor control is replaced by motor control. The visual analyzer, as well as consciousness, are freed up to process other signals, the consideration of which is necessary in the process of activity.

Control of one sensory kinesthetic system reduces the degree of confidence in the correct execution of an action, especially in certain types of activities. Tactile sensitivity also becomes a system that duplicates movement control during operation. Practice has shown that equipping a Linotype keyboard (typesetting machine) with tactilely distinguishable characters improves the quality of typing.

A feature of skills formation is their gradual automation. The developed skills do not require conscious control when performing them. Of course, in the initial period, consciousness controls the movement, but as the skill is developed, consciousness control gradually turns off. It has been noted that at the stage of a well-practiced skill, conscious control of movement can make it difficult to perform. For example, a person, analyzing every step of his gait, loses confidence in his movements.

A person's personality is formed over many years. IN early age it is formed by educators, at school by teachers, at universities by teachers. And even at the time of maturity, the personality does not cease to develop thanks to professional activity, and the result of such development is acquired qualities, knowledge, skills and abilities.

Any successful lawyer needs to see the differences between these concepts.- after all, knowing and understanding their essence, you can change your personality for the better without anyone’s help. In addition, nowadays there are quite a lot of techniques that allow you to work with these parameters (for example, “ Self-development diary"). Therefore, here are the basic definitions of qualities, knowledge, skills and abilities:

Qualities- these are stable internal characteristics of a person that characterize him as an individual when carrying out activities.

Knowledge- this is certain scientifically reliable information about the world.

Skills- is the ability to do something based on knowledge and skills.

Skills- these are actions brought to automatism through repeated repetitions. It is not for nothing that Eastern sages claimed that skill comes only after thousands of repetitions of the same exercise - this is so. A lawyer becomes a master in performing any action (formulating the terms of a contract, preparing a legal opinion, writing a memo, etc.) only by repeating it a thousand times.

Competence- the ability to apply qualities, knowledge, skills and abilities in accordance with accepted performance standards.

Note that quality- parameter with more stable characteristics than skills. But they can also be changed in the course of a collision with life, both consciously and on an unconscious level. At the same time, skills and abilities can develop into character traits. It’s not for nothing that they say that “habit is second nature.” Therefore, we talk about quality in a broad sense, as a general term that combines all of the above.

Qualities required to work in legal professions, were defined back in Soviet times. However, their presentation is still relevant today. In general, they can be divided into two large groups: general qualities, such as social maturity, culture of thinking, public speaking skills and professional qualities related to knowledge of legislation and science jurisprudence, legal technology .

At the moment, the qualities of a lawyer that he must meet after graduation are spelled out in a regulatory document - Bachelor's education standard, where competencies are directly divided into

Scientists have not yet agreed on what comes first: skills are formed on the basis of skills or, conversely, skills on the basis of skills. While theoretical scientists argue, we will try to understand how a skill differs from an ability in practice. And for those who are involved in raising children and training specialists in any field of activity, it is important to know how to quickly and correctly develop their life and work skills and abilities.

Skills are...

The phrase “skillful worker” is pronounced respectfully in relation to someone who quickly and correctly performs their work and shows ingenuity in solving production problems that arise. Such an employee is prepared theoretically and practically to perform certain actions and has a creative attitude to work.

What is the difference between a skill and a skill? Skill requires:

a conscious attitude to planning your actions to achieve results;
knowledge about the properties, qualities of the object of labor and methods of working with it;
skills in working with tools and auxiliary materials.

That is, a skill is a way of performing some action that is based on both firmly formed skills and specific knowledge about the object of work, about its properties, about possible ways of working with it. Skills are the basis for the formation of skills.

What are skills

Then what is the difference between a skill and a skill, which is more durable?

A skill is a method of performing certain actions that has been brought to automaticity. Skill and skill differ from each other in that the second is stereotypical and does not require special theoretical training or creativity.

The algorithm for performing a specific operation does not change, mental and physical actions are coordinated and do not require additional thinking or preliminary planning.

For example, when teaching a child to independently use a spoon, the mother fixes his attention on the sequence and rules of actions with it (in which hand and how to hold it, how to correctly scoop food, bring it to the mouth). As the skill develops, the instructions become less and less, the child learns the actions and automatically begins to perform them correctly in any environment.

Motor skill and skill differ from each other in the degree of their comprehension and controllability by a person. Skill also presupposes it creative development and improvement.

Types of skills and abilities

The definition of the type of skill is related to human activity. Of the four types of skills (sensory, motor, intellectual, communication), communication skills are subject to the greatest and most frequent changes, since the rules of social life are quickly changed by people themselves in accordance with socio-historical changes in the country and in the world.

Mixed skills combine several types: working on a computer requires a combination of intellectual skills (reading and writing text) and motor skills (typing). General education ones stand out in particular.

At first they are developed in the process of teaching a subject, but then they are used in many areas of activity. In everyday life, for example, we freely use computational actions developed in mathematics lessons.

A number of skills are used in narrow areas of activity (specialized skills): in medicine, in scientific work.

Skills can be:

simple physical, that is, such simple human actions as dressing, cleaning the house;
complex, associated, for example, with interaction with other people to achieve certain goals - the ability to promote propaganda, write articles;
systemic - the ability to distinguish between moods, psychological states people, react to them, feel their own physical and mental states.

List of skills and abilities required to modern man, extensive It differs from those that were necessary, for example, for Pushkin’s contemporaries.

Why form them?

A careful analysis of any type of activity shows that it represents the sum different types skills and abilities - the absence of one of them does not allow a person to get the desired result. This entails a deterioration in the quality of life and mental discomfort.

Lack of development of motor skills deprives a person of freedom of movement and action, communication, and causes unnecessary expenditure of effort, time and material resources.

Mental activity is impossible without observing and remembering information, comparison, analysis, without managing one’s own attention and state. It is closely related to the development of sensory skills in perceiving information auditorily, visually, and tactlessly. Sensitivity to odors is essential for chemists, cooks, doctors, and many other professionals.

Communication skills are considered particularly important and are formed on the basis of knowledge of the rules of behavior in different situations, allow a person to take a worthy place in society, to become its full member.

How skills and abilities are formed

Any field of activity requires a person to have specific algorithms of action: what is the difference between a skill and a dancer’s ability to move correctly in accordance with the dance pattern and the sound of the music, without thinking about the movements. The driver has the ability to react correctly to the road situation and drive a specific type of car; from the teacher - skills in working with literature, with a group of children of a certain age, with parents, the ability to correctly navigate unforeseen communicative situations.

The formation of a skill should be carried out on the basis of repeated consolidation in memory of the sequence and method of action, bringing the action itself to automatism.

That is, exercise is a method of developing a skill that guarantees the quality of the action (work) performed and leads to the formation of the ability to realize the goal and choose the desired sequence of necessary actions to achieve it.

An important issue is taking into account the individual abilities of the student. The quality and speed of mental and motor thoughts influence the timing and quality of the formation of skills.

Thus, methods and techniques for teaching a person a conscious attitude to the work process, preliminary planning, thinking about options for proposed actions and foreseeing their final results underlie the formation of his skills and abilities.

Knowledge is elements of information connected with each other and with the outside world.

Properties of knowledge: structureability, interpretability, coherence, activity.

Structurality is the presence of connections that characterize the degree of comprehension and identification of the basic patterns and principles operating in a given subject area.

The interpretability of knowledge (to interpret means to interpret, to explain) is determined by the content, or semantics, of knowledge and the ways of its use.

Coherence of knowledge is the presence of situational relationships between elements of knowledge. These elements can be interconnected into separate blocks, for example, thematically, semantically, functionally.

Knowledge activity is the ability to generate new knowledge and is determined by a person’s motivation to be cognitively active.

Along with knowledge, there is the concept of data. Although a clear line between data and knowledge cannot always be drawn, there are nevertheless fundamental differences between them.

Data is an element of knowledge, i.e. isolated facts, whose relationships with the outside world and among themselves are not fixed within themselves.

There is a distinction between declarative knowledge - statements about objects of the subject area, their properties and relationships between them, and procedural knowledge - they describe the rules for transforming objects of the subject area. These can be recipes, algorithms, techniques, instructions, decision-making strategies. The difference between them is that declarative knowledge is the rules of communication, while procedural knowledge is the rules of transformation.

· stored (remembered);

· reproduced;

· are checked;

· updated, including restructured;

· are transformed;

· interpreted.

A skill is understood as a method of performing an action mastered by a person, provided by a certain body of knowledge. Skill is expressed in the ability to consciously apply knowledge in practice.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal.

The strength of knowledge assimilation is one of the goals of training. The result of strong assimilation is the formation of stable knowledge structures that reflect objective reality, when students are able to update and use the acquired knowledge. However, in practice this goal is not always achieved. Everyone knows the student motto: “Pass (the exam) and forget it like a bad dream.”

But if knowledge is forgotten, then why waste time (and money) on learning it?

The purpose of training is professional skills and abilities.

Research by psychologists has shown that acquired skills remain forever, and skills last for years, and theoretical (declarative) knowledge is quickly forgotten. However, in many cases, the strength of knowledge acquisition is the goal of intermediate stages of learning.

Modern understanding of the mechanisms of educational activity that lead to strong assimilation of knowledge allows us to formulate a number of recommendations.

In modern learning, thinking dominates memory. Students should save their energy, not waste it on memorizing low-value knowledge, and avoid overloading their memory to the detriment of thinking.

Prevent the consolidation in memory of what was incorrectly perceived or what the student did not understand. The student must memorize what has been consciously learned and well understood.

The material requiring memorization should be contained in short rows: what we should carry in our memory should not be of vast dimensions. From the rows to be memorized, exclude everything that the student himself can easily add.

Remember that forgetting what you have learned occurs most intensively immediately after learning, so the time and frequency of repetitions must be consistent with the psychological laws of forgetting. Largest quantity repetitions are required immediately after students are familiarized with new material, i.e., at the moment of maximum loss of information, after which this number of repetitions should gradually decrease, but not disappear completely. It is advisable for students not to time their own reproduction of the material to coincide with the moment immediately following the perception of the material, but to first let it rest for a while. Experimental studies indicate that the best reproduction occurs, for the most part, not immediately after the first perception of the material, but some time (2-3 days) after it.

When intensifying students’ involuntary memorization, do not give direct tasks or instructions: it is better to interest students, and from time to time “stir up” the interest that arises.

Don’t start learning something new without first developing two important qualities: interest and a positive attitude towards it.

Follow the logic of presenting educational material. Knowledge and beliefs that are logically connected are absorbed more firmly than scattered information.

Rely on the fact established by science: an important form of strengthening knowledge is its independent repetition by students.

Follow the logic of learning, because the strength of knowledge that is logically interconnected always exceeds the strength of assimilation of scattered, poorly connected knowledge. Provide students with the opportunity to view the material from different angles.

Since the strength of memorizing information acquired in the form of logical structures is higher than the strength of isolated knowledge, knowledge presented in logically integral structures should be consolidated.

In teaching practice, repeated repetition of the presented educational material is often a means of solid assimilation of knowledge. However, relying primarily on mechanical memorization, without a deep awareness of the internal patterns and logical sequence in the system of acquired knowledge, is one of the reasons for formalism in teaching. Memorization and reproduction depend not only on the objective connections of the material, but also on the individual’s attitude towards it (for example, the student’s interest in knowledge). An important condition for the strong assimilation of knowledge is the correct organization of repetition and consolidation of knowledge. Knowledge acquired independently is most firmly absorbed when performing research, search, and creative tasks.

INTRODUCTION…………………………………………………………………………………3

1 SKILLS…………………………………………………………………………………………………………5

2 SKILLS…………………………………………………………………………………………………………7

2.1 Types of skills………………………………………………………………………………….9

2.2 The role of exercise in developing skills………………………………………………………..10

2.3 Interaction of skills………………………………………………………………..11

3 HABITS…………………………………………………………………………………………………………..13

CONCLUSION…………………………………………………………………………………15

REFERENCES…………………………………………………………………………………17

INTRODUCTION

Familiarization with the laws and methods of programming mental activity will help to better understand the examples given, which he could, not without reason, perceive with distrust. Another thing is more important: methods of self-programming and self-regulation of mental states provide ample opportunities for human self-improvement, creating additional “degrees of freedom” for his multifaceted development.

Mastering the appropriate skills allows you not only to intensify your intellectual and physical work to a high degree, but also to consciously and systematically overcome the negative traits of your character and even correct some physical defects of your own body. It is precisely this high level of personal self-regulation that excludes the possibility of outside negative influence and spiritual violence.

It is the developed ability for self-regulation and self-programming, manifested on the basis of a high moral level and ideological conviction, that will become one of the main characteristics of the psychological appearance of the person of the future.

1 SKILLS

An example of the relationship between elementary skills, abilities and mastery using the example of a teacher’s work.

2 SKILLS

2.1 Types of skills

In any type of work activity, as in study, successful problem solving is possible only after mastering a certain amount of skills.

There are four types of skills: motor, thinking, sensory and behavioral skills.

Motor skills included in a wide variety of activities. Without developing motor skills, it is impossible to influence the subject of work, control technological processes, speak and write, move in space, etc.

No less important are thinking skills, acting as mandatory components of mental work. The most important of these skills include the skills of reading drawings, memorizing, constructing proofs, etc. An important place in mental activity belongs to the skills of distribution and concentration of attention, and observation.

Output sensory skills underlies the development of sensitivity. Both work, learning, and play presuppose a certain level of sensitivity development. The skill of auditory perception develops for the native language in early childhood on the basis of imitation, while the division of words and their recognition in a foreign language during schooling are formed in conscious exercises.

A classic example of sensory skills is learning to listen to telegrams transmitted in Morse code. By listening to short and long signals, the radio operator learns to read phrases without prior recording. An example of a sensory-thinking skill developed in school education would be learning to factor algebraic expressions. By practicing solving examples, the student develops the skill of grouping based on perception and imagination. For example, he begins to see common factors that can be taken out of brackets.

Behavioral skills are of great importance in the formation of personality characteristics. They are formed on the basis of knowledge about behavioral norms and are reinforced by exercises. Behavioral skills underlie habitual forms of behavior. For example, a child is taught to restrain himself, speak quietly in public transport, not to bother him, and is shown how to greet a person in various circumstances of life, in in some cases practice actions (stand up when the teacher enters the classroom). Through repeated repetition, the child can develop skills of correct behavior.

2.2 The role of exercise in skill development

A skill is formed through exercise. Exercise- a purposeful, repeatedly performed action carried out with the aim of improving it. During the exercise, activities are organized in such a way as to provide for the implementation of actions leading to the formation of strong and perfect skills that can provide beautiful handwriting, competent writing, correct hand placement when playing the piano, generally speaking, effective and high-quality work. It is easier to develop a new skill than to rebuild an incorrectly developed one. When organizing exercises, it is necessary to induce a positive attitude towards them in the student. Research has shown that in order to have a positive attitude towards training during the development of some motor skills, it is better to abandon step-by-step training. The essence of this training is that the student first learns only one group of movements necessary in the activity. Their implementation is brought to perfection, then the next ones are trained. Only then is the part allowed to be manufactured. After studying in this way for several months and acquiring a number of skills, a person loses interest in performing tasks that do not directly lead to the creation of labor products. This reduces interest in learning. IN modern techniques training, the development of skills is associated with the manufacture of simple parts. In socially useful work activity, the skill is improved and developed.

Success is important in creating a positive attitude towards a learned skill. Successful completion of a task, accompanied by a positive assessment, creates a desire to improve the skill.

Psychological research has shown the exceptional role of assessment in developing skills. In the experimental group, where the result of each exercise was assessed, the skill was developed more successfully than in the control group, where assessments were not carried out.

A skill cannot be developed in one go. More or less long training, distributed over time, is necessary for the skill to reach the desired level of perfection...

When a person masters any type of activity, he usually develops a system of skills, and new skills are superimposed on previously developed ones, which have a positive or negative impact on the formation of a new skill.

The positive influence of previously developed skills on the acquisition of new ones is called transfer. Transfer is observed in all types of skills. It has long been noted that a person, having learned to write with his left hand, can write with his right without much exercise. This feature of motor skills is used in surgical training, where the student is taught to perform an operation with one left hand, and he learns to successfully perform actions with both hands. You can also teach how to draw symmetrical figures with both hands at the same time. Exercises in distinguishing sound intensity improve the ability to distinguish shades gray. It is easier to learn a second foreign language if you have developed the skills to work in one language. In school education, one can constantly observe the transfer of problem solving skills from mathematics to physics, chemistry and vice versa. The skill of analyzing a literary text is transferred to other educational texts,

The negative impact of developed skills on mastering new ones or the negative impact of developed skills on existing skills is called interference. Interference is as universal a phenomenon in skill development as transfer.

The skill of reading fluently prevents the Russian language teacher from seeing mistakes in words. The acquired skill of solving problems of one type initially inhibits the solution of problems of another type.

The phenomenon of skill interference is associated with the irradiation of excitation along the cerebral cortex, and its disappearance is associated with the development of precise and persistent differential inhibition in the nervous system.

When developing new skills, their transfer or interference occurs; the teacher uses transfer to facilitate the development of methods of action, and prevents interference, precisely delimiting one method of action from another. Teachers often tell schoolchildren: “Now solve the following problem yourself. It is solved in the same way as the one that was just sorted out.” In this way, students practice conscious transfer of a skill. By preventing interference, the teacher, for example, draws the attention of schoolchildren to the fact that this problem cannot be solved in a standard way.

3 HABITS

According to the mechanism of education, habits are closely related to skills. Habit- the need to take action. For example, a child has mastered some hygiene skills: he knows how to wash his hands and brush his teeth. However, this is not enough. It is important that your child develops the habit of always washing his hands before eating, before going to bed, and after a walk. Habit motivates a person to act in a certain way. This is why habits are of utmost importance in developing positive personality traits. A. S. Makarenko noted that it is necessary to educate good habits behavior. When a habit has been developed, we act this way because we cannot do otherwise, because we are used to it. Makarenko notes that it is much more difficult to cultivate behavioral habits than to cultivate awareness of how to behave.

If a skill, as a rule, is formed through conscious exercise, then a habit can be formed without much effort on the part of the person. A strict daily routine, the example of others, repeated repetition of the same actions lead to the fact that, unbeknownst to oneself, a person develops positive or negative habits.

A skill allows you to perform an action masterfully, but it does not stimulate the execution of the action itself. Habits, unlike skills, require action. Therefore, in behavior they are either useful or harmful. This is why habits are part of the moral foundation of the individual.

Habits arise in a child in the process of operating with objects, as a result of expanding his circle of contacts with people. It is important that the child immediately develops useful habits that have a positive impact. positive influence to the individual.

Among the habits associated with labor activity, it is necessary to note the useful habit of filling your time with fruitful work and reasonable rest.

Thus, skills and habits represent the foundation of individual behavior. Character traits and professional skill are formed on the basis of skills and habits. Well-developed skills and useful habits enable a person to quickly master new educational material and new types of professional activities.

CONCLUSION

Our time, dynamic and contradictory, a time of rapid scientific and technological revolution, is characterized by a progressive change in the living conditions of society and environment, an increase in the intensity of human neuropsychic activity. Already today, he is required to have an unprecedentedly high level of mental plasticity and adaptability. Until now, within certain limits, man has adapted relatively freely to changing living conditions. Its internal reserves have not decreased even today. It is known that in this regard, a very optimistic problem of the third period of life - “active old age”, covering age period from 60 to 70-80 years. In this regard, the psychology of activity can also help maintain longevity and good health.

The current state of knowledge allows us to give a strictly scientific explanation of empirically established psychological phenomena. Understanding the meaning and mechanisms of psychological methods increases the degree of their effectiveness, since in this case the powerful stimulating role of consciousness is manifested.

The range of tasks facing the psychology of activity should, in particular, include:

Understanding psychological characteristics and patterns of formation of basic mental states of a person;

Understanding the psychological mechanisms of correction and self-correction of mental states in order to eliminate negative states (including stressful ones) and purposefully create positive productive states;

Mastering self-government techniques vitality, level of performance and creative capabilities;

Developing the necessary mental hygiene skills, rational habits, personality traits, character traits;

Rational setting and reasonable justification of life goals (both immediate and long-term), choosing acceptable ways to achieve them;

Understanding the direct influence of moral character on the stability of the neuropsychic sphere and the state of human health.

Morality is the most important condition for a full-fledged physical and mental health, vital stability. A person deprived of morality is also deprived of the main levers for carrying out the process of self-improvement. Fully aware of what he is, he does not count on the participation of the social environment in his destiny. Thus, in this case, the higher mechanisms of mental regulation and protection of the individual turn out to be turned off and uninvolved.

The intellectual, mental and physical reserves of the body are extremely large. Their development, enhancement and practical use in Everyday life human - a task that must be solved today.

To do this, it is important, taking into account the unique laws of the functioning of the body, to learn to systematically increase the level of its reserves and it is advisable to use them in appropriate cases. The main condition required for this is the initial active position the person himself, who considers his mental physical capabilities as a product of his own labor, his internal conscious efforts. And there are no other obstacles on the path of self-improvement of the individual - in the presence of appropriate social conditions - other than those that she creates for herself.

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