Page 308 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 308
ja Krajnčan and Andreja Butolo
of adults (important Seconds), who also meet their physiological needs for
feeding and care. Over the course of time, a need for independence is formed
in the child. This is expressed by being interested in exploring unknown sur-
roundings, with stubbornness, with various symbolic games and even with
aggressive rejection of the existing behaviour patterns and exercising their
own will. Adults of important Seconds with care and education introduce
children to the world of culture, which leads to conflict situations. And re-
solving of the latter marks or forms the psychological structure of personality
(Kroflič 1997b).
A stable, emotionally positive environment, in which the child can find
quality objects of identification, is necessary for the optimal development of
the child, and at the same time they are constantly stimulated to move away
from too tight emotional ties, to find their own experiences, truths and moral
principles (Kroflič 1997b). Identification is a way of internalizing the important
object relationships, which create the child’s mental structure, and then it is
filled by contents, on which the society is founded, the person’s view of the
world. In identification, the person or the content of values with which the
children identify themselves with is not so important, but the manner how
this identification is carried out and to what type of relationship between the
child and the important second it refers to (Kroflič 1997b).
The child is marked by the natural tendency of subordination to the au-
thority of the important Second (most often this is mother or guardian). The
child forces this subordination in order to meet the need for security. At first,
the child is not aware of his own person and therefore wants to fully imi-
tate the important Second, who meets their primary needs. Children form
their first perception of themselves on the basis of how the important Sec-
ond (mother) perceives them (Kroflič 1997b).
Child development must go in the direction of individualization, which
certainly does not mean to break the emotional ties with the mother and
other close persons or objects of identification. Resolving the Oedipus com-
plex is also a part of this independence. During this period, the child is subor-
dinated to a new form of authority, to the one that disturbs the idyllic mother
– child dyad. This important Third, it was usually the father, but today this is
no longer necessary, presents a rival for the mother’s affection and the mes-
senger of the rational world of rules, requirements, calls and laws. This is the
period when the important Third interrupts the child’s conflict-free state of
comfort and confronts them with the world of rules and restrictions, which is
the condition for the creation of a self-confident, independent and responsi-
ble person. The child thus finds themselves in situations when they must de-
308
of adults (important Seconds), who also meet their physiological needs for
feeding and care. Over the course of time, a need for independence is formed
in the child. This is expressed by being interested in exploring unknown sur-
roundings, with stubbornness, with various symbolic games and even with
aggressive rejection of the existing behaviour patterns and exercising their
own will. Adults of important Seconds with care and education introduce
children to the world of culture, which leads to conflict situations. And re-
solving of the latter marks or forms the psychological structure of personality
(Kroflič 1997b).
A stable, emotionally positive environment, in which the child can find
quality objects of identification, is necessary for the optimal development of
the child, and at the same time they are constantly stimulated to move away
from too tight emotional ties, to find their own experiences, truths and moral
principles (Kroflič 1997b). Identification is a way of internalizing the important
object relationships, which create the child’s mental structure, and then it is
filled by contents, on which the society is founded, the person’s view of the
world. In identification, the person or the content of values with which the
children identify themselves with is not so important, but the manner how
this identification is carried out and to what type of relationship between the
child and the important second it refers to (Kroflič 1997b).
The child is marked by the natural tendency of subordination to the au-
thority of the important Second (most often this is mother or guardian). The
child forces this subordination in order to meet the need for security. At first,
the child is not aware of his own person and therefore wants to fully imi-
tate the important Second, who meets their primary needs. Children form
their first perception of themselves on the basis of how the important Sec-
ond (mother) perceives them (Kroflič 1997b).
Child development must go in the direction of individualization, which
certainly does not mean to break the emotional ties with the mother and
other close persons or objects of identification. Resolving the Oedipus com-
plex is also a part of this independence. During this period, the child is subor-
dinated to a new form of authority, to the one that disturbs the idyllic mother
– child dyad. This important Third, it was usually the father, but today this is
no longer necessary, presents a rival for the mother’s affection and the mes-
senger of the rational world of rules, requirements, calls and laws. This is the
period when the important Third interrupts the child’s conflict-free state of
comfort and confronts them with the world of rules and restrictions, which is
the condition for the creation of a self-confident, independent and responsi-
ble person. The child thus finds themselves in situations when they must de-
308
