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Age periods of human development. Age periodization, its characteristics: is age really important? How different reading impressions vary by age

The concept of "age" can be considered from different aspects: from the point of view of the chronology of events, the biological processes of the body, social formation and psychological development.

Age covers the entire life path. Its countdown starts from birth and ends with physiological death. Age shows from birth to a specific event in a person's life.

Birth, growing up, development, old age - all the lives of a person, of which the entire earthly path consists. Having been born, a person began his first stage, and then, over time, he will go through all of them sequentially.

Classification of age periods in terms of biology

There is no single classification; at different times it was compiled in a different way. The delimitation of periods is associated with a certain age, when significant changes occur in the human body.

A person's life is the periods between key "points".

Passport, or chronological age may not coincide with the biological. It is by the latter that one can judge how he will do his job, what loads his body can withstand. Biological age can both lag behind the passport, and ahead of it.

Consider the classification of life periods, which is based on the concept of age based on physiological changes in the body:

Age periods

age		period
0-4 weeks		newborn
4 weeks - 1 year		chest
1-3 years		early childhood
3-7 years		preschool
7-10/12 years old		junior school
girls: 10-17/18 years old		teenage
boys: 12-17/18 years old
young men	17-21 years old	youthful
girls	16-20 years old
men	21-35 years old	mature age, 1 period
women	20-35 years old
men	35-60 years old	mature age, 2nd period
women	35-55 years old
55/60-75 years		elderly age
75-90		old age
90 years and over		centenarians

The views of scientists on the age periods of human life

Depending on the era and country, scientists and philosophers have proposed various criteria for grading the main stages of life.

For example:

Chinese scientists divided human life into 7 phases. “Desirable”, for example, was called the age from 60 to 70 years. This is the period of development of spirituality and human wisdom.
The ancient Greek scientist Pythagoras identified the stages of human life with the seasons. Each lasted 20 years.
The ideas of Hippocrates became fundamental for the further definition of periods of life. He singled out 10, each 7 years long, starting from birth.

Periods of life according to Pythagoras

The ancient philosopher Pythagoras, considering the stages of human existence, identified them with the seasons. He singled out four of them:

Spring is the beginning and development of life, from birth to 20 years.
Summer - youth, from 20 to 40 years.
Autumn - heyday, from 40 to 60 years.
Winter - fading, from 60 to 80 years.

Periods according to Pythagoras had a duration of exactly 20 years. Pythagoras believed that everything on Earth was measured by numbers, which he treated not only as mathematical symbols, but also endowed them with some kind of magical meaning. Numbers also allowed him to determine the characteristics of the cosmic order.

Pythagoras also applied the concept of “four” to age periods, because he compared them with eternal, unchanging natural phenomena, for example, the elements.

The periods of a person's life (according to Pythagoras) and their advantages are based on the doctrine of the idea of eternal return. Life is eternal, like the successive seasons, and man is a part of nature, lives and develops according to its laws.

The concept of "seasons" according to Pythagoras

Identifying the age intervals of human life with the seasons, Pythagoras focused on the fact that:

Spring is the time of the beginning, the birth of life. The child develops, absorbing new knowledge with pleasure. He is interested in everything around him, but everything is still happening in the form of a game. The child is flourishing.
Summer is the growing season. A person blossoms, he is attracted by everything new, still unknown. Continuing to flourish, a person does not lose his childish fun.
Autumn - a person has become an adult, balanced, former gaiety has given way to confidence and slowness.
Winter is a period of reflection and summing up. Man has gone most of the way and is now considering the results of his life.

The main periods of the earthly path of people

Considering the existence of an individual, we can distinguish the main periods of human life:

youth;
mature age;
old age.

At each stage, a person acquires something new, reconsiders his values, changes his social status in society.

The basis of existence is the periods of human life. The features of each of them are associated with growing up, changes in the environment, the state of mind.

Features of the main stages of the existence of a person

The periods of a person's life have their own characteristics: each stage complements the previous one, brings with it something new, something that has not yet been in life.

Youth is inherent in maximalism: there is a dawn of mental, creative abilities, the main physiological processes of growing up are completed, appearance, well-being. At this age, a system is established, time begins to be valued, self-control increases, and others are reassessed. A person determines the direction of his life.

Having reached the threshold of maturity, a person has already reached certain heights. In the professional field, he occupies a stable position. This period coincides with the strengthening and maximum development social status, decisions are made deliberately, a person does not avoid responsibility, appreciates today, can forgive himself and others for mistakes, realistically evaluates himself and others. This is the age of achievements, conquering peaks and getting the maximum opportunities for your development.

Old age is more about loss than gain. A person ends his labor activity, his social environment changes, inevitable physiological changes appear. However, a person can still engage in self-development, in most cases it happens more on a spiritual level, on the development of the inner world.

Critical points

The most important periods of human life are associated with changes in the body. They can also be called critical: the hormonal background changes, which causes changes in mood, irritability, nervousness appear.

Psychologist E. Erickson identifies 8 crisis periods in a person's life:

Teenage years.
The entry of a person into adulthood is the thirtieth birthday.
The transition to the fourth decade.
Fortieth anniversary.
Middle of life - 45 years.
fiftieth anniversary.
Fifty-fifth anniversary.
Fifty-sixth anniversary.

Confidently overcome "critical points"

Overcoming each of the presented periods, a person moves to a new stage of development, while overcoming the difficulties that have arisen on his way, and strives to conquer new heights of his life.

The child breaks away from his parents and tries to find his own direction in life.

In the third decade, a person reconsiders his principles, changes his views on the environment.

Approaching the fourth ten, people try to gain a foothold in life, climb the career ladder, begin to think more rationally.

In the middle of life, a person begins to wonder if he lives correctly. There is a desire to do something that will leave a memory of him. There is disappointment and fear for their lives.

At the age of 50, a slowdown in physiological processes affects health, age-related changes occur. However, a person has already set his life priorities correctly, his nervous system works stably.

At 55, wisdom appears, a person enjoys life.

At 56, a person thinks more about the spiritual side of his life, develops his inner world.

Doctors say that if you are prepared and aware of the critical periods of life, then they will be overcome calmly and painlessly.

Conclusion

A person decides for himself by what criteria he divides his life periods, and what he puts into the concept of "age". It could be:

Purely external attractiveness, which a person seeks to prolong by all accessible ways. And he considers himself young, as long as appearance allows it.
The division of life into "youth" and "the end of youth." The first period lasts as long as there is an opportunity to live without obligations, problems, responsibility, the second - when problems, life difficulties appear.
Physiological changes in the body. A person clearly follows the changes and identifies his age with them.
The concept of age is associated with the state of the soul and consciousness. A person measures his age by the state of his soul and inner freedom.

As long as a person's life is filled with meaning, the desire to learn something new, and all this is organically combined with the wisdom and spiritual wealth of the inner world, a person will be forever young, despite the weakening of the physical capabilities of his body.

Each period of growing up a child is accompanied by changes. This is evident in his appearance and behavior. But behind these manifestations lies a deep restructuring of the whole organism as a whole: both physiological and psychological. Therefore, it is important for any parent to be aware of the significance of what is happening and to have an idea of what kind of processes are taking place in a small person. After all, only having such knowledge can help the child develop harmoniously.

The psyche of the child is formed gradually, sequentially, step by step. And the process of formation of each property gives rise to a new need in the child. If the parent does not know that the child's behavior is provoked by the characteristics of his age, then the reaction to this behavior will not be adequate. Accordingly, the child's need will either not be fully satisfied, or will not be satisfied at all. At the same time, during this period, relatives should help and support the child, because. its development depends on this help and support.

The periods when the child “opens up” to perceive a new aspect of the world and human relations are usually called "sensitive period of development" (from English: sensitive - "sensitive").

L.S. Vygotsky (famous Soviet psychologist, founder of the cultural-historical approach in Russian psychology) wrote : "During this period, certain influences have a sensitive effect on the entire course of development, causing certain profound changes in it. In other periods, the same conditions may turn out to be neutral or even have a reverse effect on the course of development"

The beginning of the life cycle, according to the domestic concept, can be conditionally divided into three periods: intrauterine period, childhood and adolescence. Each period includes several stages. At the moment, it is important for us to study exactly those stages that a child goes through when he comes to a foster family. There are five of them in total: four belong to the period of childhood (the period from 0 to 11 years), one belongs to the period of adolescence (from 11 to 15-17 years). In table No. 1, the age period of interest to us is highlighted with a thickened frame.

Table #1

We started talking about periods of development and age limits not by chance. Indeed, in each of these periods, the child is characterized by his own, special type of activity, which contributes to the best development of his cognitive sphere. This "special activity" is called "leading" . Because it is she who determines and "leads" the child in his development. Therefore, the parent should encourage and support this process in every possible way.

Also plays an important role social situation of child development . Among the diverse relationships of the child that form the social situation of development, Vygotsky distinguished between “closest and farthest” relations with society. Later, the former received their meaningful disclosure in studies of the genesis of the forms of communication of the child (M.I. Lisina and others), and the latter - in studies of role relations due to the objective position (place) of a child of a given age in the system public relations(A.N. Leontiev, D.B. Elkonin and others).

The social situation of development determines the whole way of life of the child, his social being, the peculiarities of his consciousness. Acting as a relationship between the child and his social environment, the social situation of development presupposes the activity of the child himself in building these relationships. The subjective aspect of the social situation of development is the concept of "experiencing" - as the child's subjective reflection of his objective place in the system of social relations.

The expectations and requirements imposed on the child by society set the “ideal form” of development (L.S. Vygotsky, D.B. Elkonin). The institution of mediation, which determines the content and form of the child's cooperation with adults and peers as carriers of competence, is the basis for the child to assign a given "ideal form".

The social situation of development confronts the child at each age stage with the main task of development, the solution of which determines the dynamics of mental development at a given age. The achievements of the child's mental development gradually come into conflict with the old social situation of development, which leads to the breakdown of the old and the construction of new relationships with social environment, and, consequently, to a new social situation of development. The newly arisen contradiction between new, higher social expectations and requirements for the child and his capabilities is resolved through the advanced development of the corresponding psychological abilities. A spasmodic change in the social situation of development is one of the essential components age development crises .

Now it is worth paying special attention to the leading activity at each specific stage (see Table No. 2).

Table number 2

· Infancy

On the stage infancy leading activity is situational-personal communication . In simple terms, during this period, emotional contact and communication with close adults comes to the fore for the child. Despite the fact that he still cannot speak, he is trying to contact the parent with his body movements and facial expressions. This period is very important, because. It is at this time that the child learns to communicate with others. He has a need for communication. In this case, it will be defined as neoplasm .

That is, the neoplasm is:

- firstly, mental and social changes that occur at a given stage of development and determine the child's consciousness, his attitude to the environment, inner and outer life, the course of development in a given period;

- secondly, neoplasm is a generalized result of these changes, the entire mental development of the child in the corresponding period, which becomes the starting point for the formation of mental processes and the personality of the child of the next age(Vygotsky L.S., 1984).

The development of the child is not limited only to the development of mental functions. In parallel with this, it grows and changes physically. It is enough to look at the following table below to understand how rapidly the child is developing; and how many parallel processes, both mental and physiological, occur in the first months of a child's development (in more detail, age standards are presented in Appendix No. 1). It is worth noting that the data below are average, that is, there may be small assumptions in one direction or another, which may be due to both the personal characteristics of the child and the conditions of his development.

Table #3

Active movement is a necessary condition for acquaintance with the environment, the formation of perception. Movement helps the development of the first emotions - satisfaction-dissatisfaction with the state, speech and mental activity arises. Communication, the game of mother with child is very important here. She swaddles, turns the baby, smiles at him, talks to him, strokes him, causing positive emotions and sounds. The child learns to see the toy in the hands of the mother, hear it, shake it, that is, the process of acquiring the first life experience, skills and knowledge is underway. It is the mother who serves as the first source of knowledge, love, positive emotions. The child begins to look for the mother, call her, repeat the sounds after her.

ü Already at two months, the child pronounces individual vowels;

ü cooing occurs at 4 months;

ü at six months, the child has a rich supply of sounds - he hums, hums, hums, squeals, laughs;

ü babbling appears at 8 months;

We hear our first words at 12 months.

Thus, a prerequisite for further development is created.

· Early childhood

The leading type of activity is object-manipulative activity; practical cooperation with adults.

Neoplasm - The child is busy with an object and action with it; there is a need for speech (to establish contact).

(1-3 years). The child proceeds to objective actions - mastering actions with objects (object-tool). The development of the cognitive sphere is better. The most important neoplasm is speech, bipedalism, the emergence of thinking, the emergence of a sense of "I".

Up to two years there is a rapid development of movement skills, speech, knowledge of the environment, differentiation of emotions. At two years old, the child confidently runs, jumps, climbs the stairs himself, dresses with the help of an adult, uses a spoon on his own.

Especially worth mentioning is the importance of speech development. At a year and a half, a child pronounces about 15 words and 5-6 onomatopoeia. Here begins the pronunciation of the first phrases consisting of two words. By the age of two, the number of words increases two to three times, while the passive vocabulary (understanding) increases to 300 words. A sentence appears not from two words, but already a whole phrase. From two years (up to five) the speech, cognitive, mental activity of the child is most pronounced. Children receive a lot of information, ask a lot of questions, learn basic knowledge about the world around them and basic self-care skills: dress, eat, go to the potty. Conflicts arising during this period - parents limit the independence of the child and do not allow him to wash himself, get a toy out of the box, wash the dishes, because he does not do it well enough. When we do not allow the child to show independence, he expresses dissatisfaction. He no longer wants to be a doll, a child who is not allowed to do anything.

After two years, he becomes more independent, hears prohibitions, he has his own desires, unwillingnesses.

Completion of the period: awareness of "I", the requirement of independence and satisfaction of one's desires (the first phase of stubbornness), the acquisition of neatness skills, a significant increase in movements and speech, the appearance of thinking.

· preschool age (from 3 to 6-7 years). Leading activity - Communication (role-playing game); game (as a universal form of development); role-playing games, games with rules, dramatization games; the need to take part in the life and activities of adults.

Neoplasm - A need is formed to influence the world; acts like an adult, but with substitute items.

The influence of the game - the child learns the essence of human relationships. The central neoplasm is the desire to take a place, the desire for socially significant activity.

Until the age of five, the foundations of character appear, the development or restraint of independence and cognitive activity, the development of the basic prerequisites for intelligence (activity, motor skills, speech, attention, memory) and the foundations of his thinking.

There is a development of the emotional-volitional sphere from the sphere of unconscious stubbornness to purposeful stubbornness and conscious volitional efforts, from simple emotions to more complex and meaningful ones, which are associated with socialization, expanding communication with peers and adults. Great importance for mental development, the activity of the child also plays, but here much attention is paid to the development of the prerequisites for intelligence. Fine motor skills develop. The child learns to copy drawings, details, draws a person with arms, legs, can build a tower of 8-9 cubes. The child knows how to dress himself, knows his name, surname and even address well. If he does not remember himself until the age of three, long-term memory develops from the age of three, he remembers vivid, emotional episodes of childhood. After 4 years, memories become even more meaningful. Playing independently, communicating with adults, the child is already learning to generalize, compare, establish causal relationships - he performs the first operations of thinking. In his game, he models already familiar situations, does what he was taught. However, the game also manifests independent creativity, the child's imagination. He has the ability to create new things, make decisions, gain individual experience. Joint play with peers helps to expand the skills of communication, behavior and correct response. From the age of five there is a process of preparation for schooling. In addition to the plots in "daughters-mothers", "doctors", "kindergarten" a game is added to the "school". Children get acquainted with books, letters, numbers in a playful way. The socialization of the child will consist in the fact that he can talk about himself, perform the tasks of the elders, he develops perseverance, communication skills, self-service, independence and obedience. It is very important that the child wants to go to school, considers learning useful for himself.

Completion of the period: readiness for schooling.

· Junior school age

Leading type of activity - Educational activity; the game has exhausted its cognitive possibilities; game motivation is replaced by cognitive.

Neoplasm - Gradually realizes (recognizes) himself and his inner world; learns to build relationships with other people; is able to look at the situation from the point of view of another person and make decisions in accordance with this.

(7 - 10-11 years). The development of a predominantly cognitive sphere. Neoplasms - the arbitrariness of mental reactions, the emergence of an internal plan of action, the emergence of control over one's actions.

The social position of the child is changing. He becomes a member of the class. Children look more serious, responsibility and significance of new activities appear. The child rejoices in his success in school, but he also has anxiety about failure in school. Getting used to the daily routine of the school is gradual. Children have not forgotten the game yet, they can be naughty, get tired, they can get up during the lesson. The teacher is treated like an educator kindergarten. At home, you need constant monitoring of the preparation of lessons, the preparation of clothes for school. The help of parents must be, but it is unobtrusive, without crowding out the solvency of the child. It is very important to encourage independence, praise success, inspire faith in subsequent success. You can not feel sorry for the child, blame the school.

· Adolescence

The leading type of activity is intimate-personal communication; communication with peers (in socially useful activities). (11-12 to 14-16 girls, 15-17 boys). A teenager is looking for a peer - a friend to whom he is trying to personally open up and understand others himself.

Neoplasms - a sense of adulthood, criticality, the beginning of the formation of self-consciousness, the personal sphere receives great development. This is where the concept of leading activity ends. In the future, there is no longer a pronounced expression.

You can characterize this period as the period of puberty. All mental development (emotional and cognitive) passes under the sign of personality development - independence, as necessary condition later life. The period begins with a significant increase in anxiety at the age of 12 - this is due to hormonal emissions, physique formation, autonomic and cardiovascular reactions.

Anxiety increases, because the child goes to study with different teachers, the school load increases, it becomes more difficult educational material. A teenager is afraid of not being very responsible and not very independent. This age is characterized by social activity. Children tend to express themselves in some business. They unite in interest groups and informal youth groups. Self-affirmation in a group requires increasing knowledge - hobbies, hobbies, collecting are possible. Increases critical attitude towards others, the level of conflict, impatience.

Adolescence is the period between childhood and adulthood. The success of the transition to the adult world largely depends on the "adult society", that is, the availability of prepared ways for the adolescent to enter the adult world and the assignment of certain rights and obligations to him.

· Youth. Leading activity - direction to future professional activity, educational activity.

Neoplasms - the completion of the formation of self-consciousness, the formation of a worldview. There is no further age periodization. It is believed that maturity comes and the leading activity is work.

Age - this is a specific, relatively time-limited stage of mental and psychological development, which has its own structure and dynamics. Psychological age(L.S. Vygotsky) - a qualitatively unique period of mental development, characterized primarily by the appearance of a neoplasm, which was prepared by the entire course of previous development. The concept of age includes: chronological age, biological, psychological.

An attempt at a systematic analysis of the category of psychological age belongs to L.S. Vygotsky. He considered its key characteristics to be the social situation of development, reflecting the place of the child in the system of social relations, the activity of the child, neoplasms in the sphere of consciousness and personality.

Psychological age may not match an individual's chronological age, as recorded on their birth certificate and then on their passport. The age period has certain boundaries. But these chronological boundaries can shift, and one person will enter a new age period earlier, and the other later. The boundaries of adolescence, associated with the puberty of children, "float" especially strongly.

Age is a qualitatively specific stage of ontogenetic development. In a person's life, it is customary to distinguish the following ages:

1. infancy up to a year

2. early childhood 1-3

3.preschool childhood 3-6;7;

4. junior school age 6; 7-10

5. teenage 10-15;

6. youth 15-17 (early); 17-21-proper youth

7. maturity 21-60, 21-35-youth, 35-50-adulthood 50-60-maturity;

8.60-75-old age;
9. 75-90 senile;

10. from 90 - centenarians.

Each age in human life has certain standards by which it is possible to assess the adequacy of the development of the individual and which relate to the psychophysical, intellectual, emotional and personal development. The transition to the next stage occurs in the form of crises of age development.

Chronological age- the age of an individual from the moment of conception to the end of life. The chronological ages of two different people are comparable in two measurement systems: on the one hand, on an absolute time scale (time shift) and, on the other hand, on those mental changes that appear in them at a certain age (age correspondence).

biological age is determined by the state of metabolism and body functions in comparison with the statistically average level of development characteristic of the entire population of a given chronological age. The concept of biological age is based on genetic, morphological, physiological and neurophysiological changes that occur in the body of each person.

Psychological age is determined by correlating the level of mental (mental, emotional, etc.) development of the individual with the corresponding normative average statistical symptom complex. Here, the psycho-physiological, psychological and socio-psychological changes that occur in the human psyche (mental age IQ, social maturity or adaptation to the environment, emotional maturity, personal maturity) are taken as a basis.

The age development of a person is considered in different ways, which determines the features of the periodization of age development:

The order of life events;
Human biological processes;
Development in society;
Ontogeny of psychology.

The age periodization of a person unites the period from conception to physiological death.

To date, there is no single classification of the age periodization of human life, since it has constantly changed depending on time and cultural development.

The distribution of age periods occurs when certain important changes occur in the human body.

Stages of age periodization are periods between the boundaries of a certain age in the system of human development.

Giving a brief definition of age periodization, we can distinguish the following stages:

The birth of a person;
Growing up, as well as the formation of certain physical and social functions;
Development of these functions;
Old age and inhibition of the functioning of the body;
Physical death.

Each person after birth goes through all stages of life sequentially. They make up the life cycle.

It should be noted that there is not always a coincidence of the "passport" age with the social, biological and psychological.

What is age periodization?

Consider the main periods of a healthy person's life, which are distinguished by age periodization in psychology. The characteristic of age periods is based on psychological ontogenesis.

Periodization age from a psychological point of view

1. Prenatal segment, in which 3 stages are distinguished:

Pre-embryonic. The duration is determined by two weeks, when fertilization occurs in the egg;
Embryonic. The duration of the period is until the beginning of the third month of pregnancy. The period is characterized by the active development of internal organs.
Fetal stage. It lasts from three months of pregnancy until the birth of a child. All vital organs are formed, which must function clearly and allow the fetus to survive after childbirth.

2. Childhood.

From zero months to a year;
Early childhood, which lasts from one year to three years. It is characterized by the manifestation of autonomy and independence; intensive development of speech skills.
Preschool is from three to six years.

During this period, the intensive development of the child takes place, the stage of social manifestations begins;

School age junior group. From six to eleven years old, the baby is actively involved in social life; intensive intellectual development.

3. Adolescence.

Teenage years.

Time of intense puberty, which lasts up to fifteen years. There are significant changes in the functioning of body systems. Under their influence, the view of one's own "I" and ideas about the surrounding reality change.

Youth time.

The duration of the period is from sixteen to twenty-three years. From the point of view of biology, the organism has become an adult. However, based on social development, you can't say that. There is a desire to become self-reliant and independent in the absence of social responsibility.

All important decisions related to later life are made at this time: choice life path, professions, self-determination, the formation of self-consciousness and attitudes towards self-development.

The transition from one age period to another provides for the emergence of crises, those moments that are considered to be turning points. They occur due to changes in the physiology and psychology of a growing person. Crises are the most difficult stages of the life path, which cause certain difficulties for the growing person himself, as well as for the people who surround him. There are two types of tipping points: small and large.

Small crises (1 and 7 years old, youthful crisis) appear with the emergence and development of skills that did not exist before, the increasing role of independence.

Major crises (birth, three years, adolescence) are characterized by a complete restructuring of social and psychological relationships. This is a time of great change, which is accompanied by emotional outbursts, aggression, disobedience.

4. Maturity.

Youth. Lasts up to 33 years. The period of active personal relationships associated with building a family and having children. Development professional activity. Time to assert yourself in all areas of life: sex, love, career.
Crisis of thirty. By this time, many achieve what they so aspired to. There comes a turning point in life when a person begins to search for the meaning of life. Often disappointed in what he has. Seeks to change jobs, education, circle of acquaintances and friends. According to statistics, most divorces occur during this period.
period of stabilization. From 35 to 45 years old, as a rule, people are satisfied with what they have achieved. They no longer want change, they want stability. Self-confidence comes, they are satisfied with success in their careers. Most often, the state of health is consistently good. Family relations are stabilizing.
Decade of crisis (45-55 years).

The first signs of approaching old age begin to appear: the former beauty is leaving, well-being and health in general are deteriorating.

There is coldness in the family. Children, having become adults, lead an independent life, alienation occurs in relations with them. Fatigue and depressive moods are frequent companions of this age. Some try to find salvation in dreams of a new bright love (or make a dream come true). Others "burn" at work, providing a dizzying rise in their careers.

period of equilibrium. The age from 55 to 65 years is characterized by a gradual withdrawal from social life and labor activity. This is a period of relative calm in all spheres of life.

5. Old age.

There is a rethinking of all life, reflection on spirituality and a reassessment of actions. An overview of the past years from the point of view of philosophy: was life wasted in vain or was it rich and unique.

At this time, crisis periods appear associated with a rethinking of the life lived.

Personal assessment that does not affect the professional sphere;
Attitude towards aging and the appearance of signs of a clear deterioration in health and appearance;
Understanding and accepting death.

1) Thinking about its inevitability, a person first feels the horror of helplessness, since he cannot prevent this event.

2) Anger that is poured out on all the young and healthy who are nearby. It comes with the realization that human life is coming to an end and nothing can be done about it.

3) An attempt to make a deal: with doctors or through repentance. A person "begs" for years of life, following all the doctor's orders, self-medicating or actively attending church.

4) Depression. Awareness of imminent death does not leave a person. He withdraws into himself, often cries, thinking about the relatives and friends he will have to leave. There is a complete lack of social contacts.

5) Acceptance of death. Humble expectation of the inevitable end. The state when a person is already psychologically dead.

6) The onset of clinical death is characterized by complete cardiac arrest and cessation of breathing. Within 15-20 minutes, a person can still be brought back to life.

7) Physiological death is associated with the cessation of all body functions.

The definition of this age periodization is associated with the physiological characteristics of the body, the level of development of the psyche, as well as the main behavioral characteristics of a person.

Philosophical concept of age periodization

Since antiquity, in different countries scientists had their own idea of the concept of age characteristics. Modern age periodization successfully uses the proposed models.

For example, in China, it was believed that human life is divided into 7 periods, and the age from 60 to 70 years was considered the best. This time was called the spiritual flowering of man and the manifestation of his highest wisdom.

Hippocrates divided human life into 10 stages, each of which lasted 7 years. Timekeeping began at birth.

The division of the stages of the life path according to Pythagoras is very interesting. He believed that age periodization is a similarity of the seasons.

Spring.

Beginning of life. The period of formation and development of personality. Passes from birth to 20 years.

Summer. Young years from 20 to 40 years.

Autumn. The best years of a person, the flowering of creativity. Lasts from 40 to 60 years.
Winter is old age, which comes from the age of 60.

Pythagoras believed that everything in human life is characterized by numbers that have magical properties.

The scientist assumed that the age periodization of development is the changing "seasons" of life, and a person is a part of natural life.

At the heart of his age periodization and characterization of periods is the idea of eternal life through reincarnation and change.

Does age really matter?

Each of us is free to determine by what criteria to determine the age period in which he lives. After all, the concept of "age" is very relative.

Someone considers himself young as long as external attractiveness and good health remain. Often people try to available means prolong this outward manifestation of youth. And someone and 80 leads an active lifestyle, attracting others with their optimism. As a rule, such people get sick very little, keeping active until old age.

Remember that age is determined by the state of mind, not by the numbers in the passport.

(1) How different according to age are the impressions of what is read, heard and seen!

(2) I remember being taken to the circus as a child. (3) How much joy and pleasure!

(4) In my youth, I also visited it often: I was drawn there by the grace of the movements of riders, the courage of acrobats, the triumph of animal training by the crown of creation - man ...

(5) More mature years have come - I occasionally and only by chance went to the circus.

(6) Now I don't go there at all. (7) Why?

(8) I remember the last time I was there, I was visited by very strange thoughts ...

(9) A huge iron cage was taken to the arena on wheels. (10) In it, three young African lions quickly walked back and forth, uttering a dull growl, shaking their manes and sparkling with their eyes. (11) They seemed to be reasoning with themselves, and it seemed to me from the varied tone of their growling that these arguments were on different topics.

(12) One said:

(13) - Who dares to order me? (14) Before whom will I bow my head and whom will I not let out my claws? (15) I will break all the locks, I will run through immeasurable spaces and reach my distant homeland - a quiet desert. (16) Where the gazelles that I eat drink by the stream, where I quench my thirst, beautiful young lionesses with silky hair, with eyes burning with green fire, are waiting for me, basking on hot sand. (17) I will emit a joyful cry of love, and the one who loves me will respond to my call. (18) We will go with her together through the vast desert, scorched by the sun, happy, free.

(19) Another in a sharper tone made other plans:

(20) - Who thinks to subdue me? (21) Before whom will my proud will bow? (22) Now I will grab the grate, locks with my teeth and crack them easier than a child cracks nuts. (23) But I will not retire to the peace and quiet of the desert, but will flee to the cities where my brothers languish in captivity, where they dare to parade them for fun. (24) I will destroy all the cells and free the unfortunate prisoners. (25) There will be tens, hundreds, thousands of us, and only when there is not a single lion in custody on the whole globe, will I return to my native countries, as befits a victorious king.

(26) The third dreamed of something else:

(27) - Let them not try to enslave me! (28) With one blow of my mighty paw, I will break to smithereens both the tree and the iron of my prison, I will turn everything into chips and dust. (29) I will go to the most remote country, not known to either people or lions. (30) There I will live alone, contemplating only boundless spaces around me: the desert, the sea and the sky - and, having grown old, I will die in the sight of the setting sun.

(31) So, it seemed to me, these three young lions, imprisoned in a cage that stood in the arena, thought when the tamer appeared in the quickly opened door. (32) In her right hand she held a small whip, which even a small dog would hardly have been afraid of.

(33) But as soon as they, these three wild lions, saw her, they stopped growling and, with their tails between their legs, huddled together in the opposite corner of the cage. (34) Under the swing of the whip, she made them jump over the barriers and into the rings.

(35) He, in love with a wild lioness, licked the hands of the tamer. (36) Plotting to free all the lions, he bit, like a well-trained dog, one of his comrades, who was slow to give a paw, and who dreamed of dying, contemplating the setting sun, trembled all over with a blank pistol shot.

(37) The performance ended, and the tamer, leaving the cage, threw a piece of meat to the lions, and they, clutching it in their paws, began to devour, apparently pleased, with an extinct look.

(38) Isn't it the same with people? (39) These three lions are not wonderful dreams of youth: passionate love, thirst for glory, lofty aspirations? (40) But I want to eat ... (41) A tamer is life.

(42) That's what my thoughts were - and I stopped going to the circus.

(According to N. Heinze)

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