Is your child ready for school presentation. Consultation for parents in the form of a presentation on the topic: “Is your child ready for school? The basis of motivational readiness is formed in the family, in its daily life, through conversations with the child about school, through

Evaluation of Cognitive Development Does the child have basic concepts (eg right/left, big/small, up/down, in/out, etc.)? Does the child know how to classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)? Can the kid guess the ending of a simple story? Can the child remember and follow at least 3 instructions (put on socks, go to the bath, wash there, then bring me a towel)? Can the child name most of the uppercase and lowercase letters of the alphabet?

Baseline experience assessment Did the child have to accompany adults to the post office, to the store, to the savings bank? Was the baby in the library? Has the child been to the village, to the zoo, to the museum? Did you have the opportunity to regularly read to your baby, tell him stories? Does the child show an increased interest in something. Does he have a hobby?

Grade language development Can the child name and designate the main objects around him? Is it easy for him to answer questions from adults? Can the child explain what various things are used for, for example, a vacuum cleaner, a brush, a refrigerator? Can the child explain where the objects are located: on the table, under the chair, etc.? Is the baby able to tell a story, describe some past incident with him? Does the child pronounce words clearly? Is his speech grammatically correct? Is the child able to participate in a general conversation, play out any situation, participate in a home performance?

Level score emotional development Does the child look cheerful at home and among peers? Has the child formed an image of himself as a person who can do a lot? Is it easy for the baby to switch with changes in the daily routine, move on to new activities? Is the child able to work (play, study) on his own, compete in completing tasks with other children?

Physical Development Assessment Does the child hear well? Does he see well? Is he able to sit quietly for some time? Does he have developed motor coordination skills (can he play ball, jump, go down and up stairs without the help of an adult, without holding onto the railing, ...) Does the child look alert and enthusiastic? Does he look healthy, full, rested (most of the day)?

visual perception Can the child put the series of pictures in order? Does he understand that they read from left to right? Can he put together a 15-piece puzzle on his own, without outside help? Can interpret a picture, compose short story by her.

Listening ability level Can the child rhyme words? Does he distinguish between words that begin with different sounds, such as forest/weight? Can he repeat a few words or numbers after an adult? Is the child able to retell the story, retaining the main idea and sequence of actions?

The ability to obey and act according to the rules, to control one's actions There is such a game: "Yes" and "no" do not say, "black" and "white" do not name. Play it with your child. Ask simple questions: “Do you like chocolate?”, “What color is ice cream?”. He must answer without saying the words "yes" and "no", without naming the black and white flowers. There should not be more than 10 questions. If he answers almost without errors, then the level of self-control is quite high.

Speech development level Ask your child to retell a short (no more than 6-7 sentences) story or the contents of a small comic strip. By the way the child tells, one can evaluate the ability to coordinate words, build sentences correctly, as well as the logic of the story - the presence storyline(beginning, middle, end).

State of the art phonemic hearing Play the game "Name the extra word." You choose a word, for example, "mountain", and repeat it several times, and then say another, similar one instead. The task of the child is to hear and name this other word. For example, an adult says (saying one word per second): Mountain, mountain, it's time, mountain, hole, mountain, mountain. Voice, voice, voice, voice, ear, voice, hair Braid, braid, braid, dew, braid, braid, goat.

“Name the sounds” An adult asks the baby to name the first and last sounds in the words “light” (both sounds are consonants), “stern” (the first sound is a consonant, the last is a vowel), “turkey” (the first sound is a vowel, the last is a consonant) , "riding" (both sounds are vowels). If a child often makes mistakes and does not notice his mistakes, his phonemic hearing is not yet developed.

The game "The Fourth Extra" will reveal the ability to highlight the essential features offered by rows of 4 pictures. In each case, the baby must remove one, in his opinion, superfluous. For example: table, chair, sofa, window. The game "Analogies" will help determine how the child has formed the basis of verbal logical thinking He is called three words. The first two are a couple. It is required to choose a similar pair for the third word. For example: "day - night, summer - ... (winter)"; "clock - time, thermometer - ... (temperature)", "eye - sight, ear - ... (hearing)". Norm: no more than 1-2 errors.

Are fine motor skills (the work of the small muscles of the hand) and hand-eye coordination sufficiently developed? Without these skills, a child cannot be taught to write. Pay attention to how the baby uses a pencil, pen, scissors, how successfully he redraws patterns, cuts out geometric shapes.

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A presentation compiled by a professional teacher and intended for parents of future students. With the help of this work, parents will be able to analyze the development of their baby and conclude whether he is ready for school.

• Orientation in the surrounding world

Format

pptx (powerpoint)

Number of slides

Nesterova E. A.

The words

Abstract

Present

purpose

• For the teacher to teach

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Is your child ready for first grade?

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• Orientation in the surrounding world
• Development of mental functions
• Formation of motivation for learning

SCHOOL READINESS

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PLAN

Determining your child's readiness for school

Orientation in the surrounding world

Development (formation) of mental functions

• Thinking
• Memory
• Attention
• Perception

Development of gross and fine motor skills

Formation of motivation for learning, positive emotional attitude to school

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Determining your child's readiness for school

school readiness the child is assessed during an interview with a specialist (teacher or psychologist). The survey includes a number of tasks and questions corresponding to age characteristics child 6-7 years old. Readiness for school is assessed, as a rule, according to the following main blocks:

• The ability to navigate in the surrounding world.
• Development (formation) of mental functions.
• The development of speech.
• Development of gross or fine motor skills.

The formation of motivation for learning, a positive emotional attitude towards school.

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Orientation in the surrounding world

Children of the seventh year of life should be aware of their position in the society of peers and adults, have information about the objects of the world around them, have elementary knowledge about the patterns of natural phenomena, about their place in the world around them (in the family, in the children's team, etc.)

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Development of mental functions

Thinking

Thinking is a heterogeneous process that consists of operations and goes through several stages in its development.

The reasons for a child's failure can be rooted not only in his intellectual impairment, but also in his individual characteristics - for example, such as the inability to accept a learning task, low motivation for learning, inability to concentrate or organize one's activities. Therefore, it is especially important to determine the level of development of the child's thinking in order to more accurately establish the reasons for his failure and help the child overcome them.

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Immediate, or mechanical, memory It is characterized by the amount of material to be stored, the speed and accuracy of memorization, and the duration of storage.

When determining readiness for school, such types of memory as figurative (visual) and verbal-logical (auditory) are studied.

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3. Attention

The level of development of voluntary attention is determined, which is necessary condition successful learning activities

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4. Perception.

Typical errors in the examination of objects are that children do not know how to single out informative points and consider the entire object as a whole. Therefore, the process of perception they can last quite a long time. As a result, the systematization of images is disrupted, which in the future may be an obstacle to successful schooling.

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Speech development children of the seventh year of life assumes the presence of a good vocabulary (from 3.5 to 7 thousand words), the ability to correctly pronounce the sounds of their native language, the ability to use the simplest sound analysis words, understanding grammatical constructions offers.

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6. Development of gross and fine motor skills

With a low level of development of large motor skills - that is, movements of the arms, legs, body - the child often has difficulties in physical education classes, as well as communication problems due to the inability to fully participate in joint games with peers.

With a low level of development of fine motor skills - that is, the movement of the fingers - the child often has problems with writing in manual labor lessons.

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Abstract

Secondly

Thirdly

In the coming September, your child will solemnly go to the first grade. You have already determined his own readiness for school.

Undoubtedly, this First of September is a holiday for your whole family. But after the First of September, the second, third, and so on will come - for your child, ordinary school workdays will begin. What awaits him in these first academic years? How to help a little student move from a kindergarten way of life to a school one? And in general, what are the features of precisely that period, which is called the "elementary school"?

In psychology, there is such a thing as a sensitive period. The fact is that it is far from indifferent at what age a person develops this or that function. If this happens in a timely manner, then the formation process is fast, easy and very productive. The period, especially favorable for the formation of a particular function, quality, property, is called sensitive. If the sensitive period is missed, then the corresponding neoplasm is formed with great difficulty.

Knowing sensitive periods allows us to give valuable practical advice. So, for example, it is known that the formation of each sound of speech corresponds to certain age limits, the main vocabulary in humans is formed before the age of 12 years. �Preschool age is sensitive period for the formation of many abilities and qualities of the child, which are among the necessary prerequisites for the formation of educational activity and without which it will inevitably limp, often developing into an inability or unwillingness to learn. What are the main lines of preparation for school? �� First, this general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence.

Those adults do the right thing - not only parents, of course, but also other family members (grandparents, older brothers and sisters, etc.) - who pay the main attention everyday communication with baby. They tell the child a lot of interesting things, read children's books, draw together, invent fairy tales, explain various natural phenomena.. At home, they say together what they saw on a walk - this is easily done under the pretext of telling other family members, but they, of course, should show full interest in this. With all this, they contribute to the expansion of the horizons of the baby, the development of inquisitiveness and curiosity. (computer, TV)

Secondly, this is the education of the ability to voluntarily control oneself. A preschool child has a vivid perception, easily switchable attention and good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if something attracted his attention. ��But concentrate a little long time on what does not arouse his immediate interest, it is difficult for him. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want to or even don’t want to at all.

Thirdly, this is what is perhaps the most difficult thing: the development of motives that encourage learning. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge, despite the fact that study contains by no means only attractive moments and that difficulties in learning - large or small - inevitably occur in everyone. (positive attitude for school)

All three of these lines are equally important, and none of them should be overlooked if you do not want the child's learning to be lame from the very beginning. �

A child is considered not ready for school if he:

Focused exclusively on the game;� Not independent enough;� Excessively excitable, impulsive, uncontrollable;� Cannot concentrate on the task, understand verbal instructions;� Knows little about the world around him, cannot compare objects, cannot name a groups of familiar objects, etc.; �- has serious speech development disorders; �- cannot communicate with peers; �- does not want to contact adults or, conversely, is too loose.

At any readiness level, your child will be accepted into first grade. (success)

The Education Act provides for the entry of children to school from the age of six and a half. At this age, not only every six months, but also every two to three months is very important for the development of children.

Girls according to all psychophysiological laws mature earlier than boys. They are more socially adaptive and assiduous. Boys mature much more slowly for a disciplinary school environment. They need to play longer than girls. Unfinished boys are grief for the teacher and continuous learning problems for the child himself. Very often we meet uneven classes: diligent girls and little boys are sitting there, ready for learning, carrying cars under the desk.

After all, what is a school in the first place? Not only a developing environment, but a system of socialization, a disciplined system.

A lesson is a form of coercion. In the most prosperous and benevolent learning environment, a child will not be able to successfully learn if he does not know the word "no". He must be able to accept limitations from others and must be able to limit himself.

In addition, by the time of entering school, the child must have a certain degree of independence. If he can read fluently but cannot tie his shoelaces and fold his briefcase, his stay at school will be complicated by many troubles.

What do parents base on when they decide their child is ready for school? Almost always on the baby's ability to read and count. But these skills do not mean at all that the child is ready for SYSTEMATIC ORGANIZED EDUCATION AT SCHOOL. Reading, writing and counting are only signs mental development, but are not criteria for psychophysical readiness to attend school.

Required skills for a successful start:

� Developed manual motor skills� Perseverance and interest in learning. (It is important that the child develops strong-willed qualities in himself. To do this, he must be taught to complete any business he starts.)� Developed attention, memory, thinking.� Full possession speech sounds.� Sufficient vocabulary, intelligible, coherent, fairly well-built speech.

“First of all, you need to take care of his health. Mode. Swimming, walking, cycling are activities that contribute to the future successful entry into school life. Self-service skills were mentioned above. The most important way of development (related to speech, attention, communication, memory, imagination, and much more) is to read books to the child. You need to read (or tell) fairy tales to children for at least half an hour a day. Useful activities that make fantasy, imagination, independent ingenuity work: drawing, modeling, designing.

You and I know how important the successes or failures of the first years of study are for the "school fate" of the child. During this period, not only basic knowledge and skills are formed in him. The main thing is that he is still "learning to learn", to interact with teachers and classmates. It was during this period that he laid the attitude towards himself as a student.

AT last years there is a complication school programs. And a child who, for one reason or another, is not ready for the conditions of a "mass" general education class, finds himself in an unenviable position. In the process of learning, anxiety, self-doubt, fear of a bad mark become his constant companions.

The "School-2100..." program is well suited for children accustomed to systematic work. It is focused on a fairly high level of mastery of theory and practice in the main subjects. Children who receive help and support at home successfully cope with it.

Hints for Parents of a First Grader.��1. Support in your child his desire to become a schoolboy. Your sincere interest in his school affairs and concerns, serious attitude to his first achievements and possible difficulties will help the first grader to confirm the significance of his new position and activities. ��2. Discuss with your child the rules and norms that he met at school. Explain their necessity and expediency. ��3. Your child has come to school to learn. When a person studies, something may not work out right away, this is natural. The child has the right to make mistakes. ��4. Make a daily routine with the first grader, follow it. ��5. Do not ignore the difficulties that the child may have on initial stage learning learning skills. If a first-grader, for example, has speech problems, try to deal with them in the first year of study. ��6. Support the first grader in his desire to succeed. In each work, be sure to find something for which you could praise him. Remember that praise and emotional support ("Well done!", "You did so well!") Can significantly increase a person's intellectual achievements. ��7. If something worries you in the behavior of the child, his educational affairs, do not hesitate to seek advice and advice from the teacher or school psychologist. ��8. With admission to school, a person more authoritative than you has appeared in the life of your child. This is a teacher. Respect the first grader's opinion of your teacher. ��9. Teaching is hard and responsible work. Entering school significantly changes the life of a child, but it should not deprive it of diversity, joy, and play. A first-grader should have enough time for playing activities. ��You know your child like no one else, listen to him, try to understand.

• Functional readiness
• Intellectual readiness
• Volitional readiness
• Motivational readiness
• Socio-psychological readiness

• Correspondence of the degree of maturation of certain brain structures, neuropsychic functions to the conditions and tasks of school education.
• Level of general development
• Eye gauge
• Spatial orientation
• Ability to imitate
• Hand development

• A certain stock of knowledge, the development of visual-effective thinking, creative imagination, the presence of ideas about nature, etc.
• What is important is not so much the amount of knowledge as their quality, awareness, clarity of ideas.
• It is desirable to develop the ability to listen, understand the meaning of what is read, retell, the ability to compare, compare, express one's attitude to what is read, and show interest in the unknown.

• The ability to control one's behavior, the ability to control one's actions by willpower.
• Ability to listen, understand and follow instructions accurately
• Act according to the rule
• Use Sample
• Focus and maintain attention on a specific activity for a long time

• The desire to go to school, acquire new knowledge, the desire to take the position of a student.
• Options for motivating learning that give rise in children to the desire to engage in educational work:
• Interest in new activities
• self-affirmation
• Interest in the world of adults, the desire to be like them
• cognitive need

• Attractiveness of knowledge, interest in the process of cognition.
• The level of its development is one of the indicators of psychological readiness for school.
• The greatest difficulties in school are experienced not by those children who have a small amount of knowledge and skills, but by those who do not have a desire to think. Such children do not show the usual childish curiosity, do not want to acquire new knowledge, and avoid mental stress.

• The presence of such qualities that help a first grader build relationships with classmates, learn to work in a team. Adequate attitude towards peers, teachers, successes and failures.

• Speech is closely related to intelligence and reflects both the overall development of the child and the level of his logical thinking.
• It is necessary for the child to be able to find in words individual sounds, i.e., he must have developed phonemic hearing.
• Retelling of read or listened to fairy tales, stories.
• Learning by heart proverbs, poems, counting rhymes, tongue twisters.
• Solving riddles.
• Drawing up a story based on a picture, a series of pictures.

• Creating a favorable emotional environment in the family: care, understanding, attention.
• Reasonable exactingness and dosed independence, a properly organized system of rewards and punishments are the leading principles of the educational approach.
• Contribute to the expansion of horizons, moral education. The child must understand “what is good and what is bad”, know the norms and rules of behavior.
• Inclusion of the child in a variety of role-playing games.

• The development of the child's speech, the enrichment of his vocabulary.
• Puzzle games, puzzles.
• Development of motor skills and coordination of movements, eye
• (drawing, modeling, laying out mosaics, applique, cutting, embroidery, weaving, ball games, dancing).
• Development of phonemic hearing (speech therapy classes).
• Development of arbitrariness (learning to work on a model, for example, designing).

• Website of school № 30
• http://school30.syzran.ru
• 2. Test "Is your child ready for school?"
• http://vshkolu.com
• 3. "Basket of fairy tales"
• http://www.lukoshko.net
• 4. http://teremok.ru
• 5. http://www.kinder.ru

Description of the presentation on individual slides:

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Is your child ready for school? Prepared by Burakova Yu.V. educator MADOU Kindergarten No. 9 Naro-Fominsk

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Preparing children for school is a crucial moment. Many parents ask what to do so that the child adapts well to the new conditions at school? It is possible to single out separate aspects of readiness for school: Physical readiness. This is the general physical development: normal weight, height, chest volume, muscle tone, proportions, skin cover and other indicators that correspond to the standards of physical development of boys and girls of 6-7 years of age. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). State nervous system child: the degree of her excitability and balance, strength and mobility. General health. Intellectual readiness. The content of intellectual readiness includes not only vocabulary, outlook, special skills, but also the level of development of cognitive processes, their focus on the zone of proximal development, higher forms visual-figurative thinking; the ability to single out a learning task, turn it into an independent goal of activity. Personal and socio-psychological readiness. Under the personal and social psychological readiness understand the formation of a new social position("internal position of the student"); group formation moral qualities required for teaching; formation of arbitrariness of behavior, qualities of communication with peers and adults. Emotional readiness. Emotional-volitional readiness is considered formed if the child is able to set a goal, make a decision, outline an action plan, make efforts to implement it, and overcome obstacles. The child develops the arbitrariness of mental processes.

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At the age of 6-7, the child must answer the following questions, which help determine how the child is oriented in the space around him, determine his stock of knowledge and attitude towards school: Give your last name, first name, patronymic. Name the surname, name, patronymic of mom, dad. How old are you? When were you born? What is the name of the city where you live? Where do you live? State your home address. What do your parents do for work? Do you have a sister, brother? What are your friends' names? What games do you and your friends play in winter and summer? What names of girls (boys) do you know? Name the days of the week, the seasons. What season is it now? How is winter different from summer? At what time of the year do leaves appear on trees? What is the name of the planet we live on? What is the name of the earth's satellite? What pets do you know? What are the names of baby dogs (cats, cows, horses, etc.)? What is the difference between a city and a village?

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20. What is the difference between wild animals and domestic animals? 21. What is the difference between wintering birds and migratory birds? 22. Do you want to go to school? 23. Where is it better to study - at home with your mother or at school with a teacher? 24. Why study? 25. What professions do you know? 26. What does a doctor (teacher, salesman, postman, etc.) do? Who do you want to become? What profession do you like the most? Evaluation of results: Answers corresponding to the question are considered correct: Mom works as a doctor. Father's name is Sergey Ivanov Ivanov. Answers such as: Mom works at work are considered incorrect. Papa Sergei. If the child answered correctly to 20-19 questions, then this indicates a high level, 18-11 - about the average, 10 or less - about the low level.

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1. Don't be too hard on your child. Don't ask your child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still learning to manage himself, organize his activities and really needs support, understanding and approval from adults. The task of fathers and mothers is to be patient and help the child. 2. The child has the right to make mistakes, because mistakes are common to all people, including adults. It is important that the child is not afraid to make mistakes. If something doesn't work out for him, don't scold him. Otherwise, he will be afraid to make mistakes, he will believe that he cannot do anything. If you notice a mistake, draw the attention of the child to it and offer to correct it. And be sure to praise. Praise for every, even a very tiny success. Tips for Parents of a Preschooler To ensure that your child is happy to enter first grade and be prepared for school, so that his studies are successful and productive, please heed the following recommendations:

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3. Make sure that the load is not excessive for the child. When helping a child complete a task, don't interfere with everything he does. Otherwise, the child will begin to think that he is not able to cope with the task on his own. Do not think and do not decide for him, otherwise he will very quickly realize that he has no reason to study, his parents will still help to decide everything or simply do everything for him. 4. Don't miss the first difficulties. Pay attention to any difficulties your child has and seek professional help as needed. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc. 5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends. The reason for this is not difficult to come up with. Rejoice in his success. May you and your child have good mood. 6. Already now try to gradually correlate your baby's daily routine with the schoolchild's daily routine. Follow the daily routine so that the child wakes up and goes to bed at the same time so that he spends enough time on fresh air so that his sleep was calm and full. Exclude outdoor games and other vigorous activities before going to bed. Reading books as a family before bed can be a healthy family tradition.

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7. Nutrition should be balanced, snacks are not recommended. 8. Observe how the child reacts to various situations, how he expresses his emotions, how he behaves in in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. Special attention should be paid to the child if, at preschool age, he can publicly make a scandal in the store, if you do not buy something for him, if he reacts aggressively to his loss in the game, etc. 9. Provide everything for your child's homework necessary materials so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. For materials, take a separate place so that the child independently disposes of them and keeps them in order. 10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to the task. But still, gradually accustom the child so that for fifteen to twenty minutes he can do one thing without being distracted.

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12. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, do not be afraid to come up with something interesting, but in no case do not scare the child that you will deprive him of sweets, that you will not let him go for a walk, etc. Be patient with the whims of your "not want". 13. Try to fix the child's attention on what he sees around him. Teach him to talk about his experiences. Achieve detailed and extended stories. Read children's books to your child more often and discuss what you read with him. 11. In order for the child to be able to hear the teacher, pay attention to how he understands your verbal instructions and requirements, which should be clear, friendly, laconic, calm. Talk more with the child so that, firstly, he more often hears the correct, clear, unhurried, expressive speech of an adult, which is a model for him, and secondly, to develop the active speech of the future first grader. It is necessary to achieve complete answers to your questions, try to listen to the end, sometimes deliberately portray misunderstanding so that the child explains something to you more clearly and in detail. Understanding from a half-word or even from a gesture is not very useful for the development of a child's speech.

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17. Form a positive attitude towards school in your child: he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with deuces, punishment for bad behavior, etc. 18. Pay attention to whether your child knows and uses "magic" words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give the child commands: bring this, do that, put them away, but turn them into polite requests. It is known that children copy the behavior, manner of speaking of their parents. If you use profanity with your child, if you are rude to each other, then do not be surprised if teachers complain that your child swears, fights, bullies other children at school. 14. You can play this game: the child thinks of some object and begins to describe it without naming it. You must guess what it is. Ideally, the child should describe the object according to the following parameters: color, shape, size, material, what class of objects it belongs to. 15. Provide your child with a developing space, that is, strive for your baby to be surrounded by as few useless things, games, and objects as possible. 16. Tell your child how you studied at school, how you went to first grade, look through your school photos together.

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21. Everyone accessible ways develop fine motor skills child, hand motor skills. 19. Teach your child the right way to deal with failure. Your child was the last in the game and defiantly refused to play with friends further. Help him deal with disappointment. Invite the children to play again, but change the rules of the game a little. Let only the first be considered the winner, and all the rest be losers. Celebrate the success of each as the game progresses. After the game, pay the attention of the child to how the other players reacted to the loss. Let him feel the intrinsic value of the game, not winning. 20. Try not to compare the achievements of the child with your own, or with the achievements of your older brother or sister, or classmates (do not voice this in front of the child, even if they are in his favor!). Never compare your child with other children. This leads either to anger or to the formation of self-doubt.