Children's activities
The child’s active interaction with the outside world, during which the ontogenetic formation of his psyche occurs. In the course of activity, by adjusting it to different, including socially modeled, conditions, it is enriched and fundamentally new components of its structure arise. Changes in the structure of a child’s activity are also determined by the development of his psyche. Genetically, the earliest independent activity is objective activity. It begins with mastering actions with objects - such as grasping, manipulation - actual object actions, involving the use of objects for their intended purpose and in the manner assigned to them in human experience. Particularly intensive development of object-related actions occurs in the second year of life, which is associated with mastering walking. Somewhat later, on the basis of objective activities, other types of activities are formed, in particular, play activities. Within the framework of a role-playing game, which is the leading activity at preschool age, mastery of elements of adult activity and interpersonal relationships occurs. Subsequently, the following are formed:
1 ) labor activity - in which skills that are complex in their structure are practiced;
2 ) productive activity - which is an essential factor in the development of cognitive processes;
3 ) visual activity - in which there is a correlation between intellectual and affective processes.
Dictionary of a practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998.
CHILDREN'S ACTIVITIES
(English) child activity). Development activities has a decisive influence on the formation and V ontogenesis. In the process of D., mental processes are improved, forms of knowledge of the surrounding reality are enriched, social experience. A change in the child's mental health leads to the development of the child's psyche, which, in turn, creates the prerequisites for the further formation of the child's mental health.
First D. d. - object-manipulative. Its development is preceded by a long period of mastery actions with objects - grasping, non-specific and specific manipulations and, finally, actual objective actions - using objects according to their functional purpose, in the way assigned to them in human experience. The rapid development of objective actions begins in the child in the 2nd year of life. It is associated with mastering independent movement - walking.
In connection with the emergence of object-manipulative activity, the child’s attitude towards the objects around him and the type of orientation in the objective world changes. Instead of asking “What is this?” When faced with a new object, the child has the question “What can be done with this?” Interest in the objective world is expanding enormously. With a free choice of objects and toys, the child strives to involve the greatest number of them in his activities. At the same time, the time of action with each object (toy) increases, and a variety of actions appears. Object-manipulative activity becomes leading V early age(cm. ).
In the depths of object-manipulative activity, the prerequisites for other types of D.D. are formed - gaming, productive, labor elements.
In the process of training and upbringing, by the end of preschool age, the cognitive activity.
Addition: It is important to note that all the types of D. identified above, at least in their initial forms, necessarily have the character joint activities child with an adult. They do not arise and develop purely spontaneously, but are organized and implemented first by adults together with children. Only gradually do conditions arise for the relative autonomization (individualization) of certain mature forms of D. d. Therefore, it cannot be. in principle, opposing the activity approach to development ( A.N.Leontyev etc.) and communicative approach L.WITH.Vygotsky. Both approaches are ideally compatible, partly complementary, and generally presuppose each other, i.e. neither Vygotsky thought of communication outside of communication, nor Leontiev thought of communication outside of communication. The difference between them is as deep as between the phrases communicative-activity and activity-communicative approaches (B.M.)
Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
Activities Children's- active interaction of the child with the outside world, during which the ontogenetic formation of his psyche occurs. When implementing an activity, by adjusting it to the frame... Psychological Dictionary
Children's activities- the main form of activity of the child and the main source of mental development in the process of ontogenesis. The need for active activity is one of the main needs of a child. In childhood, it acquires several “faces”, and in children... ...
Children's productive activities- the child’s activity with the aim of obtaining a product (construction, drawing, appliqué, molded crafts, etc.) that has certain specified qualities. Its main types are constructive and visual activities. P.d.d.… … Encyclopedic Dictionary of Psychology and Pedagogy
Children's object activities- activities aimed at mastering socially developed ways of using various “cultural objects”: tools, toys, clothing, furniture, etc. According to the concept of leading activity, P. d. is such in the early... ... Encyclopedic Dictionary of Psychology and Pedagogy
Etymology. Comes from the Greek. psyche soul, logos teaching. Category. Section of psychology. Specificity. Dedicated to the study of the patterns of mental development of a child. The main subject of analysis are the driving causes and conditions... ... Great psychological encyclopedia
INTRODUCTION
CHAPTER 1. Development of mental functions in preschool age
§1. Characteristics of the development of thinking, perception and speech
§2. Features of the development of imagination, memory and attention in preschool children
CHAPTER 2. Main activities of a preschool child.
§1. Game as a leading activity of preschool age
§2 Visual activity and perception of fairy tales in preschool age
§3. Labor activity of preschool children
CHAPTER 3. Child's readiness for school
§1. Crisis of seven years. Symptom of loss of spontaneity
§2. Psychological characteristics of readiness to study at school
CONCLUSION
BIBLIOGRAPHICAL LIST
INTRODUCTION
Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, since it is discovered that the preschool period of life is the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The future of the child largely depends on the conditions under which it occurs. At the same time, multiple factors influencing the socialization of the individual are also laid down and formed precisely in the preschool period of the child’s development.
The development of the psychology of a modern person is laid down at an early age and is predetermined by the pedagogical characteristics of the influence of society on him, the influence of the people around him and, above all, the people closest to the child, his family. This confirms the role that a psychologist-educator plays in the formation of personality and the formation of its psychological characteristics.
In the upbringing and development of a preschooler, all factors influencing the child are important - both family upbringing and upbringing in a preschool institution.
Society declares its conditions of social behavior, developed in the course of social evolution. And here it is important to orient the upbringing and development of a preschooler in such a way that his behavior, as interaction with the environment (society), including orientation in relation to this environment, as well as the development of personal characteristics, including the physical capabilities of the body, correspond to the developed norms and principles, requirements of socialization conditions.
The topic of this course work is relevant, because studying a preschool child will always help anyone understand the development processes of their child and thereby help to most actively develop any abilities in him.
General theoretical issues of the development of preschool children are discussed in the works of D.B. Elkonina, A.N. Gvozdeva, L.S. Vygotsky and others.
Purpose of the work: to reveal the features of the development process of a child in preschool age.
The object of the study is preschool children.
The subject of the study is the development process of preschool children.
Research objectives:
· Analyze psychological and pedagogical literature on the research topic; · To study the developmental features of preschool children. The theoretical significance of the work lies in the consideration of some aspects of child development that were not well disclosed earlier. The practical significance of the work lies in the ability to use the information obtained for teachers to develop various programs necessary for the development of a preschool child. CHAPTER 1. Development of mental functions in preschool age
§1. Characteristics of the development of thinking, perception and speech child preschool development In preschool childhood, the child has to solve increasingly complex and varied problems that require the identification and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, constructing, and when performing educational and work tasks, he not only uses memorized actions, but constantly modifies them, obtaining new results. Children discover and use the relationship between the degree of moisture in clay and its pliability when sculpting, between the shape of a structure and its stability, between the force of hitting the ball and the height to which it bounces when hitting the floor, etc. Developing thinking gives children the opportunity to foresee the results of their actions in advance and plan them. As curiosity and cognitive interests develop, thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. The child begins to set cognitive tasks for himself and seeks explanations for observed phenomena. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Children acquire the opportunity to talk about phenomena that are not related to their personal experience, but which they know about from the stories of adults and books read to them. Of course, children's reasoning is not always logical. To do this, they lack knowledge and experience. Preschoolers often amuse adults with unexpected comparisons and conclusions. From clarifying the most simple, transparent connections and relationships of things that lie on the surface, preschoolers gradually move on to understanding much more complex and hidden dependencies. One of the most important types of such dependencies is the relationship of cause and effect. Studies have shown that three-year-old children can only detect causes that consist of some external influence on an object (the table was pushed - it fell). But already at the age of four, preschoolers begin to understand that the causes of phenomena can also lie in the properties of the objects themselves (the table fell because it has one leg). In older preschool age, children begin to indicate as the causes of phenomena not only the immediately striking features of objects, but also their less noticeable but constant properties (the table fell “because it was on one leg, because there are still many edges, because that is heavy and not supported"). Observation of certain phenomena and their own experience of operating with objects allow older preschoolers to clarify their ideas about the causes of phenomena and to come through reasoning to a more correct understanding of them. By the end of preschool age, children begin to solve rather complex problems that require an understanding of certain physical and other connections and relationships, and the ability to use knowledge about these connections and relationships in new conditions. Expanding the range of tasks available to a child’s thinking is associated with his assimilation of more and more new knowledge. Acquiring knowledge is a prerequisite for the development of children's thinking. The fact is that the assimilation of knowledge occurs as a result of thinking, it is the solution of mental problems. A child simply will not understand the adult’s explanations, will not learn any lessons from his own experience, if he fails to perform mental actions aimed at highlighting those connections and relationships that adults point out to him and on which the success of his activities depends. When new knowledge is learned, it is included in the further development of thinking and is used in the child’s mental actions to solve subsequent problems. The basis for the development of thinking is the formation and improvement of mental actions. What kind of mental actions a child masters determines what knowledge he can learn and how he can use it. Mastery of mental actions in preschool age occurs according to the general law of assimilation and internalization of external indicative actions. Acting with images in his mind, the child imagines a real action with an object and its result, and in this way solves the problem facing him. This is visual-figurative thinking that is already familiar to us. Performing actions with signs requires distraction from real objects. In this case, words and numbers are used as substitutes for objects. Thinking carried out using actions with signs is abstract thinking. Abstract thinking obeys the rules studied by the science of logic, and is therefore called logical thinking. The correctness of solving a practical or cognitive problem that requires the participation of thinking depends on whether the child can identify and connect those aspects of the situation, the properties of objects and phenomena that are important and essential for its solution. If a child tries to predict whether an object will float or sink, connecting buoyancy, for example, with the size of the object, he can only guess the solution by chance, since the property he has identified is actually unimportant for swimming. A child who, in the same situation, connects the ability of a body to float with the material from which it is made, identifies a much more essential property; his assumptions will be justified much more often, but again not always. And only isolating the specific gravity of a body in relation to the specific gravity of a liquid (a child acquires this knowledge when studying physics at school) will give an error-free solution in all cases. Perception in preschool age becomes more perfect, meaningful, purposeful, and analytical. It highlights voluntary actions - observation, examination, search. Children know the primary colors and their shades, and can describe an object by shape and size. They learn a system of sensory standards (round like an apple). In preschool childhood, the long and complex process of speech acquisition is largely completed. By the age of 7, the child’s language truly becomes native. The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. The vocabulary of speech is growing rapidly. As at the previous age stage, there are great individual differences here: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. Let us present the average data according to V. Stern. At 1.5 years old, a child actively uses about 100 words, at 3 years old - 1000-1100, at 6 years old - 2500-3000 words. The grammatical structure of speech develops. Children learn morphological (word structure) and syntactic (phrase structure) patterns. A 3-5 year old child correctly grasps the meaning of “adult” words, although sometimes he uses them incorrectly. Words created by the child himself according to the laws of the grammar of his native language are always recognizable, sometimes very successful and certainly original. This children's ability to form words independently is often called word creation. K.I. Chukovsky, in his wonderful book “From Two to Five,” collected many examples of children’s word creation (Mint cakes create a draft in the mouth; The bald man’s head is barefoot; Look how it’s raining; I’d rather go for a walk without being eaten; Mom is angry, but quickly calms down ; creeper - worm; mazelin - petroleum jelly; mokres - compress). §2. Features of the development of imagination, memory and attention in preschool children
The development of children's imagination is associated with the end of the period of early childhood, when the child first demonstrates the ability to replace some objects with others and use some objects in the role of others. In the games of preschool children, where symbolic substitutions are made quite often, the imagination receives further development. In older preschool age (5-6 years), when performance in memorization appears, the imagination turns from reproductive (recreating) into creative. The imagination of children of this age is already connected with thinking and is included in the process of planning actions. Children's activities become conscious and purposeful. Children's creative imagination manifests itself in role-playing games. By the end of the preschool period of childhood, children’s imagination is presented in two main forms: ) Arbitrary, independent generation of any idea by a child; ) The emergence of an imaginary plan for its implementation. Imagination in preschoolers performs several functions: )Cognitive - intellectual, ) Affectively - protective. The cognitive function allows the child to better know the world around him and more easily solve the tasks assigned to him. The affective-protective function of the imagination provides protection for the child’s vulnerable soul from excessive experiences and traumas. Games for developing a child’s imagination can be successfully used for a kind of symbolic resolution of conflict situations. This can be explained by the fact that through an imaginary situation the tension that arises is discharged. By the age of 6, the focus of the child’s imagination and the stability of his plans increases. This is expressed in increasing the duration of the game on one topic. It should be noted that during the period of its inception, the imagination of a preschooler is practically inseparable from playful actions with the material; it is determined by the nature of the toys and the attributes of the role. And children 6-7 years old are no longer so closely dependent on play material, and the imagination can find support in objects that are not similar to those being replaced. Images of the imagination at this age are characterized by brightness, clarity, and mobility. Senior preschool age is sensitive (sensitive) for the formation of imagination. It is at this age that the imagination is activated: first, reproductive, recreating (allowing you to imagine fairy-tale images), and then creative (which makes it possible to create a new image). The importance of imagination in mental development is great; it contributes to better knowledge of the world around us and the development of the child’s personality. Auditory and visual impressions play a major role in the development of memory in a child aged 5–7 years. Gradually the memory becomes more and more complex. The memory of a preschool child is especially rich in images of individual specific objects. These images combine essential, common features characteristic of a whole group of objects (animals, birds, houses, trees, flowers, etc.), as well as non-essential features, particular details. A completely opposite property is characteristic of children's memory - it is exceptional photographicity. Children can easily memorize any poem or fairy tale. If an adult, retelling a fairy tale, deviates from the original text, then the child will immediately correct him and remind him of the missing detail. During preschool age, other memory features begin to form. Memorization at this age is mainly of an involuntary nature (the preschooler does not care that everything he perceives can be easily and accurately recalled later). But already at the age of 5-6 years, voluntary memory begins to form. It should also be noted that at the age of 5 - 7 years, visual-figurative memory predominates. But throughout this entire period, verbal-logical memory arises and develops, and when remembering, essential features of objects begin to stand out. A characteristic feature of the attention of a preschool child is that it is caused by externally attractive objects. Attention remains focused as long as interest in perceived objects remains: objects, events, people. Thus, the emergence and development of voluntary attention is preceded by the formation of regulated perception and active mastery of speech. To improve a preschooler’s ability to self-regulate his cognitive activity, it is necessary: )develop his cognitive abilities (thinking, perception, memory, imagination), ) train the ability to concentrate consciousness (switch from one subject to another, develop stability of attention, improve its volume). CHAPTER 2. Main activities of a preschool child
§1. Game as a leading activity of preschool age
Play is the main activity of a preschooler. Children of this age spend most of their time in games, and during the years of preschool childhood, from three to six to seven years, children's games go through a fairly significant development path: from object-manipulative and symbolic to plot-role-playing games with rules. In older preschool age, you can find almost all types of games that are found in children before entering school. The beginning of two other important types of activity for development is associated with the same age: work and learning. Certain stages of the consistent improvement of children's games, work and learning at this age can be traced by conditionally dividing preschool childhood into three periods for analytical purposes: junior preschool age (3 - 4 years), middle preschool age (4 - 5 years) and senior preschool age (5 - 6 years old). This division is sometimes carried out in developmental psychology in order to emphasize those rapid, qualitative changes in the psychology and behavior of children that occur every one to two years in preschool childhood. Younger preschoolers usually play alone. In their object and construction games, they improve perception, memory, imagination, thinking and motor abilities. The role-playing games of children of this age usually reproduce the actions of those adults whom they observe in everyday life. Gradually, by the middle period of preschool childhood, games become joint, and more and more children are included in them. The main thing in these games is not the reproduction of the behavior of adults in relation to the objective world, but the imitation of certain relationships between people, in particular role-playing ones. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves. Children's role-playing games have various themes that the child is quite familiar with from his own life experience. The roles that children play in play are, as a rule, either family roles (mom, dad, grandmother, grandfather, son, daughter, etc.), or educational roles (nanny, kindergarten teacher), or professional ( doctor, commander, pilot), or fabulous (goat, wolf, hare, snake). The role players in the game can be people, adults or children, or toys that replace them, such as dolls. In middle and senior preschool age, role-playing games develop, but at this time they are distinguished by a much greater variety of themes, roles, game actions, and rules introduced and implemented in the game than in younger preschool age. Many natural objects used in the play of younger preschoolers are here replaced by conventional ones, and so-called symbolic play arises. For example, a simple cube, depending on the game and its assigned role, can symbolically represent various pieces of furniture, a car, people, and animals. A number of play actions in middle and older preschoolers are only implied and performed symbolically, abbreviated, or only indicated in words. A special role in the game is given to strict adherence to rules and relationships, for example subordination. Here leadership appears for the first time, and children begin to develop organizational skills and abilities. In addition to games that include real practical actions with imaginary objects and roles, a symbolic form of individual gaming activity is drawing. It gradually includes ideas and thinking more and more actively. From depicting what he sees, the child eventually moves on to drawing what he knows, remembers and comes up with himself. A special class includes competitive games in which the most attractive moment for children is winning or success. It is assumed that it is in such games that the motivation to achieve success is formed and consolidated in preschool children. In older preschool age, design play begins to turn into work activity, during which the child designs, creates, builds something useful and needed in everyday life. In such games, children learn basic labor skills, learn the physical properties of objects, and actively develop practical thinking. In the game, the child learns to use many tools and household items. He acquires and develops the ability to plan his actions, improves manual movements and mental operations, imagination and ideas. Among the various types of creative activities that preschool children love to engage in, fine art, in particular children's drawing, occupies a large place. By the nature of what and how a child portrays, one can judge his perception of the surrounding reality, the characteristics of memory, imagination and thinking. In drawings, children strive to convey their impressions and knowledge received from the outside world. Drawings can vary significantly depending on the physical or psychological state of the child (illness, mood, etc.). It has been established that the drawings made by sick children differ in many ways from the drawings of healthy children. Music occupies an important place in the artistic and creative activities of preschool children. Children enjoy listening to music and repeating musical lines and sounds on various instruments. At this age, interest in serious music studies first arises, which can later develop into a real passion and contribute to the development of musical talent. Children learn to sing and perform various rhythmic movements to music, in particular dance movements. Singing develops musical ear and vocal abilities. So, none of the children’s ages requires such a variety of forms of interpersonal cooperation as preschool, since it is associated with the need to develop the most diverse aspects of the child’s personality. This is cooperation with peers, with adults, games, communication and joint work. Throughout preschool childhood, the following main types of children's activities are consistently improved: play-manipulation with objects, individual object-based play of a constructive type, collective role-playing game, individual and group creativity, competition games, communication games, homework. About a year or two before entering school, another one is added to the named types of activity - educational activity, and a child of 5 - 6 years old practically finds himself involved in at least seven to eight different types of activities, each of which specifically develops him intellectually and morally. §2. Visual activity and perception of fairy tales in preschool age
The visual activity of a child has long attracted the attention of artists, teachers and psychologists (F. Fröbel, I. Lücke, G. Kershensteiner, N.A. Rybnikov, R. Arnheim, etc.). What is the role of visual activity in the overall mental development of a child? According to A.V. Zaporozhets: “Visual activity, like a game, allows you to more deeply comprehend the subjects that interest the child. However, it is even more important, as he points out, that as the child masters visual activity, an internal ideal plan is created, which is absent in early childhood. In preschool age, the internal plan of activity is not completely internal, it needs material supports, drawing is one of such supports.” A child can find himself in drawing, and at the same time the emotional block that inhibits his development will be removed. The child may experience self-identification, perhaps for the first time in his creative work. Moreover, his creative work in itself may not have aesthetic significance. Obviously, such a change in his development is much more important than the final product - the drawing. In the article “Prehistory of the Development of Written Speech” L.S. Vygotsky viewed children's drawing as a transition from symbol to sign. A symbol has a resemblance to what it stands for; a sign has no such resemblance. Children's drawings are symbols of objects, since they have similarities with what is depicted; the word does not have such similarities, so it becomes a sign. The drawing helps the word become a sign. According to LS. Vygotsky, from a psychological point of view, we should consider drawing as a kind of childish speech. L. S. Vygotsky considers children's drawing as a preparatory stage of written speech. Another function of children's drawing is its expressive function. In the drawing, the child expresses his attitude to reality; in it, one can immediately see what is important for the child and what is secondary; emotional and semantic centers are always present in the drawing. Through drawing, you can control the child’s emotional and semantic perception. Finally, the last thing. The favorite subject of children's drawings is a person - the center of all children's lives. Despite the fact that in visual activity the child deals with objective reality, real relationships play an extremely important role here too. However, this activity does not sufficiently introduce the child into the world of mature social relations, into the world of work in which adults participate. In addition to play and visual activities, perception of a fairy tale also becomes an activity in preschool age. K. Bühler called preschool age the age of fairy tales. This is the most favorite literary genre for children. S. Buhler specifically studied the role of fairy tales in child development. In her opinion, the heroes of fairy tales are simple and typical, they are devoid of any individuality. Often they don't even have names. Their characteristics are limited to two or three qualities that are understandable to children's perception. But these characteristics are taken to an absolute degree: unprecedented kindness, courage, resourcefulness. At the same time, the heroes of fairy tales do everything that ordinary people do: eat, drink, work, get married, etc. All this contributes to a better understanding of the fairy tale by the child. But in what sense can the perception of a fairy tale be an activity? The perception of a small child differs from the perception of an adult in that it is an extensive activity that needs external support. A.V. Zaporozhets et al. identified a specific action for this activity. This is assistance when the child takes the position of the hero of the work and tries to overcome the obstacles standing in his way. B. M. Teplov, considering the nature of a child’s artistic perception, pointed out that empathy, mental assistance to the hero of the work constitutes “the living soul of artistic perception.” Empathy is similar to the role that a child takes on in a game. D. B. Elkonin emphasized that a classic fairy tale most closely corresponds to the effective nature of a child’s perception of a work of art; it outlines the route of the actions that the child must carry out and the child follows this route. Where this route does not exist, the child ceases to understand it, as, for example, in some fairy tales by G. X. Andersen, where there are lyrical digressions. T. A. Repina traced in detail the path of internalization of assistance: young children have understanding when they can rely on an image, and not just on a verbal description. Thus, children's first books should be picture books, and pictures are the main support in following the action. Later such tracking becomes less necessary. Now the main actions must be reflected in verbal form, but in the form and in the sequence in which they actually occur. In older preschool age, a generalized description of events is possible. §3. Labor activity of preschool children
At preschool age, children are capable of four types of work. Self-care - developing the skills of eating, washing, undressing and dressing; development of skills in using hygiene items (potty, handkerchief, towel, toothbrush, comb, clothes and shoe brush, etc.); fostering a caring attitude towards your belongings and household items. Household work - the development of children's household labor skills in everyday life (wiping and washing toys, children's and doll furniture, washing doll and children's (socks, handkerchiefs, etc.) linen, cleaning toys and putting things in order in the room, helping parents with kitchen. Labor in nature is the active, feasible participation of children in working in the flower garden, berry garden, vegetable garden, as well as caring for indoor plants and pets. Manual labor is the independent production, with the help of adults, of paper, cardboard, natural and waste materials of the simplest objects needed in everyday life and for a child’s games (boxes, pincushions, panels, playing material, etc.). Thus, starting from an early age, children develop labor skills aimed at satisfying personal needs; they are associated with the processes of dressing, undressing, eating and observing basic personal hygiene skills. In joint activities with adults, children are introduced to new work operations: putting down dishes, wiping the table, putting away toys. During a walk, children can help an adult remove leaves from paths and benches and collect snow with a shovel. In a corner of nature, together with adults, they water flowers and feed living inhabitants. When teaching children of primary preschool age self-service skills, it is important to preserve their desire for independence, which is a great achievement of a child of this age, the most important factor in the formation of hard work. An adult requires great patience and pedagogical tact so as not to extinguish the child's initiative. Children should be encouraged to try to help each other. Household work of children of this age comes down to carrying out simple tasks, but this work should be encouraged in every possible way, since these actions contain the beginnings of collective labor. It is necessary that the work be feasible for children. However, already at this age they should feel that all work involves overcoming difficulties. Children should be taught to work next to each other without interfering. Parents should take care of animals and plants in the presence of their children, explaining their actions and encouraging the children to want to help. It is important to instill in children a desire to take care of animals and flora. During middle preschool age, skills that children mastered at a younger age are improved. But much attention is paid to diligence, the ability to complete the work started: getting dressed, undressing, eating without being distracted. These tasks are solved more successfully when using game techniques and systematic monitoring of children’s actions. At this age, the child has the desire to teach a friend what he can do himself. Household work begins to occupy a significant place in the lives of children, the main form being various assignments. Children perform not only individual labor actions (I wipe a cube), but learn to perform entire labor processes (wet a cloth, wipe the cubes, rinse the cloth, dry it, put it back). In nature, children participate in feasible labor to care for living inhabitants and take responsibility for work assignments at their summer cottage. During manual labor, children learn the simplest skills of making crafts from paper and natural materials. In children of older preschool age, special attention should be paid to ensuring that the child uses work skills consciously (understands the need to brush his teeth, use a handkerchief, rinse his mouth after eating, etc.). Children are already dressing and undressing on their own, keeping their clothes clean and their closet and room in general tidy. Children are taught to take care of their belongings, clean and dry their clothes and shoes. Children are taught sensitivity, kindness, responsiveness, and the ability to come to the aid of younger and older family members. Thus, from the older group onwards, the content of children’s household work expands. Particular attention is paid to developing skills in organizing collective family work activities. Children are taught to listen to the task, think through a plan of work, prepare everything necessary for its implementation, be careful while working, not interfere with the work of other family members, help them, do not quit before finishing it, and do not hesitate to ask for help. Along with participating in collective activities, children also carry out individual assignments, varying both in difficulty and in nature. CHAPTER 3. Child's readiness for school
§1. Crisis of seven years. Symptom of loss of spontaneity
Based on the emergence of personal consciousness, a crisis of 7 years arises. The main symptoms of the crisis: ) loss of spontaneity. Wedged between desire and action is the experience of what meaning this action will have for the child himself; ) mannerisms; the child pretends to be something, hides something (the soul is already closed); ) symptom of “bittersweet”: the child feels bad, but he tries not to show it. Difficulties in upbringing arise, the child begins to withdraw and becomes uncontrollable. These symptoms are based on a generalization of experiences. The child has a new inner life, a life of experiences that does not directly and directly overlap with his outer life. But this inner life is not indifferent to the outer life, it influences it. The emergence of inner life is an extremely important fact; now the orientation of behavior will be carried out within this inner life. The crisis requires a transition to a new social situation and requires a new content of relationships. The child must enter into a relationship with society as a collection of people carrying out obligatory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible. Often the higher level of development that a child reaches by the age of seven is confused with the problem of the child’s readiness for school. Observations during the first days of a child’s stay at school show that many children are not yet ready to learn at school. However, a school is a public institution. A symptom that divides the preschool and primary school ages is the “symptom of loss of spontaneity” (L.S. Vygotsky): between the desire to do something and the activity itself, a new moment arises - orientation in what the implementation of this or that activity will bring to the child. This is internal orientation in what meaning the implementation of an activity may have for a child - satisfaction or dissatisfaction with the place that the child will occupy in relationships with adults or other people. Recently, learning has been and will increase in preschool, but it is characterized by an exclusively intellectualistic approach. The child is taught to read, write, and count. However, you can be able to do all this, but not be ready for schooling. Readiness is determined by the activity in which all these skills are included. Children's acquisition of knowledge and skills in preschool age is included in play activities, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for school education should never be measured by the formal level of skills and abilities, such as reading, writing, and counting. While possessing them, the child may not yet have the appropriate mechanisms of mental activity. The transition to the school education system is a transition to the assimilation of scientific concepts. The child must move from a reactive program to a program of school subjects (L. S. Vygotsky). The child must, firstly, learn to distinguish between different aspects of reality; only under this condition can one move on to subject learning. A child must be able to see in an object, in a thing, some of its individual aspects, parameters that make up the content of a separate subject of science. Secondly, in order to master the basics of scientific thinking, a child needs to understand that his own point of view on things cannot be absolute and unique. J. Piaget identified two important characteristics of the thinking of a preschool child. The first concerns the transition from the pre-operational thinking of a preschool child to the operational thinking of a schoolchild. It is carried out through the formation of operations; and an operation is an internal action that has become reduced, reversible and coordinated with other actions into a complete system. The operation comes from external action, from the manipulation of objects. As we have repeatedly noted, human action is characterized by a complex relationship between the orienting and executive parts. P.Ya. Halperin emphasized that characterizing an action only by its executive part is insufficient. This remark, first of all, applies to J. Piaget, since he, speaking about action, does not highlight the psychological and objective content in it. Under the leadership of P. Ya. Galperin, research was carried out that made it possible to reveal the process of transition from preschool to the beginnings of school worldview. As is known, the thinking of a preschooler is characterized by the absence of the concept of invariance. Only at seven or eight years old does a child recognize the conservation of quantity. J. Piaget associated the disappearance of this phenomenon with the formation of operations. So, by the end of preschool age we have three lines of development. Line of formation of voluntary behavior, The line of mastering the means and standards of cognitive activity, The line of transition from egocentrism to decentration. Development along these lines determines the child’s readiness for schooling. To these three lines, which were analyzed by D.B. Elkonin, one should add the child’s motivational readiness for schooling. As shown by L.I. Bozhovich, the child strives for the function of a student. So, for example, during the “game of school”, younger children take on the function of a teacher, older preschoolers prefer the role of students, since this role seems especially significant to them. L.S. Vygotsky identifies some features that characterize the crisis of seven years: ) Experiences acquire meaning (an angry child understands that he is angry), thanks to this the child develops new relationships with himself that were impossible before the generalization of experiences. ) By the seven-year crisis, generalization of experiences, or affective generalization, the logic of feelings, first appears. There are deeply retarded children who experience failure and lose at every step. In a school-age child, a generalization of feelings arises, i.e., if some situation has happened to him many times, he develops an affective formation, the nature of which also relates to a single experience or affect, as a concept relates to a single perception or memory. By the age of 7, a number of complex formations arise, which lead to the fact that behavioral difficulties change sharply and radically; they are fundamentally different from the difficulties of preschool age. §2. Psychological characteristics of readiness to study at school
In cognitive terms, by the time a child enters school, he or she has already reached a very high level of development, ensuring free assimilation of the school curriculum. However, psychological readiness for school is not limited to this. In addition to developed cognitive processes: perception, attention, imagination, memory, thinking and speech, it includes formed personal characteristics, including interests, motives, abilities, character traits of the child, as well as qualities associated with the performance of various types of activities. Before entering school, a child must have sufficiently developed self-control, work skills, the ability to communicate with people, and role behavior. In order for a child to be practically ready for learning and assimilation of knowledge, it is necessary that each of these characteristics be sufficiently developed. What does this mean in practice? The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. By the time children enter school, their attention should become voluntary, having the required volume, stability, distribution, and switchability. Since the difficulties that children encounter in practice at the beginning of school are associated precisely with the lack of development of attention, it is necessary to take care of its improvement first of all, preparing the preschooler for learning. The initial stage of schooling places great demands on children's memory. In order for a child to master the school curriculum well, it is necessary that his memory becomes voluntary, so that the child has various effective means for memorizing, preserving and reproducing educational material. When entering school, any problems associated with the development of children's imagination usually do not arise, so almost all children, playing a lot and variedly in preschool age, have a well-developed and rich imagination. Thinking is even more important than imagination and memory for children’s learning. When entering school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical. Children's verbal readiness for teaching and learning is primarily manifested in their ability to use words to voluntarily control behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for mastering writing. Particular care should be taken about this function of speech during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child’s intellectual development. Children’s personal readiness for learning seems no less important than cognitive and intellectual readiness. The child’s desire to learn and his success depend on it. When talking about children’s motivational readiness to learn, one should also keep in mind the need to achieve success, the corresponding self-esteem and level of aspirations. The child’s need to achieve success must certainly dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-esteem is adequate, and the level of aspirations corresponds to the real possibilities available to the child. Thus, children’s abilities do not necessarily have to be formed by the time they start school, especially those who continue to actively develop during the learning process. Another thing is more important: so that even in the preschool period of childhood, the child develops the necessary inclinations to develop the necessary abilities. CONCLUSIONS
The social situation of a preschooler's development is characterized by a significant expansion of the range of interpersonal relationships, which at the previous stage of development - at an early age - were reduced primarily to a narrow family circle. The preschooler, keeping as the most significant relationships with his parents and other members of his family (grandparents, siblings, etc.), begins to actively master the sphere of communication with peers, and upon entering a preschool institution, he also becomes involved in relationships with the teacher as a social adult, performing special functions and making special, new requirements for the child. However, changes in the social situation of development at this age are not limited only to the expansion of the sphere of relationships: along with the cognitive and personal development of the preschooler, a qualitative change in his previous connections occurs - child-parent relationships are rebuilt, and interaction with other family members also acquires a different psychological content. Deeper forms of communication with people become available to preschoolers. Compared to early childhood, a preschooler’s sphere of activity also becomes fundamentally different. During preschool age, which lasts four whole years (from 3 to 7 years), the child masters such complex activities as role-playing play (the leading activity of this age), drawing, design, perception of fairy tales and many other types of activity. Communication activities also continue to develop intensively: in addition to situational-personal and situational-business forms of communication between a child and an adult, a preschooler masters two new, more complex forms of communication - outside situational-cognitive and extra-situational-personal, as well as interaction with peers. Within the framework of significant relationships that permeate all forms of child activity, preschoolers gradually develop a whole system of new formations that are of fundamental importance on the scale of the entire ontogenetic process. Research shows that in preschool age not only individual mental functions (perception, attention, memory, speech, etc.) intensively develop, but also a kind of laying of the general foundation of cognitive abilities occurs, including the formation of such types of thinking as visual-effective, visual -figurative and elements of verbal-logical. It is preschool age that provides the child with unique opportunities for the development of symbolic function and imagination, which underlies any type of creative activity. In the personal sphere of a preschooler, a hierarchical structure of motives and needs, general and differentiated self-esteem, and elements of volitional regulation begin to form. management At the same time, moral standards of behavior are actively absorbed, and on the basis of gradually accumulating life experience, value-semantic formations arise. By the end of preschool age, the possibilities of voluntary regulation of behavior also noticeably increase, and the egocentric perception of reality gradually gives way to the ability to take into account not only one’s own point of view, but also to take into account the views and opinions of other people - both adults and peers. In the context of the diagnostic and correctional work of a psychologist, the above-mentioned components of the social situation of development, typical activities, forms of communication and normative new formations of preschool age serve as basic guidelines in the process of analyzing the progress of a child’s development. Violation of any of the links or mechanisms of development of the complex psychological structure of a preschooler’s personality, which A.N. Leontiev called the process of “initial actual formation of personality,” can have a decisive impact on the entire further course of the child’s development. An important feature of preschool age should include the fact that during its course many of the child’s psychological characteristics (including unfavorable ones) are still latent, not quite obvious, and their manifestations seem to be “masked” as purely childish, and therefore completely traits of immaturity that are natural for this period. Subsequently, one can see that in some cases socially undesirable aspects of children’s behavior turn out to be transient, temporary, and as a result, gradually, as they grow older, the child loses them (for example, timidity and fearfulness in new situations, impulsiveness and spontaneity of response, egocentrism, etc. ). However, in many other cases, in preschool age, the roots of serious future problems are laid in a child, since already here fairly stable features of personal response begin to form, a hierarchy of motives and values is built, and some characterological features are consolidated. In this regard, the warning of A.V., based on numerous facts, is more than fair. Zaporozhets that “if the corresponding intellectual or emotional qualities for one reason or another do not receive proper development in early childhood, then subsequently overcoming such shortcomings turns out to be difficult and sometimes impossible” CONCLUSION
The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns so much about the world around him and masters various intellectual operations so much that many psychologists and teachers of the past believed that a preschool child had gone through the main path of development of thinking and that in the future he would only have to assimilate the knowledge gained in science. At first glance, this opinion seems fair. Indeed, a child (especially by the end of preschool age) already knows how to observe, generalize, draw conclusions, and make comparisons. He has a desire to look into the cause of a phenomenon, to discover for himself the existing connections and relationships of things. This is evidenced, for example, by the persistence and even annoyingness with which he asks adults his endless “why?” already in the first half of preschool childhood. True, children can often be satisfied with the most superficial and even ridiculous answers, but there must still be some answer, and if there is none, the child finds it himself, in some kind of logic specific to this age. And these questions deeply concern children, since they are closely related to their general emotional attitude towards the environment. All this suggests that the consciousness of a preschool child is not just filled with individual images, ideas and fragmentary knowledge, but is characterized by some holistic perception and understanding of the reality around him, as well as an attitude towards it. In a certain sense, we can say that he has his own view of the world, and both he himself and his relationships with other people are not excluded from this world. We can say that during the period of preschool childhood a special child’s worldview is actually formed, which includes some general idea of the world, attitude towards it and attitude towards oneself in this world. BIBLIOGRAPHICAL LIST
1. Aseev V. G. Developmental psychology: Textbook. - M.: Education, 2008. - 230 p. Vygotsky L. S. Collected works: In 6 volumes.-T. 4. . - M.: Vlados, 2008. - 283 p. Zimnyaya I.A. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p. Martsinkovskaya T.D. History of child psychology: Textbook. - M.: Vlados, 2008. - 283 p. 5. Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n/d.: Phoenix, 2007. - 384 p. Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n/d.: Phoenix, 2007. - 384 p. Pedagogy // ed. Yu.K. Babansky - M.: Gardarika, 2009. - 225 p. 8. Spirin L.F. Theory and technology for solving pedagogical problems: Textbook. - St. Petersburg: Peter, 2005. - 560 p. 9. Stolyarenko L.D. Educational psychology: Textbook. - M.: Education, 2008. - 142 p. 10. Stolyarenko L.D. Educational psychology: Textbook. - M.: Education, 2008. - 142 p. 11. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p. 12. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p. Elkonin D. B. Child psychology. - M.: Pedagogy, 2006. - 178 p. Yaroshevsky M.G. History of psychology. - M.: Education, 2008. - 230 p. Yaroshevsky M.G. History of psychology. - M.: Education, 2008. - 230 p. The development of a child in preschool age is one of the main moments in the formation of personality. During this period, the basic personality qualities are formed. In preschool age, a child is faced with a rapid expansion of the boundaries of his world and relationships between people. He acquires social responsibilities and masters new types of activities. The baby awakens the desire for independence and participation in adult life. As a result, the child begins to become interested in games in which he copies the actions of adults. They also gain a certain independence, but it is constantly gently controlled by their parents. Features of development of preschoolers by age
Jr
There are three main types of activities:
Note! The child has sufficient consistency of motives and desires. Behavior begins to become somewhat consistent with certain rules and selected patterns.
Period from 4 to 5 years. There is an increasing need not only within the family circle, but also with peers to build social connections and mechanisms. Against this background, cognitive skills increase and the main manifestation of character is formed.
The child defends his independence, ceasing to strictly observe the rules set by adults. Speech becomes the main means of communication and building social connections. The child’s creative abilities are activated and become more pronounced.
The period from 5 to 7 years, during which, in addition to the final formation of basic character traits, the ability to hide them if necessary appears, although not perfect.
The child’s vocabulary expands sharply and becomes figurative.
Important! Children need the support of relatives to whom they are strongly attached, and whose words are perceived as pure truth. Because of this, parents should choose the right words when communicating with their baby.
The child already accurately separates primary and secondary needs and chooses what is most valuable to him. Interest in teamwork and acquiring new knowledge is actively being developed.
The main activities of preschool children are:
By the end of the preschool period, the child should have certain knowledge. Children already easily navigate in space, easily adapt when surrounded by strangers, can determine the time both by arrows and on a scoreboard with numbers, and distinguish objects by size and depth.
Also, the preschooler must know his exact address with the nearest public transport stops and the rules of behavior on the street if he is left alone. Before school, kids can already draw their own conclusions from what they heard or saw.
Diagnosis of the development of a preschool child includes determining his social development, as well as the degree of personality formation.
For this purpose, test play methods and an art test are used, in which the drawing made by the child is assessed.
Conversational tests are required to determine the child’s ability to fully and coherently describe objects, phenomena or feelings.
Testing to determine the development of a preschooler is required primarily before school.
The preschool period of children's development is the most active in terms of the volume of skills and knowledge acquired, the number of new activities and needs. Until the age of 7, the foundation of personality is laid.
The Federal State Educational Standard puts at the forefront an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The leading types of children's activities will be: gaming, communicative, motor, cognitive-research, productive, etc.
It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization. This:
Joint (partnership) activities of the teacher with children:
Educational activities in special moments;
Organized educational activities;
Independent activity of children.
Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children (educational areas).
The main activities of children in preschool educational institutions:
1. Game activity - a form of child activity aimed not at results, but on the process of action And ways to implement and characterized by the child's acceptance conditional position (as opposed to his real life).
There are a huge number of classifications of children's games.
Traditional classification of children's games:
CREATIVE GAMES: Plot-role-playing, Directing, Dramatization Games, Theatrical Games, Games with building materials, Fantasy Games, Sketch Games.
GAMES WITH RULES: Didactic, Mobile.
Story-based role-playing games
The plot of the game is the sphere of reality that is reproduced by children.Depending on this, role-playing games are divided into:
n Games based on everyday stories;
n Games on industrial and social topics;
n Games with heroic and patriotic themes;
n Games on themes of literary works, films, television and radio programs.
The structure of a role-playing game includes the following components:
n the roles played by children during the game;
n play actions with the help of which children realize roles;
n playful use of objects(real ones are replaced by game ones).
Relationships between children are expressed in remarks, comments, and the course of the game is regulated.
Director's games - games in which the child makes dolls talk and perform various actions, acting both for himself and for the doll. During these games, the child acts as a director, designing actions, coming up with what his toys will do, how the plot of events will develop, and what its ending will be. It is the child himself who plays the role of each toy, comes up with names, chooses the main characters, good and bad characters, and also sets the main rules of the game.
Conditions for the development of director's games:
n Creating an individual space for the child, providing space and allocating time for play.
n Selection of play material (toys, substitute items, various items of clothing) for the child’s director’s play.
n Creating models (a house for a Barbie doll, a model of a knight’s castle or outer space).
Theater game is an effective means of socializing a preschooler. It involves emotional development: children become familiar with the feelings and moods of the characters, and master ways of expressing them externally.
Types of theatrical games:
1. Tabletop theatrical games: tabletop toy theater, tabletop drawing theater.
2. Stand theatrical games: stand-book; flannelograph; shadow theater.
3. Dramatization games including: finger theater; bibabo theater (glove); puppet show; dramatization game with hats on the head; improvisation.
Playing with building materials is especially close to work activity. They instill in children qualities that directly prepare them for work. They carry out the development of children’s sensory abilities and consolidate sensory standards.
GAMES WITH RULES
Didactic game
The main goal of any didactic game is educational . Didactic game specially created by adults for educational purposes, and then learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it.
Based on didactic material: Games with objects, Board-printed, Verbal: games - errands, games - conversations, games - travel, games - assumptions, games - riddles.
Outdoor game- one of the means of comprehensive education of preschool children. Active play activities and the positive emotions it evokes enhance all processes in the body, improve the functioning of all organs and systems. Unexpected situations that arise in the game teach children to use acquired motor skills.
2. Cognitive - research activity - a form of child activity aimed at cognition properties and connections of objects and phenomena, development ways of cognition, contributing to the formation of a holistic picture of the world.
Kinds: Experimentation, research; Modeling: substitution, compilation of models, -activities using models; by the nature of the models (objective, symbolic, mental)
3. Communication activities - form of child activity aimed at interaction with another person as a subject, a potential communication partner, suggesting coordination And joining forces with the aim of building relationships And achieving a common result. This constructive communication and interaction with adults and peers; Oral speech as the main means of communication.
4. MOTOR ACTIVITY - a form of activity of a child that allows him to solve motor problems by implementing a motor function.
Kinds:
- Gymnastics: basic movements (running, walking, jumping, climbing, balance); drill exercises; dance exercises; with elements of sports games.
- Games: movable; with elements of sports.
- The simplest tourism.
- Scooter riding, sledding, cycling, skiing.
5. Self-service and elements of household work - a form of child activity that requires effort to satisfy physiological and moral needs; bringing a concrete result that can be seen/touched/felt.
Types of child labor: Self-service, Household, Labor in nature, Manual labor.
The difference between the work of preschoolers:
n A preschooler cannot produce socially significant material assets, But, the results of some labor processes performed by a child turn out to be useful not only for the child, but also for other people.
n The work of a preschooler is closely related to play (imitation of the work actions of adults).
n In the process of labor, children acquire labor skills and abilities, but this not professional skills , and skills that help a child become independent from an adult, independent.
n The work of preschool children does not have constant material reward.
n The labor of a child is situational, optional ; is based on the principle of the child’s voluntary participation and excludes coercion.
6. Visual activity – a form of child activity that results in the creation of a material or ideal product.
Types: Drawing, Modeling, Applique.
7. Constructive activity – a form of child activity that develops spatial thinking, forms the ability to foresee future results, provides an opportunity for the development of creativity, and enriches speech.
