Creative role-playing play, which is the leading type of activity of a preschool child, is not, however, his only activity. A preschooler lives a varied and varied life: he draws, sculpts from clay, builds and designs, looks at picture books and listens with interest to fairy tales and poems. He takes care of himself (gets dressed, puts away his toys), carries out work assignments for adults, makes various toys for himself from wood, cardboard and paper, and sometimes gifts for his parents or brothers and sisters. Each of these types of activities has its own characteristics, requires mastery of special methods and has a specific impact on the mental development of the child.
A common feature for drawing, modeling and designing in preschool age is that in all these types of activities there is a peculiar relationship between representation and action. In these types of activities, the child moves from the idea of an object or phenomenon to its material embodiment - an image. And in the process of material embodiment, the very idea of the object is clarified.
The most studied in child psychology is the visual activity of preschoolers, especially drawing. In early childhood, a child can already draw some lines on paper with a pencil. This stage is commonly referred to as the "doodle" stage. There is no actual image task here yet. But sometimes children, having drawn something, give their drawing some name, depending on what sign of a familiar object the child sees in the drawing. Naming your doodles can happen
and in response to a question from adults or by imitation of them. In any case, already during this period, many children learn that what is drawn should represent something. The emergence of a visual task is of fundamental importance, because with it the child’s activity begins to be determined by a plan or idea. On this basis, the child’s drawing enters the actual visual stage.
The change in the relationship between the idea and its implementation follows the line of transition from the name after the image to the name during the image and, finally, to the name before the image begins. In the early stages of development of visual activity, the child often changes his plan as the activity progresses. Having started to draw one thing, in the process of drawing he abandons the original idea and, continuing the same drawing, realizes another idea in it. This change stems from the fact that at first it is not the image that is subject to a predetermined plan, but, on the contrary, the process of drawing, in connection with the associations that arise along the way, can determine the change in plans.
On the other hand, the relationship between the idea and its implementation develops in the direction of the image becoming ever closer to the depicted object or idea of it.
Children's first drawings, as a rule, are not strictly substantive; being objective in form, they have plot content. A child who draws a person depicts not just an abstract person, but a whole story about him. Therefore, preschool children usually talk a lot during the drawing process, adding words to what they cannot convey in the drawing.
The favorite subject of children's drawing in its early stages is a person and his activities. This is understandable if we take into account that preschool age is generally a period of intense penetration into the life and activities of adults and that it is the ideas about a person and his activities that are most emotionally colored.
When analyzing children's drawings, it is necessary to remember that for a relatively long time a child does not face the special task of depicting that an adult faces. Although a child’s drawing depicts an object or a whole situation, the child does not set himself the task of conveying his attitude or knowledge about the subject to another person through the drawing. Therefore, such drawings do not serve the function of communicating with other children or adults. Although they are objective images of objects or events, they do not yet carry a specific function of art. Being an activity that results in a known real product, children's drawing is at the same time close in nature to play activity, since the resulting image
not used for its actual purpose. This circumstance imposes peculiar features on both the drawing and the drawing process.
Children's drawings before school age are usually schematic in nature. Typical in this regard is a diagram of a person in which only the head, arms and legs are drawn (the so-called “cephalopod”). The child depicts not only a person, but also all other objects schematically. Some authors have suggested that the sketchiness children's drawing expresses the fragmentation of the child’s experience, the poverty of his ideas about objects and phenomena of reality. This assumption is incorrect. After all, a child knows very well that a person has more than just a head and legs. However, he can be content with only these signs when depicting, since the main task facing him is not a detailed image, but rather, an indication of the object in question and the attitude towards it on the part of the child drawing. A child's drawing is more likely to be designed to recognize the depicted object than to accurately convey its shapes, proportions, etc. Therefore, in such a drawing, the main importance is given to the characteristic features of the object, and the entire drawing as a whole represents a combination of these individual features. As the study of E.I. Ignatiev showed, when drawing from life, preschool children use it not to clarify the outline, but as a source from which they take individual details, which enrich the drawing to obtain greater similarity with the depicted in the number and nature of features.
From the side of visual media, drawings of preschool children, which have the character of a contour, are made with a solid continuous line, the peculiarity of which is its uniform thickness throughout. Often such a line is shaky and uncertain and therefore does not give a clear and convincing outline. Children of this age do not attach much importance to the contour line and are satisfied with the roughest similarity of the image to the depicted. Children are not yet able to make corrections to the original contour line, and if the contour line for some reason does not satisfy the child, then he begins the drawing again. The child achieves improvement in his drawing not by working on the outline, but by redrawing and re-executing the drawing as a whole.
B. A. Sazontyev studied the question of the possibilities of drawing from life in preschool children. According to the data he received, children aged 3-4 years do not take nature into account at all; Children of five and six years of age begin to take into account the peculiarities of nature. But the overwhelming majority of preschoolers (71%) are characterized by an attitude towards nature that takes into account
only individual properties or aspects of the depicted objects. A more or less complete use of nature first appears in the form of taking into account the comparative size of the objects depicted or the features of their shape, and then their individual details. In older preschool age, the first attempts to use observations of nature to improve the form of the image appear.
According to B. A. Sazontiev, the development of drawing from life in children goes through two periods, each of which contains a number of stages.
1. The period of generalized analysis: a) random analysis, which consists of taking into account the comparative size or features of the general shape of objects, b) generalized contour analysis, which consists of taking into account the general shape of models, c) generalized analysis of the contour and details, which consists of a template image of the details of the depicted object . This stage is most typical for preschool children.
2. The period of differentiated analysis: a) differentiated contour analysis, the emergence in children of motives to depict similarly, to compare the drawing with the model, the need to correct the contour lines, which gives rise to a solid groping line, b) a perspective analysis of the depicted objects, expressed in taking into account individual characteristics, proportions and the position of the object in relation to the person drawing.
When moving from one stage of drawing from life to another, a restructuring of the type itself occurs visual arts: the child’s attitude to the image and the nature of the cognitive connections that underlie it change.
By specially organizing the child's observations of nature, studying its details and parts, and pointing out certain aspects of the object as important, B. A. Sazontiev managed to achieve a transition to a higher stage of drawing from life. Of the 76 children who participated in this learning experiment, 43 (57%) fully progressed to a higher stage, 23 (30%) had only a partial transition, and only 10 (13%) remained at the same stage.
Drawing, modeling, design are important for the mental development of a child - primarily for the development of his perception and thinking. By acting with objects or materials, the child practically learns some of their properties - hardness, softness, volume, size, weight, resistance, etc., acquiring knowledge about those properties of objects that cannot be known only by contemplating them. Thus, by hammering a nail into a tree, a child can become familiar with the resistance of continents; Modeling from clay or plasticine can give an idea of the plastic properties of these materials.
By embodying the image of this or that object in his activity with the help of paints, paper, plasticine, and parts of a construction set, the child identifies in a real object exactly those aspects of it that can actually be embodied in this material. For example, drawing allows you to express the color and shape of an object on a plane; on the contrary, modeling makes it possible to embody a three-dimensional form, but does not allow one to depict color; design provides opportunities mainly for conveying the relationship of parts. If we take into account that at an early age the child’s object perception is not yet sufficiently differentiated and that color, shape, size and other properties do not exist for the child in isolation from the objects that possess them, then the special importance of these types of activities for the development of the child’s perception and thinking becomes clear . In the process of drawing and coloring, the child practically separates its shape and color from the object; during the modeling process - volumetric shape and relative size; in design - the connection of individual parts with each other. Based on such a practical analysis of objects, the selected properties become the content of the child’s special ideas about shape, color, size, volume, quantity, etc., which in turn opens up opportunities for operating with them in a mental way, ensuring their quick and accurate comparison and differentiation .
However, it must be borne in mind that the positive impact of various types of activities on the development of a child largely depends on the methods of pedagogical leadership. Without proper guidance, these types of activities do not produce the effect in the development of the child’s psyche that can be revealed through skillful organization of pedagogical influences. In their absence, children often linger for a long time at the same level of development of their perception, attention, and thinking, which naturally interferes with the full use of educational opportunities contained in different types of visual activities, design, etc.
V. G. Nechaeva, studying the features of paper construction in children 5-6 years old, found that free constructive activity, occurring outside the teaching influence of the teacher, does not ensure the proper development of constructive activity. Children don't learn to plan it; they do not know how to mentally imagine a future three-dimensional object in a flat pattern; their activities remain purely procedural for a long time, without any focus on results. Special systematic design lessons had a beneficial effect on the mental development of children: they became more observant, learned to mentally dissect the whole into parts, isolate individual parts from the whole, and imagine the original appearance of the design (in in this case -
pattern) from which the object is made, distinguish the basic geometric shapes and navigate the plane.
The question of the development of constructive activity and its significance for mental development was specially studied experimentally by A. R. Luria. The study was conducted on two groups of identical twins. One group of children (hereinafter called group E) was offered examples of buildings in which their constituent elements and their combinations were clearly visible. The child had to reproduce the same building using cubes. The other group (hereinafter referred to as group M) was presented with samples in the form of models. These were the same objects, but covered with paper, so that the specific details of the building were not visible in the model. The child had to reproduce the proposed model from individual cubes (elements). Each group received design classes every day for two and a half months. Before the start of the study, all children were specially examined to determine the level of development of their perception and visual thinking; At the end of the study, the children were examined again to determine the changes that had occurred in their development under the influence of constructive activities.
After two and a half months of exercises in constructive activities, both groups of twins were offered control tasks: the children had to reproduce three samples of both types (“elemental” and “model”) from the cubes at their disposal. The results of solving these problems turned out to be very indicative (Table 20).
The data in this table shows that after training different methods Sharp differences in constructive activity emerged. The group that practiced using the M (models) method showed better results not only when constructing samples given in the form of models (this is natural, since it was precisely on such samples that they practiced), but also when constructing using samples given by elements. The mere fact that in the reproduction of elemental figures the M group was significantly ahead of the E group indicates such shifts in the development of children,
Table 20
Table 21
that go beyond simply influencing perceptual processes. As an analysis of the research materials showed, the construction process itself and the child’s approach to solving the problem of reproducing the model, regardless of the form in which it was given, have changed significantly. Quantitative data characterizing the nature of construction (impulsive or planned) by children of different groups are presented in Table. 21.
The construction process for children of group M, as a rule, acquired a planned character. Before building the desired model, they carefully examined it, made trial designs, selected materials, and only after that they systematically carried out the construction. We can say that here, as a result of design practice, the approach to solving the problem and the methods of its implementation have changed. On the contrary, the children of group E tried to solve the proposed problem immediately, without preliminary testing or reasoning. They took the cubes that seemed suitable to them and immediately began to build with them.
In further control experiments, the changes that occurred in the structure of children's perception were analyzed in detail. At the same time, it turned out that in elementary acts of perception, for example, in distinguishing elementary geometric figures, the children of both groups did not show noticeable differences. However, in more complex forms of analyzing, voluntary perception, clear advantages were revealed for children trained using the model method. For example, children were given the task of finding the point of intersection of lines on a grid laid out like a chessboard. It turned out that children of group M easily solved this problem in 100% of cases; Children in group E were able to correctly identify a point from a homogeneous background only in 34% of cases.
In one of the experiments, children were asked to reproduce a drawing of a house with an extension on the right side, but at the same time mentally turn it over so that the extension was on the left, and in accordance with this the location of the windows and doors would change. Children of group M in most cases (60%) completely solved the problem; 40% of children made a partial rearrangement; but none of the group E twins gave a complete solution to this problem.
Thus, the children of group M developed the ability to be distracted from visual perception and mentally change the image. At the same time, as further control experiments showed, exercises using the model method significantly advanced children in designing on free topics, without samples. Consequently, exercises in design using models really have a significant impact on the development of the child, radically changing the nature of his constructive activity and forming new forms of cognitive processes. Along with this, A. R. Luria’s research showed that not every exercise in a particular activity has an effective impact on the development of a child. For each activity, a method of organizing it must be found in which the child not only acquires new skills, but - and this is the main thing - he undergoes a transition to a higher level of mental development. This applies not only to design, but also to other types of activities - drawing, modeling, etc.
An essential feature of these types of activities is also that they contribute to the child’s knowledge of his own strengths and capabilities. The older children get, the more they notice the discrepancy between their plans and the results obtained, finding the reason for this in the level of their own skills. This leads to the fact that the child begins to isolate separate, private skills from his activities. And already by the senior preschool age, he learns to set tasks for mastering such individual skills, excluded from the total activity of making an object, i.e. this is associated with setting an educational task for himself. The emergence of an assessment of one’s capabilities, as well as the child’s acceptance of elementary educational tasks to master the technique of action itself, is an important result of the development of these types of activities in preschool age. The types of activities of a preschool child that result in some kind of material product have their own special line of development. At the very beginning of their appearance, the implementation of the plan immediately follows its formation, and in the process of implementation itself it is difficult to identify any clear logic and dismemberment of actions. Only gradually, under the influence of education, expressed either in the visual demonstration by adults of a sequence of actions, or in verbal instructions, stages are identified in the process of their implementation.
N.G. Morozova, who studied the attitude of preschool children to verbal instructions in the process of productive activity, found that by older preschool age children have a need for instructions related to methods of performing actions, and that at the same time children are already able to separate and subordinate process of practical task execution
preliminary instructions regarding methods of action. Thanks to this, the productive activity of children enters a new stage of development, when methods of action are not only identified in it, but also become the subject of special preliminary familiarization (first through listening to an adult’s instructions, and then by mentally thinking about it).
Among the different types of productive activities of a preschool child, various types of labor occupy a special place.
The consciousness of “myself” that arises at the end of early childhood and the tendency to participate in the life and activities of adults are an expression of the birth of new needs that are social in nature. These needs cannot be fully satisfied in role-playing games. The activity that a child carries out in role-playing play is independent only in the sense that it is carried out without the help of adults. However, it does not contain enough opportunities for the independent implementation of those objective actions-skills that the child mastered in early childhood and intensively masters in preschool age. On the other hand, the child’s connection with adults, with their life and activities is carried out in the game through the reproduction of the activities of adults and their relationships - and therefore is an indirect connection. The game does not allow you to establish a direct connection with adults - their lives and work. At the same time, the game not only does not eliminate the above needs, but, on the contrary, strengthens them and formalizes them.
During preschool age, firstly, interest in everything that relates to the work and relationships of adults increases, and secondly, conditions appear for the emergence of elementary forms of children’s work activity, in which their independence can be realized and developed and a more direct connection can be established. with the life and activities of adults. Direct participation in the work of adults and together with adults is still inaccessible and unaffordable for a child of this age. Participation in the activities of adults as a dependent assistant contradicts the child’s tendency towards independence. There is a need for such types of activities in which the child, acting relatively independently within the limits of acquired skills, would at the same time be connected with adults and their activities. For a given age, this is most feasible through the result or product of the child’s own activity, and the most accessible to a child of this age are various types of household labor. Everyday observations show that preschoolers are very fond of and willingly carry out individual instructions from adults in the field of household work, if they are of the nature of independent activity.
L. A. Porembskaya studied the domestic work of preschool children from the point of view of the formation of independence in it
children. In her research, she proceeded from the assumption that, firstly, the desire for independence arises and develops depending on the child’s level of mastery of work skills; therefore, training in labor skills is decisive in fostering independence; secondly, the manifestation of independence is not limited to the acquisition of some independence from adults in practical life; its main significance is that thanks to the mastered labor skills, the child enters into qualitatively new social connections; deep changes occur in his consciousness, which contribute to the formation of his personality as a whole.
In an experimental pedagogical study, preschool children were taught the skills necessary to carry out household work, and children were organized to independently perform certain types of such work that had previously been performed by adults. In the younger group of kindergarten, this included wiping plant leaves, setting the table, and helping the teacher prepare for classes; in the senior group - various duties and self-service (sewing buttons, cleaning clothes and shoes, etc.).
Carrying out these types of household labor in kindergarten, children independently performed the work that had previously been done by adults - a cleaner, a teacher, that is, they took on the functions of adults and acted as participants in their activities or as their assistants.
When observing the everyday work of junior and senior preschoolers, significant features were discovered. Children who have just entered kindergarten have different levels of independence development. The degree of independence is directly dependent on the amount of skills that the child possesses. Only those children who possessed the skills and who had already begun to form the habit of independence were truly independent. During the course of training and as they mastered the skills required for everyday work, the tendency to independently perform work tasks increased. Independently completing the first, even the simplest, assignment acts as a test of strength, instills confidence in the child and is of great importance for the further development of independence. Initially in children junior group When performing a work task, there is still no focus on the result, and the method of completing the task is not differentiated from the content. Of great importance for younger children is the interest associated with the entertaining process of the activity itself.
Gradually, as you master skills when performing tasks in everyday work, in addition to interest, other motives appear. When completing a task on their own, children proudly say
about the task assigned to them: “I’m on duty.” Based on the teacher’s assessment, they develop their own assessment of their activities; they begin to understand the meaning of the task much more deeply; results-oriented attitude, determination and perseverance arise.
In the course of mastering rational ways of performing work tasks, older children changed their attitude towards their responsibilities and acquired responsibility for their work. Children complete the work, trying to complete it as thoroughly as possible; personal motives are gradually subordinated to the consciousness of the need to get work done. The attitude towards oneself also changes, self-confidence appears due to the fact that children know what and how to do.
The ability to complete tasks related to household work influences the emergence of new forms of relationships in a group of children: children learn to work together, distribute responsibilities among themselves, and negotiate with each other.
Based on the data obtained, L.A. Porembskaya established the stages of development of independence in the course of children’s domestic work.
First stage: the child is involved in performing individual operations of simple self-care with his own hands - when undressing, washing, putting away toys. The method of execution is indifferent to the child. He carries out the teacher’s tasks with pleasure and is always satisfied with what he has done. When faced with difficulties, he easily retreats: “I can’t!” The desire for independence appears after completing the first tasks: “I myself,” but there is no stability in this. This is the stage of the first test of strength - the child becomes convinced that he can do with his own hands what adults used to do. Under the influence of educational influences, this initial stage is quickly replaced by another.
Second stage: unstable “I can do it myself!” The child has acquired a number of skills in simple self-care, and their range is expanding. He does them on his own, but with some help from adults. The method of execution becomes the object of attention on the part of the child. However, the child is still captivated by the process itself, and there is no clear focus in the work. He performs the task with pleasure and with great persistence, but is easily distracted by something else, because the result is initially indifferent to him.
The desire for independence is clearly expressed: “I can do it myself!”, “I can do it myself!” It has a more solid basis in the form of skills and abilities, but it is still very unstable. The attitude towards help from adults in those processes that the child has already mastered is negative. A habit of independence is formed.
Third stage: sustainable “I can do it myself!” At this stage, independence takes on a habitual character. Child owns
a range of skills and strong habits; “what” and “how” to do are clearly differentiated. The child develops an interest in the quality of work and its results. A number of self-service and group service processes are performed by the child independently with little help from adults. Skills and abilities are used in different conditions (when serving yourself, comrades). Persistence and perseverance in overcoming difficulties in one’s activities and self-confidence appear. The child does not seek help and stubbornly refuses it: “I know it myself!”, but at the same time he seeks support from adults in the words: “Am I right?”, “Am I right?”
The child’s immediate personal interests begin to be drowned out, and a new motive arises: “to do for others.”
Fourth stage: the child acquires a “style” of independence - independence from adults appears in basic household work. He already possesses a number of strong skills, abilities and habits of household work, in particular the skills of accuracy and cleanliness. The method of activity is subordinated to its goal. This creates a new basis for the development of the child’s work activity; purposefulness encourages the child to clearly and accurately select and use various work techniques known to him.
When performing duties, the child shows initiative. He knows how to organize and elementary plan his activities, guided by the general rules of organizing everyday work known to him. Concern for comrades and mutual assistance appears. A characteristic feature of the activity is the awareness of the need to fulfill one’s duties, regardless of how entertaining they are for the child. Completes work without reminders and without distractions. The child often notices the need for work and performs it on his own initiative. Overcomes difficulties independently; persistently seeks a way out of difficulties. Characteristically, the child develops self-confidence, combined with increasing demands, and objective self-esteem appears.
If in the work of L.A. Porembskaya household work was studied mainly from the perspective of developing independence in children, then in the study of Wang Wen-ning, the awareness of preschool children of their work responsibilities was studied. In the conditions of correctly delivered educational work, independent fulfillment of household labor tasks forms an awareness of one’s work responsibilities. Naturally, it does not arise immediately and has a different character at different stages. Younger preschoolers have only limited and scattered ideas about the range of their work responsibilities; they do not yet comprehend either the order or methods of performing individual labor operations; in most cases, they accept labor orders as orders
on the part of the teacher or as an obligatory moment in the kindergarten regime, but they do not yet understand the usefulness of their work for others. Children of this age carry out work assignments with great desire and enthusiasm, but they are mainly attracted not by the result, but by the labor process itself. Interaction between children is observed very rarely; each child works on his own, turning the work operations performed into a kind of game. In assessing their work and the work of their comrades, younger preschoolers show greater emotionality and subjectivity. They evaluate themselves and their work only positively and often exaggerate their merits. They evaluate the work of other children not by the quality of their work, but by the reputation this or that child enjoys in the group. The main criterion for assessing and self-assessing the performance of work tasks among younger preschoolers is the very fact of participation in work and the assessment given to their work by adults.
Children of middle preschool age, based on the accumulation of life experience and increasing demands on them from adults, begin to understand the range of their main work responsibilities and the order of their implementation. Most of them begin to realize the social usefulness of their work as helping adults or other children.
In the process of performing work duties, children of this age try to plan their activities, and in order to achieve better results, they enter into relationships with other children and at the same time show the beginnings of mutual assistance, mutual verification and awareness of responsibility for the assigned work. All these qualities of fulfilling work duties are still very unstable and manifest themselves in conditions of constant monitoring of activities by adults.
When evaluating the work of other children, middle schoolers often take an objective approach, taking into account the quality of the work performed. But in assessing their own performance, they often praise themselves undeservedly and are reluctant to accept comments about the shortcomings of their work.
Older preschoolers can clearly and fully understand the range of their work responsibilities, the order and methods of carrying out work assignments. Children well understand the social usefulness of their work and the responsibility for the work entrusted to them and express their readiness to carry out any task, regardless of its attractiveness. Collectivity and interaction when performing work duties increases significantly: children help each other, control and correct each other, and show care and responsibility for completing the work assigned to them. In the process of performing their work duties, children show initiative and independence and in the majority
cases, they correctly respond to critical remarks from adults and comrades. When assessing their work and the work of their comrades, many older preschoolers first of all turn to the quality of performance, and many of them show themselves to be objective, impartial judges. For the most part, they give a correct assessment of the work of their comrades and very rarely praise themselves; on the contrary, they often show modesty when assessing their own work.
Thus, Wang Wen-ning’s research showed that in the course of performing various duties in household work, with proper educational guidance, preschool children develop an awareness of them as social duties and, at the same time, a correct, objective assessment of the quality of performance.
Ya. Z. Neverovich believes that in the course of performing household labor duties, not only are certain skills and abilities acquired and a certain attitude towards one’s duties is cultivated, but that with the correct organization of household labor, children should develop some more or less permanent personality qualities that can be described as hard work. Based on the assumption that the main condition for the formation of this quality is the collective organization of everyday work, Ya. Z. Neverovich conducted an experiment in the formation of hard work in children senior group kindergarten.
According to their attitude towards duty at the beginning of the experiment, the children were distributed into the following groups: 1) deviated from duty - 7 people, 2) were on duty well under the constant supervision of adults or the team - 3 people, 3) were on duty well as assigned by the teacher - 9 people, 4 ) were on duty well and worked at other times and on their own initiative - 7 people.
As a result of eight months of participation in collective work on household work, all children experienced significant changes in their attitude towards work tasks. Thus, 6 children developed a particularly responsible and proactive attitude towards work, regardless of whether it was required to be completed while on duty or off duty. There was no longer a single child who avoided duty. In addition, the total number of children working on their own initiative has increased (instead of 7 people before the experiment, there are now 17). This indicates that many children have developed a new attitude towards work, which becomes stable and turns into a certain behavioral trait - hard work.
Ya. Z. Neverovich established several stages in the formation of a stable positive attitude towards work in preschoolers.
First stage. The child understands the significance of the work offered to him for the team, but does not yet know how to get down to business and complete
it to the end. He needs systematic external control from the teacher and the group of children.
Second phase. The child is already beginning to perform self-care work without external control, but only during duty and only that which relates to the scope of his direct responsibilities.
Third stage. The child begins to do work that was previously performed only during duty, and off duty, and help other children in their self-care work. At this stage, internal motivations for activity arise.
Fourth stage. The child develops an understanding of his responsibilities as a duty officer. Both on duty and off duty, he does what is important, what, according to the meaning, should be done in this moment. At this stage, there is no need to constantly remind the child of the range of his responsibilities and continuous approval or censure of his work.
Fifth stage. This is the highest stage. The child begins to transfer his experience of relationships with people and responsibilities to other conditions, to other types of activities - to classes, to games. In the new conditions, he also brings the job to the end, begins to help others, cleans up after himself and his comrades, is interested in ensuring that the common task is well completed, i.e., the qualities formed during the performance of work duties become, to some extent, a habitual way of behavior .
The established stages reveal how the demands of others become the content of the internal motivations of the child himself.
Studies devoted to the study of domestic labor do not reflect the important connections of the child with adults and their activities. This is natural, since although in everyday work children actually help adults or even replace them, they perceive their work not so much in connection with the work of adults, but in connection with the life of the children's collective.
The question of how a positive attitude towards the work of adults is formed in children and what is the significance of familiarization with the various types of their work activities and the feasible participation of children themselves in this work has not yet been sufficiently studied.
In one of the studies, Ya. Z. Neverovich found that when familiarizing themselves with the work of adults, children of senior preschool age can form an idea about the social significance of this work. Children begin to understand that adults work for other people and that this is the main content of their work. However, such ideas are not yet sufficiently relevant and do not determine the attitude of children to their own work.
Ya. Z. Neverovich experimentally carried out such an organization of children's labor in which the product received by children as a result of their labor was then included in the labor activity of adults. The children made wooden pegs for rakes. These pegs were then transferred to the work collective. Making them did not present any particular technical difficulties for the children, and they quite easily mastered all the operations necessary for this. The idea of its meaning formed in children when familiarizing themselves with the work of adults was the main condition for such a formulation of the labor task in which each of them felt the need and importance of their work for others. The meaning of his work became the motive for the child’s own activities. The children felt like they were participants in a big, important, real business for adults. This, of course, affected both the children’s attitude towards their work and their relationships.
When performing an elementary labor task, which is objectively related to the work of adults, children strengthened their positive attitude towards it and formed a new attitude towards their own work as having social significance. The degree of stability of the formed attitude was checked two months after the end of the experiment. At the same time, it became clear whether the formed positive attitude towards work was important only in the case of a direct and obvious connection between the work of adults and the activities of children, or whether it could be transferred to the work of other people without first forming ideas about its importance. For this purpose, children were asked to sew bags and it was only indicated that the workers needed them in order to hold small carnations in them.
The materials of this control experiment showed that the formed positive attitude towards the work of adults was preserved and continued to affect the children’s own activities. Thus, this attitude acquired a generalized character among children and manifested itself in all those cases when they had access to an understanding of the meaning of one or another type of adult labor.
A study by Ya. Z. Neverovich showed that ideas about the work of adults can be made in children of senior preschool age into the motives of their own work activity and thereby form a positive attitude towards the work of adults. The main condition for this is that the child feels included in a common labor process with adults.
The limited number of materials on the psychological analysis of child labor in preschool age does not yet allow us to give a detailed presentation of the true significance of various forms of children’s labor for the formation of their personality. However, the materials cited already show that the work activity of children, with its proper organization and guidance from adults, can
have a significant impact on the formation of the most valuable qualities of a child’s personality. He develops a positive attitude towards the work of adults and social motives for his own work activity, develops independence, deepens the objective assessment of his skills and the skills of his comrades, develops self-esteem associated with the performance of socially significant activities, and, finally, develops some stable behavioral traits - hard work, perseverance etc.
Preschool children are always involved in some kind of activity. They run, play, look at pictures and books, want to wash dishes like mom, or knock with a hammer like dad... The activities of preschoolers are varied, and all of them are vital. Thus, three interrelated processes occur in childhood: the development of the cognitive sphere, the development of activities and the formation of personality.
Why is involvement in activities important for a preschooler?
Various types of activities provide an opportunity for preschool children to actively learn the world, try your hand, gain first experience.
Children's activity is understood as a process formed by need and specific actions. Ideally, what is still important is the result, compared with the initial desire (it turned out what you were striving for or not). But preschool children are not always result-oriented; they benefit from direct actions in which they are interested.
The special value of the activity lies in the fact that there is a two-way process. As a preschooler develops, he learns to perform more complex actions, and by engaging in activities, he is immersed in conditions that stimulate his development.
Conditions are being created for speech development preschoolers through various activities. Whatever the child does, he accompanies his activity with words. With the help of speech, children reveal the reasons for their behavior and express the goals of their actions: “I’m building a house,” “I’ll comb my dolls,” etc.
A variety of types and forms of activities in preschool age
A preschooler gradually masters those types of activities that are feasible for him at a certain age stage. In early childhood it is necessary to master actions with objects. Then comes the turn of play, creativity and mental actions aimed at solving the problem.
Each age period is characterized by the predominance of certain types of activities over others. The dominant type is the most influential, so it is singled out as the leading activity.
The child's involvement in the activity is carried out in different ways. Interest and attempts to do something can arise spontaneously under the influence of a momentary desire, or when the baby observes others and seeks to imitate. Also, children's activities can be organized by an adult and correspond to a specific goal to develop useful skills.
The child is especially inclined to certain activities. Perhaps he has a knack for drawing or music, design or logical thinking. Appropriate activities will help develop the preschooler’s natural abilities.
A preschooler can enthusiastically build a house out of blocks or draw on his own, but he is also attracted to group activities. The collective form provides other possibilities. The child sees what his peers are doing, notices what actions are approved, and in his mind he develops role models.
Productive activities
Through individual activities, the child creates a real product that can be shown to others or evaluated. In these cases, preschool children occur.
These primarily include drawing, designing, and making appliqués.
The peculiarities of productive activity lie in the fact that, by depicting or modeling, a preschooler receives multifaceted material for the development of perception. He needs to figure out the size and shape of the object, figure out how to display them on a sheet or in a model. The child develops color perception and detailed viewing techniques.
Play activity
Most of the time the preschooler is busy playing. The game develops and appears at this age. Over the period from 3 to 7 years, play activity changes greatly and is enriched with new forms and content.
A three-year-old can play alone, captivated by the subject. Interest in how peers play arises somewhat later. Younger preschoolers begin to imitate each other, show off their toys, they can simply run around together, and for them this is already a game.
The most common in preschool childhood are mobile and. Outdoor games, such as hide and seek or catch-up, are aimed at developing motor abilities.
They have strict rules - otherwise there will be no game. It is interesting that until the age of 4, a child does not understand why he is running away or hiding, but he follows the rule. Even such simple activities involve the formation of ideas about rules and norms.
Role-playing play is especially important for a preschooler. Acting according to the rules of the role, the child develops imagination, masters the norms of communication, and learns to control his behavior.
Prepares the preschooler for the next type of application of his strength - artistic productive activity.
Creative activity
The artistic or creative activity of a preschooler develops in accordance with the principle “from simple to more complex.” In children's creativity, much depends on the extent to which the child has the means and ways to transform everything that he sees, hears and feels into images and models.
There are very few such methods and means at the disposal of a younger preschooler. By the age of 6-7, a preschooler learns a lot: to draw and cut out of paper, to imagine images before translating them into a drawing or model, to retain the idea of a conceived composition and consistently create it. , in turn, is represented by several types.
Fine art
The child's activities include drawing, modeling, and making appliqués. Classes are useful at any age, since children are often attracted by the process itself, rather than the result. It doesn’t matter that the baby only produces chaotic lines and circles. In these unskillful actions, the hand and technique of drawing movements develop, visual perception, a sense of color and harmonious color combinations is formed.
By practicing drawing, a preschooler masters the space of the sheet. At the age of 5, he will no longer draw everything in a row on one sheet, but will begin to demand a new one - one for the Snowman, and the other for the meadow with flowers. The child comes to understand that creating a drawing requires compliance with a single composition.
Making appliqués gives the child his first ideas about symmetry. Symmetry becomes a discovery for a preschooler when snowflakes, leaves and other elements of an applicative plot are cut out of a folded sheet of paper.
After this practice, children develop the ability to see symmetry in the world around them.
Construction
The constructive activity of a preschooler is the construction of various buildings and the creation of models from Lego parts and other plastic or wooden sets. Paper construction also belongs to this type.
In practical actions, the preschooler reveals existing patterns. There is an awareness of what shapes and sizes the parts should have in order for them to fit together. By experimenting, children come to understand that when building a tower, they need to make the base wider so that it is more stable - this is how the concept of stability and balance is formed.
Develops the ability to perceive the subject as a whole. A preschooler learns to plan several steps ahead and then implement his plans. In such activities, constructive thinking develops.
Music and dance activities
Musical activity is rarely mentioned in the context of preschooler development. At the same time, it is an actively present and important topic in the child's life. Children begin to respond to music early, and their perception of musical sounds and rhythm is formed.
Preschoolers of any age enjoy performing dance moves to music. An ear for music also develops.
Dance classes have a significant impact on motor and general development child. He remembers and performs movements in a given order, learns to distribute attention between direct execution of movements and observation of the coach or dance partners. At the same time, the ability to perceive a visual-motor image develops. As the preschooler masters dance movements, he can be creative and create his own dance.
Cognitive research activities
The cognitive activity of a preschooler contributes to the development of mental activity and thinking. Such activity can manifest itself in practical and mental forms. In the case when a child carries out simple experiments, cognitive research activity takes place.
A preschooler does not engage in experimentation for fun. He encounters a previously unknown property of an object and strives to understand this property and discover the argumentation. A child checks how he swims paper boat, and what happens when the paper is completely saturated with water. Experiments with what can be thrown higher - a ball or a balloon.
In such activities, the preschooler discovers the essential signs of objects and phenomena. He cannot explain them, and then a chain of questions follows for an adult. intensifies and pushes to new experiences. The value of children's research activity lies in the fact that it is a way of understanding the world around them.
Labor activity
A preschooler wants to be like mom or dad. He watches what adults do and wants to try his hand at it too. At this time, the child is driven by a strong interest and desire to be on an equal footing.
The child is fascinated by the process, not the result. He wants to knead the dough with his mother and water the flowers in the flowerbed next to his father. The preschooler declares that he will help. It’s not a problem that the “helper” ends up covered in flour, or pours water from the watering can on himself. Being involved in a useful cause is important.
The main rule that parents should follow in this regard: do not get irritated! The child shows independence and fulfills his needs. In addition, he absorbs the manners of adults, and the parental reaction will become a model of behavior for him in the future.
The child expects a positive assessment, praise, approval of his actions. A child’s sense of pride in his achievements manifests itself already at the age of 3 years, as soon as he discovered his own self. It is very important to praise the child and entrust him with a task that is feasible for him.
Of particular value from the point of view of a younger preschooler is that he becomes a collaborator with an adult and acts in a real situation, not a game one. An older preschooler has other priorities. He takes on work with pleasure if he understands its importance. Whatever the motive for engaging in activities, the preschooler gradually develops work skills.
Educational activities
In older preschool age, children become interested in more serious “adult” skills - reading, counting. Cognitive motives are formed. All these are prerequisites for the child to be ready to learn new things and solve more complex problems. Games and creative activities prepare the preschooler for educational activities.
The first skills are taught to a preschooler in a didactic game. Didactic games are games that are specially invented by adults so that children gain new knowledge and develop skills.
First in game form, but over time, preschoolers, even without a play context, listen with interest to educational material, read and perform simple counting operations.
As for educational activities, preschoolers should not be overloaded with new knowledge. It is much more important to prepare children for the fact that schooling requires arbitrariness of cognitive processes. And for this it is necessary to play games with children for attention, for the development of voluntary perception and memory.
In an effort to fully develop a child, adults need to remember that all types of children’s activities bring them benefit. It is important for a preschooler to play and draw, design and perform feasible household chores. Parents should provide the child with the opportunity to exercise independence, be patient with children’s experimentation, and actively participate in joint activities.
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 turns out that preschool period life is the period of the most intense 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 modern man lies in 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 - how family education, and education in conditions preschool.
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 ability to reason about phenomena that are not related to their personal experience, but which they know about from the stories of adults, 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. Developing grammatical structure speech. 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 meaning of imagination in mental development 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 cognitive activity, 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 playing, and over the years 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 adult behavior in relation to objective world, but an imitation of certain relationships between people, in particular role 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, 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 hobby 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 - independent and with the help of adults making from paper, cardboard, natural and waste material the simplest items 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 class manual labor children master 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. Special attention focuses on 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. Transition to the system schooling- This 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. The child must be able to see in an object, in a thing, some of its individual aspects, parameters that make up the content separate subject Sciences. 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” children younger ages 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 be able 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. This function of speech should be taken special care during middle and senior preschool childhood, since the development of written speech significantly determines progress intellectual development child. 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 preschooler development is characterized by a significant expansion of the spectrum interpersonal relationships, which at the previous stage of development - at an early age - were confined mainly 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 cognitive and personal development As a preschooler grows, a qualitative change occurs in his previous connections - child-parent relationships are restructured, 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.), but 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. TO important features preschool age should be attributed to the fact that during this period 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 quite natural for this period of immaturity. 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 characteristics of personal response begin to form, a hierarchy of motives and values is built, and some characterological features. 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: Tutorial. - 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 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 preschool organization. This: Joint (partnership) activities of the teacher with children: Educational activities V regime moments; Organized educational activities; Independent activity of children. Educational activities are carried out in various types activities and covers structural units representing certain areas of development and education of children (educational areas). The main activities of children in preschool educational institutions: 1. Play 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. 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. In structure role playing game components are distinguished: 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 effective means socialization of a preschooler. It carries out emotional development: children get acquainted with the feelings and moods of the characters, master ways of their external expression. 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 development sensory abilities children and reinforce 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. By didactic material: Games with objects, Board-printing, 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 knowing that contribute to the formation complete picture peace. 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 voluntary participation of the child 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. Marina Isaeva Target: design a multifunctional PPRS to implement the process development creative personality of the student at each stage of his development in preschool institution. Tasks: Organization development environment that promotes the emotional well-being of children with taking into account their needs and interests; Creating conditions to support different types of activities preschoolers; Comfortable living conditions for pupils, close to home; Promoting cooperation between children and adults to create comfortable PPRS; Communion preschoolers to active subject- transformative activities in the interior. Organization development environment in preschool educational institutions, taking into account the Federal State Educational Standard is built in such a way as to enable effective develop the individuality of each child, taking into account his inclinations, interests, and level of activity. My group also did not become an exception to the rules of standards Federal State Educational Standard. Welcome to middle group"Ezhata"! In the locker room groups There are individual lockers for children. There is also an information corner for parents, where the necessary information about kindergarten, consultations and advice for parents, and a board for children's creativity are placed. When organizing subject-developing space group I took into account many principles of construction development environment: experimenting with materials available to children; physical activity, including development large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with substantively-spatial environment; opportunity for children to express themselves. The content and richness of space corresponds and varies depending on age characteristics and needs of children, as well as the training period, educational program And lexical topic or project topics. For example, with the introduction of a new lexical topic into the educational process, the content also changes. development space: in the creativity corner, patterns for modeling and making crafts that are accessible to children are selected, in the book corner - relevant literature, in the knowledge corner - didactic and Board games etc. PPRS has the character of an open, non-closed system, capable of adjustment and development. The environment is not only educational, but also developing. Transformability - I try to ensure the possibility of changes in the RPPS depending on educational situation, including the changing interests and capabilities of children. Transformability in mine group is expressed in such objects as jump ropes, dumbbells, ropes that can be space dividers. In our development environment there is a cozy place to relax, a corner of privacy and relaxation. Here the child can rest. The space of the corners of solitude is also transformed by children into some kind of role-playing game. Multifunctionality - to provide the possibility of diverse use of components of the RPPS in different types children's activity. IN group there are multifunctional items: a yellow ball can turn into an apple, a red ball into a tomato, etc. IN the group has a box with substitute items, for children - a box of wonderful things. In a corner of nature there is natural material, which is multifunctional, children can use it as an additional material when modeling, for development of fine motor skills, well, just like anyone substitute item. Variability – provide in group different spaces, as well as a variety of materials, games, toys and equipment, ensuring children's free choice; periodic change of game material, the emergence of new items. An important component of a corner of nature is the nature and weather calendar. Designed layouts (domestic and wild animals, aquarium) Target: enrichment submissions children about the diversity of the natural world, nurturing love and respect for nature, introducing children to caring for plants and animals, forming the principles of ecological culture Construction corner though focused in one place and takes up little space, it is quite mobile. This allows our children to feel comfortable in any corner groups. The children always enjoy building buildings, playing with them and combining them with other activities. When creating PPSS, it is necessary to take into account gender specificity and ensure environment as common, and specific material for girls and boys. IN the group has games, which are interesting primarily to boys. This "Safe Corner" traffic»
. It is equipped with the necessary role-playing attributes and materials to reinforce the rules of the road. Our girls love to play in the doll corner, because they are future housewives and mothers, they need a lot learn: prepare dinner, change clothes, sew new clothes. From the second half of the year, attributes for games are not displayed, but are stored in special containers. Each container has a picture labeled. Children choose their own attributes. Next to the kingdom of dolls there is a theater of Fairy Tales and a dressing-up corner, which helps stimulate creative ideas and individual creative manifestations. Playing theater brings children together interesting idea and demonstrate unexpected facets of their character. The creativity corner is given a separate, brightest place in group. Here, in their free time, the children draw, sculpt, carve and make things. The shelves are filled with the necessary visual material. There is also a place for a small exhibition of children's works. Having supported the initiative and aspiration of children, we created an album, which we called "Seasons through the eyes of children". The goal of the creativity center is to develop the creative potential of children, development interest in artistic activities, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity. There is a book corner next to the creativity corner so that children can look at books and draw illustrations for them here. All books and illustrations are updated as the material progresses. Once every 3 months, a thematic exhibition of the works of an author is held, his portrait is hung, and children are introduced to his work. The sports corner must be provided with toys that encourage physical play activities. Parents made a huge contribution to equipping the corner; they produced a large amount of non-standard equipment. Our guys groups work with him with great interest Always popular "Experimentation Corner" or research corner. Selected for children's experimentation different materials and equipment - all this is of general interest. Gives children a great opportunity to educational games, to use the senses. Children create, think and communicate. Subject The filling in this corner is not glass, safe for children. The patriotic corner contributes to the formation patriotic feelings, introduces children to the symbols of our country and village. There are dolls in the corner national costumes, in turn, they are also mobile and can go to a corner of nature and introduce children items of clothing associated with seasonal changes in nature. Corner didactic games periodically enriched with new games, manuals, and colorful materials. To ensure a richness of sensory impressions, a sensorimotor corner has been created here. development, also designed to develop fine motor skills, tactile sensations. Here presented games with colored clothespins, all kinds of lacing, "tactile caterpillar", noise barrels, tactile boards, etc. One of the conditions necessary for inclusive education is that group I posted operational cards, on which a clear sequence of actions is indicated in the form of symbols. I have posted a diagram reflecting the required sequence of actions for a child when getting ready for a walk. directly on the child's locker. Music Corner development promotes interest in music and introduces musical instruments. Children learn to play simple melodies on various musical instruments. IN The group has created a music library, which contains recordings of classical and folk music, sounds of nature (forests, bird voices, the sound of the sea, as well as various musical fairy tales. We try to use modern information and technical technologies in the educational process. Children work with pleasure in such classes and are actively involved in completing tasks, since technical facilities They allow you to include sound, action, and animation in the educational process, which increases the interest and attention of children. IN group free access for pupils is provided (including children with disabilities) to games, toys, materials, aids, providing all basic types children's activity; material at children's eye level and arm's length. And of course, we can’t help but mention safety. subject-spatial environment. Comfort and safety of the environment is most often achieved through the similarity of the interior group rooms with homely furnishings. In order to bring the situation closer preschool Institutions and households actively use carpeting. By absorbing sound, they create favorable opportunities for the perception of natural sounds. (wind, rain, bird voices, etc.) IN group The bactericidal irradiator operates daily according to the approved schedule. All furniture in group made from safe certified materials, furniture design provides no sharp corners, furniture is secured, toys are not broken. All toys and play material are placed in such a way that children can freely play with them and put them away. For this purpose there are racks, cabinets, drawers. Game material and toys match age of children and SanPiN requirements. The main task of education preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore it is important Wednesday in which the educational process takes place.
Traditional classification of children's games:
