Topic 7 “Mental development of the child preschool age».
Plan:
1. Social situation development. The main neoplasms of a preschool child.
2. Game is the leading type of activity for preschool children.
3. Development of the personality of a preschooler.
5. Development of mental functions of a preschool child.
6. The child’s psychological readiness for school.
I. Social situation of development. The main neoplasms of a preschool child.Preschool age is the age from 3 to 6-7 years. A preschooler has a circle of elementary responsibilities: on the one hand, under the guidance of an adult who creates conditions and teaches, and on the other hand, under the influence of the “children’s society.” Preschoolers communicate with each other, act together, and in the process of this activity their public opinion is created. Cooperative activity is replaced by independent compliance with the instructions of an adult. The adult is very authoritative during this period.
The preschooler’s own internal position in relation to other people is characterized by: awareness of his own “I”, awareness of his behavior and interest in the adult world. The social situation of development is expressed in communication, in all types of activities, and above all, in role-playing games.
The main neoplasms of this age are:
1. establishment of a hierarchy of motives for activity, subordination of motives;
2. the emergence of a need for socially significant activities;
3. development of visual-figurative thinking.
II. Game is the leading type of activity for preschool children. The leading activity of a preschooler is play. The importance of play in the mental development of a child is as follows:
1. in the game, individual mental processes are formed and developed ( creative imagination, voluntary memory, thinking, etc.);
2. the child’s position in relation to the world around him changes;
3. in the game the motivational-need sphere of the child develops: new motives for activity and goals associated with them arise;
4. the child’s use of a role makes it possible to focus on peers and coordinate actions with them;
5. the presence of a pattern of behavior develops arbitrariness of mental functions;
6. the ability to empathize develops, and collectivistic qualities are formed;
7. the need for recognition (status role) and the implementation of self-knowledge and reflection is satisfied;
8. a game is a school of social relations in which forms of behavior are modeled.
Components plot- role playing game: a plot that can be: public and everyday; content; game time; rules of the game; roles: emotionally attractive (mother, doctor, captain); significant for play, but unattractive for the child (school director); game actions; game material; Children's relationships in the game: real and role-playing.
III. Personality development of a preschooler. Preschool childhood is the period of the initial actual development of personality, the period of development of personal mechanisms of behavior that are associated with the formation of the child’s motivational sphere. The main motives of a preschooler are:
1. game motive;
2. motive of interest in the life of an adult;
3. motive is a claim to recognition from an adult;
4. motive of claiming recognition from a peer;
5. competitive motive, in which the child tries to achieve better success than his friends;
6. the motive of pride, in which the child strives to be like everyone else, and a little better;
7. cognitive motive, which actively develops by the age of 6;
8. motive of fear.
In preschool age, the subordination of motives develops - this is the most important new formation of preschool age. Subordination of motives is the ability to subordinate personal motives to social requirements. The appearance of subordination of motives is the first sign of the development of will. The child begins to control his behavior, restrain desires, he becomes more attentive, and his actions become more purposeful.
In preschool age emotional sphere undergoes significant changes:
1. increasing the depth and stability of feelings: attachment, friendship appears, the child begins to appreciate the other person for his constant qualities;
2. higher feelings develop: intellectual, aesthetic, moral:
3. children's fears develop, which appear first for themselves (afraid of the dark), then for other people;
4. the child learns the norms for the manifestation of emotions and feelings, learns to manage his behavior, and loses his “childish spontaneity.”
Self-awareness– this is the ability to evaluate oneself as a separate, unique, inimitable person. Even at the age of 2-3 years, a child separates himself from other people and realizes his own capabilities. This manifests itself especially clearly towards the end of senior preschool age, when the discovery of one’s inner life occurs and self-awareness develops.
Self-awareness is expressed in self-esteem. The self-esteem of a preschooler is formed: on the one hand, under the influence of the adult’s praise, his assessment of the child’s achievements, and on the other hand, under the influence of the sense of independence and success that the child experiences in different types activities. Self-esteem criteria depend on the adult, the adopted system educational work. The child is earlier aware of those qualities and behavioral characteristics that are most often assessed by an adult, regardless of how the adult does it: in a word, with a gesture, with facial expressions, with a smile.
IV. Directions of speech development in preschool children. The main directions in speech development are:
1. increasing vocabulary, it becomes three times larger; By the age of 7, a child learns approximately 4-4.5 thousand words. This increase is carried out at the expense of all parts of speech. At the same time, children often use words whose meaning they do not understand (for example, I will ignore the hat in the closet). Children begin to explain the etymology of words; use suffixes. In preschool age, a “linguistic sense” develops, in which the child begins to invent new words, explain the meaning of old words, and change the sound of known ones (for example, a jellyfish is a jar of honey). In preschoolers a sense of rhythm appears. They often double declension occurs, in which children begin to change the word depending on how it was pronounced in its original form, this feature disappears with age (for example, a large crocodile walked around the city).
2. development grammatical structure speech. Preschoolers begin to acquire elements of literacy: learn the vocabulary of a sentence, the sound composition of a word, and the fact that a word consists of individual syllables.
3. development of speech functions:
a) communicative function, which serves as a means of communication: - situational, contextual speech, explanatory;
b) intellectual function, which shows the connection between thinking and speech: planning function, sign function, generalizing function.
V. Development of mental functions of a preschool child.
1. Memory: The main type of memory of a preschooler is involuntary memory. By the age of 6, the child develops long term memory, but short-term memory predominates; visual, motor memory is developed, edeic memory is bright, imaginative.
2. Perception becomes multifaceted, apperception begins to develop; perception becomes meaningful, purposeful, and analytical.
3. Thinking. The leading type of thinking is visual-figurative, abstract thinking arises; thinking is concrete, merged with the situation; children begin to establish cause-and-effect relationships; the stock of knowledge increases, ideas expand; mental operations develop: analysis, synthesis, generalization, comparison; children begin to experiment, on the basis of which creative, independent thinking develops; experimentation is an indicator of an inquisitive mind.
4. Attention. The main type of attention is involuntary; by the age of 7, selectivity of attention is well developed; concentration is preferable; attention switching is developed, attention distribution is absent; attention span by the end of preschool age is 30 minutes; attention span is one subject.
5. Imagination. The latest cognitive process, it is poorer than that of an adult; the main type of imagination is the recreating imagination.
VI. Psychological readiness of the child for school. The main symptoms of the crisis of seven years. A child’s readiness to learn at school is one of the most important outcomes mental development during preschool childhood and the key to successful schooling. Psychologists distinguish the following types of readiness for school:
1. physical readiness: the child must be morphologically and physiologically ready for school; the child must be physically healthy; development of analyzer systems; development small groups muscles; development of basic movements: running, jumping;
2. special readiness: the child must have the required level of development of mental phenomena; ability to read; ability to count; writing ability;
3. psychological readiness:
Intellectual readiness, which includes: readiness to acquire a certain outlook, a stock of specific knowledge; in understanding the general patterns underlying scientific knowledge; in the development of all cognitive processes, speeches.
Personal and socio-psychological readiness includes the formation in a child of readiness to accept a new social position as a schoolchild, who has a range of important responsibilities and rights, and a new position in society. This readiness is expressed in the child’s attitude towards the teacher, towards classmates, towards himself.
Emotional-volitional readiness: a child’s emotional readiness for school presupposes: joyful anticipation of the start of school; fairly finely developed higher feelings; formed emotional properties personality: the ability to empathize, sympathize. Volitional readiness lies in the child’s ability to work hard, to do what his studies and the school routine require of him. The child must be able to control his behavior and mental activity.
The child's psyche, as a relatively labile system, is heterogeneous. It intertwines natural features inherent in living organisms, as well as traits acquired in the process of historical and cultural development, which subsequently form higher mental functions in children.
The role of society in the psychological development of a child is extremely widely revealed in the works of E. Durkheim, L. Lévy-Bruhl, as well as our compatriot L.S. Vygotsky. In accordance with their ideas, mental functions can be divided into lower and higher categories. The first includes qualities given to a person as a result of phylogenesis, for example, involuntary attention and memory - everything that he does not have the ability to control, occurring outside of his consciousness. The second includes the properties obtained in ontogenesis, bonded by social connections: thinking, attention, perception, etc. - tools that the individual controls consciously and controlled.
The most important tools that influence the development of mental functions in children are signs - psychological substances that can change the consciousness of the subject. One of these are words and gestures, in particular, parental ones. At the same time, PFs change in the direction from collective to individual. Initially, the child learns to interact with the outside world and understand patterns of behavior, and then turns the experience gained onto himself. In the process of improvement, he will have to successively go through the stages of natural, pre-speech, speech, entrapsychic, and then spontaneous and voluntary intrapsychic functions.
Varieties of higher mental functions
The interaction of the biological and cultural aspects of human life cultivates:
- Perception is the ability to receive information from the environment, while simultaneously selecting significant and useful data from the total volume;
- Attention – the ability to concentrate on a specific object of collecting information;
- Thinking – generalization of signals received from outside, drawing up patterns and forming connections.
- Consciousness is an improved degree of thinking with deeper cause-and-effect dependencies.
- Memory is the process of storing traces of interactions with the outside world with the accumulation and subsequent reproduction of data.
- Emotions are a reflection of the child’s attitude towards himself and society. The measure of their manifestation characterizes satisfaction or dissatisfaction with expectations.
- Motivation is a measure of interest in performing any activity, divided into biological, social and spiritual.
Periodization and crises
Improving mental skills inevitably encounters contradictions that arise at the intersection of a changed self-awareness and a stable surrounding world.
It is quite natural that at such moments a violation of higher mental functions develops in children. Thus, the following periods require the most careful attention:
- From 0 - 2 months - a newborn crisis, during which a decisive restructuring occurs familiar image intrauterine existence, acquaintance with new objects and subjects.
- 1 year - the child masters speech and free movement, which opens up horizons with new, but for now redundant, information.
- 3 years - at this time the first attempts to understand oneself as a person begin, the experience gained is rethought for the first time, and character traits are formed. The crisis manifests itself in the form of obstinacy, stubbornness, self-will, etc.
- 7 years - the child’s existence becomes unthinkable without a team. The assessment of the actions of other children changes with a simultaneous increase in independence. In this case, a violation of mental balance is possible.
- 13 years - precedes a hormonal surge, and sometimes captures it. Physiological instability is accompanied by a change in role from follower to leader. Manifests itself in decreased productivity and interest.
- 17 years is the age when a child is on the threshold of a new life. Fear of the unknown and responsibility for the chosen strategy for future life lead to exacerbation of diseases, manifestation of neurotic reactions, etc.
It is impossible to determine the exact time and causes of disorders of higher mental functions in children. Because each child overcomes the challenges posed by their environment in their own way: some experience them calmly, imperceptibly, while others accompany them with a strong emotional reaction, including internal ones.
Constant observation and comparison of behavioral patterns of a particular child, and not his peer, at the beginning and end of the inter-crisis period, will help to distinguish between crises. However, it is worth understanding that a fracture is part of the development process, and not a violation of it. It is during this time period that the function of an adult as a mentor, who has already gone through similar shocks, is enhanced. Then the high risk of harm will be minimized.
State budget educational institution School No. 1413
Seminar
on the topic of:
“Features of the development of higher mental functions
in children 3-7 years old"
Compiled by: Teacher-defectologist
Yarkovenko Galina Yurievna
3-4 YEARS ( junior group)
The years of preschool childhood are years of intense mental development and the emergence of new, previously absent mental characteristics. The leading need of a child of this age is the need for communication, respect, and recognition of the child’s independence. Leading activity -gaming During this period, there is a transition from manipulative play to role-playing.
Perception. The leading cognitive function is perception. The importance of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking, and perception will perform a serving function, although it will continue to develop. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. During the learning process, perception will be improved and honed in the process of coordinated work aimed at developing thinking, imagination, and speech. The perception of a 3-4 year old preschooler is objective in nature, that is, the properties of an object, for example color, shape, taste, size, etc., are not separated from the object by the child. He sees them merged with the object, considers them inseparably belonging to him. When perceiving, he does not see all the characteristics of an object, but only the most striking ones, and sometimes just one, and by it distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities and comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different ones in one.
Attention. Children's ability to manage their attention is very limited. It is still difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly. The amount of attention increases from two objects at the beginning of the year to four by the end of the year. The child can maintain active attention for 7-8 minutes. Attention is mainly involuntary in nature, its stability depends on the nature of the activity. The stability of attention is negatively affected by the impulsive behavior of the child, the desire to immediately get the object he likes, to answer, to do something.
Memory. Memory processes remain involuntary. Recognition still prevails. The amount of memory depends significantly on whether the material is linked into a semantic whole or scattered. Children of this age at the beginning of the year can remember two objects using visual-figurative and auditory verbal memory; by the end of the year - up to four objects[ibid].
The child remembers well everything that is of vital interest to him and evokes a strong emotional response. Information that he sees and hears many times is firmly absorbed. Motor memory is well developed: things that were associated with one’s own movement are better remembered.
Thinking. At three or four years old, the child, albeit imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observations of the environment, accompanied by explanations from an adult, children gradually gain elementary representation about the nature and life of people. The child himself strives to explain what he sees around him. True, it is sometimes difficult to understand him, since, for example, he often takes a consequence for the cause of a fact.
Younger preschoolers compare and analyze in a visual and effective way. But some children are already beginning to show the ability to solve representational problems. Children can compare objects by color and shape, and identify differences in other ways. They can generalize objects by color (everything is red), shape (everything is round), size (everything is small).
In the fourth year of life, children use generic concepts liketoys, clothes, fruits, vegetables, animals, dishes, include in each of them a larger number of specific items. However, the relationship of the general to the particular and the particular to the general is understood by the child in a unique way. So, for example, the wordsdishes, vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more developed thinking.
Imagination. In the fourth year of life, the child’s imagination is still poorly developed. A child can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is captivated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and appear[ibid].
U younger preschoolers The idea is often born after the action is completed. And if it is formulated before the start of activity, it is very unstable. An idea is easily destroyed or lost during its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, or a short-term emotional experience. Toddlers do not yet know how to direct their imagination. In children 3-4 years old, only elements of preliminary planning of play or productive activities are observed.
4-5 years (middle group)
Development of mental processes
The development of children of middle preschool age (4-5 years old) is most clearly characterized by increasing volitionality, intentionality, and purposefulness of mental processes, which indicates an increase in the participation of the will in the processes of perception, memory, and attention.
Perception. At this age, the child masters the techniques of actively learning the properties of objects: measurement, comparison by superposition, applying objects to each other, etc. In the process of cognition, the child becomes acquainted with various properties of the surrounding world: color, shape, size, objects, characteristics of time, space, taste, smell, sound, surface quality. He learns to perceive their manifestations, distinguish shades and features, masters detection methods, and remembers their names. During this period, ideas about the basic geometric shapes (square, circle, triangle, oval, rectangle and polygon) are formed; about the seven colors of the spectrum, white and black; about size parameters (length, width, height, thickness); about space (far, close, deep, shallow, there, here, above, below); about time (morning, afternoon, evening, night, season, hours, minutes, etc.); about the special properties of objects and phenomena (sound, taste, smell, temperature, surface quality, etc.).
Attention. The stability of attention increases. The child has access to concentrated activity for 15-20 minutes. When performing any actions, he is able to retain a simple condition in memory.
In order for a preschooler to learn to voluntarily control his attention, he must be asked to think out loud more. If a 4-5 year old child is asked to constantly name out loud what he should keep in the sphere of his attention, then he will be able to voluntarily maintain his attention on certain objects and their individual details and properties for quite a long time.
Memory. At this age, the processes of first voluntary recall and then intentional memorization begin to develop. Having decided to remember something, the child can now use some actions for this, such as repetition. By the end of the fifth year of life, independent attempts to elementary systematize the material appear in order to memorize it.
Voluntary memorization and recollection are facilitated if the motivation for these actions is clear and emotionally close to the child (for example, remember what toys are needed for play, learn a poem “as a gift to mom,” etc.).
It is very important that the child, with the help of an adult, comprehends what he is learning. Meaningful material is remembered even when the goal of remembering it is not set. Meaningless elements are easily remembered only if the material attracts children with its rhythm, or, like counting rhymes, when woven into the game, it becomes necessary for its implementation.
The volume of memory gradually increases, and a child of the fifth year of life more clearly reproduces what he remembers. Thus, when retelling a fairy tale, he tries to accurately convey not only the main events, but also secondary details, direct and authorial speech. Children remember up to 7-8 names of objects. Starts to take shape voluntary memorization: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.
Thinking. Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to a pattern and solve labyrinthine problems. Anticipation develops. Children can tell what will happen as a result of objects interacting based on their spatial location. However, it is difficult for them to take the position of another observer and internally make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: conservation of quantity, volume and size. For example, if a child is presented with three black paper circles and seven white ones and asked: “Which circles are more, black or white?”, the majority will answer that there are more white ones. But if you ask: “Which are more - white or paper?”, the answer will be the same - more white. Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child’s activity, from the conditions of his life and upbringing.
Problem solving can occur in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking predominates, and the main task of the teacher is to form a variety of specific ideas. But we should not forget that human thinking is also the ability to generalize, so it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously according to two characteristics: color and shape, color and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture of four parts without support from a model and from six parts with support from a model. Can generalize concepts related to the following categories: fruits, vegetables, clothing, shoes, furniture, dishes, transport.
Imagination. The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
5-6 years old (senior group)
Development of mental processes
In older preschool age, the cognitive task for the child becomes actually cognitive (you need to master knowledge!), and not playful. He has a desire to show off his skills and intelligence. Memory, attention, thinking, imagination, and perception continue to actively develop.
Perception. The perception of color, shape and size, and the structure of objects continues to improve; children's ideas are systematized. They distinguish and name not only primary colors and their shades by lightness, but also intermediate color shades; shape of rectangles, ovals, triangles. They perceive the size of objects and easily line up - in ascending or descending order - up to ten different objects.
Attention. The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of attention is 5-6 objects at the beginning of the year, by the end of the year- 6-7.
Memory. At the age of 5-6 years, voluntary memory begins to form. A child is able to remember 5-6 objects using figurative-visual memory. The volume of auditory verbal memory is 5-6 words.
Thinking. In older preschool age, imaginative thinking continues to develop. Children are able not only to solve a problem visually, but also to transform an object in their minds, etc. The development of thinking is accompanied by the development of mental tools (schematized and complex ideas and ideas about the cyclical nature of change develop).
In addition, the ability to generalize is improved, which is the basis of verbal and logical thinking. J. Piaget showed that at preschool age children still do not have ideas about classes of objects. Objects are grouped according to characteristics that can change. However, operations of logical addition and multiplication of classes begin to form. Thus, older preschoolers can take into account two characteristics when grouping objects. An example is a task: children are asked to choose the most dissimilar object from a group that includes two circles (large and small) and two squares (large and small). In this case, circles and squares differ in color. If you point to any of the figures and ask the child to name the one that is most dissimilar to it, you can be convinced that he is able to take into account two signs, that is, perform logical multiplication. As has been shown in studies by Russian psychologists, children of senior preschool age are able to reason, giving adequate causal explanations, if the analyzed relationships do not go beyond the limits of their visual experience.
Imagination. The age of five is characterized by the flowering of fantasy. The child’s imagination is especially vivid in play, where he acts very enthusiastically.
The development of imagination in older preschool age makes it possible for children to compose quite original and consistently unfolding stories. The development of imagination becomes successful as a result special work upon its activation. Otherwise, this process may not result in a high level.
6-7 years (preparatory group)
Development of mental processes
Perception continues to develop. However, even in children of this age, errors may occur in cases where it is necessary to simultaneously take into account several different signs.
Attention. Increased attention span- 20-25 minutes, attention span is 7-8 items. The child may see dual images.
Memory. By the end of the preschool period (6-7 years), the child begins to develop voluntary forms of mental activity. He already knows how to examine objects, can conduct purposeful observation, voluntary attention arises, and as a result, elements appear random memory. Voluntary memory manifests itself in situations when the child independently sets a goal: to remember and remember. It is safe to say that the development of voluntary memory begins from the moment when the child independently identified a task for memorization. The child’s desire to remember should be encouraged in every possible way; this is the key to the successful development of not only memory, but also other cognitive abilities: perception, attention, thinking, imagination. The emergence of voluntary memory contributes to the development of cultural (mediated) memory - the most productive form of memorization. The first steps of this (ideally endless) path are determined by the characteristics of the memorized material: brightness, accessibility, unusualness, clarity, etc. Subsequently, the child is able to strengthen his memory using techniques such as classification and grouping. During this period, psychologists and teachers can purposefully teach preschoolers the techniques of classification and grouping for the purpose of memorization.
Thinking. Visual and figurative thinking is still the leader, but by the end of preschool age verbal and logical thinking begins to form. It assumes development of the ability to operate with words, understand the logic of reasoning. And here you will definitely need the help of adults, since children’s reasoning is known to be illogical when comparing, for example, the size and number of objects. Concept development begins in preschool age. Completely verbal-logical, conceptual, or abstract thinking is formed by adolescence.
An older preschooler can establish cause-and-effect relationships and find solutions to problem situations. Can make exceptions based on all studied generalizations, build a series of 6-8 consecutive pictures.
Imagination. The senior preschool and junior school ages are characterized by the activation of the imagination function - initially recreating (allowing for more early age imagine fairy-tale images), and then creative (thanks to which a fundamentally new image). This period is sensitive for the development of fantasy.
Profile of the development of a child’s speech and other higher mental
functions in the first seven years
From 0 to 1 year.
0 to 1
Gross motor skills
age
He tries to tear his head away from the surface on which he lies, but he cannot hold it, he drops it, and turns it to the side.
1 month
Tries to raise his head while lying on his stomach
1 month
In a position on his stomach, he holds his head, with his arms under his chest bent at the elbow joints, and actively moves his legs
2 months
Holds head upright
2 months
When lying down, you can lean on your forearms
2.5 months
Actively raises head from supine position
4.5 months
Rolls over on its side
4.5 months
Sits in a passive posture
6 months
Rolls over from back to stomach
6.5 months
Rolls over from stomach to back
7 months
Moves on all fours independently
8 months
Stands at a support, stands up independently
10 months
Worth it on its own
11 months
Walks with support
11.5 months
Walks independently
12 months
1 year. 4 months
Tries to run
1 year 7 months
Goes up and down stairs
1 year 10 months
Fingers clenched into a fist
1 week
Opens the cam
2 months
Holds a toy placed in the hand and pulls it into the mouth
2.5 months
Reaches for a toy, grabs it
3.5 months
Grabs small toys
5 months
Transfers a toy from hand to hand
5.5 months
Actively manipulates objects
7 months
Grabs objects with index finger and thumb
10 months
Can string rings onto the pyramid rod
11 months
Drops small objects into a narrow opening
12 months
Squinting your eyelids to bright light
1 week
Briefly focusing on a toy
1 month
Prolonged concentration
2 months
Looking at his own hands
3 months
Reaches for a toy
3.5 months
He brings the toy to his eyes and examines it.
4.5 months
Looks at large pictures
6 months
Differentiated perception of loved ones and acquaintances
8 months
Recognizes himself and loved ones in the mirror
10 months
Auditory perception
Jumps and blinks when loud sound is heard
1 week
1.5 months
2.5 months
Reacts to his name
6 months
Dance moves to cheerful music
8.5 months
Impressive speech
age
1 month
3 months
In response to an address to the child, response vocal activity occurs
5 months
Reacts to his name
6 months
Understands verbal commands with gestural reinforcement
7 months
Understands verbal commands without gestural reinforcement
8 months
Upon request, renders parts of the face of a doll or an adult
9 months
Finds familiar objects when asked
9 months
Performs actions with toys upon request
10 months
Understands the “no” command
11 months
Executes many commands when requested
1 year
Expressive speech
1 month
Spontaneously pronounces individual sounds and hums reflectively.
2 months
Active walking:“a-a-a”, “u-a-a”, “agu”, “aha”, “avya”, “uh-huh”.
4 months
Actively, melodiously humming with a chain of sounds. Babbling develops (agu-gu, ba-ba-ba, etc.) All children in the world walk the same way
5 months
Babbling is manifested by short sounds (vowels with labial consonants):“ma-ma”, “pa-pa”, “ba-ba”. It is at 5 months that the baby begins to pay attention to the articulation of adults. Children try to imitate the articulation of adults.
5.5 months
Active undifferentiated babble:"ma-mu-ma", "pu-pa", "ba-ba-bo"
6 months
Double sound combinations like “woman"; the baby actively pronounces individual syllables by imitation (pa-pa-pa, cha-cha-cha, ma-ma-ma, etc.). A child is able to repeat various combinations of sounds after an adult. Pronounces chains of syllables with different intonations.
7.5 months
Names people and some objects with syllables. Connects certain sound combinations with objects (meow-meow - cat, woof-woof - dog, tick-tock - clock, etc.). At this time, it is necessary to create the most favorable conditions for speech development. By talking to your baby, you stimulate his speech development.
10 months
Says about 10 words like “ give [d ’ on [n] ’ a], house [d ’ om ]etc.
1 year
Emotions. Communication
Reaction of displeasure to forced awakening, hunger, discomfort: a loud cry without intonation expressiveness, no tears.
1-2 weeks
Some time after an adult “flirts” with a child, the latter begins to smile back, “oral attention”
1.5 months
The child responds to emotional contact with an adult with an active smile.
2 months
3 months
In response to communication with an adult, the child gives a pronounced “complex” of revival
3 months
The appearance of a smile when an adult appears who is silent
4.5 months
Distinguishes between gestures and facial expressions of others
5 months
Reacts to strict and affectionate intonations
5.5 months
Actively expresses attitude towards “close ones” and “strangers”, emotions are differentiated
6 months
Reaches out his hands to be picked up
7.5 months
Tired, begins to demand the attention of the closest person, more often than the mother
7.5 months
The child gives adequate emotional reactions in response to communication
8 months
The child easily makes contact at the emotional, play, and speech levels
9 months
The child waves his hand upon request and hugs his parents
11 months
Self-service
Can eat from a spoon
5 months
Holds a bottle from which he sucks
6 months
Drinks from a cup held by an adult
7 months
Helps to dress himself (gives hand, leg)
8 months
A game
Examines a toy placed in his hand
3 months
Activation of hands when a toy enters the child’s field of vision
3 months
Activity with a toy is a dominant, emotionally charged form of activity.
5 months
Plays with hanging toys for a long time
5 months
Prefers to play with people, imitating their actions
9 months
Grabs, throws, pushes toys, loves to listen to music and dances
9 months
Plays with several toys, picking them up and placing them next to each other; puts the rings on the pin
11 months
Plays with the ball
12 months
From 1 year up to 2 years.
From 1 to 2 years
Gross motor skills
age
Walks for a long time, turns around
1 year 3 months
Steps over obstacles
1 year 6 months
Tries to run
1 year 10months
Goes up and down the stairs with side steps, holding the railing
1 year 11m.
Fine motor skills
Draws doodles, strokes
1 year 5 m
Tears paper
1g.6m.
Turns one page at a time
1g.8m.
Visual perception
Shows individual items at home
1 year
Recognizes and shows himself and friends in photographs
1 g 2 months
Recognizes several simple pictures (about 5)
1 year 3 months
Differentiates the shape and size of a three-dimensional toy
1 year 8 months
Differentiates the number of items
1 year 8 months
Selects paired toys and pictures
1 year 9 months
Auditory perception
Tries to produce a series of sounds with a certain intonation and rhythm, which resembles the speech of an adult
1 year
Repeats what he heard short words
1 year. 3 months.
“inserts” words into familiar verses
1 year 5 months
Names objects that are out of sight when hearing a sound
1 year 8 months
Impressive speech
Shows several body parts
1g.3m.
Shows all body parts
1g.6m.
Shows all objects in everyday life
1g.9m
Shows a lot of pictures
2g.
Expressive speech
A child’s vocabulary per year is 10-12 words (mom, dada, “dad”, “baba”, “give”, “na”, “drink”, “ko-ko”, “bi-bi”, “av- aw", "pi-pi", etc.). The baby pronounces almost all consonant sounds softly. At the beginning of the year, he mainly uses expressive and facial means of communication, which he has left over from infancy, and also widely uses gestures when communicating with adults.
Matches syllables with a specific object
1g.2m.
Expresses desires through speech (appearance of verbs)
1g.4m.
"Telegraph speech": two-word sentences
Phrases like: “Mom give it to me,” “The bear is here,” “I’m thirsty” appear in speech. One can note the appearance in the child’s speech of the first
adjectives: “good”, “bad”, “big”, “small”, “red”. Don’t be upset if they sound like: “hayoshi”, “pahoi”, “bashoi”, “maikiy”, “cassius”
1g.8m.
Intelligence
Learns the meaning of words and short phrases
Recognizes several items by name
1 year
Looking for a hidden toy
1 year
He puts only edible things in his mouth
1g.5m
Can carry out simple tasks
1g.6m
Distinguishes between "one" and "many"
1y.11m
Distinguishes between “big” and “small”
1y.11m
Emotions, communication
Empathy and consolation appear
1 year. 2 months.
Uses the word “no” to express disagreement
1 year. 3 months.
Uses the word "yes"
1 year. 4 months
Helps with simple tasks (according to instructions)
1 year. 7 months.
Imitates the actions of adults with household objects
1 year. 8 months.
Actively uses gestures
1 year 10 months
Acute reaction to mother's absence
1 year 10 months
Self-service
Eats independently (with hands), bites off cookies
1 year
With help, he brings the spoon to his mouth
1 year. 2 months.
Drinks from a cup without spilling
1 year. 3 months.
Removes simple items of clothing (mittens, hat)
1 year 3 months
Washing hands with a little help
1 year. 4 months.
Scoops up food with a spoon. Chews food completely.
1 year. 6 months.
He takes off his unbuttoned coat and jacket.
1 year 9 months
Eats and drinks independently.
1 year 10 months
Eats solid food on his own.
2 years
A game
Builds simple structures from blocks
1 year. 1 month.
Plays with sand, water, liquid toys, cubes
1g2 months
Watches other children play
1 year 2 months
Plays independently
1 year. 4 months.
Start of functional game.
1 year 6 months
Likes to pull and drag toys
1 year 9 months
Pushes a “train” made of several cubes.
1 year 9 months
Prefers active toys (train, telephone, etc.)
2g.
From 2 to 3 years.
From 2 to 3 years
Gross motor skills
age
Runs
2 years
Squats and stands up independently
2 years
Bends and picks up objects from the floor
2 years
Stands on one leg without support
2 years 6 months
Goes up and down stairs, alternating legs (with support)
2 years 6 months
Can ride a tricycle
2 years 6 months
Fine motor skills
Repeats vertical and round lines
2 years
Holds a pencil “correctly”
2 years 6 months
Visual perception
Recognizes familiar objects on TV
2 years
Knows a lot of pictures (10-15)
2 years
Understands the meaning of simple action pictures
2 years 6 months
Recognizes outline, black and white images
2 years 6 months
Begins to see differences in size and quantity on a flat picture
2g. 6 months
Visually differentiates concepts of length and location
2g. 6 months
Impressive speech
The child already understands speech addressed to him. Shows a lot of pictures
2g.
Understands meaningful, simple stories
2g. 5m
Can answer a question in monosyllables based on a fairy tale he has read
2g. 5m.
Executes about 10 instructions consisting of one action
2g. 5m.
Expressive speech
A child’s active vocabulary grows to 200-300 words.
Makes sentences of 3-4 words.
2g.
Asks questions with the words “who”, “where”, “where to?” (the order of words in a sentence is not always correct
2g 6m.
Repeats phrases easily
2g.6m
Speech becomes the main means that a child uses to communicate with loved ones.
2g. 10m
The so-called physiological softening disappears from the child’s speech (before this, the baby pronounces almost all consonant sounds softly). The child reproduces vowels correctly: [a, o, y, i, s, e ], and all simple consonants [b, b', p, p', m, m', t, t', n, n', k, k', g, g', v, v', f, f'] , constructs simple common or even complex sentences (“Dad bought me a new truck”, “We didn’t go for a walk in the morning: it was raining outside”). Although there are quite a lot of grammatical errors in his speech (“drink cups”, “dig with a shovel”). He easily remembers and recites short rhymes.
3 years
Intelligence
Fills out Seguin's board (through trial and error)
Performs instructions consisting of 2-3 interconnected actions (go to the closet, take the doll and bring it to me)
2g.6m.
Matches colors according to the sample (blue to blue)
2g.6m.
Classification into 2 groups (by color and shape)
2g. 6m.
Self-service
Eats solid food on his own (bread, cookies)
Asks to go potty during the daytime
Washing and drying hands independently
2g.
Fastens and unfastens zippers (except for the lock)
2 years
Eats with a spoon and fork (carefully)
2g. 6m
Wears simple items of clothing (mittens, hat, etc.)
2g. 6m.
A game
Prefers active toys (train, telephone, etc.)
2 g
Makes Easter cakes
2g.
Collects spinning toys
2g.
Assembles the pyramid in order.
2g. 6 months
From 3 to 4 years
From 3 to 4 years
Gross motor skills
age
Jumps on two legs
Fine motor skills
Copies a circle
3g.
Unbuttons
3g.
Visual perception
Recognizes crossed out images
3g.
Recognizes overlaid images
3g.
Understands the meaning of story pictures and answers leading questions
3g. 6m
Auditory perception
Can tap simple rhythms in a pattern
3g. 6m
Impressive speech
Can respond with speech, facial expressions, and gestures to questions about events that occur at another time or place
3 years 5 months
Expressive speech
A child's active vocabulary contains 1200-1500 words. At this age, the child begins to use speech as a means of communication with peers.
3g.
Tries to use plural, past tense
Zg.
Uses negative particles "not, nor"
Zg.
Uses adjectives and pronouns
Zg.6 months.
Asks questions “when, what’s inside, why?”
Zg.6 months.
Able to conduct a dialogue with an adult
3y 6mo
Uses complex sentences
3 years 6 months
The child can already conduct a meaningful dialogue with adults and express his thoughts
3 years 6 months
Intelligence
Classification into two groups (by color and shape)
3g.
Classification into 3-4 groups: by geometric shape
3g. 6 months
By color (3-4 groups)
3g. 6 months
Verbal intelligence
Completes the missing arms and legs for the person
3g.
Draws a person independently (primitive)
3 years 6 months
Builds complex plot structures
3g. 6 months
Assembles Link's cubes according to the pattern
3g. 6 months
Emotions, communication
Understanding and use of pronouns in speech appears
“I” - “mine”, “you” - “yours”
Knows his gender
3g.
Self-service
Doesn't pour water into a cup carefully
3g.
Unbuttons
3g.
A game
Joint story game with another child
3g.
Playing with imaginary reality
3g. 6 months
Elements of role-playing game (can name his role)
3g. 6 months
From 4 to 5 years.
From 4 to 5 years
Gross motor skills
age
Can do somersaults forward. Jumps on one leg
4g
Fine motor skills
Copies a square (fuzzy, with bent corners)
4 years
Cutting paper with scissors
4 years
Visual perception
Can compose a story based on a plot picture
4g.
Understands the meaning of sequential pictures
4 years
Can arrange consecutive pictures in order according to the plot
4 years 6 months
Impressive speech
Can answer abstract questions (“Does the sun shine at night”)
4g.
Expressive speech
The child’s vocabulary is about 2000 thousand active words. He knows how to correctly compose sentences of 5-6 words. Communicates freely with peers. And during the game he actively comments on it. By this age, the child should learn to pronounce whistling sounds evenly [s, s’ , s, s ’ ,ts], use compound sentences in speech: “I like to paint with paints because they are colorful.”
He happily talks about what he saw on a walk or on TV, or what was read to him. Do not insist that your child pronounce the sound [R] correctly at this age.
4g.
Uses polite requests
4g.
Uses verbs in the past tense correctly.
4g.
Pronounces consonants correctly and clearly:
[ p, p ’ ,b,b',t,t',d,d',f,f',c,c',k,k',g,g',x,x',s,s',z,z' ,ts, m,m',n, n']
4g.
Uses future tense
Competently uses the prepositions “above” “on”, “under”, “for”, “with/with”, “from”
Reads poetry well
4y.6m.
Intelligence
Easily fills the Seguin board
Performs picture classification (4-5 groups)
By using
On one's own
4g.
4y.6m.
The concepts of bigger, higher, wider, longer,
equal, identical
4g. 11m
Emotions, communication
Uses different styles communication with children and adults
The ability to evaluate an action from the point of view of social norms
4g. 6m.
Self-service
Fastens buttons, zipper (with lock), snaps
4g.
Dresses independently, without outside help
Distinguishes the front of a garment from the back
4g.
From 5 to 6 years.From 5 to 6 years
Gross motor skills
age
Performs two types of movements simultaneously
Fine motor skills
Copies a triangle
5 years
Draws a square correctly
5 years
Impressive speech
An understanding of the abstract concepts of “friendship”, “deception”, “joy”, “fear”, “truth” appears
5-6 years
Expressive speech
Vocabulary approximately 2500 words
5 years
Pronounces all sounds of the Russian language correctly and clearly.
5 years
Uses verbs in past, present and future tenses,
Uses prepositions correctly.
5 years
Uses complex sentences in speech.
5 years
The vocabulary is enriched with antonyms and synonyms
5 years
The statement resembles a short story in form
5 years
Self-control in speech is formed
5 years 6 months
The emergence of divisive questions
5 years
Can describe his feelings
5 years
Begins to use abstract concepts “happiness, love, hope, lies”
5 years 6 months
Literacy training is possible for further mastery of the reading process
5 years 6 months
Intelligence
The concepts of “more”, “higher”, “wider”, “longer”, “equal”, “identical” were formed
5 years
Verbal intelligence
The exclusion of items (test 4th extra) is sometimes difficult to explain
5 years
Guess riddles using accumulated experience
5 years
Emotions, communications
Addressing adults as “you”, by first name and patronymic
5-6 years
Self-service
Ties his own shoelaces
5 - 6 years
Can put on and button clothes independently. (unfasten and remove).
5 - 6 years
From 6 to 7 years .
From 6 to 7 years
Fine motor skills
age
The hand is ready for the formation of graphomotor skills for further mastery of writing (at school age).
6 years.
Holds the pen correctly in your hand.
6 years
Skillfully works with scissors.
6 years 6 months
Impressive speech
He perceives a short text by ear, understands the meaning, and highlights the main idea of the text.
6 years
Expressive speech
Knows the meaning of derived words.
6 years
Uses all parts of speech
6 years
Tells and retells freely
6 years 6 months
Distinguishes and differentiates all speech sounds.
6 years 6 months
Virtually no grammatical errors in speech, masters all forms oral speech: dialogical and monological, contextual and situational
7 years
It is possible to read individual syllables, simple words, (short sentences).
6 years 6 months
Ready to master writing
7 years
Verbal intelligence
Able to classify objects into classes and subclasses
7 years
Comparing Concepts Using Categorical Generalizations
In order for the development of attention in children 4-5 years old to correspond to the norm, parents need to know the basic properties of this mental process. This will allow you to correctly place emphasis during education. At this age, a child must learn to select the information he needs and discard the unnecessary. A huge number of signals enter his small brain every second. And if a child at 3-4 years old does not begin to develop attention, which acts as a kind of filter, his brain will not avoid overload, which will subsequently negatively affect his success in learning. This function has certain properties. If their development does not correspond to their age, this will lead to deviations in the child’s activities.
- Volume. If it is small, it is impossible to concentrate on several objects at the same time, much less keep them in mind.
- Concentration and stability. If they are insufficient, it is impossible to maintain attention for a long time without weakening it or being distracted.
- Selectivity. Without the development of this property, children cannot concentrate on the required part of the material necessary to solve a particular task assigned to them.
- Switchability. If it is poorly developed, it is difficult to move from one type of activity to another.
- Distribution. Without it, the child will not be able to do several things at the same time.
- Arbitrariness. Without its development, it is difficult for children to focus attention if it is required of them.
In order for the development of a child’s attention in the period from 3 to 5 years to correspond to his age characteristics, you need to purposefully work on all of the above properties of this mental function. There are special techniques, games, and exercises for this. If a precious moment was missed and something was not formed in accordance with the norms, you will have to carry out special organized work, involving specialists. To prevent things from coming to this, it is useful for parents to know about the age-related characteristics of attention development in children 3-4-5 years old.
Peculiarities
Immediately before school, the development of attention in a 5-year-old child should be such that he passes testing for 1st grade, where there will definitely be tasks for the formation of all these properties. Age characteristics of this higher mental function for children 3-4-5 years old are as follows.
- The ability to control attention is extremely low;
- it is difficult to direct him to the subject through verbal instructions;
- to switch, you need to repeat the instruction over and over again;
- volume includes no more than 5 objects;
- retention is possible for only 7-8 minutes;
- is involuntary;
- stability depends primarily on the nature of the activity: it is negatively affected by the child’s impulsiveness, capricious and uncontrollable desire to immediately get the object he needs, do something, respond.
- The initial form of voluntary attention is developing;
- distribution between 2 objects or actions is practically inaccessible;
- the baby cannot yet be attentive as such;
- attention at this age is manifested only in specific mental processes: the child peers, listens, wants to solve a riddle, tries to read the “primer”, plays, draws enthusiastically.
- Finally, there appears a full-fledged ability to direct one’s own attention to a specific object or activity as directed by an adult, according to his instructions;
- accordingly, the development of all the above properties begins.
- The most initial, elementary form of full-fledged voluntary attention arises;
- willingly and successfully plays attention and memory games for children 5 years old, completing all tasks;
- is able to draw up simple self-instructions for his own attention and follow them;
- Resilience is formed through vigorous activity, manipulation of objects, games, and performing various actions.
This is the rate at which the attention of 4-5 year old children develops. At 3 years old it is still difficult to talk about the formation of this mental function, but after 2 years it should already meet fairly high criteria. In order to check whether everything is in order in this area for your baby, you can give him several simple attention tasks.
Diagnostics
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Diagnosis of the development of attention in children 4-5 years old is carried out by specialists, as well as upon admission to 1st grade. At home, parents can independently give him several tasks and see how quickly and efficiently he can complete them.
- Find identical objects in the picture and name their color.
- Draw 2 houses, 2 bunnies. Draw a path from each animal to a separate house so that they intersect. Follow with your eyes the path of each bunny to his personal house. Show where someone lives. Is it difficult to do this visually? You are allowed to run your finger along the path.
- Color geometric and irregularly shaped figures according to the sample.
- Draw the outlines of several (about 3-4) different objects so that they overlap each other. Find what objects are depicted.
- Find the differences in the picture. If there is difficulty, leading questions are resolved.
If a preschooler finds it difficult to complete any of the tasks, then more time should be devoted to this aspect. And for this purpose, there are specially designed games for developing attention in children 4-5 years old, which will be both useful and interesting to him at the same time.
Development methods
Games for attention and memory for children 4 years old (+/- 1 year) are inextricably linked, since these two higher mental functions are interconnected. Such play activities They will entertain the baby, and at the same time teach them to pay attention to something interesting and new around them, which may be useful in the future.
- Interesting walk
When you walk, describe all the small details you encounter along the way. For example, what bright green leaves on the trees, what a beautiful mannequin in the window, how cheerfully the dog wags its tail. Talk to your baby more.
