Physical development 3 to 4 years. Test: Physical education of children of primary preschool age (from three to four years old)

Anatomical and physiological features of the development of children 3-4 years old……………….... 3
Psychological and pedagogical features of the development of children 3-4 years old………………… 9
Contents of physical education work with children aged 3-4 years……………………………. 13
References…………………………………………………………………….19

Anatomical and physiological features of development of children 3-4 years old

For the physical education of children 3-4 years old in an optimal manner and in accordance with their motor capabilities, the teacher needs basic knowledge of the anatomical and physiological features of the development of both individual organs and systems, and the entire organism as a whole. It is known that each age period has certain specific development. Children also have such characteristics. fourth year life.
The age of three is a turning point in the development of a child and is characterized by important qualitative changes in many body functions. It is no coincidence that this age period is the socially recognized boundary between toddler age and the age at which a child enters kindergarten. Meanwhile, the physiological and psychophysiological development of the child does not yet provide the level of independence necessary for an adaptive stay in a children's institution. In to school age Significant transformations occur in the activities of all physiological systems of the child’s body. From a physiological point of view, this age is one of the critical stages of development, on which the entire subsequent life of the child largely depends.
Indicators of physical development of children are height, weight, chest circumference, condition of the skeletal and muscular systems, internal organs, as well as the level of development of motor skills, that is, their physical fitness.
The intensity of growth processes decreases after 3 years. So, if by 2 years the height of children increased by an average of 10-12 cm, by 3 years - by 10 cm, then by 4 years - by only 6-7 cm. At 3 years, the average height of boys is 92.7 cm, girls - 91.6 cm, respectively at 4 years - 99.3 cm and 98.7 cm - growth indicators are almost the same. The growth of children in the fourth year of life is interconnected with the development of basic types of movements - jumping, running, throwing, balance. Tall children run faster than their peers, while short children take relatively small steps, but complement them with a high pace of movement. The ability to run fast is also determined by individual differences and coordination capabilities, which are not yet great in this age group.
The next indicator is weight. Between the ages of three and six years, annual weight increases are also approximately the same for children of both sexes. Weight gain averages 1.5-2 kg. At 3 years old, boys weigh 14.6 kg and girls 14.1 kg. By the age of 4, this ratio changes, respectively amounting to 16.1 kg and 15.8 kg. The chest circumference increases, but the difference between boys and girls in this indicator is insignificant. At 3 years old, this value is 52.6 cm (boys) and 52 cm (girls), at 4 years old - 53.9 cm and 53.2 cm.
“The general pattern of development of the musculoskeletal system in early periods childhood is its flexibility and elasticity. As the child grows, the individual bones of the skull fuse and finally form. By the age of 3-4 years, the fusion of the occipital bone is completed. By the age of four, the temporal bone also acquires its shape, and the formation of interosseous sutures is completed. The volume of the skull continues to increase, reaching 80% of the volume of the adult skull by the age of three.”
By the age of 2-3 years, children finish erupting their baby teeth; their number approaches 20. Their health, growth and development largely depend on nutrition. A child 3-4 years old spends on average 1000-1600 calories per day. This age is characterized by a high level of metabolic processes in all tissues of the body. The diet includes proteins, fats, carbohydrates, mineral salts, vitamins and water. Calcium and phosphorus are needed to build skeletal bones and teeth. The child should receive 1 g of calcium, 1.5-2 g of phosphorus and 15-20 mg of iron per day with dairy, fish and other products.
The skeletal system in children is richer in cartilage tissue than in adults. The process of skeletal ossification occurs gradually throughout childhood. Up to one and a half years, the child’s spine grows evenly, then the growth of the cervical and upper thoracic vertebrae slows down. At the age of 5, all parts of the spine begin to grow evenly again. Flexibility and mobility of the spine are ensured by the presence of a significant percentage of cartilage tissue. The physiological curves of the spine at 3-4 years of age are unstable, bones and joints are easily subject to deformation under the influence of adverse influences. Incorrect postures (shoulder contraction, drooping of one shoulder, strong tilt of the head forward and down) can become habitual and lead to poor posture, which, in turn, negatively affects the function of blood circulation and breathing.
The formation of the arch of the foot begins in the first year of life, most intensively with the beginning of walking, and continues in preschool age. Therefore, it is necessary to pay special attention to the selection of appropriate shoes (with heels), and to use exercises to strengthen and properly form the arch of the foot.
“The development of movements in children 3-7 years old is associated with the maturation of the brain and all its structures involved in the regulation of movements, the improvement of connections between the motor area and other areas of the cortex, changes in the structure and functionality of skeletal muscles.”
Let us consider the development of the main types of movements in children of the fourth year of life. In the second year of life, the child masters a complex motor act - walking. The determining condition for the formation of walking in children of the fourth year of life is, according to A.A. Sarkisyan (1983), targeted training, which is carried out in a specific play form by teaching children how to walk correctly using the method of holistic exercise.
Running is developed at the end of the second year and improved in the third year. In a 3-year-old child, running is characterized by small, mincing steps. Many children have trouble pushing off the ground and run on their entire foot. According to S.Ya. Laizana, good coordination of arms and legs when running develops in children faster than when walking: 30% of children are 3 years old, 70-75% are 4 years old.
The development of a jumping skill begins long before it is fully developed. With systematic training, by the age of 3, 90% of children can clearly bounce in place on their toes and jump from a height of 20 cm, but they still land on almost their entire foot. With special training, at the age of 3, children jump 25-40 cm from a standing position.
According to N.P. Kochetova, children 3-4 years old are characterized by an indifferent pose when throwing at a distance and at a target. The correct starting position is accepted by a minority of children of the third and fourth year of life. Children of this age do not yet know how to turn their torso towards the throwing hand. When throwing at a target, the child’s aiming consists simply of looking in the right direction. The duration of aiming ranges from 1 to 3-4 s. The child’s swing is weak, it is difficult to balance the force of the throw and the distance, so he hits the target only at a distance of 1-1.5 m.
For children 3-4 years old, it is also difficult to throw upwards and then catch. When thrown upward, only 37% of the fourth year of life can withstand the direction. Children’s ability to catch a ball also improves with age: at 3 years old, a child catches the ball with a small toss (20-25 cm), almost without letting go of his hands; in the fourth year, 30% of children catch the ball, while they can catch it with their hands only 25%.
A sense of balance is a necessary constant component of any movement and maintaining any pose. The development of a sense of balance occurs gradually, in connection with the improvement of the function of the human cerebral cortex, the balancing of the processes of excitation and inhibition, the development of the vestibular apparatus, the muscular sense, which helps to assess any change in the position and movement of parts of one’s own body. In improving the balance function, training and the use of various means of physical education are of great importance.
Thus, by the age of 3, the child masters almost all the basic movements and begins to implement them in his free motor activity. So, during the fourth year of life, conditional connections are reinforced and improved during the learning process.
“For the formation of certain motor skills and their consolidation as conditioned reflexes, i.e. formation of a motor stereotype, a certain repetition and sequence of application of stimuli is required. Such irritants are physical exercise.”
Physical exercises must be selected so that the load is distributed evenly to all parts of the body. When carrying out exercises of a general developmental nature with children of the fourth year of life, it is necessary to use various starting positions - sitting, lying, on the back, stomach, etc. When performing exercises while standing, it is basically standing with your feet at the width of your feet or shoulders. The feet-together stance is unstable and impractical, so it is rarely used.
When teaching the basic types of movements - balance and jumping, as a rule, they use an in-line method of organizing children. In exercises with balls (rolling, throwing, throwing and catching the ball), a frontal method of organization is usually used, which increases the motor activity of children and increases the motor density of the activity as a whole. It is necessary to observe a certain dosage of physical exercises. Thus, the number of general developmental exercises is 4-5 and repeated 4-5 times. The pace of the exercises and the necessary pauses depend on physical fitness. children of each specific group.
It is important to note that by the age of four, the possibility of purposeful formation of movements in the child’s learning process is revealed; the role of the word in the process of motor learning increases. In order for a child to correctly learn the method of movement, imitation or demonstration is not enough; a special organization of the child’s activities under the guidance of an adult is necessary.
The growth and development of bones is largely related to the work of muscles. Muscle tone (elasticity) younger preschoolers still insufficient. In muscle development, several key ages are distinguished, one of them is 3-4 years. During this period, the muscle diameter increases by 2 - 2.5 times, differentiation of muscle fibers occurs. The muscle structure characteristic of children of the fourth year of life remains without significant changes until the age of six. Musculature in relation to total body weight and muscle strength in a 3-4 year old child are not yet sufficiently developed. Thus, carpal dynamometry (right hand) at four years old for boys is 4.1 kg, and for girls - 3.8 kg. At this age, large muscles predominate over small muscles in their development. Therefore, it is easier for children to move their whole hand (roll a car, a ball, etc.). But gradually in construction didactic
games, and in visual arts, finger movements are improved. Children master folding turrets, pyramids, etc.
“At 3.5 - 4 years old, a child already knows how to hold a pencil and can manipulate it quite freely. By this age, coordination of movements and visual-spatial perception are improved, which allows children to copy well. They know how to convey the proportions of figures, limit the length of lines and draw them relatively parallel.”
During the preschool period, the activity of the cardiovascular and respiratory systems undergoes a restructuring to a more efficient level of functioning, and in connection with this, children’s abilities to perform muscular activity increase.
The heart weight in children 3-4 years old is 70.8 g, blood pressure ranges from 80-110/50-70 mm Hg. Art. With age, children's heart performance increases, their adaptive ability to physical activity: In response to standard muscle load, the recovery period is shortened.
The structural features of the respiratory tract in preschool children (narrow lumens of the trachea, bronchi, etc., delicate mucous membrane) create a predisposition to adverse events. The respiratory rate at three years is 25-30 per minute, and by four years it is 26-22.
Lung growth with age occurs due to an increase in the number of alveoli and their volume, which is important for gas exchange processes. The vital capacity of the lungs is on average 800–1100 ml. At an early age, the main respiratory muscle is the diaphragm, so in babies the abdominal type of breathing predominates.
A 3-4 year old child cannot consciously regulate breathing and coordinate it with movement. It is important to teach children to breathe through their nose naturally and without delay.
The child's cardiovascular system, compared to the respiratory system, is better adapted to the needs of a growing organism. However, the child’s heart works well only under conditions of feasible stress.
The body's response to physical activity is judged by external signs of fatigue: distractibility, general weakness, shortness of breath, paleness or redness of the face and poor coordination of movements.
The development of higher nervous activity, especially at an early age, largely depends on the morphological development of the cerebral cortex. In the future, the improvement of the central nervous system, both morphological and functional, continues.
By the age of three, the child has significantly developed the ability to analyze, synthesize and differentiate (discriminate) environmental stimuli. In these processes, a significant role belongs to direct perceptions and speech, with the help of which the impressions received by the child are generalized and clarified.
The functional capabilities of children are great and fully meet the needs of growth and development. The ability to perform continuous work increases from 10 to 25-30 minutes. At the age of 3-4 years, a child’s working capacity is 15-20 minutes.
Thus, knowledge of the characteristics of the morphofunctional development of children allows us to more effectively use the means of physical education to improve the child’s body and increase his mental and physical performance.
“During the preschool period, there is a change in the dependence of children’s motor activity and physical fitness on their physical development: in early preschool age (3-4 years), physical development plays a leading role in the functional improvement of children’s bodies, and in older preschool age (5-7 years ) its role decreases (but it still remains significant) and the role of physical fitness increases, which increases the importance of active pedagogical influence in the process of physical education.”

Psychological and pedagogical features of the development of children 3-4 years old

3-4 years is a very important period in a child’s life. It is at this age that the foundations of the future personality are laid, the prerequisites for the moral, physical and mental development of the child are formed. At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function.
“Until the age of 3, the child developed due to the perception of the outside world, i.e. he was completely at the mercy of his environment and was controlled by it. In the fourth year of life, thanks to memory and life experience, the child begins to acquire his own “I” and becomes quite independent of the environment. Along with mental maturation, rapid physical development of the individual occurs. The child is not only self-aware, but also able to physically ensure independence in movement and self-care.”
All this is expressed in the “crisis of 3 years”. The main symptoms of this crisis are negativism, stubbornness, obstinacy and self-will, rebellion against others. Behind this are personal new formations: “self-image”, personal action, a sense of pride in one’s successes and achievements. It must be emphasized that the “3-year-old crisis” is a difficult but normal period in the life of every child. The child masters new forms of behavior; it is necessary to provide him with help in understanding himself. With the correct behavior of an adult, the course of the crisis can be mitigated. It must be remembered that with all the desire for independence, an adult still has the most important function of connoisseur of achieved results, which the child has not yet mastered. A child’s lack of interest in an adult’s assessment, the need only for a positive assessment regardless of what has been achieved, and the lack of experience of failure in activities are signs of an incorrectly developing relationship. An adult’s assessment contributes to the emergence and development of a child’s “self-image”; the need for approval and recognition supports self-confidence, one’s strengths, that one is good, that one loves one. In case of difficulties, an adult quietly helps him, refraining from negative assessments that affect the child’s relationships with other children and can lead to emotional distress in the group.
Thus, the formation of “self-image” and self-esteem marks the transition to a new stage of development - preschool childhood.
Preschool age(3-7 years) begins with a change in leading activity - role-playing appears. An adult becomes a standard, a role model. The game models relationships and develops the child’s general and specific abilities.
We will dwell in more detail on the psychological and pedagogical features of the development of children of primary preschool age (from three to four years old).
Memory allows a person to ensure the continuity of mental life. Depending on what a person remembers, memory is distinguished between motor, emotional, figurative and verbal-logical. At the age of 3-4 years, the child’s memory is a central function that determines other mental processes. For a child at this age, thinking means remembering, that is, relying on one’s previous experience or modifying it. If previously the child was under the power of a specific situation, now his thinking ceases to be visually effective. The baby becomes able to establish simple cause-and-effect relationships between events and phenomena. It should be taken into account that a child’s memory at this age is involuntary: he does not set himself the goal of remembering something. Memorization occurs easily and naturally, because... at this age, the structures of the right hemisphere of the brain, which are “responsible” for visual-emotional memory, dominate. The logical sections of the left hemisphere are still poorly formed.
Scientists have found that it is by the age of 3 that long-term memory is formed, i.e. the child realizes and remembers himself as an individual. Memories evoke the emotional states of that time and leave feelings of childhood for life. During this period, self-esteem is formed. The child begins to understand that he is unique as a person.
Speech development in children 3-4 years old occurs especially quickly. By the age of four, a child’s vocabulary is 1.5-2 thousand words. The sound design of words also improves quickly, and phrases become more developed. However, the speech of three-year-olds is the same, because They pronounce all verbs in the present tense. The sentences are similar to each other, where the subject comes first, then the predicate, then the object. During the fourth year of life, children try to establish the meaning of words, their origin, and create their own words.
The child cannot yet independently determine what sounds a word consists of or establish their sequence.
The thinking of a three-year-old child is visual and effective: he solves a problem by directly acting with objects. This manifests itself in solving simple design problems (using a model). But by the age of four, a child can solve problems not only in the process of practical actions with objects, but also in his mind, relying on figurative ideas. His thinking becomes visual and figurative.
In early preschool age, the peculiarity remains early age- the need for an adult who is no longer a carrier objective world, but a legislator of norms and rules of conduct. The child masters various ways of interacting with other people.
The child purposefully tries to realize his plans and seeks the support and approval of adults. He takes pride in his achievements. Understanding the social world, the child readily “absorbs” the behavior of adults. Imitability, easy suggestibility and self-hypnosis are the main characteristics neuropsychic organization of a younger preschooler.
It should be taken into account that in children 3-4 years old, imitation can be primitive, reminiscent of mechanical copying, or accurate and vivid.
“By the end of the fourth year of life, a child is able to acquire such moral and volitional qualities as the ability not to be afraid of difficulties, the ability to mobilize one’s efforts to achieve a goal, to help others, to follow turns, and the rules of the game.”
Babunova T.M. highlights the following distinctive features of younger preschool age:

there is an interest and desire to lead healthy image life (perform hygiene procedures, daily routine, improve movements);
further growth and development of the body occurs, all morphofunctional systems are improved;
are developing intensively motor functions, motor activity increases (volume - 10-14 thousand conventional steps, intensity - 40-55 movements per minute);
movements are deliberate and purposeful;
performance increases;
basic types of movements are being improved, but physical qualities are still developed

weak;

there is a weakness of volitional regulation and efforts to overcome difficulties;
a big role belongs to competence, especially intellectual competence (the age of “why”);
expand, change qualitatively, new ways of orienting oneself in the environment emerge, ideas and knowledge about the world are enriched in content;
memory develops most intensively, but it is still involuntary;
the child begins to use symbolic representations of objects and events, fantasizes a lot, resorting to a symbolic means - speech.

the child is characterized by naive anthropomorphism; in his opinion, all surrounding objects are capable of “thinking” and “feeling” like himself;
the child is a realist, for him everything that exists is real;
he is characterized by egocentrism, he does not know how to see a situation through the eyes of another, he always evaluates it from his own point of view;
the ability to set goals is still in its infancy;
elementary activity planning, involving 2-3 actions;
the child begins to understand the “language of feelings”, emotional expressions (expression of joy, sadness, etc.);
the child is able to restrain immediate situational desires “I want”;
he begins to show sympathy and empathy, which become a regulator of behavior and communication;
interest in peers and awareness of one’s position among children increases;
the child becomes more independent and proactive.

Physical education of preschool children is a unified system of educational and health activities during the day. Forms of organization of physical education are an educational and educational complex of various activities of children, the basis of which is physical activity. The combination of these advantages creates a certain motor regime necessary for the full development and strengthening of children’s health. Forms of organizing motor activity of children include:

physical education classes;
Physical education and health work during the day: morning exercises, outdoor games, physical exercises while walking, physical education minutes, physical exercises after a nap (wake-up gymnastics), hardening activities;
active recreation: children's tourism, physical education, physical education holidays, health days, holidays,
independent motor activity of children.

Three whole years have flown by! Bright, rich, unique! Your child has turned into a full-fledged personality with his own character, habits, temperament, he has his own characteristics of figure and behavior. He is a good conversationalist; he can tell you how his day went, where he was, what he saw. Children at the age of 3 begin to recognize themselves as separate individuals, with their own desires, interests and preferences. Over the years, the baby has grown noticeably, mastered new skills and abilities, and became dexterous, active and inquisitive. The vocabulary of 3 years is up to 1000 words, in his speech the baby successfully uses numbers, adjectives, pronouns, adverbs; in children's questions you can often hear “how?” and why?" Sometimes his numerous questions baffle you, and sometimes the number of them makes your head spin. Be patient, do not interrupt the child, his desire to learn new things in the world around him is natural, and your harshness can suppress his cognitive aspirations in the baby, and this can adversely affect the further development of the baby. The kid wants to be good, we expect approval and praise from an adult. Independence and independence are becoming more and more apparent. At this age, it is very important for a child to be appreciated and praised.

What's new

At this age, the baby can assemble sequentially (that is, from smallest to largest) caps, pyramids, molds, and matryoshka dolls from 4–6 components.

Able to select geometric shapes based on a model, and can also select appropriate shapes based on the handicap of a hole in a developmental manual (game).

Can name familiar geometric shapes. Collects a pyramid of 10 rings (by size, for example, descending, by color, by shape).

Distinguishes objects by size - small, medium, large. Can distinguish an object by its texture - soft, hard.

Drawing skills are improved, so the child can add the missing details to an adult’s drawing - for example, a leaf to a branch, a stem to a flower, smoke to a steam locomotive.

He tries to paint, draws ovals, circles, draws lines.

While drawing, a child can imitate an adult’s writing. During modeling, he can pinch off a piece of plasticine, roll it out in his palms, and connect the parts. Tries to sculpt simple shapes - sausage, ball, bagel and others.

At three years old, a child is able to master quite complex skills, such as riding a tricycle, riding a swing, or sledding. By the age of three, many children are no longer afraid to swim. The child is good at jumping over obstacles, walking on an inclined plane, long jumping from a standing position on two legs, and can jump from a small height. At this age, children can perform two actions at the same time (for example, stomp and clap, jump and raise their arms to the sides). The child throws, rolls and catches the ball with ease.

Three-year-old children enjoy playing and communicating with peers, exchanging toys, and keeping company.

He is also capable of long games with a toy that has attracted his attention, playing story games, looking at pictures and listening to fairy tales. Concentrates on tasks for longer periods of time.

Development of the nervous system in a child at three years of age

From 3 to 6 years in a child’s life is the preschool period. Preschool age occupies a place between early and junior school age (from 3 to 6–7 years) and is extremely important for the development of the child’s psyche and personality. The leading activity of this age is play, so it is no coincidence that it is also called the “age of play.” There are 3 periods within preschool age:

• Junior preschool age 3–4 years.


• Average 4–5 years.


• Senior 5–6/7 years old.

On average, the main content of the game is relationships between people. Children play so-called role-playing games. Here actions are no longer performed for the sake of actions, they are a means of realizing the role and contribute to the development of the plot. The introduction of a plot and a play role significantly increases the child’s capabilities in many areas of mental life.

In older preschool age role-playing game gradually gives way to a game with rules. The main content of the game is the fulfillment of the rules arising from the role taken on. Game actions are reduced, generalized and become conditional.

From a scientific point of view, games are of great importance for the mental development of a child. At this age, the mental development of a preschooler is almost ready for the beginning of systematic educational process in educational institutions.

Children are offered games that:

• Develop fine motor skills of fingers.


• Increase the associative series.


• Help solve logical problems of low complexity.


• Develop attention.

In addition to play, other forms of activity are typical for preschool age: designing, drawing, modeling, listening to fairy tales and stories, etc. The child gradually masters the coordination of small hand movements. This allows him to improve his artistic activities. Most children of this age draw with great enthusiasm. The visual activity of a child of this age period is different in that the result is completely unimportant for him. The process of creating a drawing comes to the fore. Therefore, once the drawing is completed, children often throw it away. And only towards the end of preschool age does the child begin to pay attention to the drawing itself, that is, to evaluate the result of his work. From a psychological point of view, drawing is considered as a kind of children's speech and as a preparatory stage of written speech. In the drawing, the child expresses his attitude to reality; in it one can immediately see what is most important for the child and what is secondary.

Be sure to read fairy tales and poems to your child, and then ask him to retell them.

Do not be lazy to devote the maximum amount of time to the neuropsychic development of the child. Do not shift responsibility to the nanny, kindergarten, school. Even if something goes wrong, children are like plasticine: at an early age, many things can be corrected.

Crisis of three years

By the age of three, parents often find that the baby is not so easy to cope with. He suddenly stops obeying, and what he recently took for granted now causes him a storm of protest. Why is this happening? And how to call the baby to order and calm?

Three years is the age when a child so wants to feel like an adult and independent; at this age, children already have their own “want” and are ready to defend it in front of adults. This is a time of discovery and discovery, the age of awakening imagination and awareness of oneself as an individual. A pronounced feature of this period is the crisis of three years. In children it can manifest itself in different ways, but the main “symptoms” are extreme stubbornness, negativism and self-will.

All this is explained by the fact that at the age of 3–5 years the child is trying to take his place among people. He tries to realize his individuality and his differences from other children. He feels like an individual and does everything so that adults perceive him as an equal. It is at this time that the little person tries to find activities that he likes. He wants to be like adults in everything, and the fact that they always help him in everything leads him to negativity. By changing behavior, character and strong-willed qualities are formed. There is pride in one’s successes, a desire to help, independence, and a sense of duty. And the point is not even how this period proceeds, but what changes it will entail in the child’s character. But how long the process will last and how painful it is for the child depends directly on the parents and their methods of education. Punishments and prohibitions for no reason, restriction of independence, suppression of initiative can be the reason for the acute course of this period.

Good to know

The 3-year-old crisis in children is a serious test for parents, but at this time it is even harder for the child. He does not understand what is happening to him and is unable to control his behavior. And he needs your support.

Signs of crisis 3 years

1. Negativism. In a general sense, negativism means the desire to contradict, to do the opposite of what one is told. A child may be very hungry, or really want to listen to a fairy tale, but he will refuse only because you or some other adult offers it to him. Negativism must be distinguished from ordinary disobedience. After all, the child does not obey you not because he wants to, but because this moment cannot do otherwise. By refusing your offer or request, he is “protecting” his “I”.


2. Stubbornness. Having expressed his own point of view or asked for something, the little stubborn three-year-old will stick to his line with all his might. Is this how he wants the “order” to be fulfilled? May be. But, most likely, he doesn’t really want to anymore, or has long since stopped wanting to. But how will the baby understand that his point of view is taken into account, that his opinion is listened to, if you act in your own way?


3. Obstinacy. Obstinacy, in contrast to negativism, is a general protest against the usual way of life and the norms of upbringing. The child is dissatisfied with everything that is offered to him.


4. Self-will. The little headstrong three-year-old accepts only what he has decided and conceived himself. This is a peculiar tendency towards independence, but exaggerated and inadequate to the child’s capabilities. It is not difficult to guess that such behavior causes conflicts and quarrels with others.


5. Depreciation. Everything that was previously interesting, familiar, and expensive is devalued. During this period, favorite toys become bad, an affectionate grandmother becomes nasty, parents become evil. The child may begin to swear, call names (old norms of behavior are devalued), break a favorite toy or tear a book (attachments to previously dear objects are devalued), etc.


6. Protest-riot. This state can best be characterized by the words of the famous psychologist L.S. Vygotsky: “The child is at war with those around him, in constant conflict with them.”


7. Despotism. Until recently, an affectionate child at the age of three often turns into a real family despot. He dictates norms and rules of behavior to everyone around him: what to feed him, what to dress him in, who can leave the room and who is not allowed, what to do for some family members and what for the rest. If there are more children in the family, despotism begins to take on the features of heightened jealousy. After all, from the point of view of a three-year-old toddler, his brothers or sisters have no rights at all in the family.

Good to know

The crisis of three years in children simply needs to be waited out like a storm, experienced like an earthquake and endured like a disease. Therefore, your motto for this year is: patience, patience, patience!

Calm, just calm

Trial and error method

freedom of choice

A game

The age crisis is a turning point in a child’s life. He will need your love, care and tenderness more than ever. Therefore, do not be stingy, let him feel that he is loved by you.

Physical development of a child at 3 years old

Can stand on tiptoes (toes) for several seconds. Walks on tiptoes for at least 3 meters. Must be able to stand on one leg for at least 3-4 seconds.

Jumps over the line on the floor. By the age of three, and often earlier, he climbs stairs on his own, alternating legs: placing one leg on each step when going up. He goes down more carefully, placing two feet on each step. Can jump off the last step while keeping both legs together.

Throws and catches the ball. At 3.5 years old, all children must catch a ball thrown from a distance of 2 meters.

He rides a tricycle, pedaling. If your child doesn't have a bicycle, you can test your coordination with a test.

Test
If shown and well explained, the baby can perform two different actions at the same time - stomping his feet and clapping his hands.

Child skills at 3 years old

Notices the disarray in his clothes. Knows how to use a handkerchief and napkin as needed without being reminded. Knows how to wipe his feet when entering an apartment. Wash hands independently with soap and dry them with a towel. Some children brush their teeth themselves, but most still need help squeezing the toothpaste onto the brush. Inserts the key into the door lock (from two years old), turns the key in the door lock. He is active in the daily life of the family: he likes to help adults with cleaning the house, shopping, and working in the garden. You can trust your child to carry the dishes and set the table.

Regulates his physiological needs - goes to the toilet on time. Does everything independently (undressing, sitting down, dressing), except for using toilet paper.

Eats independently with a spoon and fork. He holds them by the end of the handle.

Child's play at 3 years old

Matches flat geometric shapes to the sample (circle, rectangle, triangle, trapezoid, oval, square). Some of them are called: circle, triangle, square, etc.

Upon demonstration, at the request of an adult, or in independent play, he assembles sequentially (puts smaller ones into larger ones) nesting dolls, bowls, molds, caps from four to five components (that is, he can put 3-4 nesting dolls into each other). When nesting figures you should no longer use brute force. He understands well how to insert an object, which part or side to bring it to another object. But you may also need help closing the nesting doll and matching the patterns on its two halves.

Upon presentation of three items various sizes finds and can name large, small and medium. Identifies an object by its texture (soft, hard).

From cubes, construction sets, or auxiliary materials, he begins to make more complex plot buildings and names them: house, fence, car, bridge, etc. He builds not only independently or according to the verbal instructions of an adult, he can build according to a model or drawing, or copies a model. Uses these buildings for a board game with story toys (car, teddy bear, doll).

At this age, you can already start buying your child the simplest Board games.

Strives to play with other children. Participation in collective role-play becomes important for the child. When assigned roles by elders, he readily plays the role assigned to him: “You will be a bunny.” Willingly carries out instructions in the game. Follows the rules in outdoor games. When playing with children, demonstrates an understanding of turns. There is a tendency to have friends. Treats children kindly: does not snatch toys, does not take them without asking, and shares his toys. For the further development of the child, it is useful to organize communication with other children and visit kindergarten. As stated earlier, girls adjust better to kindergarten. For boys, the start of kindergarten can be delayed until 3.5 years.

Self-directed role-playing is being improved. For example, when playing with a doll or a teddy bear, a child can say “I am a mother”, “I am a doctor”, that is, he takes on a certain role. Dresses and undresses dolls. Shows imagination in games (chair - car, cube - soap). Due to imagination, he can carry out play actions without objects. Fantasizes in the game, introducing fairy-tale characters into it. In the game he calls himself some kind of character. Answers an adult’s question: “Who are you?” He talks a lot during the game, commenting on his actions or what he imagines in the game. Uses role-playing speech in the game. Speaks for himself and for the doll.

Draws
Holds a pencil correctly with the fingers of the dominant hand, copies from a sample, draws horizontal and vertical lines, closed shapes (circle, sun, apple). As shown, he can draw a cross, but not every child can copy it. Copying differs from drawing by demonstration in that when copying, the child does not see how you yourself draw. The child copies from a drawing you have already drawn. Therefore, copying is a more difficult task than drawing from your show.

After your demonstration, he begins to draw a man in two parts, with a pair of limbs, for example two hands, counted as one part. He usually draws either the torso and head, or the torso and legs, most often a “cephalopod” - a man without a torso.

He begins to draw according to his own ideas. Explains what he is drawing (sun, path, rain, etc.). He begins to paint over the drawings. Shows interest in drawing and modeling. Rolls out lumps of clay and plasticine in the palms of your hands and connects the parts. Sculpts simple shapes (ball, column, sausage, bagel). Names them in response to the question: “What is this?” He is happy with his actions when they work out. Gets upset when you can't do something.

Mental development of a child at 3 years old

Emotionally assesses the situation: empathizes (if someone is in pain), helps (if someone needs help), sympathizes, behaves quietly (if someone is sleeping, tired). Notices the sadness, dissatisfaction, and joy of adults or children. Emotionally empathizes with characters when listening to fairy tales, when watching children's plays, cartoons (he is happy, sad, angry, winces in “pain,” etc.).

Feels sad and ashamed. He understands that he did something badly (he didn’t have time to go to the toilet, spilled water), and expects a negative assessment from an adult. He worries if they scold him. He may be offended for a long time by punishment. He understands if someone else is doing something bad. Gives an emotionally negative assessment: “You cannot offend (break, tear, take away, fight).”

Can be jealous, offended, intercede, angry, disingenuous, mischievous.

Shows shyness with characteristic facial expressions, especially when addressed by a stranger. Wary of unfamiliar animals, individual people, and new situations. Fears and fear of the dark may arise.

A sense of caution and an understanding of danger are formed. Begins to navigate the concepts: dangerous - safe, harmful - useful. However, even at this age it is necessary to continue to explain to the child possible dangers, as described in the previous stage “2 years 6 months”. Follows verbal instructions in four to five steps. Becomes more accommodating, begins to understand the difference between the past and the future and realizes the opportunity to postpone the immediate fulfillment of his desires for the future. He makes attempts to restore order around himself. At proper education shows emotional restraint: does not shout in public places, calmly crosses the street with an adult, does not run along the sidewalk, calmly listens to an adult’s request and fulfills it, stops crying if there is a justified prohibition.

At the same time, he can be disobedient and emotionally tense when his movements are limited, or when adults do not understand his requests and desires. Can be persistent in its demands. He often repeats: “I myself.” Compared to the “2 years 6 months” stage, all children should clearly understand the quantitative relationship (one and many). A test can be administered to test this understanding.

Test
Place one item on the table (preferably candy), and on the other side - several candies; then ask the child to show: “Where is one candy, and where is there a lot?” In the future, the idea of ​​numbers expands. The child points and says: “One, two, three, many, few.”

Begins to distinguish between the right and left sides, although he may still make mistakes. The leading hand (right-handedness or left-handedness) is determined in the interval of 20 months - 4 years. In the second half of life, there may be transient left-handedness in right-handed children.

Understands the difference between one's own and someone else's, learns to share with others. He understands that his things must be returned, but other people's toys (for example, in kindergarten) do not belong to him, they must be returned. Knows the names of body parts (head, neck, back, chest, stomach, arms, legs, fingers). Knows the purpose of body parts: “eyes look”, “ears listen”, “legs walk”.

Knows the names of the same parts of the body in humans and animals: “everyone has eyes, legs - a person, paws - an animal, hands - a person, wings - a bird.”

During this age period, the child should be able to navigate four colors quite well. Begins to distinguish between black and white colors, selects them according to a model or at the request of an adult: “Give me a red cube, give me a black cube.” To the question “What color is the cube?” correctly names 2–3 (sometimes more) colors.

He listens to fairy tales with great interest, has his favorite ones and demands to repeat them again and again. Likes to watch TV.

Active speech of a child at 3 years old

Names some animals, as well as their babies, household items, clothes, dishes, equipment, plants, etc. from a picture.

All children at this age should say “I” about themselves: “I went,” “I myself.” Uses pronouns “you”, “we”, “mine”.

The child must be able to speak in simple, grammatical phrases. Phrases usually consist of three or four words. He begins to combine two phrases into a complex sentence (the main and subordinate parts of the sentence): “When dad comes home from work, we will go for a walk.” Words in phrases can be changed according to numbers and cases. The child's speech must be understandable to outsiders. He often accompanies his actions with speech. Enters into verbal dialogues with children and adults. Briefly tells adults what he is doing now or has done recently, that is, he conducts a conversation consisting of several sentences. Answers questions from adults story picture. Tells a familiar fairy tale coherently based on the picture.

Attention!

If at 3 years old a child communicates only with the help of babbling words and fragments of babbling sentences: “gaki” (eyes), “noti” (legs), “oko” (window), “dev” (door), “uti” (hands) ; “Yes, Tina” (give me the car), then an urgent consultation with a neurologist and sessions with a speech therapist are necessary (even if the child successfully passed a preventive examination by an “official” speech therapist).

During this period, the child can learn and repeat short poems (couplets and quatrains), short songs and excerpts from fairy tales. Word creation and a tendency to rhyme appear. Shows special interest in conversations between adults.

Quickly answers the question: “What is your name?” He says not only his first name, but also his last name. Calls friends by name.

Answers the question: “How old are you?” At first he just points with his fingers, and a little later he begins to tell his age. Knows her gender identity. Correctly answers the question: “Are you a boy or a girl?” He begins to distinguish the gender of those around him.

Sets not only simple questions: “What is this?”, “Who?”, “Where?”, “Where?” Increasingly, cognitive questions appear: “Why?”, “When?”, “Why?” and others. The question “why?” arises. marks a new stage in the child’s mental development. The age of why is coming. Before that, he was simply getting acquainted with the world, but now he seeks to understand this world. The earlier the child asked the question “why?”, the more complete his mental development, the later, the more obvious the delay. If a three-year-old child does not yet ask this question, then parents should ask it themselves and answer it themselves, thereby stimulating the child’s cognitive interest.

Child mode at 3 years old

It is useful to take a bath before going to bed at night. Don’t forget about hygiene: by the age of 3, a child should already be able to wash himself, brush his teeth, and go to the toilet.

His clothes should be clean and ironed. If a child gets dirty, he must be changed immediately. He should know that he should not wear dirty clothes, so he will get used to being neat. For children, it is advisable to purchase clothes only from natural fabrics. Especially the one that comes into contact with the body so that it does not cause chafing and irritation. At home, the child should be dressed in soft, comfortable clothes from flannel or knitwear.

At three years old, the child tries to brush his teeth on his own, under the supervision of adults. Let him do this, while periodically showing him how to move the brush correctly. Special attention You should pay attention to the recesses between the teeth, since this is where most food particles remain and plaque accumulates. A child's teeth should be brushed 2 times a day: in the morning - after breakfast and in the evening - after dinner. During and after each meal (especially sweets), teach your child to rinse his mouth.

Teach your child to use only his own hygiene items (towel, washcloth, Toothbrush, comb and others). To prevent diseases, it is better to hang a separate towel for the child. Show him where it hangs and change it regularly for a clean one.

3 years is the time when most children go to kindergarten. All children are individual, and therefore it is necessary to decide whether a 3-year-old child can be sent to kindergarten or not based on the accompanying circumstances. Unless you have no other choice - of course the child will go to a kindergarten. If you decide to take your child to kindergarten, at least for some time before going to groups with him early development- so that parting with you is not so abrupt. It is necessary to accustom the child to a group of peers in advance. Then kindergarten will be a joy for him: new impressions, new faces, games with peers.

Good to know

Following a daily routine will help ease the child's adaptation to kindergarten. Find out in advance what the daily routine is in the kindergarten (where the child will go) and try to stick to it.

How to feed a child at 3 years old

There is definitely no need to use a blender anymore when preparing children's meals. Food should be in pieces, forcing the chewing muscles to work and strengthen. But the food should not be hard; the child will not be able to chew it well or will completely refuse such food.

Feeding children 3 years old also means independence. Previously, the baby preferred to open his mouth when he saw a spoon being offered, or to smear the puree on the surfaces surrounding him. As he gets older, he happily demonstrates his ability to use a spoon independently, loves to eat at the same table with adults, and imitates the process of eating by playing with other children or his favorite toys.

The daily routine of a 3-year-old child should contain at least 4–5 meals with an interval of three to four hours:

• Breakfast.


• Second breakfast may look like a snack.



• Afternoon snack


• Dinner.

Good to know

It is important to observe moderation - do not overfeed the child. Long gone are those hungry times when being well-fed meant healthy. A child cannot and should not eat an adult portion. Have pity on the child - the habit of overeating in the future can cause many problems, both medical and psychological.

What should be in the diet of a three year old child?

From fish and fish dishes (for example, fish cutlets) in the amount of 60–70 grams per day. Use twice a week. Mandatory condition: the fish must be carefully separated from the bones.

From milk and dairy products that the baby needs every day. This valuable product contains calcium and easily digestible protein, which are very important for the growth and development of a child. You can surprise your baby with new dishes: lazy dumplings, cheese curds, cottage cheese casserole, etc.

Porridge - which it is advisable to serve your baby for breakfast every day. Why in the morning? Yes, because the cereals from which porridges are prepared consist of healthy digestive fibers that improve the functioning of the digestive system, contain vitamins and a number of microelements that give the baby a boost of energy for the whole day. It is useful for a three-year-old child to eat oatmeal, buckwheat, pearl barley, wheat and barley porridge, cooked in water or milk.

Boiled eggs. It is contraindicated to give raw eggs to your baby.

Vegetables - which the baby needs to consume in the amount of three hundred grams daily. It should be potatoes, beets, carrots, onions, boiled or stewed. You can make a vinaigrette from vegetables.

Flour products - bread, pasta, pancakes, pancakes, biscuits and oatmeal cookies, which the baby needs in the amount of one hundred grams per day.

Fruits - apples, pears, dried fruits, bananas.

Drinking - natural juices, cocoa, compotes, fruit drinks, tea. Let your baby drink as he asks, especially during the hot season. Soda is not recommended; juices are still better and healthier to dilute with water.

Usually, it is at the age of three or four years that a child’s first acquaintance with sweets occurs - unless, of course, the parents are their fundamental opponents. There's no big harm in giving your baby candy sometimes (although honey is still healthier), but you shouldn't do it between feedings. You can also enjoy marmalade or marshmallows. Chocolate can be given in limited quantities if there is no allergy to it.

Good to know

Children should not be given sweets at night, as the acid that forms in the mouth after sweets contributes to dental caries.

Instead of sweets, you can offer your child dried fruits. They are great for children, rich in minerals such as potassium, calcium, iron and magnesium, but also have some healing properties. Dried apricots are good for the cardiovascular system and help with constipation, and dried pears are recommended for indigestion and a tendency to diarrhea.

Good to know

When buying dried fruits, do not chase a beautiful appearance - to improve their presentation, sellers often treat dried fruits with sulfur dioxide or chemical dyes.

Approximately per day, a child 3–5 years old should receive protein:

• Meat - 100–140 g.


• Fish - 50–100 g.


• Egg - 1/2–1 pc.


• Milk (including consumption for cooking) and kefir - 600 ml.


• Cottage cheese - 50 g, Hard cheese and sour cream - 10–15 g each.

Carbohydrates play an equally important role in the body - they are the main source of energy. To replenish the body in carbohydrates, you need to eat vegetables, fruits, and cereals. If the intake of carbohydrates is insufficient, the body can use proteins for energy needs, which will lead to protein deficiency. In turn, excess carbohydrates can lead to obesity, flatulence, hypovitaminosis, and water retention in the body. Approximately per day, a child 3–5 years old should receive carbohydrates:

• Cereals, legumes, pasta - 60 g, Flour - 30 g.


• Vegetables - 300 g (do not forget to give children turnips, radishes, garlic, green salad), Potatoes - 150–200 g.


• Fruits and berries - 200 g.


• Dried fruits - 15 g.


• Bread - 80–100 g.


• Sugar (taking into account it in the composition of confectionery products) - 60–70 g.


• Tea (infusion) - 0.2 g.

Good to know

The most harmful are the fats formed when vegetable oil is heated. Therefore, what really needs to be limited in a child’s diet is food fried in large amounts of oil (chips, French fries, fast food), as well as margarine and all products prepared with it - cookies, baked goods.

Micro-, macroelements and vitamins have no nutritional value for the body, but are extremely necessary for the structure of bones and teeth, the immune system, for skin health, eyes, metabolic processes, osmotic pressure, and acid-base status. Therefore, you need to drink mineral water, eat a varied diet, eat vegetables and fruits every day, and be sure to add dill, parsley, onions and celery to your salads.

Recipes:

• 120 g noodles or pasta or vermicelli.


• 180 g cottage cheese 9% (1 pack).


• 1 egg.


• 2 tablespoons sugar.


• 10 g sour cream.


• 1 tbsp. breadcrumbs.


• Butter for greasing the mold.


• Sour cream for serving.

Boil a liter of water in a small saucepan and add a little salt. Cook the noodles in boiling water until cooked according to the instructions on the package (usually cook the noodles for 8-10 minutes). Drain the water and transfer the noodles to a large cup.

Add cottage cheese and sugar to the hot noodles, stir them with a spoon until there are no large pieces of cottage cheese left.

Add the egg and mix everything again.

Grease the pan with butter and sprinkle breadcrumbs on the bottom and sides of the pan, shaking off any excess breadcrumbs. Place the noodles with cottage cheese in the mold and smooth it out. Brush the top of the casserole with sour cream and sprinkle with a little breadcrumbs.

Preheat the oven to 200 degrees. Place the casserole in the oven and bake for about 30-35 minutes until the casserole is lightly browned. Remove the casserole and let it sit for 15 minutes, then cut into pieces and serve with sour cream.

How to develop a child at 3 years old

Use a variety of teaching aids - folding books, lotto or dominoes with pictures, books with expressive illustrations, books with windows, board games with pictures, wall calendars and posters with useful information(animals, plants, numbers, seasons). Sets for sand applique, paper applique. You can offer your child children's scissors - at three years old, children begin to cut out simple shapes; for safety reasons, let games with scissors take place under your supervision.

Sets for creativity - pencils, crayons, plasticine, clay, games with lacing, sets of colored paper, stickers, watercolors. An easel is great for painting. It is very convenient to use paper in rolls; it can be rolled out on the floor and create more space for creativity.

What toys to choose for a 3 year old child

To develop design abilities - toys consisting of geometric shapes, opening and closing toys, cubes, pyramids, Legos with large parts, sand molds and others.

Toys for role-playing and story games - sets of a doctor, a fireman, a hairdresser, a builder, a teacher's shop, a set of children's dishes, toy vegetables, fruits, cars, houses, dolls, animals and others.

Despite the fact that the child is already big, try to devote time to him. Play and practice with him. Praise him for his efforts more often and then his success will not be long in coming.

Get the projector...

Good to know

Modern cartoons on TV or DVD are certainly good. But it will be even better if you still have old filmstrips and a projector. Children love to watch such homemade cartoons on the wall or a white sheet. There is a certain amount of mystery and mystery in this process. Moreover, old Soviet cartoons are interesting and very kind. It is important for the child that mom or dad are nearby, who at this moment look like good wizards.

Outdoor games

Do I need to go to the clinic at 3 years old?

Medical examination at three years includes:

• Examination by a pediatrician, neurologist, ophthalmologist, ENT doctor, orthopedic surgeon, dermatologist, speech therapist, dentist, possibly a gynecologist.


• Laboratory examination - clinical blood test, urine test, coproscopy, examination of scrapings for enterobiasis (or feces for helminth eggs).

Your child has turned 3 years old, and this marked his transition to a new level of development - your baby has become a junior preschooler. The baby becomes more dexterous, mobile, and has better control of his body. In this article we will look at physical development of a child at 3 years old: what a baby of this age can do, what he can play, and we will give recommendations for organizing the baby’s active leisure time.

At the age of 3, children love physical activity. They like to run, jump, climb, dance, ride a swing or ride a bike. They are like batteries: they work at full speed until the energy runs out, and then they can collapse at any moment in exhaustion. To prevent this from happening, children 3 years old need to alternate physical activity and quiet games - this is one of the features of this age. Now let's look at the skills that a baby acquires in the fourth year of life.

Physical development of a child at 3 years old:

• Confidently pedals a tricycle.
• Able to stand, walk and run on tiptoes.
• The sense of balance is developed enough to independently walk along a curb or balance on a board.
• Throws or kicks the ball well and far, but catches it poorly.
• Jumps on two legs.
• Stands on one leg for up to 5 seconds; some can jump on one leg.
• Walks backwards well.
• Goes up and down the stairs, alternating legs “like an adult.”
• Steps over obstacles on the floor up to 30 cm high with an extended step.
• Jumps from a height of 40 cm and lands on his feet (without falling forward onto his hands).

In terms of everyday skills and fine motor skills, a 3-year-old child can:

• Undress and dress independently, using some fasteners: buttons, permanent zipper, buttons, Velcro.
• Puts on and takes off shoes independently using Velcro and zipper. Lacing on shoes for a 3 year old is not yet available.
• (can cut the sheet in half along the drawn line).
• Can draw a circle, an oval, a square and copies some capital letters according to the adult model.
• Holds a pen or pencil correctly in your hand. Draws “people”: large heads with arms and legs (other details will be added as he grows older).
• Washes hands and face independently.
• Confidently uses the potty or toilet during the daytime. Brushing your teeth and using toilet paper still requires your help.
• Screws and unscrews caps well.
• Pours liquid from one container to another (spilling a little).
• Spreads butter on bread with a dull knife.

All children grow and develop at their own pace. So don't worry if your child doesn't have all the skills listed above. It is important that you celebrate progress and improvement in abilities as your baby grows and develops.

The height of children 3 years old is 92 - 99 cm. The weight of a child at 3 years old is on average 13.2 - 16.5 kg, and the chest circumference is 50-54 cm. These indicators vary depending on gender (boys have more, girls have less ) and the child’s constitution. If physical development indicators differ from the norm by more than 10%, then this is a reason to adjust the child’s diet, daily routine and provide him with psychological comfort. If the levels are too high, it would be useful to consult an endocrinologist.

The sleep requirement of a 3 year old child is 11-13 hours. Of these, daytime sleep is 1-1.5 hours. Some children may not have naps since they were 2 years old. If the child sleeps well and long enough at night; in a good mood during the day, not overexcited, active and keenly interested in the world around him, then this state of affairs is the norm for your child.

Games for the physical development of a 3 year old child

At the age of 3 years, the child becomes socially active, he increasingly enjoys spending time in the company of peers and playing games together. We offer you a few simple, fun games, which you can easily organize for your child on the playground or at a party.

Game "Dog and Children"

One person is chosen as a “dog.” He sits and waits for the children. Children go to meet the dog, clap their hands and recite the poem. At some point, the “dog” jumps up, barks and begins to catch the children. The kids run away in different directions.

Here he sits shaggy dog,

With your nose buried in your paws.

Quietly, peacefully he sits.

Let's go to him and wake him up.

And let's see what happens?

Game "Wolf and Hares"

They choose one wolf, the rest are hares. Circles are drawn on the asphalt or sand according to the number of bunnies. The circles represent bushes in which the hares will hide from the wolf. Hares go out into the clearing to “grab the grass.” Hares are running and having fun. At the command “the wolf is coming,” the wolf runs out and begins to catch hares. The task is for the rabbits to hide from the wolf behind a “bush”. The following can act as “bushes”: indoor chairs; a path that the wolf is not allowed to enter, or even real bushes.

Game "Traffic Light"

They choose a leader, at first it can be an adult. The presenter turns his back to the players and says: “green light” - the children move around the playground. At the command “red light,” the leader turns, and the players must freeze in place and stand still. The one who gets lost becomes the leader.

Also this game can be a good addition to

Do you want to play with your child easily and with pleasure?

Game "Rain"

Children stand in a circle, and the leader recites a poem. Players walk in a circle and perform movements according to the text.

The sun looks out the window.

It shines into our room.

We'll clap our hands

Very happy about the sun

Top-top-top-top!

Top-top-top-top!

Clap-clap-clap-clap!

Clap-clap-clap.

It's raining, hurry home!

At the words “it’s raining,” the children run away, then the leader says that the sun is out, and the children stand back in the circle. The game repeats itself.

Game "Chicken Coop"

A place for the chicken coop and the owner is determined on the site. Between them there is free space - a vegetable garden. The chickens go out into the garden and walk around: running, jumping. Then the owner appears and chases away the chickens “shoo-shoo chickens” - the chickens run into the chicken coop. The owner walks around the garden and returns to his house. The chickens appear in the garden again, and this is repeated until the owner manages to catch a chicken, which will become the new owner.

And some more simple ideas for active musical games with children 3 years old in this video: https://youtu.be/iXiSyXNygJU

• Provide your child with opportunities for sufficient physical activity: morning exercises, long walks in the fresh air, outdoor games, physical education sessions will be an excellent solution for fulfilling the child’s need for movement.
• Teach your child new skills: riding a bike, swimming, playing ball. This will add self-confidence to the child, increase self-esteem and diversify games with peers.
• Teach your child to follow the rules in games, but it is better not to use competitive elements. A preschooler is already capable of following the rules, but not yet of losing.
• Provide your child with enough time to dress/undress independently. This will make him more independent, and it will also allow him to practice fine motor skills if the clothes have fasteners.
• Encourage your child to play together with other children. This will not only fulfill his need to play with peers, but will also contribute to social adaptation.

Have fun games and harmonious development!

How do you deal with the physical development of your child? Tell us in the comments!

Anatomical and physiological features

Three years is the age when a child enters the period of preschool childhood. The main indicators of the child’s physical development at this moment are as follows: height 96±4.3 cm, weight 12.5+1 kg, chest circumference 51.7+1.9 cm, head circumference 48 cm, number of baby teeth 20. Cranial volume the size of a three-year-old child's skull is already 80% of the volume of an adult's skull. Features of the musculoskeletal system. The physiological curves of the spine of a child of the fourth year of life are unstable, bones and joints are easily subject to deformation under the influence of adverse influences. The joints of the fingers may become deformed (for example, if the baby often sculpts from too hard plasticine). Incorrect postures (shoulders pulled together, one shoulder drooping, head constantly drooping) can become habitual and posture becomes disturbed. And this, in turn, negatively affects the function of blood circulation and breathing. During the period of 3-4 years, muscle diameter increases 2-2.5 times, differentiation of muscle fibers occurs. Children, especially at the beginning of the fourth year of life, find it easier to move the whole arm (roll a ball, a car), since large muscles are ahead of small muscles in their development. But gradually, in the process of visual activity, in construction and didactic games, the movements of the hand and fingers are improved. Raising your arms up, to the sides, bending, swaying and turning your body simultaneously contributes to mastery of your body. The airways in children are different from those in adults. The lumens of the airways (larynx, trachea, bronchi, nasal passages) in a child are much narrower. The mucous membrane lining them is tender and vulnerable. This creates a predisposition to inflammatory diseases of the respiratory system. A child of three or four years old cannot yet consciously regulate breathing and coordinate it with movement. It is important to teach children to breathe through their nose naturally and without delay. Exercises that require increased exhalation are very useful for children: games with fluff, light paper products. The cardiovascular system, compared to the respiratory system, is better adapted to the needs of a growing organism. However, the child’s heart works well only under conditions of feasible stress. The speed of blood flow in children is greater than in adults. Blood pressure averages 95/58 mmHg. In preschool age, the structure and activity of the central nervous system improves. By the age of three, a child usually has a sufficiently developed ability to analyze and synthesize environmental influences. In these processes, a significant role belongs not only to direct perception, but also to speech, with the help of which the child generalizes and clarifies what is perceived. The developing ability to concentrate excitement makes it easier for children to concentrate on educational material. However, it is easily disrupted when the situation changes under the influence of the emerging orientation reflex. If during class, at the time of explanation, some noise is heard from the street or a stranger enters the room, the children are instantly distracted. In this case, educators should know techniques that can be used to switch children’s attention to educational task. The processes of excitation and inhibition in the cerebral cortex easily radiate. Outwardly, this is expressed in unnecessary movements, fussiness, children talk a lot or, conversely, become silent. Increased excitability is often observed, and this leads to rapid fatigue in children. In a 3-3.5 year old child, the interaction of signaling systems is still imperfect. The level of interanalyzer connections is such that at the time of performing the exercises, children sometimes cannot perceive the teacher’s verbal corrections. It would be more effective to provide direct assistance to the child: turn his body, arms, setting the correct range of movements, etc. At this stage, it is important to harmoniously combine direct and verbal influences on children.

Personal development

The fourth year of life is characterized by two qualitatively new features. One is associated with the formation of the child’s personality, the other with the formation of his activities. With age, the child, among other things, acquires knowledge about himself (that he has a name, etc.). At two and a half years old, the child recognizes himself in the mirror, and a little later in a photograph. The period when the pronoun “I” appears in a child’s speech (at the end of early childhood) is marked by changes in his behavior - a desire to act on his own arises. L.I. Bozhovich notes that with the emergence of the “I system”, other new formations arise in the child’s psyche. The most significant of them is self-esteem and the associated desire to meet the requirements of adults, to be good. The presence of simultaneous but oppositely directed tendencies: to do according to one’s own desire and according to the demands of adults - creates an inevitable internal conflict in the child and thereby complicates his internal mental life. Elements of self-awareness in a three- to four-year-old child are manifested in the not always successful opposition of oneself to others. Therefore, the end of the third and partially the fourth year of life is called a “crisis” age, which is characterized by outbreaks of negativism, stubbornness, and instability of mood. The second feature is that children’s actions in play, drawing, and design acquire an intentional character, which allows children to create a specific image (in drawing, modeling), erect buildings, perform a certain role in the game, etc. Intentionality and arbitrariness of actions, that is, their subordination to a certain pattern, are important for the development of a child, but in the fourth year of his life they are just being formed. Therefore, the activity is unsustainable. It is difficult for a child, for example, in the event of unexpected changes in the situation, to keep the goal of the activity in mind. Children are highly distractible in class, at play, and in everyday life. Younger preschoolers are distracted during one game, sometimes up to 12-13 times. Intentionality and randomness of activity presupposes the ability to plan it. But it is more typical for middle and older preschool age. At a younger age, from the playing material the child selects 2-3 items needed to start the game, without worrying about the rest; chooses a role that he likes without thinking about interaction with his partner. Therefore, in order to support the game, you need to place everything necessary for its continuation in the children’s field of view. The sustainability of activity, the effectiveness and quality of work is positively influenced by offering children a motive for activity that is significant in their eyes. The younger preschooler is attracted by the motive of making something for himself, for his own play (lenka, drawing, designing). The motive of social benefit for a child is still ineffective, but he willingly works for a loved one: a teacher, mother, grandmother, etc., for a favorite doll. At the age of 3-4 years, the child gradually goes beyond family circle. His communication becomes non-situational. The adult begins to act for the child not only as a family member, but also as a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. The solution to this contradiction is the development play activity as a leader in preschool age. Main feature The game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. The most pronounced feature of children at the beginning of the 4th year of life is their desire for independence. Children already have the ability to set goals, the ability to imagine in advance some desired result and actively act towards achieving it. However, any effort to achieve a result should bring satisfaction. And for many of the goals that a small child sets for himself, this satisfaction lies primarily in the sphere of recognition and approval of his achievements by adults. The support and approval of adults gives children a joyful feeling of their competence, an idea of ​​themselves as powerful and capable. When a child declares: “I myself,” he finds himself in a situation from which exit is possible in two directions:

Development of mental processes

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. The leading activity is 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, and by the end of the year - up to four objects. 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 an elementary understanding of 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 somewhat more often than before use generic concepts such as toys, clothes, fruits, vegetables, animals, dishes in conversation, and include a larger number of specific names in each of them. 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 words dishes and 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. For younger preschoolers, an idea is often born after an action has been 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. Speech. Children's speech mainly continues to be situational and dialogical, but becomes more complex and expanded. Vocabulary increases per year to an average of 1,500 words. Individual differences range from 600 to 2,300 words. The vocabulary of speech changes: the proportion of verbs, adjectives and other parts of speech increases compared to nouns. The length of sentences increases, complex sentences appear. There is one more feature in the speech of children of the fourth year of life: when doing something, children often accompany their actions with a quiet speech that is incomprehensible to others - “mumbling.” This “self-talk” is of great importance for children's development. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally performs in words actions that he omits in reality.

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Three to four years is the period of junior preschool age. At this time, most children open the doors to kindergarten and gradually begin to prepare for school. Their physical and psychological characteristics change.

Basic physiological indicators of children aged 3-4 years: risks and norms

Three to four year olds typically weigh around 12.5 kg (+/- 1 kg). Their height ranges from 96 to 100 cm. The chest circumference is 51.7 cm (+/- 1.9 cm), the head circumference is 48 cm. At this age, the number of baby teeth reaches 20, and the total volume of the skull is almost identical to the skull of an adult human.

At this time, children have some features of the musculoskeletal system. In children, the spine is not yet stable; joints and bones easily change shape under the influence of external conditions.

Not only the spine, but also the joints of the fingers can be deformed, for example, if a child often has to work with types of plasticine that are inappropriate for his age. Incorrect postures in a sitting or standing position will certainly cause poor posture, which, in turn, will lead to disruption of the circulatory and respiratory systems.

Starting from three to four years of age, children's muscle mass increases several times; muscle fibers are improved as a result of the process of differentiation. At the end of the third
1 year and the beginning of the fourth year, children are especially good at making movements with one hand, for example, throwing a ball or rolling a toy. The main reason is the more developed, compared to small, large muscles.

Gaming activities allow you to improve the movements of your hands and fingers. A child at 3-4 years old becomes more coordinated. But as for the respiratory tract, their development is not yet complete. Babies still have different respiratory tracts from adults, partly due to narrower airways:

• bronchi;
• larynx;
• nasal passages;
• trachea.

The mucous membrane also has its own characteristics, for which
Nowadays there is increased vulnerability. Main side effect Underdevelopment of the mucous membrane at this age is a common cause of respiratory diseases.

At 3-4 years old, a child is not able to independently control breathing, adjusting its rhythm to the rhythm of movement. Therefore, parents need to help their kids learn to breathe through their nose without holding their breath. Good for this game tasks, for example with fluff or light paper elements.

Development of internal systems and brain

If we compare the cardiovascular system with the respiratory system at the age of 3-4 years, then it is an order of magnitude more developed. At the same time, you need to understand that like a clock, the baby’s heart will work only if age appropriate loads

In early preschool age, the nervous system actively develops. By the end of the third year of life, the child learns to analyze and synthesize the impact of the world around him. In many ways, this becomes possible due to the development of the preschooler’s speech, which helps the child to better perceive reality.

At 3-4 years old, children are able to concentrate better, so you can work with them on learning and consolidating educational material. It must be taken into account that the degree of concentration may vary depending on the influence of surrounding factors on the child. For example, a child is easily distracted by strangers, as well as by sounds and movements in the room where classes are held.

The development of the processes of excitation and inhibition cannot yet be called perfect. Children at this age can be illogical, which is manifested by excessive fussiness or unexpected restraint. Increased excitability at the age of 3-4 years is precisely the main cause of fatigue in preschool children.

Children at this age also have their own signaling systems. And inter-analyzer connections are at such a stage of development that preschoolers are not always able to adequately respond to teachers’ comments. To achieve results at this age, it will be much more effective to help the child by indicating to him right direction actions than expressing wishes in verbal form.

Features of personality development of a preschooler

After three years, the child begins to think more about himself as an individual. He already knows what gender he belongs to, knows his name, how old he is, what he looks like. The pronoun “I” in the baby’s speech will indicate that the baby is fully aware of himself as a separate person. At the same time, new features appear in his psyche. One of them is the desire to please adults and receive praise for their actions.

The other is the desire to be independent and do everything the way you want. Based on the development of these directly opposite directions, the first internal conflict arises in the baby’s soul, which desperately prevents him from living in harmony with himself.

That is why three or four years for most children is a crisis age, which only parents and experienced educators can help them cope with. Signs of a crisis age will be:

• stubbornness;
• frequent mood swings;
• negativism.

Another feature that invariably marks the development of children aged 3-4 years is the intentional nature of play actions. Children clearly know what they will play and how. They choose for themselves different roles, build objects from cubes, draw and sculpt, creating the first compositions.

In general, it can be noted that for the development of a child of primary preschool age characterized by intentionality taking the place of arbitrariness of action. So far, in the fourth year of life, actions are only partly intentional. The child is not always able to fully adhere to the goal, and is often distracted both in everyday life and in play activities.

On average, a child can lose concentration up to 13 times while playing! Also, the baby cannot always plan his activities yet - this skill will come a little later. At 3-4 years old, children more often choose a few items they need for play, without particularly thinking about how events will develop further.