Psychological features of the development of preschool age. Psychological features of the development of preschool children Psychological features of preschool children briefly

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Before we talk about what are the psychological characteristics of children preschool age, we note that children from 3 to 7 years old fall into the group of preschoolers. At this age, the communication of babies is no longer limited to the family circle. Most of the children attend kindergartens and schools early development, visit, travel with their parents.

Not surprisingly, preschoolers get the opportunity to discover the world with new side including human relations.

Features of speech development

The process of speech development is completed by about 5 years. The language of babies by this time becomes a means of not only communication, but also thinking. The child begins to realize the peculiarities of his own pronunciation, is proud of the significantly replenished vocabulary of words. Children try to correctly formulate sentences, changing cases and endings of words, actively use indirect speech. By the age of 7, children can easily:

Preschoolers gradually master all forms oral speech, completely copying the manner of conversation of adults. They practice monologues with pleasure, conduct dialogues with relatives and friends, talk and communicate a lot.

Perception acquires a purposeful, meaningful and analyzing character, while the affective nature of speech fades into the background. The child becomes more observant and inquisitive, tries to use the name of the qualities of objects, looks for a connection between objects, makes conclusions.

Thinking and perception in preschool age are interrelated concepts, which once again confirms the visual way of thinking.

Thinking in preschool age

The main feature of the development of thinking in preschool age is the transition to its visual-figurative type, and by the age of 7 - to the verbal one. Children still think figuratively and are incapable of logical conclusions similar to adults. At the same time, now they are already able not only to reason, but also to find solutions to complex problems in the case of successful memorization and in the presence of the necessary time. Help your child find a solution
if you organize his actions, on the basis of which he will draw a conclusion, or else give him a familiar personal example.

If the task for a preschooler is understandable and of particular interest, he will be able to think logically and will definitely find the right solution. By about 6-7 years old, children have the ability to generalize and conduct logical chains, which is especially important for the development of intellectual abilities.

Memory in preschool age: what is remarkable?

At preschool age, children memorize unconsciously, without setting themselves such a goal. Basically, they have interesting events in their memory or verbal material that evoked certain emotions, such as fairy tales or poems.

The formation of conscious memory begins only by 4-5 years. The kid remembers most of the information during the game or in the process of fulfilling the instructions of parents and educators.

The game is the leading activity of a preschooler

The game takes up most of the time of the child in preschool age. At this stage of development, the heroes described in fairy tales and stories that adults introduce them to are of particular importance for kids.

Toddlers pay great attention to the assessment of their own actions and the actions of their peers by adults, in addition, it is important for them how parents relate to the actions of the heroes of their favorite fairy tales. So, after listening to a fairy tale or story the kid will definitely try to discuss the behavior of the characters with his parents, dividing them into positive and negative.

In the life of a child, certain rules and norms of behavior are already being formed, which are becoming more and more difficult. Adults are trying to get children to follow the rules, while preschoolers themselves are trying to give an adequate assessment of their actions, taking into account what adults expect from them. Thus begins the formation of personality. Already at the age of 3, the phrase “I myself” prevails in the baby’s vocabulary, with which he wants to show his readiness to be independent. At this stage of development, the child is aware of his own "I" and tries to test the level of personal capabilities.

Personal development is impossible without the activity of the baby. At each age, the main type of activity can be distinguished. For preschoolers, as already noted, this is a game. And not just a game, but a plot-role-playing one, where he gets the opportunity to try on himself the role of an adult, copying his manner of behavior.

The game is not only the main activity of a child from 3 to 7 years old, but also the basis for his active personal development.

It is the game that contributes to the formation in the baby of qualities that are important for life in society.

By copying the behavior of adults, the child gets the opportunity to immerse himself in the world deeper, to get acquainted with the activities of the people around him, to learn about the features of their life.

Role-playing games on the stage preschool development help to develop thinking and imagination in a child. The kid sets goals for himself and sets rules, after which he tries to follow them. As a result, willpower training takes place in such a relaxed form.

During the game, the child learns to live with social and moral standards in a simple way. Playing some role, the baby allocates for himself precisely those
rules that he encounters in life, and gradually they become the norm for him to behave.

Helping a preschooler organize gaming activity falls under the responsibility of adults. It is important to understand that we are talking about special role-playing developing, and not spontaneous games, where kids can try themselves in the role of adults.

Personal development: emotional sphere

The personality of the child begins to form at preschool age, as well as his personal mechanisms. At the same time, the emotional sphere is formed.

At this stage of development, children have better control over their own emotions, which are still extremely rich and full. In preschoolers, children's impulses are combined with their ideas, due to which the former are restructured. Thus, a transition is made from the main motives aimed at the objects of the situation,
to desires that are directly related to the presented objects, located in the "ideal" plan.

The child performs the main actions, taking as a basis not the object itself, but ideas about it and about the result that he expects in the very near future. Emotions related to representations contribute to the anticipation of the outcome of the child's actions. This mechanism is as follows: the child forms an emotional image that reflects the result expected in the future and the assessment of events by adults.

Thus, we can conclude that emotionally anticipating the consequences of actions, the preschooler understands perfectly well whether he is doing well or not. This mechanism is the basis of the emotional regulation of the actions of a preschooler.

It is worth noting the changes in the structure of emotional processes. Now they include:

A preschooler is able to rejoice or be sad both about what he is doing now and thinking about what awaits him in the future. The depth of the child's experiences at this stage of development is amazing: the range of emotions becomes wider, the ability to empathize and show sympathy for others develops.

In order for the activity of a preschooler to continue to contribute to the formation of a full-fledged personality, it must be emotionally colored. That is, the child should do only what causes his interest and, accordingly, positive emotions.

Development of the personality of a preschooler: motivational sphere

One of the most significant mechanisms that are formed at this stage of development can be considered the motivational sphere. Subordination of motives
begins in early childhood and continues to improve over time.

If a earlier child wanted several things equally strongly, not understanding how to make a choice when it was necessary, then at preschool age motives have different significance, and it becomes much easier for a child to make a choice. Moreover, by the age of 6-7, a preschooler already knows how to suppress his own impulses, forcing himself to ignore objects of interest.

The manifestation of such willpower becomes possible due to serious motivation, which can act as certain "stop signals". For example, the adults in whose presence the child is present can assist in restraint.

It is external control that the baby needs on initial stage formation of the motivational sphere. Over time, he will be able to restrain himself by imagining the presence of an adult who will influence the regulation of his behavior.

It is important for a child to receive praise from adults and protect himself from negative remarks. Awareness of this affects the activity of the baby. He is able to engage in something with interest if he succeeds, and bitterly refuses to work if something does not work out - only out of fear of failure.

To continue activities even in case of failure, to make adjustments to it in order to correct something, the child will be able only by the age of 6-7, that is, at the final stage of preschool development. It is at this time that the personal motivational system of a preschooler is formed, in which a hierarchy of motives develops.

Building a sustainable motivational system will continue until adolescence. At preschool age, however, the child only begins to master ethical norms, first analyzing other people's actions, and then his own, taking into account the rules of morality known to him.

Self-awareness in preschool age

Self-consciousness can be safely called the main neoplasm of a preschooler. Only after 5 years of emotional self-esteem becomes a help for the development of self-esteem. At first, the child evaluates himself in the same way as the adults around him do, so in most cases this assessment is overestimated. The fact is that often parents have distorted ideas about the characteristics of the child, as a result of which their expectations become unjustified. The same situation will be with the self-esteem of the child.

The preschooler already clearly identifies himself as a representative of a certain sex, conveying emotions and experiences, has an idea of ​​the norms of behavior that differ depending on the gender. So, for example, boys at this age already know that they need to be strong and courageous.

Girls try to be soft, graceful and neat. Already at the final stage of preschool development, children have a division of roles in games. Girls play mother-daughters, boys play war, soldiers, cars. By about 6-7 years old, children are able to divide time into past, present and future, to see themselves in it.

In conclusion, we note that the main activity for a preschooler is a game. In the process of playing in an unobtrusive way, the child learns the world of adults with all its rules and norms, learns to communicate with peers. During this period, the baby is creative in everything, has its own logic and actively develops as a person.

1.2 Psychological features of the development of preschool age

The driving forces behind the development of the psyche of a preschooler are the contradictions that arise in connection with the development of a number of the child's needs. The most important of them are: the need for communication, with the help of which social experience is assimilated; the need for external impressions, resulting in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

In order to properly educate children, it is necessary to understand and take into account the psychological and individual characteristics of the child. Capabilities small child great, but not unlimited. It is impossible to force development without taking into account the capabilities of a preschool child. But delays in development are also unacceptable. Therefore, it is important to know the psychophysiological indicators of the development of children of early and preschool age.

The preschool period is a time of intensive accumulation of physical, mental and spiritual forces. At this time, there is a rapid growth of the whole organism, the development of the brain and the associated complication of the processes of higher nervous activity. The baby increases sensitivity to the signals of the outside world, the possibility of their analysis and synthesis; new connections are being made in the cerebral cortex, there is an increased accumulation of a stock of impressions and ideas. And the objects of the immediate environment, and the actions of people, and the events of social life, as the child grows older, attract his attention more and more, urge him to peer, look for explanations, awaken his imagination, thought. (1, p. 75)

The child of preschool age is characterized by specific features. The tendency to imitate, impulsiveness, the predominance of feelings over reason, lack of ability for volitional efforts, self-control, lack of life experience, the desire for independence, for the discovery of something new - all these are indispensable companions of preschool childhood.

Having been born, the baby enters into certain relationships with the environment and people. In the system of these relationships, the formation of his personality takes place. It's long and difficult process during which the child, with the help of adults, learns moral norms.

The preschooler is distinguished by curiosity, which is reflected in his endless questions “why?”, “Why?”. The child develops a desire to exercise himself in actions, deeds in which he tries to show his independence. His mind is already enriched with concepts and information acquired in various activities. A child of 3-6 years old masters the elements of learning, is engaged in playing, modeling, labor, construction and other activities that are organized by adults. Already at a younger preschool age, the assimilation of the rules associated with cultural and hygienic skills, with observance of the regime, occurs as a result of the experience accumulated by the child in self-service work, in play, in communication with people.

During preschool childhood, the degree of awareness in the performance of children changes. So, a child of 3-4 years old gets used to following the rules and often does not agree with their slightest violations. Children 5-6 years old already follow the rules not out of habit, but consciously, understanding their meaning. (3, p. 113)

The main way of influence of an adult on the development of the personality of children is the organization of conditions for the practical assimilation of moral norms by them. The first such condition is the model of an adult, his attitudes and actions. A preschooler is unusually susceptible to all kinds of influences, very emotional, prone to imitation. At the same time, he cannot always figure out what is good and what is bad - the experience is still small, consciousness often obeys emotions. The child is inclined to imitate, adopt the manner of adults, borrow their assessment of people, things, events. A variety of environmental phenomena, including negative ones, can affect the psyche and behavior of a child. This is important to consider when organizing the lives of adults and children in the family. Parents should take care of the culture of everyday relationships, be a role model.

Equally important are the models for behavior presented in stories and fairy tales. It is very important for a child to evaluate the actions of adults, the actions of his peers, himself, and fairy-tale characters. So, listening to a fairy tale, children definitely want to find out who is good and who is bad, they demand certainty in this respect. (8, p. 102).

The child is taught the rules of behavior, which become more complicated over time. By presenting demands to children and evaluating their actions, adults make children comply with the rules. Gradually, the children themselves begin to evaluate their actions, based on the idea of ​​what behavior others expect from them. There is a process of assimilation of experience and its individualization, that is, self-awareness. This is how personality is formed. A 3-year-old child is already showing signs of personality formation, manifested in the famous “I myself”. This formula not only reflects the desire of a three-year-old kid for independence, but also manifests a certain level of his self-awareness, that is, the consciousness of his “I”, his capabilities. It has been established that in the development of the child there are periods that differ in a certain level. The formation and development of personality occurs in the activity of the child. But despite the fact that children participate in different types activities, for each age, the main, leading one is allocated. The leading activity of a preschool child is a plot-role-playing game in which he reproduces various situations from the life of adults, takes on the role of an adult and imaginatively reproduces his behavior. The game is the main activity of a preschooler, and therefore, on its basis, the personal development of the child takes place. The game forms important qualities in him, including collectivism. Copying the activities of adults, imitating them in role-playing and story games, the child gets to know the reality around him more deeply, gets acquainted with the life of people, their work. In the game, children develop not only thinking, but also imagination. During the game, the child performs certain tasks and goals, obeys its rules, which educates and strengthens his will. Through the game, they introduce the child in an accessible form to social and moral norms. Therefore, one of the important tasks of education is the organization of children's play activities. Performing a certain role, the child identifies those rules and norms that are accepted in the social environment around him. They become the rules of his playing behavior.

When we talk about the importance of play in the development of a child's personality, we mean not spontaneously arising children's games, but specially organized by adults, where games with different plots are combined: social, industrial, everyday, etc. (8, p. 102)

Along with the age and psychological characteristics characteristic of preschool age, each child also has his own qualities, inherent only to him alone, each is unique in his individuality.

Each child is special, in his own way, with his characteristic ways of controlling his behavior, the ability to establish contacts with the outside world, the ability to show emotional reactions.

The child is endowed by nature with certain features of the nervous system. His temperament depends on the type of nervous activity. This leaves an imprint on his behavior. Some children are more calm, inactive, inhibited; others are more excitable, mobile; the third are balanced; the fourth combine the weakness of nervous processes with sensitivity to various influences, they are touchy, often cry. That is why the same approach (under equal conditions) calls for different reactions in different children. Character, as well as interests and needs, is formed under the influence of the environment and upbringing. A person is not born kind or callous, sociable or withdrawn, hardworking or lazy, it depends on the environment in which the child grows up and his personality is formed.

The content of aesthetic education includes the formation of knowledge, skills and abilities, the education of aesthetic feelings, interests and needs, assessments and tastes. Knowledge about beauty in children is formed in the process of aesthetic development of the surrounding reality, in all its diversity, as well as art as the most concentrated display of beauty. The diversity of life gives rise to the diversity of types and genres of art. Preschool children get acquainted with graphics, painting, sculpture, arts and crafts, each of which has its own genres.

Children acquire knowledge about various genres of literary and musical art: about fairy tales, stories, stories, etc., as well as about songs, dances, marches, children's operas and ballets, etc.

Children also learn the basic aesthetic concepts that surround the most significant aesthetic aspects and features of the world around us. Under the guidance of adults, children should master and understand the basic criteria of the beautiful and the ugly, the sublime and the base, the tragic and the comic, acquire knowledge about them in order to master a number of skills and abilities, apply them in life, follow them and express their feelings accordingly.

CHAPTER 2. EXPERIMENTAL STUDY OF THE FEATURES OF AESTHETIC EDUCATION OF PRESCHOOL CHILDREN

This is painstaking work that requires the teacher to be able to systematically, unobtrusively permeate the child's life with beauty, to ennoble his environment in every possible way. 2.2 Tasks and methods of aesthetic education Tasks of aesthetic education of preschoolers, based on its purpose, can be represented by two groups. The first group of tasks is aimed at shaping the aesthetic attitude of children to the environment. ...

With peers in thematic and situational interaction; ¾ activation of the mental activity of a preschooler; CHAPTER III. EXPERIMENTAL WORK ON ARTISTIC AND AESTHETIC EDUCATION OF PRESCHOOL CHILDREN BY MEANS OF MANUAL CREATIVITY 3.1. The purpose and conditions of the experiment The purpose of the experiment is to test the hypothesis put forward by us, the essence of which is that the process ...

Preschool age is a period of intensive formation of the psyche based on the prerequisites that have developed in early childhood. Along all lines of mental development, neoplasms of varying severity arise, characterized by new properties and structural features. They occur due to many factors: speech and communication with adults and peers, various forms of cognition and inclusion in various activities (playing, productive, household). Along with neoplasms, in the development of psychophysiological functions on the basis of an individual organization, complex social forms of the psyche arise, such as personality and its structural elements (character, interests, etc.), subjects of communication, cognition and activity and their main components - abilities and inclinations. At the same time, further development and socialization of the individual organization takes place, to the greatest extent, expressed at the psychophysiological level, in cognitive functions and psychomotor. New mental functions are formed, more precisely, new levels, which, thanks to the assimilation of speech, acquire new properties that allow the child to adapt to social conditions and the requirements of life.

Preschool childhood covers the period from 3 to 6-7 years. At this time, the child is disconnected from the adult, which leads to a change in the social situation. The child for the first time leaves the world of the family and enters the world of adults with certain laws and rules. The circle of communication is expanding: a preschooler visits shops, a clinic, begins to communicate with peers, which is also important for his development.

The leading activity in preschool age is the game. A game is a form of activity in which a child reproduces the basic meanings of human activity and learns those forms of relationships that will be realized and carried out later. He does this by substituting some objects for others, and real actions - reduced.

Particular development at this age receives a role-playing game. The basis of such a game is the role chosen by the child, and actions to implement this role.

D.B. Elkonin argued that the game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, objects are conditional. The subject of the game is an adult as a carrier of some social functions, entering into certain relationships with other people, adhering to certain rules in his activities.

In the game, an internal plan of action is formed. It happens in the following way. The child, playing, focuses on human relationships. In order to reflect them, he must internally play not only the entire system of his actions, but also the entire system of the consequences of these actions, and this is possible only when creating an internal plan of action.

As shown by D.B. Elkonin, the game is a historical education, and it occurs when the child cannot take part in the system of social labor, because he is still small for this. But he wants to enter adult life, so he does it through the game, a little in contact with this life.

In the course of the role-playing game, imagination develops. From the substitution of some objects for others and the ability to take on various roles, the child proceeds to the identification of objects and actions with them in his imagination.

The game also affects the personal development of the child. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. The basic skills of communication with peers are being formed, feelings and volitional regulation of behavior are being developed.

Reflective thinking begins to develop. Reflection is the ability of a person to analyze his actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people. The game contributes to the development of reflection, because it makes it possible to control how the action that is part of the communication process is performed.

There is an interest in drawing and designing. At first, this interest manifests itself in game form: child, drawing, plays certain plot, for example, the animals drawn by him fight among themselves, catch up with each other, people go home, the wind blows away the apples hanging on the trees, etc. Gradually, the drawing is transferred to the result of the action, and a drawing is born.

Learning activity begins to take shape within play activity. Elements of learning activity do not appear in the game, they are introduced by an adult. The child begins to learn by playing, and therefore treats learning activities as a role-playing game, and soon masters some learning activities.

All mental processes are a special form of objective actions. According to L.F. Obukhova, in Russian psychology there has been a change in ideas about mental development due to the separation of two parts in action: indicative and executive. Research by A.V. Zaporozhets, D.B. Elkonina, P.Ya. Galperin made it possible to present mental development as a process of separating the orienting part of the action from the action itself and enriching the orienting part of the action due to the formation of ways and means of orientation. The orientation itself is carried out at this age at different levels: material (or practical-active), perceptual (based on visual objects) and mental (without relying on visual objects, in terms of representation). Therefore, when one speaks of the development of perception, one has in mind the development of ways and means of orientation. At preschool age, orientation activity develops very intensively. Orientation can be carried out at different levels: material (practically effective), sensory? visual and mental. At this age, as studies by L.A. Wenger, there is an intensive development of sensory standards, i.e. colors, shapes, sizes, and the correlation (comparison) of objects with these standards. In addition, there is an assimilation of phoneme standards mother tongue. In the general sense of the word, standards are the achievements of human culture, the "grid" through which we look at the world. When a child begins to master the standards, the process of perception acquires an indirect character. The use of standards allows the transition from a subjective assessment of the perceived world to its objective characteristics.

Mastering the standards, changing the types and content of the child's activity leads to a change in the nature of the child's thinking. By the end of preschool age, a transition to the perception of the world around from the standpoint of objectivity is planned. The child's thinking is formed in the course of the pedagogical process. The peculiarity of the development of the child lies in the active mastery of the ways and means of practical and cognitive activity having a social origin. According to A.V. Zaporozhets, mastering such methods plays a significant role in the formation of not only complex types of abstract, verbal-logical thinking, but also visual-figurative thinking, characteristic of preschool children.

Thus, thinking in its development goes through the following stages: 1) improvement of visual-effective thinking on the basis of developing imagination; 2) improvement of visual-figurative thinking on the basis of arbitrary and mediated memory; 3) the beginning of the active formation of verbal-logical thinking through the use of speech as a means of setting and solving intellectual problems. In his research, A.V. Zaporozhets, N.N. Poddyakov, L.A. Wenger et al. confirmed that the transition from visual-effective to visual? figurative thinking occurs due to a change in the nature of orienting research activity. Orientation, based on the method of trial and error, is replaced by a purposeful motor, then visual and, finally, mental orientation.

At this age, attention is involuntary and is caused by outwardly attractive objects, events and people. Interest comes first. What is the child focusing on? either or com? or only during that period of time in which he retains a direct interest in a person, object or event. The formation of voluntary attention is accompanied by the appearance of egocentric speech. At the initial stage of the transition of attention from involuntary to voluntary great importance have means to control the attention of the child, and reasoning aloud. Attention during the transition from younger to older preschool age develops as follows. Younger preschoolers look at the pictures they are interested in, can engage in a certain type of activity for 6-8 seconds, and older preschoolers - 12-20 seconds. At preschool age, different degrees of stability of attention are already noted in different children. Perhaps this is due to the type of nervous activity, physical condition and living conditions. It has been observed that nervous and sick children are more likely to be distracted than calm and healthy ones.

The development of memory goes from involuntary and direct to voluntary and mediated memorization and recall. This fact was confirmed by Z.M. Istomina, who analyzed the process of formation of voluntary and mediated memorization in preschoolers. Basically, in all children of early preschool age, involuntary, visual-emotional memory predominates. The transition from involuntary to voluntary memory is divided into two stages: 1) the formation of the necessary motivation, i.e., the desire to remember or recall something; 2) the emergence and improvement of the necessary mnemonic actions and operations. The productivity of memorization in children in play activities is much higher than outside the game. At the age of 5-6 years, the first perceptual actions aimed at conscious memorization and recall are noted. These include simple repetition. By the age of 6-7, the process of arbitrary memorization is almost completed. As a child grows older, the speed of retrieving information from long-term memory and transferring it to operational memory increases, as well as the volume and duration of operative memory. Many children of primary and secondary preschool age have a well-developed direct and mechanical memory. Children easily remember and reproduce what they saw and heard, but on condition that it aroused their interest. Thanks to the development of these types of memory, the child quickly improves his speech, learns to use household items, and is well oriented in space.

At the end of early childhood, when the child first demonstrates the ability to replace some objects with others, the initial stage of imagination development begins. Then it gets its development in games. How developed the child's imagination can be judged not only by the roles that he plays during the game, but also by crafts and drawings.

O.M. Dyachenko showed that imagination in its development goes through the same stages as other mental processes: involuntary (passive) is replaced by arbitrary (active), direct - mediated. Sensory standards become the main tool for mastering the imagination. In the first half of preschool childhood, the child's reproductive imagination predominates. It consists in the mechanical reproduction of the received impressions in the form of images. These can be impressions from watching a TV show, reading a story, a fairy tale, direct perception of reality. The images usually reproduce those events that made an emotional impression on the child. At the older preschool age, the reproductive imagination turns into an imagination that creatively transforms reality. Thinking is already involved in this process. This type of imagination is used and improved in role-playing games. The functions of the imagination are as follows: cognitive-intellectual, affective? protective. Informative? intellectual imagination is formed due to the separation of the image from the object and the designation of the image with the help of a word. Role affectively? protective function in that it protects the growing, vulnerable, weakly protected soul of the child from experiences and traumas.

Thus, the development of a child at preschool age consists in the preparation of general, basic human knowledge and skills, mental qualities and personality traits that every person needs for life in society. These include the acquisition of speech, the use of household items, the development of orientation in space and time, the development of human forms of perception, thinking, imagination, etc., the formation of the foundations of relationships with other people.

Psychological characteristics of preschool children

Preschool age is a special era of human development. Often, the mere mention of “tender age” evokes a smile of tenderness in adults. This is the time of sincerity and spontaneity, naivety and purity. However, contrary to the prevailing opinion about the cloudlessness of this period of life, one cannot but admit that this is hardly one of the most difficult stages in a person's life. During this period, the child is vulnerable, vulnerable, socially unadapted, is in the stage of emotional development. Imagine how difficult it is for a person at a time when he does not have enough vocabulary to express his own thoughts and feelings, cannot rely on personal life experience and accumulated knowledge to explain the phenomena and events taking place around him. However, most of these difficulties arise only when interacting with adults who are not ready to recognize a full-fledged personality in a child, to see in him a full-fledged partner, interlocutor, friend.

Preschoolers are commonly referred to as children between the ages of three and seven.

Three to four years

At this age, the child gradually moves beyond the family circle. Parents feel that the child needs children's society. At the same time, he is still very strongly attached to the house, to his parents, and parting with them often becomes a serious test for the baby.

From three to four years there are serious changes in the nature and content of the child's activities, in relations with others: adults and children.

The actions of the child at this age acquire a purposeful character - and this is a very important achievement. In various activities - playing, drawing, designing, children begin to act in accordance with a predetermined goal. True, the child is quickly distracted, leaving one thing for another. This is due to the instability of attention. People of this age have a pronounced need to communicate with adults and peers. An especially important role is played by interaction with an adult, who is the guarantor of psychological comfort and security for the child. In communication with him, the baby receives information of interest to him. For three-year-olds, it is very typical to plan a game like “Let me be a bunny, and you a wolf! Hello wolf! While it is easier for a child to play with adults, he is only learning to build relationships with other children. Games with rules are not yet clear.

During this period of life, interest in communication with peers also develops. In games, the first "creative" associations of children arise. In playing with other children, the child learns to take on certain roles and subordinates his behavior to them.

This shows the child's interest in the world of adults, who are a model of behavior for him, reveals the desire to master this world.

The most important activity at this age is gradually becoming a role-playing game. And this is not only about playing mother-daughters, pilots or doctors. The child devotes most of his active time to role-playing activities. In the game team, he has a need to regulate relationships with peers, norms of moral behavior are formed, moral feelings are manifested. In the game, children are active, creatively transform what they have perceived earlier, more freely and better control their behavior. They form behavior mediated by the image of another person. As a result of the constant comparison of their behavior with the behavior of another person, the child has the opportunity to better understand himself, his "I". Thus, the role-playing game has a great influence on the formation of his personality. The consciousness of "I", "I myself", the emergence of personal actions promote the child to a new level of development.

Many three-year-olds enjoy drawing, but as a rule, the images are very abstract. This is due to the fact that the child's ideas about the subject are just beginning to form. Graphic images may seem poor. At this age, the child's acquaintance with color and colors is much more important than what what he can draw. Therefore, you should not offer the child to depict something specific, just as you should not impose the use of certain colors. A common mistake teachers make is: “Why did you paint the sun blue? I need to paint it yellow."

Great value for development fine motor skills modeling and application have a positive effect on the development of perception.

Many children at this age like to play with building blocks. Constructive activity is still limited to the erection of simple structures according to a model or design.

By the age of three or four, children can perceive up to five or more shapes of objects and up to seven or more colors, are able to differentiate objects by size, and navigate in space. Memory and attention develop. By the end of this age period children are able to memorize significant passages from favorite poems and songs.

Visual-effective thinking continues to develop, children are able to establish some hidden connections and relationships between objects. Imagination begins to develop, which is especially evident in the game. The relationship of children is determined by the norms and rules that serve as the basis for assessing their own actions and the actions of other children.

At the age of four joint games of children begin to prevail over individual games. In the game, the child gets acquainted with the properties of objects, his perception, thinking, imagination develop.

A four-year-old person is already able not only to take into account the properties of objects, but also to assimilate some generally accepted ideas about the varieties of these properties - sensory standards of shape, size, color, etc. They become samples, measures against which the features of perceived objects are compared.

Visual-figurative becomes the predominant form of thinking. The child is able not only to combine objects according to their external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothes, dishes, furniture). Such representations are based not on the allocation of common and essential features of objects, but on the union of those that are part of a common situation or have a common purpose.

At this age, a “why” wakes up in a person - questions spill out of the baby. This is a sign of how the curiosity of the child increases dramatically.

At this age, there are significant changes in the development of speech: the vocabulary increases significantly, elementary types of judgments about the environment appear, which are expressed in fairly detailed statements.

Fifth year life is a period of intense physical growth and development. There are noticeable qualitative changes in the development of the basic movements of children.

The ability to plan one's actions, create and implement a certain plan arises and improves, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of the ways to achieve it.

Of particular importance is the joint role-playing game. It is in the game that children develop cognitive processes, develop observation, the ability to obey the rules, develop behavioral skills, and improve basic movements.

The plots of drawings and buildings are becoming much more diverse, although the plans may seem to adults not clear enough and stable.

An important mental new acquisition of children of this age is the ability to operate in the mind with ideas about objects, generalized properties of these objects, connections and relationships between objects and events. Understanding some dependencies between phenomena and objects gives rise to an increased interest in children in the arrangement of things, the causes of observed phenomena, the dependence between events, which entails an intensive increase in questions to an adult (how? why? why?). Children try to answer many questions themselves, resorting to a kind of experiment aimed at clarifying the unknown.

In the fifth year of life, children speak well, speak coherently, can retell small literary works, talk about a toy, a picture, and some events from their personal lives.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale or story on a given topic. The stability of attention increases, concentrated activity is available for 15–20 minutes. The child is able to keep in memory when performing any action a simple condition. Improved pronunciation of sounds and diction. Speech becomes the subject of children's activity. They imitate the voices of animals, intonationally highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.

The grammatical side of speech develops. The speech of children when interacting with each other is situational in nature, and when communicating with adults it becomes extra-situational.

At six years old there is an intensive development of intellectual, moral and emotional spheres personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development.

It is important to give children the opportunity independent decision set tasks, set a framework in which the child can search for several options for solving one problem, support children's initiative and creativity.

By the age of six, a person is able to independently set a goal, think about the way to achieve it, implement his plan, evaluate the result from the position of the goal. This is especially evident in creativity.

An obligatory element of the lifestyle of children at this age is participation in resolving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses, etc.), in educational games, puzzles, in the manufacture of homemade toys, the simplest mechanisms and models.

Older preschoolers begin to show interest in the future of schooling - the prospect of schooling is presented to the child as very tempting. Perhaps the most important thing is not to kill this interest. During this period, it is necessary to strive to develop the attention and memory of children, to form elementary self-control, the ability to self-regulate their actions. It's helped various games, requiring children to compare objects according to several criteria, search for errors, memorize, apply a general rule, and perform actions with conditions.

The behavior of a six-year-old person in one way or another correlates with his ideas about himself and about what he should or would like to be. In the process of interacting with the outside world, a six-year-old child, acting as an active person, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge helps to resolve conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

During this short period of life - from three to seven years - a person goes through several important stages in physical, mental and emotional development.

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