What activities do preschoolers need? Main activities of a preschool child Children in various activities

The Program is implemented daily:

In the process of organized educational activities with children (classes),

During the regime moments,

In the process of independent activity of children in various types of children's activities,

In the process of interaction with the families of children on the implementation of the Program.

Organized educational activities with children (classes)

The duration of educational activities, the maximum allowable volume of educational workload, the duration of breaks between periods of continuous educational activities, as well as the time period (first or second half of the day) in which organized educational activities are carried out, are determined by SanPiN 2.4.1.3049-13.

The duration of continuous educational activities for children from 2 to 3 years does not exceed 10 minutes. Educational activities are carried out in the first and second half of the day.

In the middle of continuous educational activities, a physical education minute is held. Breaks between periods of continuous educational activity - at least 10 minutes.

Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day. To prevent fatigue in children, educational activities are combined with physical development classes and musical activities.

With children of the third year of life, physical development classes are carried out by a teacher in subgroups - 3 times a week: 2 times in a group room and in a gym, 1 on the street.

Planning of educational activities when working on a five-day week is presented in Appendix No. 1.

The organization of the educational process is carried out on the basis of the leading type of activity - the game, taking into account the individual abilities, capabilities and interests of each child.

When working with children, a variety of didactic, educational games, entertaining exercises, experimenting games, game and problem situations, elements of modeling and design are widely used.

Organized educational activities are aimed at:

To systematize, deepen and generalize the personal experience of the child;

To master new complex ways of cognitive activity;

To the awareness of connections and dependencies that are hidden from children in everyday affairs and require special conditions and management by the teacher for mastering.

When organizing organized educational activities, an activity approach is used: knowledge is not given in finished form, but is comprehended through analysis, comparison of essential features. The child acts as a researcher, "discovering" fundamental properties and relationships. The teacher leads the children to this "discovery" by organizing and directing their learning activities. Education is built as an exciting problem-based play activity, providing the subjective position of the child and the constant growth of his independence and creativity. For this purpose, elements of a problematic presentation are introduced into the training. educational material, conversations, collective or individual independent search, experimental and project activities are organized.

An effective technique is the mutual "permeation" of various educational areas in different types children's activities. Between the various areas of activity of children, internal integration is carried out: the development of mathematical representations in the process of drawing; artistic creativity in the process of perception of music; acquiring counting skills in the process of playing in a store or in a hospital, etc. The educator himself causes the activity of children, involving them in this or that activity, demonstrating his own enthusiasm. In this context, the child acts as a subject of activity.

Educational activities with children are built on the basis of thematic planning, which is convenient not only when planning classes, but when planning individual work and the activities of the educator to develop the cognitive abilities of children in free activities.

It is important to ensure the relationship between the content of educational activities and everyday life, holiday, game. During the day, children are given the opportunity to return to their work - designs, drawings, and also make the necessary attributes for games. To do this, small “workshops” are created in the group - a place where paper, glue, paints, and various waste materials for crafts are located.

Such training has a personality-oriented character, since in its process conditions are formed for the formation of not only knowledge, but also the main basic characteristics of a person that are meaningfully age-appropriate: independence, initiative, competence (intellectual, linguistic, social), creative attitude to work, arbitrariness , freedom of conduct, self-esteem.

Similar information.

INTRODUCTION

CHAPTER 1. Development of mental functions in preschool age

§one. Characteristics of the development of thinking, perception and speech

§2. Features of the development of imagination, memory and attention in children preschool age

CHAPTER 2. The main activities of a child of preschool age.

§one. Game as a leading activity of preschool age

§2 Visual activity and perception of a fairy tale in preschool age

§3. Labor activity of preschool children

CHAPTER 3. Readiness of the child for school

§one. Crisis of seven years. Symptom of loss of immediacy

§2.Psychological characteristics of readiness for learning at school

CONCLUSION

REFERENCES

INTRODUCTION

Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, as it turns out that the preschool period of life is the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The future of the child largely depends on the conditions under which it will proceed. At the same time, multiple factors influencing the socialization of the individual are also laid down and formed precisely in the preschool period of a child's development.

Development of psychology modern man laid in early age and is predetermined by the pedagogical characteristics of the impact of society on him, the impact on him of the people around him and, above all, the people closest to the child, his family. This confirms the role that the psychologist-teacher plays in the formation of personality, the formation of its psychological characteristics.

In the upbringing and development of a preschooler, all factors influencing the child are important - both family education and education in a preschool institution.

Society declares its conditions of social behavior developed in the course of social evolution. And here it is important to orient the upbringing and development of a preschooler in such a way that his behavior, as interaction with the environment (society), including orientation towards this environment, as well as the development of personal characteristics, including the physical capabilities of the body, correspond to the developed norms and principles, requirements of conditions of socialization.

The topic of this term paper is relevant, because the study of a child of preschool age will always help any person to understand the developmental processes of his child and thereby help to most actively develop any abilities in him.

General theoretical issues of the development of preschool children are disclosed in the works of D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky and others.

The purpose of the work: to reveal the features of the process of development of a child in preschool age.

The object of the study is preschool children.

The subject of the research is the process of development of preschool children.

Research objectives:

· Analyze the psychological and pedagogical literature on the research topic;

· To study the features of the development of preschool children.

The theoretical significance of the work lies in the consideration of some aspects of the development of the child, which were not well disclosed earlier.

The practical significance of the work lies in the ability to use the information obtained for the development by teachers of various programs necessary for the development of a preschool child.

CHAPTER 1. Development of mental functions in preschool age

§one. Characteristics of the development of thinking, perception and speech

child preschool development

In preschool childhood, the child has to resolve increasingly complex and varied tasks that require the identification and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results. Children discover and use the relationship between the degree of moisture content of clay and its pliability during modeling, between the shape of the structure and its stability, between the force of hitting the ball and the height to which it bounces when it hits the floor, etc. Developing thinking gives children the opportunity to anticipate the results of their actions in advance, to plan them.

As curiosity and cognitive interests develop, thinking is increasingly used by children to master the world around them, which goes beyond the tasks put forward by their own practical activities.

The child begins to set cognitive tasks for himself, looking for explanations for the observed phenomena. Preschoolers resort to a kind of experiment to clarify issues of interest to them, observe phenomena, reason about them and draw conclusions. Children acquire the opportunity to talk about such phenomena that are not related to their personal experience, but about which they know from the stories of adults, books read to them. Of course, the reasoning of children is not always logical. To do this, they lack the knowledge and experience. Often preschoolers amuse adults with unexpected comparisons and conclusions.

From finding out the most simple, transparent, superficial connections and relationships of things, preschoolers gradually move on to understanding much more complex and hidden dependencies. One of the most important types of such dependencies is the relationship of cause and effect. Studies have shown that three-year-old children can only detect causes consisting in some external influence on the object (the table was pushed - it fell). But already at the age of four, preschoolers begin to understand that the causes of phenomena can also lie in the properties of the objects themselves (the table fell because it has one leg). At older preschool age, children begin to indicate as causes of phenomena not only the immediately striking features of objects, but also their less noticeable, but constant properties (the table fell, “because it was on one leg, because there are still many edges, because that is heavy and not supported").

The observation of certain phenomena, their own experience of actions with objects allow older preschoolers to clarify their ideas about the causes of phenomena, to come to a more correct understanding through reasoning.

By the end of preschool age, children begin to solve rather complex problems that require an understanding of certain physical and other connections and relationships, the ability to use knowledge about these connections and relationships in new conditions.

The expansion of the range of tasks available to the child's thinking is associated with the assimilation of more and more new knowledge. Gaining knowledge is a prerequisite for the development of children's thinking. The fact is that the assimilation of knowledge occurs as a result of thinking, is a solution to mental problems. The child simply will not understand the explanations of the adult, will not learn any lessons from his own experience, if he fails to perform mental actions aimed at highlighting those connections and relationships that adults point to him and on which the success of his activity depends. When new knowledge is acquired, it is incorporated into further development thinking and is used in the mental actions of the child to solve subsequent problems.

The basis for the development of thinking is the formation and improvement of mental actions. It depends on what mental actions a child has, what knowledge he can acquire and how he can use them. Mastering mental actions in preschool age occurs according to common law assimilation and internalization of external orienting actions.

Acting in the mind with images, the child imagines a real action with an object and its result, and in this way solves the problem facing him. This is already familiar to us visual-figurative thinking. Performing actions with signs requires distraction from real objects. In this case, words and numbers are used as substitutes for objects. Thinking, carried out with the help of actions with signs, is abstract thinking. Abstract thinking obeys the rules studied by the science of logic, and is therefore called logical thinking.

The correctness of the solution of a practical or cognitive task that requires the participation of thinking depends on whether the child is able to single out and connect those aspects of the situation, the properties of objects and phenomena that are important, essential for its solution. If a child tries to predict whether an object will float or sink by associating buoyancy, for example, with the size of the object, he can only, by chance, guess the solution, since the property he singled out is actually unimportant for swimming. A child who, in the same situation, associates the ability of a body to float with the material from which it is made, singles out a much more essential property; his assumptions will be justified much more often, but again not always. And only the allocation of the specific gravity of the body in relation to the specific gravity of the liquid (the child masters this knowledge when studying physics at school) will give an unmistakable solution in all cases.

Perception at preschool age becomes more perfect, meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search Children know the main colors and their shades, they can describe the object in shape and size. They learn a system of sensory standards (round like an apple).

In preschool childhood, the long and complex process of mastering speech is basically completed. By the age of 7, the language for the child becomes really native. The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. The vocabulary of speech is growing intensively. As in the previous age stage, there are great individual differences: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. We present the average data for V. Stern. At 1.5 years old, the child actively uses about 100 words, at 3 years old - 1000-1100, at 6 years old - 2500-3000 words. The grammatical structure of speech develops. Children learn the patterns of morphological order (word structure) and syntactic order (phrase construction). A child of 3-5 years old correctly captures the meanings of "adult" words, although he sometimes uses them incorrectly. The words created by the child himself according to the laws of the grammar of the native language are always recognizable, sometimes very successful and certainly original. This children's ability for independent word formation is often called word creation. K.I. Chukovsky in his wonderful book "From Two to Five" collected many examples of children's word creation (From mint cakes in the mouth - a draft; The bald head is barefoot; Look how it rained; I'd rather go for a walk, not eaten; Mom is angry, but quickly fertilizes ; crawler - worm; mazeline - vaseline; mokres - compress).

§2. Features of the development of imagination, memory and attention in preschool children

The development of children's imagination is associated with the end of the period of early childhood, when the child for the first time demonstrates the ability to replace one object with another and use one object in the role of another.

In the games of preschool children, where symbolic substitutions are made quite often, imagination is further developed.

At the senior preschool age (5 - 6 years), when there is a performance in memorization, the imagination from reproductive (recreating) turns into creative. Imagination in children of this age is already connected with thinking, is included in the process of planning actions. The activity of children acquires a conscious, purposeful character.

The creative imagination of children is manifested in role-playing games.

By the end of the preschool period of childhood, imagination in children is presented in two main forms:

) Arbitrary, independent generation by the child of any idea;

) The emergence of an imaginary plan for its implementation.

Imagination in preschoolers performs several functions:

) Cognitive - intellectual,

) Affectively - protective.

Cognitive function allows the child to learn better the world easier to solve the tasks assigned to him.

The affective-protective function of the imagination protects the vulnerable soul of the child from excessive experiences and traumas.

Games for the development of the child's imagination can be successfully used for a kind of symbolic resolution of conflict situations. This can be explained by the fact that through an imaginary situation, the resulting voltage is discharged.

By the age of 6, the focus of the child's imagination, the stability of his ideas, increases. This finds expression in an increase in the duration of the game on one topic.

It should be noted that during the period of its inception, the imagination of a preschooler is practically inseparable from play actions with the material, it is determined by the nature of the toys, the attributes of the role. And children of 6-7 years old no longer have such a close dependence on play material, and the imagination can find support in such objects that are not similar to those being replaced. Imagination images at this age are characterized by brightness, visibility, mobility.

Senior preschool age is sensitive (sensitive) for the formation of the imagination. It is at this age that the activation of the imagination occurs: first, reproductive, recreating (allowing you to imagine fabulous images), and then creative (which provides the opportunity to create a new image).

The importance of imagination in mental development is great, it contributes to a better knowledge of the world around, the development of the child's personality.

Auditory and visual impressions play an important role in the development of memory in a child of 5-7 years old. Gradually the memory becomes more complex.

The memory of a preschool child is especially rich in images of individual specific objects. These images combine essential, common features characteristic of a whole group of objects (animals, birds, houses, trees, flowers, etc.), as well as non-essential features, particular details.

Children's memory is also characterized by a completely opposite property - this is an exceptional photographic quality. Children can easily memorize any poem or fairy tale. If an adult, retelling a fairy tale, deviates from the original text, then the child will immediately correct him, recall the missing detail.

At preschool age, other features of memory begin to form. Memorization at this age is mostly involuntary (the preschooler does not care that everything that he perceives can be easily and accurately recalled later).

But already at the age of 5 - 6 years, arbitrary memory begins to form.

It should also be noted that visual-figurative memory predominates at the age of 5-7 years. But throughout this entire period, verbal-logical memory arises and develops; during recollection, the essential features of objects begin to stand out.

A characteristic feature of the attention of a preschool child is that it is caused by outwardly attractive objects. Focused attention remains as long as there is interest in the perceived objects: objects, events, people.

Thus, the emergence and development of voluntary attention is preceded by the formation of regulated perception and active command of speech. To improve the ability of a preschooler to self-regulate their cognitive activity, it is necessary:

) develop his cognitive abilities (thinking, perception, memory, imagination),

) train the ability to concentrate consciousness (switch from one subject to another, develop stability of attention, improve its volume).

CHAPTER 2. The main activities of a preschool child

§one. Game as a leading activity of preschool age

The game is the main activity of a preschooler. Children of this age spend most of their time in games, and during the years of preschool childhood, from three to six or seven years, children's games go through a rather significant development path: from subject-manipulative and symbolic to plot-role-playing games with rules. At the older preschool age, one can meet almost all types of games that are found in children before entering school.

The same age is associated with the beginning of two other important types of activity for the development: work and study. Certain stages in the consistent improvement of games, labor and learning of children at this age can be traced by conditionally dividing preschool childhood into three periods for analytical purposes: junior preschool age (3-4 years), middle preschool age (4-5 years) and senior preschool age (5 - 6 years). Such a division is sometimes carried out in developmental psychology in order to emphasize those rapid, qualitative changes in the psychology and behavior of children that occur every one or two years in preschool childhood.

Younger preschoolers still play, as a rule, alone. In their subject and design games, they improve perception, memory, imagination, thinking and motor abilities. The plot-role-playing games of children of this age usually reproduce the actions of those adults whom they observe in everyday life.

Gradually, by the middle period of preschool childhood, games become collaborative, and more and more children are included in them. The main thing in these games is not the reproduction of the behavior of adults in relation to the objective world, but the imitation of certain relationships between people, in particular, role-playing ones. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves. Children's role-playing games have various themes with which the child is quite familiar from his own life experience. The roles that children play in the game are, as a rule, either family roles (mom, dad, grandmother, grandfather, son, daughter, etc.), or educational (nanny, teacher in kindergarten), go professional ( doctor, commander, pilot), or fabulous (wolf goat, hare, snake). The role-players in play can be humans, adults or children, or substitute toys such as dolls.

In middle and senior preschool age, role-playing games develop, but at this time they already differ in a much greater variety of topics, roles, game actions, rules introduced and implemented in the game than at younger preschool age. Many objects of a natural nature used in the play of younger preschoolers are replaced here by conventional ones, and the so-called symbolic game arises. For example, a simple die, depending on the game and the role assigned to it, can symbolically represent and various items furniture, and a car, and people, and animals. A number of play actions in middle and older preschoolers are only implied and performed symbolically, abbreviated, or only indicated by words.

A special role is given in the game to the exact observance of the rules and relations, for example, subordinate ones. Here for the first time leadership appears, children begin to develop organizational skills and abilities.

In addition to games that include real practical actions with imaginary objects and roles, drawing is a symbolic form of individual game activity. Ideas and thinking are gradually more and more actively included in it. From the image of what he sees, the child eventually moves on to drawing what he knows, remembers and invents himself.

Games-competitions stand out in a special class, in which winning or success becomes the most attractive moment for children. It is assumed that it is in such games that the motivation to achieve success is formed and consolidated in preschool children.

At senior preschool age, the design game begins to turn into labor activity, during which the child designs, creates, builds something useful, necessary in everyday life. In such games, children learn elementary labor skills and abilities, learn the physical properties of objects, they actively develop practical thinking. In the game, the child learns to use many tools and household items. The ability to plan his actions appears and develops, manual movements and mental operations, imagination and ideas are improved.

Among the various types of creative activities that preschool children love to engage in, a large place is occupied by the fine arts, in particular children's drawing. By the nature of what and how the child depicts, one can judge his perception of the surrounding reality, the features of memory, imagination and thinking. In drawings, children tend to convey their impressions and knowledge received from the outside world. Figures may vary significantly depending on the physical or psychological state child (illness, mood, etc.). It has been established that the drawings made by sick children differ in many respects from the drawings of healthy children.

Music occupies an important place in the artistic and creative activity of preschoolers. Children enjoy listening to music, repeating musical sequences and sounds on various instruments. At this age, for the first time, an interest in serious music lessons arises, which in the future can develop into a real hobby and contribute to the development of musical talent. Children learn to sing, perform a variety of rhythmic movements to music, in particular dance. Singing develops musical ear and vocal abilities.

So, none of the childhood ages requires such a variety of forms of interpersonal cooperation as preschool, since it is associated with the need to develop the most diverse aspects of the child's personality. This is cooperation with peers, with adults, games, communication and joint work. Throughout preschool childhood, the following main activities of children are consistently improved: game-manipulation with objects, individual object game of a constructive type, collective plot- role-playing game, individual and group creativity, games-competitions, games - communication, housework. Approximately a year or two before entering school, one more type of activity is added to the above - educational activity, and a child of 5-6 years old practically becomes involved in at least seven or eight different types of activity, each of which develops him specifically intellectually and morally.

§2. Visual activity and perception of a fairy tale in preschool age

The visual activity of the child has long attracted the attention of artists, teachers and psychologists (F. Fröbel, I. Luke, G. Kershensteiner, N.A. Rybnikov, R. Arnheim, and others).

What is the role of visual activity in the overall mental development of the child?

According to A.V. Zaporozhets: “Visual activity, like a game, allows you to more deeply comprehend the subjects of interest to the child. However, it is even more important, as he points out, that as the child masters visual activity, an internal ideal plan is created, which is absent in early childhood. At preschool age, the internal plan of activity is not completely internal, it needs material supports, drawing is one of such supports.

A child can find himself in drawing, and at the same time, an emotional block that hinders his development will be removed. The child may have self-identification, perhaps for the first time in his creative work. At the same time, his creative work in itself may not have aesthetic value. Obviously, such a change in its development is much more important than the final product - the drawing.

In the article "Prehistory of the development writing» L.S. Vygotsky considered children's drawing as a transition from a symbol to a sign. The symbol has a resemblance to what it stands for, the sign has no such resemblance. Children's drawings are symbols of objects, since they have a resemblance to the depicted, the word does not have such a resemblance, so it becomes a sign. The drawing helps the word to become a sign. According to LS. Vygotsky, from a psychological point of view, we should consider the drawing as a kind of children's speech. L. S. Vygotsky considers children's drawing as a preparatory stage of written speech.

Another function of children's drawing is an expressive function. In the drawing, the child expresses his attitude to reality; in it you can immediately see what is the main thing for the child, and what is secondary, in the drawing there is always an emotional and semantic center. Through drawing, you can control the emotional and semantic perception of the child.

Finally, the last. The favorite plot of children's drawings is a person - the center of all children's life. Despite the fact that in visual activity the child deals with objective reality, real relations play an extremely important role here too. However, this activity does not sufficiently bring the child into the world of mature social relations, into the world of work, in which adults participate.

In addition to playing and visual activity, the perception of a fairy tale also becomes an activity at preschool age. K. Buhler called preschool age the age of fairy tales. This is the most favorite literary genre of the child.

S. Buhler specifically studied the role of fairy tales in the development of the child. In her opinion, the heroes of fairy tales are simple and typical, they are devoid of any individuality. Often they don't even have names. Their characteristics are limited to two or three qualities that are understandable to children's perception. But these characteristics are brought to an absolute degree: unprecedented kindness, courage, resourcefulness. At the same time, the heroes of fairy tales do everything that ordinary people do: they eat, drink, work, get married, etc. All this contributes to a better understanding of the fairy tale by the child.

But in what sense can the perception of a fairy tale be an activity? The perception of a small child differs from the perception of an adult in that it is an extended activity that needs external supports.

A.V. Zaporozhets et al. singled out a specific action for this activity. This assistance, when the child takes the position of the hero of the work, tries to overcome the obstacles that stand in his way. B. M. Teplov, considering the nature of the artistic perception of the child, pointed out that empathy, mental assistance to the hero of the work is "the living soul of artistic perception."

Empathy is similar to the role that the child takes on in the game D.B. Elkonin emphasized that the classical fairy tale corresponds to the maximum to the effective nature of the child's perception of a work of art, it outlines the route of those actions that the child must carry out and the child follows this route. Where this line does not exist, the child ceases to understand it, as, for example, in some fairy tales by H. H. Andersen, where there are lyrical digressions. T. A. Repina traced in detail the path of interiorization of assistance: young children understand when they can rely on an image, and not just on a verbal description.

Thus, the first children's books should be picture books, and the pictures are the main support in tracing the action. Later, such tracking becomes less necessary. Now the main actions should be reflected in verbal form, but in the form and in the sequence in which they actually occur. In older preschool age, a generalized description of events is possible.

§3. Labor activity of preschool children

At preschool age, four types of labor are feasible for children.

Self-service - the formation of skills of eating, washing, undressing and dressing; development of skills to use hygiene items (pot, handkerchief, towel, toothbrush, comb, brush for clothes and shoes, etc.); fostering a caring attitude to their things and household items.

Household work - the development of household labor skills in everyday life in children (wiping and washing toys, children's and doll furniture, washing doll and children's (socks, handkerchiefs, etc.) linen, cleaning toys and putting things in order in the room, helping parents with kitchen.

Labor in nature is the active, feasible participation of children in work in the flower garden, berry garden, garden, as well as caring for indoor plants and pets.

Manual labor - independent and with the help of adults, the manufacture of paper, cardboard, natural and waste material of the simplest items needed in everyday life and for a child's games (boxes, needle beds, panels, play material, etc.).

So, starting from an early age, children develop labor skills aimed at satisfying personal needs, they are associated with the processes of dressing, undressing, eating, and observing basic personal hygiene skills. In joint activities with adults, children are introduced to new labor operations: put dishes, wipe the table, remove toys. On a walk, children can help an adult remove leaves on the paths and benches, collect snow with a shovel. In a corner of nature, together with adults, they water flowers, feed the living inhabitants.

When teaching preschool children the skills of self-care, it is important to preserve their desire for independence, which is a great achievement of a child of this age, the most important factor in the formation of industriousness. From an adult, great patience and pedagogical tact are required in order not to extinguish the children's initiative. Children should be encouraged to try to help each other. The household work of children of this age is reduced to the execution of the simplest assignments, but this work should be encouraged in every possible way, since these actions contain the beginnings of collective labor. It is necessary that work be feasible for children. However, already at this age they should feel that every work is connected with overcoming difficulties. Children should be taught to work side by side without interfering.

Parents should take care of animals and plants in the presence of their children, explaining their actions and encouraging the children to want to help him. It is important to form in children a desire to take care of animals and flora.

At the middle preschool age, the skills that children mastered at a younger age are improved. But much attention is paid to diligence, the ability to bring the work started to the end: dress, undress, eat without being distracted. These tasks are solved more successfully when using game techniques and systematic monitoring of children's actions. At this age, the child has a desire to teach a friend what he himself can do.

Household work begins to occupy a significant place in the lives of children, the main form is various assignments. Children perform not only individual labor actions (I wipe the cube), but they learn to perform entire labor processes (wet the cloth, wipe the cubes, rinse the cloth, dry it, put it back in place).

In nature, children participate in feasible labor for the care of living inhabitants, they are responsible for labor assignments at their summer cottage.

During manual labor, children learn the simplest skills of making crafts from paper and natural materials.

In children of older preschool age, special attention should be paid to ensuring that the child uses labor skills consciously (he understands the need to brush his teeth, use a handkerchief, rinse his mouth after eating, etc.). Children are already dressing, undressing on their own, keeping their clothes clean, in order in their locker and the room as a whole. Children are taught to take care of their belongings, clean and dry clothes and shoes. Children are brought up with sensitivity, kindness, responsiveness, the ability to come to the aid of younger and older family members.

Thus, with senior group the content of the household labor of children is expanding. Special attention is given to the formation of skills for organizing collective family work activities. Children are taught to listen to the task, think over the work plan, prepare everything necessary for its implementation, be careful during work, not interfere with the work of other family members, help them, do not quit the job without finishing it, do not hesitate to ask for help. Along with participation in collective activities, children also carry out individual assignments, which differ both in difficulty and in character.

CHAPTER 3. Readiness of the child for school

§one. Crisis of seven years. Symptom of loss of immediacy

On the basis of the emergence of personal consciousness, a crisis of 7 years arises.

The main symptoms of the crisis:

) loss of immediacy. Wedged between desire and action is the experience of what significance this action will have for the child himself;

) mannerisms; the child builds something out of himself, hides something (the soul is already closed);

) a symptom of "bitter candy": the child feels bad, but he tries not to show it. Difficulties arise in upbringing, the child begins to withdraw and becomes uncontrollable.

These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and directly superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it. The emergence of inner life is extremely important fact, now the orientation of behavior will be carried out within this inner life. The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society as a set of people who carry out compulsory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible. Often the higher stage of development that a child reaches by the age of seven is confused with the problem of the child's readiness for schooling. Observations in the first days of a child's stay at school show that many children are not yet ready to study at school.

However, the school is a public institution.

The “symptom of the loss of immediacy” (L.S. Vygotsky) becomes a symptom that cuts through the preschool and primary school ages: between the desire to do something and the activity itself, a new moment arises - an orientation in what the implementation of this or that activity will bring to the child This is internal orientation in what meaning the implementation of activities can have for the child - satisfaction or dissatisfaction with the place that the child will take in relations with adults or other people.

AT recent times education exists and will increase in preschool, but it is characterized by an exclusively intellectualistic approach. The child is taught to read, write, count. However, you can be able to do all this, but not be ready for schooling. Readiness is determined by the activity in which all these skills are included. The assimilation of knowledge and skills by children at preschool age is included in the game activity, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for schooling should never be measured by the formal level of skills and abilities, such as reading, writing, counting. Owning them, the child may not yet have the appropriate mechanisms of mental activity.

The transition to the school system is a transition to the assimilation of scientific concepts. The child must move from a reactive program to a program of school subjects (L. S. Vygotsky). The child must, firstly, learn to distinguish between different aspects of reality, only under this condition can one proceed to subject education. The child must be able to see in an object, in a thing, some of its separate aspects, parameters that make up the content of a separate subject of science. Secondly, in order to master the basics of scientific thinking, the child needs to understand that his own point of view on things cannot be absolute and unique.

J. Piaget singled out two important characteristics of the thinking of a child of preschool age. The first concerns the transition from the pre-operational thinking of a preschool child to the operational thinking of a schoolchild. It is carried out through the formation of operations; and an operation is an internal action that has become reduced, reversible and coordinated with other actions into an integral system. The operation comes from external action, from the manipulation of objects.

As we have repeatedly noted, human action is characterized by a complex relationship between the orienting and executive parts. P.Ya. Galperin emphasized that the characterization of an action only in terms of its executive part is insufficient. This remark, first of all, refers to J. Piaget, since, speaking of action, he does not single out the psychological and objective content in it.

Under the leadership of P. Ya. Galperin, studies were carried out that made it possible to reveal the process of transition from preschool to the beginnings of the school worldview. As you know, the thinking of a preschooler is characterized by a lack of ideas about invariance. It is only at the age of seven or eight that the child recognizes the conservation of quantity. J. Piaget associated the disappearance of this phenomenon with the formation of operations.

So, by the end of preschool age, we have three lines of development.

Voluntary behavior formation line,

The line of mastering the means and standards of cognitive activity,

The line of transition from egocentrism to decentration. Development along these lines determines the child's readiness for schooling.

To these three lines, which were analyzed by D.B. Elkonin, it is necessary to add the child's motivational readiness for schooling. As shown by L. I. Bozhovich, the child strives for the function of a student. For example, during the "playing school" children of younger ages take on the function of a teacher, older preschoolers prefer the role of students, since this role seems to them especially significant.

L.S. Vygotsky identifies some features that characterize the crisis of seven years:

) Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops new relationships with himself, which were impossible before the generalization of experiences.

) By the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failures at every step, lose. A generalization of feelings arises in a child of school age, i.e., if some situation has happened to him many times, he develops an affective formation, the nature of which is related to a single experience or affect in the same way as a concept is related to a single perception or memory.

By the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age.

§2. Psychological characteristics of readiness for learning at school

In cognitive terms, the child already reaches a very high level of development by the time he enters school, which ensures the free assimilation of school curriculum. However, psychological readiness for school is not limited to this alone. In addition to developed cognitive processes: perception, attention, imagination, memory, thinking and speech, it includes formed personal characteristics, including interests, motives, abilities, character traits of the child, as well as qualities associated with the performance of various activities. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior. In order for a child to be practically ready for learning and acquiring knowledge, it is necessary that each of these characteristics be sufficiently developed in him. What does this mean in practice?

The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. The attention of children by the time they enter school should become arbitrary, possessing the necessary volume, stability, distribution, and switchability. Since the difficulties that children encounter in practice at the beginning of schooling are connected precisely with the lack of attention development, it is necessary to take care of its improvement in the first place, preparing a preschooler for learning.

The initial stage of schooling makes great demands on the memory of children. In order for a child to be able to master the school curriculum well, it is necessary that his memory becomes arbitrary, that the child has various effective means for memorizing, preserving and reproducing educational material.

There are usually no problems associated with the development of children's imagination when they enter school, so that almost all children, having played a lot and in various ways at preschool age, have a well-developed and rich imagination.

Thinking is even more important than imagination and memory for children's learning. When entering school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical.

The speech readiness of children for learning and learning is primarily manifested in their ability to use the word for arbitrary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing. This function of speech should be given special care during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child's intellectual development.

The personal readiness of children for learning seems to be no less important than cognitive and intellectual. The desire of the child to learn and his success depend on it.

Speaking about the motivational readiness of children to learn, one should also keep in mind the need to achieve success, the corresponding self-esteem and level of claims. The need to achieve success in a child, of course, must dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-esteem is adequate, and the level of claims is appropriate to the real opportunities available to the child.

Thus, the abilities of children do not necessarily have to be formed by the beginning of schooling, especially those that continue to develop actively in the process of learning. Another thing is more significant: that even in the preschool period of childhood, the child should form the necessary inclinations for the development of the necessary abilities.

CONCLUSIONS

The social situation of the development of a preschooler is characterized by a significant expansion of the range of interpersonal relationships, which at the previous stage of development - at an early age - were reduced mainly to a narrow family circle. A preschooler, while maintaining relationships with parents and other members of his family (grandparents, siblings, etc.) as the most significant, begins to actively explore the sphere of communication with peers, and having entered preschool, is also included in the relationship with the educator as a social adult who performs special functions and makes special, new requirements for the child. However, changes in the social situation of development at this age are not limited only to the expansion of the sphere of relationships: along with the cognitive and personal development of a preschooler, there is also a qualitative change in his previous connections - child-parent relationships are rebuilt, and interaction with other family members acquires a different psychological content. Deeper forms of communication with people become available to the preschooler.

In comparison with early childhood, a preschooler's sphere of activity also becomes fundamentally different. During the preschool age, which lasts for four whole years (from 3 to 7 years old), the child masters such complex activities as role-playing (the leading activity of this age), drawing, designing, perception of a fairy tale and many other activities. The activity of communication continues to develop intensively: in addition to the situational-personal and situational-business forms of communication between a child and an adult, a preschooler masters two new, more complex forms of communication - outside situational-cognitive and extra-situational-personal, as well as interaction with peers.

Within the framework of significant relationships that permeate all forms of a child's activity, preschoolers gradually develop a whole system of neoplasms that are of fundamental importance on the scale of the entire ontogenetic process. Studies show that at preschool age, not only individual mental functions (perception, attention, memory, speech, etc.) develop intensively, but a kind of laying of the general foundation of cognitive abilities takes place, including the formation of such types of thinking as visual-effective, visual -figurative and elements of verbal-logical. It is the preschool age that provides the child with unique opportunities for the development of symbolic function and imagination, which underlies any kind of creative activity.

In the personal sphere of a preschooler, a hierarchical structure of motives and needs begins to form, a general and differentiated self-esteem, elements of volitional regulation according to reference. At the same time, moral norms of behavior are being actively assimilated, and on the basis of a gradually accumulating life experience value-semantic formations arise. By the end of preschool age, the possibilities of voluntary regulation of behavior also noticeably increase, and the egocentric perception of reality gradually gives way to the ability to take into account not only one's own point of view, but also take into account the views and opinions of other people - both adults and peers.

In the context of the diagnostic and correctional work of a psychologist, the above-mentioned components of the social situation of development, typical activities, forms of communication and normative neoplasms of preschool age serve as basic guidelines in the process of analyzing the course of a child's development. Violation of any of the links or mechanisms of development of the complex psychological structure of the personality of a preschooler, which A.N. Leontiev called the process of “the initial actual folding of the personality,” can decisively affect the entire further course of the child’s development.

Important features of preschool age include the fact that during it many psychological characteristics of the child (including unfavorable ones) are still latent, not quite obvious, and their manifestations are, as it were, “disguised” as purely childish, and therefore, completely features of immaturity natural for this period. Subsequently, it can be seen that in some cases, socially undesirable aspects of children's behavior turn out to be transient, temporary, and as a result, gradually, as they grow older, the child loses them (for example, timidity and fearfulness in new situations, impulsiveness and immediacy of response, egocentrism, etc. ). However, in many other cases, at preschool age, the roots of serious future problems are laid in a child, since already here quite stable features of personal response begin to form, a hierarchy of motives and values ​​\u200b\u200bis being built, and some characterological features are fixed. In this regard, the warning of A.V., based on numerous facts, is more than fair. Zaporozhets that "if the corresponding intellectual or emotional qualities for one reason or another do not receive proper development in early childhood, then subsequently overcoming such shortcomings turns out to be difficult, and sometimes impossible"

CONCLUSION

The path of knowledge that a child goes through from 3 to 7 years old is huge. During this time, he learns so much about the world around him and so masters various intellectual operations that many psychologists and teachers of the past believed that the preschool child had gone through the main path of development of thinking and that in the future he would only have to master the knowledge gained in science.

At first glance, this view seems to be correct. Indeed, a child (especially by the end of preschool age) already knows how to observe, generalize, draw conclusions, and make comparisons. He has a desire to look into the cause of the phenomenon, to discover the existing connections and relationships of things. This is evidenced, for example, by the persistence and even bothersomeness with which, already in the first half of preschool childhood, he asks adults his endless “why?”.

True, children can often be satisfied with the most superficial and even ridiculous answers, but there must still be some kind of answer, and if there is none, the child finds it himself, in some kind of his own logic specific to this age. And these questions deeply concern children, as they are closely related to their general emotional attitude to the environment.

All this suggests that the consciousness of a preschool child is not just filled with individual images, ideas and fragmentary knowledge, but is characterized by some holistic perception and understanding of the reality around him, as well as an attitude towards it. In a certain sense, one can say that he has his own view of the world, and he himself and his relationships with other people are not excluded from this world.

We can say that in the period of preschool childhood, a special children's worldview is really formed, which includes some general idea of ​​the world, attitude towards it and attitude towards oneself in this world.

REFERENCES

1. Aseev V. G. Developmental psychology: Tutorial. - M.: Enlightenment, 2008. - 230 p.

Vygotsky L.S. Collected Works: In 6 vols.-T. four. . - M.: Vlados, 2008. - 283 p.

Zimnyaya I.A. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

Martsinkovskaya T.D. History of Child Psychology: Textbook. - M.: Vlados, 2008. - 283 p.

5. Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n / D .: Phoenix, 2007. - 384 p.

Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n / D .: Phoenix, 2007. - 384 p.

Pedagogy // ed. Yu.K. Babansky-M.: Gardarika, 2009. - 225 p.

8. Spirin L.F. Theory and technology for solving pedagogical problems: Textbook. - St. Petersburg: Peter, 2005. - 560s.

9. Stolyarenko L.D. Educational psychology: Textbook. - M.: Enlightenment, 2008. - 142 p.

10. Stolyarenko L.D. Educational psychology: Textbook. - M.: Enlightenment, 2008. - 142 p.

11. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

12. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

Elkonin D. B. Child psychology. - M.: Pedagogy, 2006. - 178 p.

Yaroshevsky M.G. History of psychology. - M.: Enlightenment, 2008. - 230 p.

Yaroshevsky M.G. History of psychology. - M.: Enlightenment, 2008. - 230 p.

Forms of educational activity in SP No. 2 GBOU secondary school No. 170

In the preschool structural unit No. 2 of the GBOU secondary school No. 170, children from 2 months to 8 years old are brought up. Given the specifics of their individual needs and interests, teachers have identified various forms of activity.

Features of the organization of the educational process in groups for children of primary preschool age

Tasks of education and development:

To promote favorable adaptation in kindergarten.

To ensure the physical development of children, the timely mastery of basic movements and elementary cultural and hygienic skills.

To promote the development of cognitive activity of children.

To promote the development of independence in children, mastering a variety of ways of acting, acquiring self-service skills, playing activities and communication.

To develop the relationship of children, the ability to act in concert, accept a common goal, experience the joy of the results of common efforts and joint activities.

To promote the development of children's interest in participating in play and artistic activities.

An indicative list of forms of educational activity ( junior group)

The organization of the educational process in groups for young children in GBOU secondary school No. 170 (structural unit No. 2) corresponds to the Federal State Educational Standard and the content of the approximate main general education program preschool education "Childhood" T.I. Babaeva et al. 2011, pp. 23-97).

Features of the organization of the educational process in groups for children of middle preschool age

Tasks of upbringing and development of children:

Contribute to the formation of positive relationships with the teacher and children in the group, stable emotionally positive well-being and activity of each child.

Strengthen physical and mental health, improve basic movements, cultivate cultural and hygienic skills and habits, and harden the child's body.

To develop the cognitive activity of children, enrich the sensory experience of children, create conditions for the development of means and methods of cognition.

To enrich children's ideas about people, objects and phenomena of animate and inanimate nature, different aspects of the surrounding reality.

To create conditions for mastering a variety of skills and ways of activity and communication, to support manifestations of independence in various types of activities,

Strengthen friendly relations between children and friendly relations in joint affairs.

To cultivate a benevolent attitude of children to the environment, emotional responsiveness to the condition of other people, good feelings for animals and plants.

To develop an emotional image for manifestations of beauty, to stimulate the desire to reflect impressions in artistic, communicative and gaming activities, experience success and joy from the realization of one's ideas.

The organization of the educational process in groups for children of middle preschool age in GBOU secondary school No. 170 (structural unit No. 2) corresponds to the Federal State Educational Standard and the content of the exemplary basic general educational program of preschool education "Childhood" T.I. Babaeva et al. 2011, p. 103- 196).

An indicative list of forms of educational activity ( middle group)

Features of the organization of the educational process in groups for older children

In order to ensure the continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education; in the structural unit No. 2, older groups function.

Tasks of education and development of children.

Protect and strengthen the physical and mental health of children.

To develop the humanistic orientation of children's attitude to the world, to promote the manifestation of children's independence in using the rules of the culture of communication, benevolence and emotional responsiveness, friendly relationships, the desire for cooperation, interaction with peers and close adults.

To develop cognitive activity, curiosity, the desire of children to explore and experiment with objects, materials, natural objects, the ability to observe, compare, analyze, use diagrams, models. Enrich the horizons of children, deepen and differentiate the idea of ​​the world.

To develop the initiative and independence of children in activities, communication and cognition.

Enrich the aesthetic feelings and impression of children, interest in art, music, fiction.

To develop the desire for schooling, interest in school, in the future new social position of the student, to ensure the formation of the full readiness of children for schooling.

Develop children's self-awareness, educate children in confidence, self-esteem, the desire for socially approved actions and deeds, maintain the joy of growing up. Understanding the growth of opportunities and achievements.

Educators for seniors and preparatory groups have higher education, completed refresher courses on working with children aged 5-7 years.

Educators and specialists working with children aged 5-7 regularly get acquainted with the peculiarities of the organization of the educational process at school No. 170, attend classes at primary school. Preschool structural unit No. 2 invites primary school teachers to GBOU, joint events are held as part of the implementation of the objectives of the continuity of preschool and primary general education (see the plan for the succession of the SP and the school)

The development of five educational areas by children is carried out in the process of educational activities for

organization of various types of children's activities, such as games, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive research (study of objects of the surrounding world and experimentation with them), and also the perception of fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, paper, natural and other materials, visual (drawing, modeling, appliqué), musical (perception and understanding the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity. In the process of psychological and pedagogical activities, educators and specialists of our structural unit use traditional and innovative forms of work with children: games, activities, excursions, entertainment, developmental situations, experimentation, etc.)

Approximate list of forms of educational activity (senior preschool age)

GROUPS OF A SHORT STAY IN GBOU secondary school No. 170 (structural unit No. 2).

In order to ensure the comprehensive development of children who do not attend preschool educational institutions, to form the foundations for their readiness for schooling, in our structural unit No. due to various reasons (health problems, the desire of parents to raise a child at home, the special difficulties that children experience during the period of adaptation to a preschool organization).

There are 3 short stay groups in the kindergarten:

- "Adaptive" - ​​uneven-aged (from 1.5 to 4 years).

- “Playing, learning” - uneven-age (from 4 to 7 years old)

Short-stay group "Special child" - uneven-age (from 4 to 7 years)

Diagnoses:

Symptomatic and idiopathic generalized epilepsy;

ICP (infantile cerebral palsy) of varying degrees of complexity

RDA (early childhood autism);

Williams syndrome;

The working hours of short stay groups are 5 days, 3.5 hours each.

Children are not provided with meals at the request of their parents.

Alexandra Veselova
Types of children's activities

Types of children's activities

Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence.

Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the connection of the child with the leading areas is established. being: the world of people, nature, the objective world. There is an introduction to culture, to universal values.

Therefore, the main task of preschool education is to create favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and creative potential of each child, as a subject of relations with himself, other children, adults and the world.

GEF identifies 5 educational areas, which are implemented through the organization of various types children's activities or their integration using a variety of forms and methods of work.

In the first place is the game activity because it comes from human nature itself. Main Feature game activities is the possibility of development and improvement of a person, as well as the creation of conditions for communication and interaction with people of different ages and interests. The game unites both peers and people of different generations.

game view children's activities, organized during regime moments, joint, independent children's activities.

Cognitive research is organized with the aim of developing children's cognitive interests, their intellectual development. The main task is the formation of a holistic picture of the world, the expansion of horizons.

Communicative activity is carried out during the entire time the child is in preschool, and contributes to the child's mastery of constructive ways and means of interaction with other people - the development of communication with adults and peers, the development of all components of oral speech.

Motor activity is organized during physical classes, during regime moments, in a joint adult and child activities.

Self-service and elements of domestic work. This type activity includes: self-service, domestic work indoors, domestic work outdoors.

pictorial activity is aimed at shaping the aesthetic side of the surrounding reality. This type activities realized through drawing, modeling, appliqué.

Musical activity aimed at developing the ability to emotionally perceive music. Directions work: listening, singing, song creativity, musical and rhythmic movements, dance and game creativity, playing musical instruments.

The perception of fiction is aimed at the formation of interest and the need for reading books. Implemented through: reading books, discussing what was read, learning poetry, situational conversation. Children learn to be listeners, to treat books with care.

In the course of its activities the child encounters difficulties, when he has a difficulty, he turns to the adults around him. Scheme of development of any kind activity is:

1. Self child activity

2. Difficulty

3. Joint activity with adults and peers

4. Joint activities with peers

5. amateur performance

An important indicator of a child's development is the level of mastery of various types of children's activities. The child is helped at this stage by preschool educators, who, in turn, should be able to organize leading types of children's activities, as well as organize joint and independent preschool activities.

Related publications:

Productive activities of preschoolers in the context of the Federal State Educational Standard before (children's design) Preschool childhood is an important, stressful and responsible period in development, both for the child himself and for the adults accompanying him.

Consultation for educators "Types and forms of activities of children on a walk" Municipal Preschool educational institution Chukhlomsky Kindergarten"Spring" Chukhlomsky municipal district Kostroma region.

Consultation "Productive activities" A child of the third year of life is distinguished by great activity and a desire for independence. Therefore, the lack of conditions for manifestation.

Organization of children's cognitive activity in the conditions of the summer period. Modern preschoolers are inquisitive researchers of the world around them, they are ready to master various types of experiments, experiments, perceive.

Features of the organization of educational activities with the inclusion of various types of children's activities and cultural practices Features of the organization of educational activities with the inclusion of various types of children's activities and cultural practices in accordance.

“I feel entitled to say: Long live self-education in all fields. Only that knowledge is strong and valuable, which you have obtained.

Support for children's initiative in the framework of project activities The modern system of preschool education is developing in accordance with the requirements for preschool education. MDOU "Children's.

Preschool children are always involved in some kind of activity. They run, play, look at pictures and books, want to wash dishes like mom, or knock with a hammer like dad ... The activities of preschoolers are diverse, and all of them are vital. So in childhood, three interrelated processes take place: the development of the cognitive sphere, the development of activities and the formation of personality.

Why is involvement in activities important for a preschooler?

Various activities enable preschool children to actively explore the world around them, try their hand, and gain first experience.

Children's activity is understood as a process formed by a need and specific actions. Ideally, the result is still important, compared with the initial desire (whether it turned out what you were striving for or not). But preschool children are far from always result-oriented; direct actions in which they are interested are useful to them.

The special value of the activity lies in the fact that there is a two-way process. Developing, the preschooler learns to perform more complex actions, and by engaging in activities, he is immersed in conditions that stimulate his development.

Conditions are created for the speech development of preschoolers through various activities. Whatever the child does, he accompanies his occupation with words. With the help of speech, children reveal the causes of behavior, express the goals of their actions: “I am building a house”, “I will comb my dolls”, etc.

Variety of types and forms of activity in preschool age

A preschooler gradually masters those types of activities that are feasible for him at a certain age stage. In early childhood, it is necessary to master actions with objects. Then comes the turn of the game, creativity and mental actions aimed at solving the problem.

Each age period is characterized by the predominance of some activities over others. The dominant species is the most influential, therefore it is distinguished as the leading activity.

The involvement of the child in the case is carried out in different ways. Interest and attempts to do something can arise spontaneously under the influence of momentary desire, or when the baby observes others and seeks to imitate. Also, children's activities can be organized by adults and correspond to a specific goal to develop useful skills.

The child is especially prone to certain activities. Perhaps he has the makings of drawing or music, construction or logical thinking. Appropriate activities will help develop the preschooler, given to him by nature.

A preschooler can enthusiastically build a house out of cubes or draw on his own, but he is also attracted to collective activities. The collective form provides other possibilities. The child sees what peers are doing, notices what actions are approved, and role models are formed in his mind.

Productive activities

Through separate activities, the child creates a real product that can be shown to others or evaluated. In these cases, there are preschoolers.

These, first of all, include drawing, designing, making applications.

Features of productive activity lie in the fact that, by depicting or modeling, a preschooler receives multifaceted material for the development of perception. He needs to figure out the size and shape of the object, figure out how to display them on a sheet or in a model. The child develops the perception of color and the technique of detailed examination.

Game activity

Most of the time the preschooler is busy with games. The game develops and is at this age. For a period of 3 to 7 years, gaming activity changes greatly, enriched with new forms and content.

A three-year-old can play alone, carried away by the subject. Interest in how peers play arises somewhat later. Younger preschoolers begin to imitate each other, show their toys, they can just run together, and for them this is already a game.

The most common in preschool childhood are mobile and. Outdoor games, such as hide-and-seek or catch-up, are aimed at developing motor skills.

They differ in strict rules - otherwise there will be no game. Interestingly, until the age of 4, the child does not understand why he is running away or hiding, but he follows the rule. Even in such a simple activity, the formation of ideas about the rules and norms is laid.

Role play is especially important for a preschooler. Acting according to the rules of the role, the child develops imagination, masters the norms of communication, learns to control his behavior.

It prepares the preschooler for the next type of application of his strength - for artistic productive activity.

Creative activity

The artistic or creative activity of a preschooler develops in accordance with the principle “from simple to more complex”. In children's creativity, much depends on the extent to which the child owns the means and methods of transforming everything that he sees, hears and feels into images and models.

There are very few such methods and means at the disposal of the younger preschooler. By the age of 6-7, a preschooler learns a lot: to draw and cut out of paper, to imagine images before they are embodied in a drawing or model, to keep the idea of ​​​​a conceived composition and consistently create it. , in turn, is represented by several types.

Fine art

The child includes drawing, modeling, making appliqués. Classes are useful at any age, since children are more often attracted to the process itself, and not the result. It doesn’t matter that the baby gets only chaotic lines and circles. In these inept actions, the hand and the technique of drawing movements, visual perception develop, a sense of color and harmonious color combinations is formed.

Practicing in drawing, the preschooler masters the space of the sheet. At the age of 5, he will no longer begin to draw everything in a row on one sheet, but will begin to demand a new one - one for the Snowman, and the other for the meadow with flowers. The child comes to understand that the creation of a drawing requires compliance with a single composition.

Making appliques gives the child the first ideas about symmetry. Symmetry becomes a discovery for a preschooler when snowflakes, leaflets and other elements of an applique plot are cut out of a folded sheet of paper.

After such practice, children develop the ability to see symmetry in the world around them.

Construction

The constructive activity of a preschooler is the construction of various buildings and the creation of models from Lego parts and other plastic or wooden sets. Paper construction belongs to the same category.

In practical actions, the preschooler reveals the existing patterns. There is an awareness of what shapes and sizes the parts should have in order for them to fit together. Experimenting, children come to understand that when building a tower, it is necessary to make the base wider so that it is more stable - this is how the concept of stability and balance is formed.

Develops the ability to perceive the subject as a whole. A preschooler learns to plan a few steps ahead, and then implement his plan. This activity develops constructive thinking.

Music and dance activities

Musical activities are rarely mentioned in the context of the development of a preschooler. At the same time, it is an actively present and important topic in a child's life. Children early begin to respond to music, the perception of musical sounds and rhythm is formed.

Preschoolers of all ages enjoy dancing to music. The ear for music also develops.

Dance classes provide significant influence on the motor and general development of the child. He remembers and performs the movements in a given order, learns to distribute attention between the direct execution of movements and observation of the coach or dance partners. At the same time, the ability to perceive a visual-motor image develops. As the dance moves are mastered, the preschooler can be creative and create their own dance.

Cognitive research activity

The cognitive activity of a preschooler contributes to the development of mental activity and thinking. Such activity can manifest itself in a practical and mental form. In the case when the child conducts the simplest experiments, cognitive research activity takes place.

The preschooler does not engage in experimentation for fun. He is confronted with a previously unknown property of the object and seeks to understand this property, to discover the argument. The child checks how the paper boat floats and what happens when the paper is completely saturated with water. He is experimenting with what can be thrown higher - a ball or a balloon.

In such activities, the preschooler discovers the essential features of objects and phenomena. He can not explain them, and then follows a chain of questions to an adult. intensifies and encourages new experiences. The value of children's research activity lies in the fact that it is a way of knowing the world around us.

Labor activity

Preschoolers want to be like mom or dad. He watches what adults are doing, and he also wants to try his hand. At this time, the child is driven by a strong interest and desire to be on an equal footing.

The child is fascinated by the process, not the result. He wants to knead the dough with his mother and water the flowers in the flower bed next to his father. The preschooler declares that he will help. It’s not a problem that the “assistant” will be covered in flour, or will pour water from a watering can on himself. Participation in a useful cause is important.

The main rule that parents should be guided by is: do not get annoyed! The child shows independence, realizes his needs. In addition, he absorbs the manners of adults, and the parental reaction will become a model of behavior for him in the future.

The child expects a positive assessment, praise, approval of his actions. A sense of pride in their achievements in a child manifests itself already at the age of 3 years, as soon as he discovered his own self. It is very important to praise the child and entrust him with the work that is feasible for him.

Of particular value from the point of view of a younger preschooler is that he becomes an employee of an adult and acts in a real situation, and not a game one. The older preschooler has other priorities. He is happy to get to work if he understands its importance. Whatever the motive for inclusion in the activity, the preschooler gradually develops labor skills.

Learning activities

At older preschool age, children become interested in more serious "adult" skills - reading, counting. Cognitive motives are formed. All these are prerequisites for the fact that the child is ready to learn new things and solve more complex problems. Games and creative activities prepare the preschooler for learning activities.

The first skills are instilled in a preschooler in a didactic game. Didactic games are called games specially invented by adults so that children gain new knowledge and develop skills.

At first, in a playful way, but over time, preschoolers, even without a playful context, listen with interest to educational material, read and perform simple counting operations.

As for educational activities, preschoolers should not be overloaded with new knowledge. It is much more important to prepare children for the fact that schooling requires the arbitrariness of cognitive processes. And for this it is necessary to conduct games with children for attention, for the development of arbitrary perception and memory.

In an effort to fully develop the child, adults need to remember that all activities of children benefit them. It is important for a preschooler to play and draw, design and perform feasible household chores. Parents should give the child the opportunity to exercise independence, be patient with children's experimentation, and actively engage in joint activities.