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Mandatory game materials for the second junior group and requirements for them. Educational games for children of the younger group in kindergarten. Card file

Game lesson with children of the younger group "Mishka and his friends".

Material description: I offer you a summary of a play lesson with children of the younger group "Bear and his friends." This material will be useful for educators and psychologists. The lesson is aimed at the formation of the main neoplasms of social development in young children, will help teachers contribute to the successful adaptation of children to kindergarten.

Target: creating an emotionally comfortable atmosphere in the group, the cohesion of the children's group.
Tasks:
- To develop self-regulation of pupils.
- Formation of a positive emotional mood, rallying a group of children

Course of the lesson
Educator-psychologist: Hello guys! Something Mishka didn't come to visit us. Maybe we ourselves will go to visit him. What would you like to ride ”?
Children:"By car, by train."
The psychologist shows a flat layout of a steam locomotive:
“Let's take the train. I will be a locomotive, and you get up one after the other, so we have a train with trailers. Our train went:
Chukh - chukh, chukh - chukh
The train is racing at full speed.
So we arrived. Look, there is a house, probably Mishka lives here. Let's knock. "
Children perform a simulation exercise - banging their fists. The Bear appears.
Educator-psychologist:“Say hello to Mishka. What a beautiful home you have.
Tell Mishka why we came. "
Children:"On a visit."
Bear:“I am very glad to have guests; I'll show you everything. "
Children:"Do you live alone in a house?"
Bear:“No, not alone, but who lives in my house, guess:

He lives in the forest under the tree,
Wears sharp needles.
Educator-psychologist: That's right Hedgehog. What are you, hedgehog, so prickly?
Hedgehog: It's me just in case! Do you know who my neighbors are? Foxes, wolves and bears!
Educator-psychologist: Guys, do you know what the Hedgehog loves to eat? Milk. Let's give the Hedgehog milk to drink. (Children bring the saucer to the Hedgehog)
Educator-psychologist: Guys, what does Mishka like to eat? That's right Honey. Guys only our Bear is for some reason very sad. Bear why are you sad?
(The bear shows a small barrel of honey. And says that he has honey, but there is nothing to wash down the honey with).
Educator-psychologist: Children, let's give our teddy bear tea, because he is our guest. (Invites children to the table). What do you need to take to make Mishka drink tea?
Educator-psychologist: takes one subject, tells what it is called and what it is for.
-This is a kettle, tea is poured into it. What color do we have?
Where do we pour the tea? Here in this teacup, which we put on a saucer. What color is the cup?
Children's answers.
-Correct blue! And what color is the saucer?
Children's answers.
-Yellow! Right. (a teacher-psychologist puts a cup on a saucer with the children)
(Children treat Mishka to tea)
Educator-psychologist: Here we are, and we gave the teddy bear some tea. Our teddy bear has become cheerful! Guys Mishka says thank you for the children, he brought gifts, these cones. Let's play with cones and with Mishka.
Finger game "Cones for a bear"
Children walked through the woods,
(two bumps lie on the rug, children slap their hands on their knees)
The kids collected cones.
(children take a bump in each hand)
Here are the bumps
(twirl the cones in front of you)
We will give it to the bear!
This is how the bumps knock
(knocking cones on each other)
All the kids are amused
Here are the bumps
(twirl the cones in front of you)
We will give it to the bear!
We will show the bumps to the bear
(we stretch the cones to the bear)
And then hide behind the back
(we hide the cones behind the back)
Look for a bear
(swing your shoulders)
Where are our bumps
(the bear is looking for cones.)
And here they are!
(kids show)
Admire the bear
These are the bumps!
(we twist the cones in front of us.)
We put the cones in a bag and give them.

Classes in the younger group of the kindergarten for children have a lot of features. This is due to the fact that the age of babies is special. In the article we will tell you about the developmental, educational process with children 3-4 years old. At the same time, we will list all the skills and abilities that children must master.

Features of work

The age of the pupils of the preschool educational institution has its own subtleties, nuances. This is taken into account when planning the educational, upbringing, developmental process. We will list them:

  • v the younger group of kindergarten includes babies aged 3 to 4 years;
  • the development process is fundamentally different from that which took place in the nursery. If earlier children demanded attention, affection, now they become curious, want to know the world;
  • right now there is an interest in "collective" games. Toddlers begin to build relationships with other children of the same age. The role of the educator fades into the background. This becomes the first phase in the development of self-reliance;
  • it is believed that the development of children in this group is the most difficult process. It is explained by the fact that the pupils of the preschool educational institution are just beginning to adapt to the "adult" life, while they often fall ill;
  • right now the speed of intellectual development is being revealed. Some children understand more quickly what their caregivers want from them, while others more slowly. It is also noticeable in the developmental process. Therefore, educators are required to have an individual approach to each child;
  • this age, with the help of the teaching staff, allows children to learn to be independent.

    This is especially true for the moment of self-service. They dress themselves, eat, visit the bathroom, toilet.

What skills and abilities do they acquire?

Babies 3-4 years old begin to adapt to adulthood. At this stage, they begin to develop certain skills and abilities. Let's list everything that kindergarten teachers should teach:

  • the baby should be able to dress independently, undress, put on shoes;
  • eat on your own, holding the utensils correctly;
  • eating meals consistently;
  • visit the toilet on your own, be able to sit on the potty;
  • know how to wash your hands after using the toilet and before eating.

These are key skills that will be instilled not only in the preschool educational institution, but also at home. But there are educational skills. should be able to, know the following:

  • quickly navigate in space: know where is right, left, the wrong side of the jacket and its front side. Also, kids should be familiar with spatial concepts. For example: on a table, under a chair, in a box, to the right of a plate, above your head, between cabinets, etc.
  • be able to repeat actions for the teacher. For example, lay out a house, a Christmas tree, a fence from counting sticks. Before this, the teacher demonstrates how to do this;
  • learn to identify the basic geometric shapes: circle, square, triangle;
  • be able to distinguish colors;
  • perform sequential actions - collect a constructor, cubes or puzzles;
  • be able to take care of decorative flowers;
  • help adults set the table.

Requirements for classes in the younger group of preschool educational institutions

At the age of 3, kids need to start teaching and developing. Classes in the younger group of kindergarten already differ from what was in the manger. But still, they take place in a playful way. Classes have other features:

  • they last 15 minutes. That is how much time babies can concentrate on something specific;
  • classes should have already clearly defined goals;
  • special attention is paid to the development of fine motor skills of the hands, and a variety of exercises are carried out to coordinate movements;
  • conduct classes on the development of oral speech and expansion of vocabulary;
  • through alternative methods of drawing, sculpting objects from plasticine, aesthetic development is carried out;
  • begin to carry out physical exercises, developing dexterity, endurance, flexibility, coordination in children;
  • musical lessons are included in the educational process. On them, the pupils of the preschool educational institution begin to distinguish sounds by intensity, height. Get acquainted with the concept of rhythm.

Designed for children aged 3-4 years. At this age, many skills continue to be actively formed in children, mental processes such as speech, thinking, memory are actively developing and improving. Therefore, to a large extent, how all these processes will proceed will affect the child's level of readiness for school in the future.

Kindergarten is rightfully considered the second social institution in a child's life after a family, in which completely different social norms and relationships reign, which were not familiar to him before. During the period of preschool education, a child needs to learn a lot, understand, learn, learn, comprehend. First of all, children in kindergarten learn to communicate and be in a team, learn the rules of ethical behavior and communication with peers. It is worth noting that educators play a primary role in this process.

Many children in 2 for the younger group of kindergarten have been in kindergarten for a year or two. The adaptation period for them has already passed, they have already managed to get to know their team, get used to the daily routine, the teacher, to the group premises.

At this age, children develop self-esteem, they try to meet the demands of adults, learn to be good and obedient, to contrast and compare themselves with other children. But sometimes the conclusions from such an opposition are wrong, especially if the child has not established contact in the team or with the educators, which is manifested in the future by outbursts of aggression, unwillingness to attend kindergarten, stubbornness, whims, and even hysteria.

Given this nuance, psychologists tend to count children 2 junior kindergarten groups children who are in transition and crisis age. The task of educators and parents by joint efforts is to help children safely cross this age line.

Through changes in mental processes, such as perception, attention, imagination, speech, thinking, memory, the child's character and temperament continue to form, and activities are improved.

With the transition to the second junior group, the program requirements for the upbringing of the skills of a culture of behavior, the planning of the upbringing process, naturally become more complicated. In children in the fourth year of life, they continue to form independence, the ability to overcome minor difficulties. More complex requirements are imposed on the performance of actions during regime processes (to set tables with adults, prepare various materials for games and activities), respect for toys, and for the work of elders. In addition, the educator should now pay more attention to the formation of skills in children and their implementation of the rules of polite communication, organized behavior in kindergarten, at home, on the street.

The increased requirements of the program are based on new capabilities of the child, on his ability to perform more complex actions, to generalize, understand and evaluate the behavior of peers, on greater attachment to adults who are fair and affectionate with him. I plan the work, the teacher pays special attention to the formation of such personality qualities as sensitivity, attentiveness, courtesy, tact, which will help the child see and distinguish the state of a person, decide what to do in each specific case, so as not to cause trouble for others.

The evening presents great opportunities for fostering a culture of behavior. This is the time of especially confidential communication between the educator and the children, heart-to-heart talk. Direct communication with the educator helps to strengthen the child's attachment, trust in him - the most important condition for moral education. Staging of simple stories with the help of toys can also be scheduled for the evening hours, for example, "How a naughty kitten burned his paw" or "How Natasha's bird almost flew away." The teacher draws the content of such scenes from observations and diary entries; children perceive scenes from their lives with interest.

Children like games with an element of competition, competition, for example: "How the plates and spoons clink." This game shows who is best able to perform the necessary actions (for example, collecting objects that jingle with each other - spoons, plates), not to break the silence. The winner is the one who made the least noise. Pupils of the senior group are involved in the game.

The level of development of children of the fourth year of life makes it possible to somewhat complicate the program requirements for morally directed games-activities, games-exercises, dramatizations. Now they are structured so that each subsequent exercise builds on the previously acquired experience of the children. This ensures faster and more durable mastering of the skill.

The principle of conducting games is becoming a broader, complex effect on the consciousness and moral feelings of children, as well as providing them with the opportunity to exercise in performing the necessary actions and deeds. Gradually, children are given more and more independence, bypassing the demonstration of actions, an opportunity is created for independent exercises in cultural behavior.

To achieve unity between the ideas of how to behave and the specific behavior of the child, playful exercises should be widely used. Children are very fascinated by, for example, games-exercises to consolidate the rules of etiquette in communicating with adults and children around them, in which they use puppet theater, toys, humorous pictures, slides, excerpts from film strips, flannelograph, etc.

Observations show that not all children keep order in the group: knowing that toys need to be put into the “houses”, they still don’t put them away. Some children do not always do this, even after the teacher's reminder. If the teacher, using a play technique, says, for example: “Guys, the car is not in the garage, it will get wet in the rain, let's clean it up,” and he himself gets involved in the play process, the children respond more willingly. In other words, an adult, attracting various means and using different forms, should subtly and unobtrusively, but persistently encourage children to take action until they get used to doing the work on their own.

Exercises in performing actions to show the teacher is a kind of training in children's behavior that is necessary for the formation of a skill. For example, at the lesson “Visiting Matryoshka” it was clearly shown how to politely greet, bowing his head. On the following days, when meeting with children, it is necessary not only to greet them amiably, but, if necessary, remind how we greeted Matryoshka in class: “Say hello to the children the way Matryoshka and I greeted”, that is, consistently and persistently strive for, so that children learn the necessary skill.

Gradually, game exercises and tasks should be complicated, demonstrate actions in a complex. For example, a caregiver shows a photograph of children washing their hands. The children are watching with interest. The teacher asks:

- Who do you see here?

Children are happy to recognize their comrades:

- Kostya, Tanya, Igor, Olya, - they say.

- What are Tanya and Olya doing? - the teacher asks the question again.

- They wash their hands, - the kids answer with a smile.

- Right. Tanya and Olya wash their hands. All our children know how to wash their hands clean and tidy. Now we are going to learn how to wash our face and hands together. Ira came to visit us. She already goes to the senior group and knows how to wash well. Let's take an example from her.

The teacher draws the attention of the children to how Ira, after having washed her face, wipes it and her hands with a towel, applying it to her face. “I'm big too, I want to show you how to wash,” says Igor. He correctly repeats the entire washing process. The teacher says that now the children know how to wash and use a towel.

The example shows that this exercise, on the one hand, especially captivates children, since it is a continuation of a well-known game, and on the other hand, it serves as a transition from play to serious, conscious actions. This exercise allows you to generalize individual actions, to show the children in the complex the process of washing. They have an active interest, they name the parts of the face that should be washed, they repeatedly practice folding their hands in a boat, etc.

The above game-exercise "Each thing has its place", as already mentioned, fosters accuracy, the skills to maintain order. After playing games, classes, exercises on the topic "Maintaining order", children notice the disorder more sharply. For example:

Olya played with a toy dog ​​before dinner. The teacher asked her to help set the table for dinner. Olya, having washed her hands, set to work, leaving the dog on the floor. Many children noticed this, and the teacher said:

- Guys, the dog won't find its kennel house, help her.

Olya immediately caught herself.

- Oh, I didn’t remove the dog, we must put it in the kennel.

And the children said:

“Now you need to wash your hands one more time.

Children begin to notice a dropped doll, a toy that has not been put back in its place. The teacher, for his part, is watching this: "Children, our doll Zoya fell, help her to get up and sit on a chair." Or: “Some chauffeur forgot to take the car to the garage. Take her, please, so that she doesn't get caught in the rain. " This form of reminder will attract the active attention of many children, and the one who is "guilty" will willingly correct the mistake. But sometimes the direct question: "Who has not removed the toys?" - the children answer: “It was not me who was playing,” and the toys remain uncleaned.

Having taught children certain actions and aroused a positive attitude towards them, the educator introduces new attributes into the play corners, which make it possible to develop the content of the games in accordance with the acquired skills of cultural behavior. For example, in the exercise game “Doll Tanya caught a cold”, the children were shown how to use a handkerchief correctly. Then the teacher put clean beautiful handkerchiefs in all dolls' pockets. Children play with “sick” dolls with pleasure and interest, and as a result, in two or three weeks, most of them master the skills of using a handkerchief correctly. After the games-exercises like "We wash ourselves", towels and a hanger for dolls are brought into the play corner; at the end of the game-exercise "We comb our hair", combs for dolls made of plastic, cardboard, a mirror made of foil, etc. appear in the corner.

We wash our combs

Software content. To educate children in the skills of using and caring for their comb. Learn to brush and rinse with a comb.

Preparing for the game. Cover the tables with oilcloth, put bowls of water for each child, soap in soap dishes, individual napkins for wiping combs, prepare a white starched dressing gown for the bear.

The course of the game. Children sit on chairs arranged in a semicircle. Addressing them, the teacher says:

- Guys, do you know where our Mishutka is? He always sat with other dolls, and now he's gone somewhere.

The teacher gives the children the opportunity to look, look for him. He goes out the door himself and quickly returns with Mishutka, dressed in a white robe. In the bucket he has brushes for cleaning combs.

- Come in; Mishutka, we are glad to see you, - says the teacher.

Mishutka greets, the children answer, looking at him. Then Mishutka addresses the children:

- I was in the washroom, looked at your combs. Many have them dirty, so I came to say that they need to be washed.

- You see, children, you know how to comb your hair, but you cannot wash combs. Please show us, Mishutka, how to do this.

- With pleasure! But this requires everyone to bring their own comb.

The teacher invites the children to go to the washroom, each take his own comb from the shelf, checks to see if they brought their own combs. The children go up to the lengthwise tables on which the basins stand and stop near them. The teacher, with the "help" of Mishutka, shows how to wash the comb, how to wipe it with a paper napkin. All children are accepted by the mother of the combs: they wash with a soapy brush between the teeth, rinse and dry. Mishutka checks if it is well washed, helps those who find it difficult. Then everyone puts their combs and brushes on the shelves. Thank Mishutka for help. Mishutka says goodbye and leaves.

In the second junior group, the teacher continues to instill in children a feeling of love, affection for loved ones. In the fourth year of life, it is already possible to set a more difficult educational task than a year ago. Now he seeks to help the child comprehend his attitude towards mom, dad, grandmother, to teach him a more effective manifestation of love for them. To solve this problem, which is so important in the general system of moral education in kindergarten, the following morally directed activities can be used.

Our mothers

Software content. To foster a real feeling of love for the closest and dearest person - mother, attachment to the family, the ability to notice some labor actions: mother sews, washes, ironing, cooks dinner, etc.

Preparation for the lesson. Pick up reproductions of paintings, drawings with a picture of a mother (with children or in other situations).

The course of the lesson. The teacher invites the children to listen to an excerpt from the story:

On the street, a little girl got lost in the crowd. Running, screaming, looking for his mother. The people ask her:

- What is your mom?

And the girl says through her tears:

- Don't you know? My mother is the one who is the best!

The teacher, after reading this part of the story, asks his children to say if they think so about their mother, what else they can tell about their mothers.

Children answer:

- She is cheerful, kind, she can do anything; mom takes care of us - bathes, feeds.

The teacher shows slides, pictures on this topic: mom is busy around the house; mom, dad and boy for a walk; the girl holds a ball of thread to her mother (grandmother) when she knits, etc. - and asks to tell what is shown in the picture. Children talk.

- Children, please your mothers: in the evening, when you go to bed, each go to your mother, kiss her and say: "Good night, Mom!" She will be very pleased. What should I say in the morning? That's right: "good morning, mommy!"

The teacher shows a reproduction of N. Zhukov's painting "Good morning", gives an opportunity to examine it, to express an attitude towards it. Then he asks:

- How else can you make your mom happy?

The caregiver defines a standing assignment for some of the children in the family.

Our good deeds

Software content. To foster in children goodwill towards family and friends, the ability to notice the beautiful actions of others, to learn the rules of cultural communication with peers: play calmly, without disturbing others, show sociability, share toys, help a friend bring toys, button up buttons, show sympathy for other children, parents , loved ones.

Preparation for the lesson. Analyze records made on the basis of continuous observations. Prepare a doll Tanya, pictures depicting communication situations, good deeds of children.

The course of the lesson. The doll Tanya comes to visit the children, she is warmly greeted, offered to sit down. After that, the teacher says:

- Doll Tanya knows how we can wash, eat neatly and beautifully. And today she wants to know if you know how to behave beautifully. What are we going to tell Tanya?

Children may not immediately find answers in this situation, remain silent. The teacher continues:

- We have something to tell you about, Tanya. For example, this morning Andryusha saw that Galina Petrovna, the manager, came to our group to see how we live here. Andryusha immediately brought a chair and said: "Sit down, please." She thanked Andryusha. She and I were very happy that he was so attentive and polite.

Kukla liked that the guys were so well-mannered, she asked to teach her how to do this, as well as to show what needs to be done if someone came to visit:

- Say: "Hello!" - says Andryusha.

- Bring a chair and say: "Sit down, please" - continues another child.

- Guys, what should you do if you need to go through, and one of you stands in the way, as happens in the dressing room (Children answer). That's right, you need to say: "Pass it on, please." And now we will think together what good, beautiful deeds can be done in order to bring joy to all the children and adults around us.

Further, through the projection apparatus, the teacher demonstrates the plots: "A boy brushes a peer's coat after a walk", "helps to tie a scarf", "Cheerfully and amicably plays with the guys", "Does not make noise, plays quiet games when mom and dad are busy", "Mom sews on a sewing machine, the girl helps her - supports the fabric."

Doll Tanya caught a cold

Software content. Form the skill of using a handkerchief. Teach children to cover their mouths with a handkerchief when sneezing and coughing; if someone is nearby, turn away.

Preparation for the lesson. Before the lesson, the teacher, in the process of dressing and undressing, especially insistently emphasizes that putting on outerwear must be careful: buttoning a blouse, a coat, tie ribbons of a hat, etc.

The course of the lesson. A doll Tanya is brought into the group - in a well-ironed dress, with a clean, beautiful handkerchief in his pocket. Children greet her with exclamations, smiles, some even get up, touch her with their hand: "The dress is beautiful ... The handkerchief is beautiful." See if they have a handkerchief in their pocket. Tanya sneezed, and the teacher shows and explains the rules for using a handkerchief, how to fold it after use, put it in your pocket. All children take handkerchiefs out of their pockets, then begin to "cough", covering their nose and mouth with a handkerchief, turning away from each other.

In the course of a visual play demonstration, the requirement that the nose should always be clean becomes clearer to children, they learn the methods of action with a handkerchief. Further observations of the behavior of children show that they accurately reproduce the sequence of actions, using a handkerchief, keep it neatly, and, most importantly, most children cease to be indifferent to an untidy nose.

Doll Tanya is going to visit

Software content. To bring up elements of orderliness and orderliness, the ability not to keep yourself waiting, not to be late for kindergarten, come clean, tidy, tidy up a suit in front of a mirror.

Preparation for the lesson. Constantly, in accordance with the program objectives, improve dressing skills (after sleep, when gathering outside). Show how to properly arrange clothes in the dressing room closet. Encourage neatness, foster responsibility for the order of your cabinet section. Show a place for drying socks, mittens.

Transfer the "room" of Tanya's doll to the demonstration table. Check the condition of the outfit for her. Issue a colorful invitation to visit. Prepare a tape recorder or record player.

Conduct an afternoon session.

The course of the lesson. The teacher draws the attention of children to the "room" of Tanya's doll. Children are examining the corner. Doll Tanya sings a song, plays with a ball. The teacher offers to take chairs and make yourself comfortable. Tanya continues to play and sing, and then runs up to the table, takes an envelope, takes out a beautiful postcard, reads the invitation and ... begins to hurry. She keeps looking at her watch, running around the room, bending over, finally found pantyhose, casually put them on.

Educator. What's up kids? Why is Tanechka sad? Let's ask her.

Children. Tanya, what happened?

Tanya.(Through tears). Here's an invitation!

Children (optional) come to the table, start dressing Tanya. The teacher asks the children what to wear next, resembles techniques and a sequence of actions, while maintaining ease. Thus, several children take part in dressing the doll. You can recall the quatrains about Masha the bewildered, an absent-minded person, etc. Having dressed and combed Tanya's hair, the children invite her to look in the mirror - will she like it?

- Thank you guys, now I think I will have time to visit Katya. Let me come to you tomorrow again, to learn how to dress quickly, ”says Tanya.

- Of course, Tanya, come, we will wait for you! Goodbye! - the children say goodbye to the doll.

As soon as the doll Tanya left, the teacher turned to the children with the question:

- Children, why do you think the doll was worried?

Some guys answered correctly. But many were unable to indicate the reason. Then the teacher explains:

- She forgot about the invitation and did not prepare in time. Moreover, her things were scattered about in disarray. As a result, she was almost late to visit Katya. And, of course, Katya would be very upset that her friend was late for her birthday. It's good that the guys helped Tanya to get dressed quickly. This will be a lesson for Tanya. Right, kids? Remember this too.

Age features of the development of children 3-4 years old

At 3 years old or a little earlier, the favorite expression of the child becomes "myself". The child wants to become like an adult, but, of course, it cannot be. Separating oneself from an adult is a characteristic of a crisis 3 years. The emotional development of a child of this age is characterized by the manifestations of such feelings and emotions as love for loved ones, affection for the teacher, a benevolent attitude towards others, peers. A child is capable of emotional responsiveness - he can empathize, console a peer, help him, be ashamed of his bad deeds, although, it should be noted, these feelings are unstable. The relationships that a fourth-year-old child establishes with adults and other children is unstable and dependent on the situation.

Since at a younger preschool age, the child's behavior is involuntary, actions and actions are situational, the child does not represent the consequences of their consequences, a normally developing child is characterized by a feeling of security , gullible and active attitude to the environment. A child's desire to be independent from an adult and to act like an adult can provoke unsafe behaviors.

Children 3-4 years old learn some norms and rules of behavior associated with certain permissions and prohibitions (“you can”, “you need to”, “you can't”), they can see the discrepancy between the behavior of another child and the norms and rules of behavior. However, at the same time, children do not distinguish a violation of the norm itself, but a violation of the requirements of an adult (“You said you cannot fight, but he fights”). It is characteristic that children of this age do not try to tell the child himself that he is not acting according to the rules, but turn to an adult with a complaint. The child who has violated the rule, unless specifically pointed out to him, does not feel any embarrassment. As a rule, children experience only the consequences of their careless actions (smashing dishes, tearing clothes), and these experiences are connected to a greater extent with the expectation of an adult's subsequent sanctions following such a violation.

At the age of 3, the child begins to master gender roles and gender repertoire: girl-woman, boy-man. He adequately identifies himself with the representatives of his gender, has initial ideas about his own gender, argues for it on a number of grounds (clothes, preferences in games, toys, hairstyle, etc.). At this age, children differentiate other people by sex, age; recognize children, adults, elderly people both in real life and in illustrations. They begin to show interest, attention, care in relation to children of the opposite sex.

A normally developing three-year-old person has every opportunity to master self-service skills - to eat, dress, undress, wash, use a handkerchief, comb, towel, and send out their natural needs on their own.

By the end of the fourth year of life, the younger preschooler has mastered an elementary culture of behavior while eating at the table and washing in the toilet room. Such skills are based on a certain level of development of the child's motor sphere, one of the main components of which is the level of development of motor coordination.

During this period, the child's need for movement is high (his physical activity is at least half of the waking time). The child begins to master the basic movements, revealing, when performing physical exercises, the desire for goal-setting (run quickly, jump further, accurately reproduce the movement, etc.). The age of 3-4 years is also a favorable age for starting purposeful work on the formation of physical qualities (speed, strength, coordination, flexibility, endurance).

A certain stock of ideas about the various properties of objects, phenomena of the surrounding reality and about oneself is accumulated. At this age, a child with properly organized development should already have formed the basic sensory standards. He is familiar with the basic colors (red, yellow, blue, green). If before

a child to lay out cards of different colors, then at the request of an adult he will choose three or four colors by name and two or three of them he will name. The kid is able to correctly choose the shapes of objects (circle, oval, square, rectangle, triangle) according to the sample, but he can also confuse the oval and the circle, the square and the rectangle. He knows more words , less, and from two objects (sticks, cubes, balls, etc.) he successfully chooses the larger or the smaller. It is more difficult to choose the largest or the smallest of three to five items (more than five items should not be offered to children under 3).

At the age of 3, children practically master the space of their room (apartment), a group room in a kindergarten, a yard where they walk, etc. Based on experience, they develop some spatial representations. They know that there is a chair next to the table, a teddy bear is lying on the sofa, a tree grows in front of the house, there is a garage behind the house, under a tree

the ball rolled. The mastery of space occurs simultaneously with the development of speech: the child learns to use words denoting spatial relationships (prepositions and adverbs).

At this age, the child is still poorly oriented in time. Time cannot be seen, touched, played with, but children feel it, or rather, the child's body reacts in a certain way (at one time you want to sleep, at another time you want to have breakfast, walk). Children also notice the correspondence of certain types of human activities, natural changes to parts of the day,

seasons ("Christmas tree is when winter"). The ideas of a child of the fourth year of life about the phenomena of the surrounding reality are determined, on the one hand, by the psychological characteristics of age, on the other, by his direct experience. The kid is familiar with the objects of the immediate environment, their purpose (they sit on a chair, drink from a cup, etc.), with the purpose of some public buildings (in a store, supermarket they buy toys, bread, milk, clothes, shoes); has ideas about familiar means of transportation (car, truck, trolleybus, plane, bicycle, etc.), about some professions (doctor, driver, janitor), holidays (New Year, birthday), properties of water, snow, sand ( the snow is white, cold, the water is warm and the water is cold, the ice is slippery, hard; you can sculpt, make Easter cakes from wet sand, and dry sand crumbles); distinguishes and names the conditions of the weather (cold, warm, wind blowing, raining). In the fourth year of life, the baby distinguishes some fruits and vegetables in shape, color, taste, knows two or three species of birds, some domestic animals, the most common insects.

The attention of children of the fourth year of life is involuntary. However, its resilience manifests itself in different ways. Usually, the baby can work for 10-15 minutes, but an attractive activity lasts long enough, and the child does not switch to something else and is not distracted.

The memory of children 3 years old is spontaneous, involuntary and has a bright emotional color. Children save and reproduce only that information that remains in their memory without any internal efforts (easily memorizing the poems and songs they like, a child usually memorizes no more than two or three words out of five or seven specially suggested to him). Positively and negatively colored signals and phenomena are remembered firmly and for a long time.

The thinking of a three-year-old child is visual and effective: the child solves the problem by direct action with objects (folding matryoshka dolls, pyramids, bowls, designing according to the model, etc.). In visual-action tasks, the child learns to correlate conditions with a goal, which is necessary for any mental activity.

At the age of 3, imagination is just beginning to develop, and first of all it happens in the game. The kid acts with one object and at the same time imagines another in its place: a stick instead of a spoon, a pebble instead of soap, a chair - a car for traveling, etc.

In the younger preschool age, the desire for activity is clearly expressed. An adult for a child is a carrier of a certain social function. The child's desire to perform the same function leads to the development of the game. Children master the methods of play activity - play actions with toys and substitute objects, acquire primary skills of role behavior. A child 3-4 years old is able to imitate and willingly imitates the play actions shown to him. A child's play in the first half of the fourth year of life is more like playing side by side than together. The games that arise at the initiative of children reflect the skills acquired in joint games with an adult. The plots of the games are simple, undeveloped, containing one or two roles. The inability to explain their actions to a play partner, to come to an agreement with him, leads to conflicts that children are unable to resolve on their own. Conflicts most often arise over toys. Gradually (by the age of 4), the child begins to coordinate his actions, to negotiate in the process of joint games, to use verbal forms of polite communication. Boys in the game are more sociable, prefer large companies, girls prefer quiet, calm games in which two or three friends take part.

At 3-4 years old, the child begins to communicate more often and more willingly with peers for the sake of participating in a common game or productive activity. A three-year-old child is characterized by a position of superiority over comrades. He can openly express a negative assessment in communication with a partner (“You don’t know how to play”). However, he still needs the support and attention of an adult. Individual communication is optimal in relationships with adults.

The main means of communication with adults and peers is speech. The vocabulary of the younger preschooler consists mainly of words denoting household items, toys, people close to him. The child masters the grammatical structure of speech: coordinates the use of grammatical forms in terms of number, time, actively experiments with words, creating funny neologisms; knows how to answer simple questions using the form of a simple sentence; expresses itself in two or three sentences about emotionally significant events; begins to use complex sentences in speech. At this age, defects in sound pronunciation are possible. Girls in many developmental indicators (articulation, vocabulary,

fluency of speech, reading comprehension, memorization of what was seen and heard) are superior to boys.

At 3-4 years old, in a situation of interaction with an adult, interest in the book and literary characters continues to form. The child's reading circle is replenished with new works, but already known texts continue to arouse interest. With the help of adults, the child names the heroes, empathizes with the kind, rejoices at the good ending. Together with adults, he looks at the illustrations with pleasure, with the help of leading questions, he speaks about the characters and situations, that is, he correlates the picture and the text read.

The development of labor activity is to a greater extent associated with the development of the procedural side of labor (an increase in the number of mastered labor processes, an improvement in the quality of their implementation, the development of the correct sequence of actions in each labor process). Small children predominantly master self-service as a type of labor, but they are able, with the help and control of an adult, to carry out certain processes in household work, work in nature.

Interest in productive activity is unstable. The idea is guided by the image and changes in the course of work, the image of the shape of objects is mastered. The works are schematic, the details are missing - it is difficult to guess what the child portrayed. In modeling, children can create an image by pinching, tearing off lumps, rolling them between the palms and on a plane and flattening them, in appliqués, placing and sticking ready-made images of familiar objects, changing plots, making patterns from plant and geometric shapes, alternating them in color and size ... Construction is procedural in nature. A child can construct on a model only elementary object constructions of two or three parts.

Musically - the artistic activity of children is of a direct and syncretic nature. The perception of musical images occurs in the synthesis of arts when organizing practical activities (play a plot, consider an illustration, etc.).

Sound recognition and hearing are improved: the child differentiates the sound properties of objects, masters sound pre-standards (loud - quiet, high - low, etc.). He can carry out elementary musical analysis (notices changes in the sounding of sounds in pitch, volume, difference in rhythm). Begins to show interest and selectivity in relation to various types of musical and artistic activities (singing, listening, musical rhythmic movements).