Early development of a child up to a year: a brief review of known methods. Early Childhood Development At what age should you start

There is no age in a child's life that is too early for learning. The soul of a newborn baby is like a photographic plate that has never been exposed before: whatever impression gets on it is imprinted; none of the impressions that come later will have the same effect. That is why if parents or educators miss the opportunity to influence the child in early childhood, they will miss the greatest of opportunities.

There is a belief in the East that an undesirable person should not be allowed near the baby. If parents or relatives believe that a certain person should not be in the presence of an infant, he is avoided precisely because the infant is like a photographic plate. The soul is negative, it is quite responsive and susceptible to any influence; thus, the first impression that falls into the soul takes root there.

Initially, the baby brings with him to earth the spirit that impressed him on the angelic spheres and on the plane of the jinn; he also inherited some earthly traits from his parents and their families.

After arriving on earth, the first impression the infant receives from the environment, from those who touch him and move and work in the environment surrounding him, and this impression after coming to earth is so strong that very often it erases those impressions that the infant has inherited from the higher spheres, as well as the inheritance received from the parents. This happens because the infant's mind, shaped by impressions from higher realms, is not positive. It is like a clay pot that has not been fired; it is not yet developed.

The traits inherited by the infant from the parents are also in a negative state; they are improved only after the infant has come to earth. That is why the first impression that falls on the baby after he comes to earth is the most powerful. The first step in making pots is to mold them out of clay, the second step in processing is to place them in a fire. When they are placed in the fire they become solid, they become positive; before they are placed in the fire, they are negative.

Likewise, a photographic plate is at first negative; subsequently, when subjected to certain processing, it becomes positive. The soul goes through the same processing during infancy; that is, it undergoes a certain development. Everything that she took out from the higher spheres, everything that she inherited from her family, manifests itself, becomes positive, solid, in other words, condenses; because this is the time when the spirit takes shape and becomes positive. If an infant receives an undesirable impression at such a moment, then no matter what training is given to him afterwards, that first impression will remain distinct and firm. Nothing can erase it, because infancy is the moment when the soul manifests itself.

In teaching an infant there is the first rule to be remembered: it must be taught by one person, and not by everyone in the family. It is a huge mistake if everyone in the family tries to train the baby, to care for him, because this prevents the baby from forming character. Each has its own effect, and the effect of each is different from the other. However, what happens much more often, parents do not even think about teaching a child at the time of infancy. They believe that at this age the baby is a toy, a doll; everyone can mess around with it and play with it. They do not suggest that this is precisely the most important moment in the life of the soul; that she will never again be given such opportunities for development.

Should the father teach the baby or the mother? The life of a man requires him to concentrate all his attention on work; the mother, on the other hand, is born with an innate sense of duty towards her child, so the mother receives the first right to teach him. In addition, it is the mother who knows how to calm the child in the first days of his life, because the child is the flesh of the flesh of his mother, and therefore the rhythm of the mother's spirit is akin to the rhythm of the spirit of the baby. The soul that came to us from above is accepted, nurtured and subject to the care of its mother, therefore the mother is her best friend. If there is anything a father can do, it is to help the mother or caregiver teach the baby. If at the time of infancy the child is completely left to the father, then there is little hope that everything will be fine: after all, a man remains a child until the end of his days, and the help that the baby now needs is the help of the mother. And yet there will come a time in a child's life when the father's influence will also be necessary to him, but this will be later, not in infancy. As a Brahmin would say, the first Guru is the mother, the second Guru is the father, and the third Guru is the teacher.

This one person who takes a child in his hands in order to teach him, must first make friends with him. There was Mazub in India, a sage who used to live among elephants. He shared his bread with them, he slept among them. And at the same time there were others there, appointed to look after the elephants. To guide them, they acted with a spear and a shout. And most often the elephants obeyed them; but it happened that some elephant became mad, then he did not obey them, and it happened that the driver died. The elephant did not recognize the mahout if he became insane. But the sage was on friendly terms with all elephants, with mad and calm ones - with each and every one of them. He approached them, scratched them, looked at them and talked to them, and he fell asleep among them carefree; and the elephants never touched him.

What does it show? This shows that there are two ways to control. The first way is submission, the second is friendship. By subjugating yourself, you will belittle the will of a subordinate person; by making friends, you will strengthen his willpower and help him at the same time. In the first case, you will make a slave out of a person; in the second case, you will make a king out of a man. When teaching an infant, always remember that his strength of mind, or, what is the same, his willpower, should not be underestimated, but it is still necessary to control the infant.

There are five different subjects that should be taught to a baby in the first year of life and they are: discipline, balance, concentration, ethics and relaxation.

As soon as friendly contact with the infant is established, the caregiver gains the opportunity to attract the attention of the infant and receive a response. And this should be the first necessary condition - this condition must be met before the start of training. As soon as the infant begins to fully respond to the actions of the educator, you can begin to teach discipline; but in doing this, the educator should not show anger or indignation, as is often the case; for the infant is often unbearable, and sometimes more stubborn than any adult, and difficult to control.

The best way to teach discipline to an infant is without resentment, without showing any anger or irritation, just repeating your action in front of him. For example, a baby wants something that he can not, at the same time, the caregiver would like him to play with a certain toy. This toy should be put into his hand time after time; and when the child throws it away, or when it cries, give it again; and when the child does not look at it, give it again. By repeating the same action, you will lead the baby to the fact that he will automatically respond to you and obey. The method is wrong when the educator, wanting to control the baby and wanting to teach him discipline, imposes on him some action by force. Only by repetition will you achieve discipline. It just takes patience. For example, a baby cries and demands food or something else for which the time is not right, then you should draw his attention to something else, even if against his will. The best is repetition. Balance can be taught to an infant by normalizing the rhythm inherent in him at the moment when he is excited by some action. For example, if the baby is very excited, the rhythm of his actions and movements is not normal. By clapping your hands, rattling a rattle, tapping on a surface, you can make the baby's rhythm change to your own; for the infant is attracted to any noise, so the noise endowed with rhythm will affect his rhythm accordingly. No matter how excited the baby is, start making rhythmic noises in accordance with the rhythm of the baby, and then reduce it to a normal rhythm. So, if a rattle or the like is rattled at first with the frequency of the baby's rhythm, and then gradually slow down the pace of the rhythm, then the baby will naturally switch to this rhythm. The excitement will subside; the very state of the infant's mind, its circulation, its movements, its facial expression, all will change into a normal rhythm.

There are three rhythms. There is a rhythm of passivity when the baby is not active at all. This means that the baby is unwell, or something is wrong with him, something is wrong. There is a second rhythm in which the infant is active but not excited; this is the normal rhythm. And there is a third rhythm in which the baby is excited. This rhythm of excitation must be reduced to the second rhythm, in which the infant is active but not excited. This can be achieved by giving the baby what he likes. If he doesn't like one toy, give him another; and if not this one, then another, and another. So do your best to keep his mind occupied, so that for a while he will be occupied with one thing.

The excitation of an infant is a change in its rhythm, because the infant does not control its rhythm. He disperses with greater and greater speed until he bursts into tears or laughs. Laughter and crying are one and the same. The baby laughs or cries because its rhythm is abnormal. It can be brought back to normal only by the efforts of the educator. But if he is annoyed, does not like the baby or is dissatisfied with him, then he will not be able to help.

Should babies stop crying? It's better to divert the mind of a crying baby than to let it cry, but at the same time, it's so natural for a baby to cry from time to time. If the child does not cry, then something is missing in him, then the child is not normal. You should be prudent about how long to let your baby cry and when to stop it. You can let it go to a certain rhythm; once he has reached such a rhythm, he should no longer cry; it's time to stop him. But when a mother, irritated by her baby, stops his crying at the very beginning, this can have a bad effect on the nervous system. It happens that the teacher will put the baby in a cradle or somewhere else and leave him to cry alone. But that means leaving it in the same rhythm, which is useless. So the baby will feel worse and worse and day by day will become more and more nervous.

Let us now consider the question of the concentration of the infant. Multi-colored toys, fruits, flowers, objects that are attractive to the baby should be placed in front of his eyes - everything that is attractive; and then you should try to draw his attention to one particular subject, let him play with it, consider it, become interested in it. Thus the educator develops in the child the ability to concentrate, which will be the most important for him when he grows up. If this ability is not developed, it will be very difficult for a child to concentrate when he becomes an adult. In addition, you bring a lot of interest into the life of a child when he begins to focus. Moreover, the child concentrates attention without knowing it. Give him any beautiful thing with which he likes to play, and if it captures his imagination, if his attention is absorbed by it, then the baby will focus on it in a completely natural way. This is so beneficial for the baby, for his soul and body, because concentration is all the power that exists.

In regard to ethics, that important word is used here, but in fact the greatest ethics or morality that can be learned in life is friendliness, which culminates in generosity; and it is never too early to start cultivating this grain of morality in the soul of a child. When you give something to an infant that he likes, and then kindly, with sympathy and love ask the infant to give it to you, you thereby train in him the feeling of giving and at the same time the feeling of friendliness. Often the baby does not want to give, but this only means that he is not accustomed to do so. You should not take the object from him by force, however, with patience and repeated desire that the object be given to you, you will eventually get the baby to give it to you. Maybe the first three or four times, if the child is possessive by nature, he will refuse, but in the end he will give it to you; thus he comprehends the essence of morality.

Should an infant be taught that there are certain things that belong to him and that there are others that do not belong to him? Everything that the baby sees, whoever it is, belongs to him, the baby owns him - owns by birthright. He has not yet awakened in this world of limitation and separation. Everything that is around belongs to him; it really belongs to the baby. It is nothing but the duality of our consciousness that makes us poor. The baby is rich, richer than anyone else in the whole world. The child has the treasures of God; for just as everything belongs to God, so everything belongs to the baby. Therefore, the desire on the part of the baby to own something is not manifested, because the baby owns everything in the world. And only the experience of this world will give the child, as he grows up, the desire to possess, because then he will become limited; then it turns out that there are things that belong to others, and there are specific things that belong to the child, and this means limitation.

And finally, we got to relaxation. The infant can cause a lot of trouble for the caregiver and everyone else if he is not trained to relax properly. But the art of relaxation is given to an infant much faster than to an adult. It is only necessary to introduce the baby into an even rhythm, having previously provided him with a calm and quiet environment, give him a comfortable posture, make several passes over the child to bring his nervous system to a state of rest, looking into his eyes with sympathy and mentally imagining him falling asleep, by his very thought and senses creating a calm and peaceful atmosphere for the baby in which he can experience relaxation.

It is essential that these five different subjects be taught to the infant in early childhood. In addition, regularity should be observed in everything related to the baby. In the nutrition of the baby, the sleep pattern - everything should be regular, because nature is rhythmic. The four seasons come regularly; the sun rises and sets, the moon waxes and wanes - all this shows the rhythm of nature. By observing the rules of regularity in relation to the infant, the foundation is laid for the soul to develop most successfully.

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While the infant is being suckled by its own mother, the qualities of the heart are being formed in it; the feelings of the baby throughout his life will depend on these qualities. Without realizing this, people today allow other methods of breastfeeding; and thus the spirit of the heritage, as well as many of the virtues and qualities that the infant was to develop, are blunted. Mechanical food has been prepared, and the baby's heart will become mechanical when it grows up. One day, the Mughal emperor was amazed to see his son flinch from a gun volley and asked his minister: “ I do not understand how it could happen that a child of my kind showed such a trait". To which the wise minister remarked: If you ask how the baby was trained, you will surely know that he was not fed by his mother.«.

Just as the meat of different animals bears the imprint of the character of each animal, so with everything that a person consumes, he is endowed with the spirit of what he consumes. The infant is destined to receive the qualities of character from his mother in the form of food; it is these qualities that become fertilizers for the development of his heart. Food made from fruit juice or meat, bottled or canned, eaten by an infant in early childhood, forms unwanted atoms, causing the infant to become more dense every day. If the mother herself is not able to breastfeed her baby, then it is best to find a nurse for him. The nurse should be selected not only on the grounds of health, as is done in most cases, but also from the point of view of character. It should be studied from all sides.

When a baby starts teething, his mind develops; this is the time for the development of the mind. If you carefully watch a baby grow, you will notice that on the day when the teeth erupt, the expression of his eyes changes; his mind is born, his thought is created. It is from this moment that he begins to notice objects and begins to think. The appearance of teeth is only an external manifestation, the internal process is the formation of the mind. Therefore, this is the most important time in a baby's life. For what is mind? Mind is the world. The baby at this time forms the world in which he will live.

The moment when the baby stands up and begins to walk is the moment of manifestation of strength in him. Enthusiasm, courage, strength of endurance, strength of patience, strength of perseverance - they all come at this time: this is the very time when strength descends on the baby. The moment when the baby begins to speak is the time of the formation of his spirit, the connection of the mind with the soul, its connection with the body; the spirit is fully formed at this moment.

From this very moment, the child should be considered as a person. This is a small personality, which in itself acquires the essence of everything and everything in the world, because every soul contains a spark of every object and every property that exists in the entire universe. So, at the time when the formation of the spirit is completed, the essence of all the various properties and virtues and objects that exist in the world is formed in the infant in the form of a spark.

Therefore, in order to best educate the baby, the mother should educate herself. Calmness, silence, meekness, tenderness - all that a mother cultivates in her nature at this special time when she nurses her child, the baby will receive as a lesson in the cradle. The qualities of the heart are the most profound qualities of a person, the properties of the brain are laid down later; it is the qualities of the heart that form the foundation of all later life. At this special time, such qualities as kindness, sympathy, affection, tenderness, gentleness, meekness are developed, and just at the same time it is customary to accustom the infant to regularity, when he is given the first lessons in punctuality. Unconsciously, he learns rhythm. He knows the time when he is being fed. He doesn't need to look at his watch: he knows the time of bed, he knows the time of feeding. By introducing rhythm into the mind of an infant, you open the way to perfection for him.

Annoyed by the children of the mother, who put them aside with the words: " Let's cry a little“, - and find a better job, they don’t know what they are missing. Nurturing a child is a huge opportunity. Even if it is given at the price of the greatest self-sacrifice, it is worth it; for if even once an infant feels rejected by his mother, this will leave an imprint on his whole future life, in the very depths of his being he will harbor bitterness; and even as an adult, he will still feel it subconsciously, he will feel dissatisfaction and dissatisfaction with everyone he meets. When an infant is fed at any time and put to bed at any time, it prevents him from developing a proper rhythm and undermines his further progress in life. After all, infancy is the first step on the path of progress.

When the baby's mind is in the process of forming, when he is teething, some adults give him a rattle or a toy made of rubber or wood to put in his mouth. From a psychological point of view, this is extremely undesirable, because such an action does not correspond to the purpose of the mouth. The mouth is for eating. Physiologically, this is not good for the baby's nerves and gums, but psychologically it is pointless. Likewise, anything you give to a baby at this age, unless it serves a purpose, should not be given. A child should not be deceived even in childhood with an object that has no purpose. From infancy, every object given to a child should inspire him with its expediency. An object that has no use, that does not serve any purpose, hinders the progress of the infant.

The moment when the infant rises to its feet and begins to walk should be followed with the greatest interest and insight. This is the moment when the forces manifest; and if these forces are applied and directed towards something, like a box, or a tray, or the like, which does not inspire, which does not give a real return to the child, these forces are blunted with every effort the child makes to go towards him. In this case, it is best to call the child to yourself, to capture his attention and sympathy. This will attract the child and breathe new life into him.

Nothing you do with a baby should be aimless. If this is so, then his whole life will be aimless. There are people who, even in adulthood, cannot achieve the specific goal of their life. Often the reason for this lies in the fact that in childhood, when their strength was just rising, they were not directed towards the goal. And it is not so important whether the candy will be put, fruit or flower; if the baby is sent there to bring it, it will have a purpose. However, when an infant is directed to a box, to a wall, to a door, from which he will not receive feedback, then the aspiration that has unconsciously manifested will be lost.

The beginning of life for a person is of greater importance than the next part, because it is in childhood that the road is built along which he will have to go forward all his life. Who is building the road? It is built for the baby by his caregiver. If the road does not work out, and the teacher is sleeping, then the child, when he grows up, will face great difficulties. School education and college will come later; but the learning that is of greatest importance in the life of the soul occurs in infancy.

Now the next thing: there is some symbolism in the actions of the child. If a child goes straight to something, it shows the directness of his nature. If the child's gait is wobbly, it shows a lack of willpower. If a child goes one way, stands there, then goes the other way, and then another, and then comes back, it shows that there is fear, doubt, and this mind is not clear. If his mind were clear, the child would go straight. If he stops halfway, then this in itself is an obstacle in his future life.

If the child runs and reaches a certain place, this indicates his impulsiveness and adventurousness, he may throw himself into something when he becomes an adult. But if the baby, as soon as he starts walking, takes the right rhythm and reaches the desired point, this baby shows great promise. He shows the unity of purpose and balance by the rhythm of his gait. A toddler who does not look at his caregiver, but is interested only in what he sees before him, will become indifferent when he is an adult; but the baby, who, having reached the place, again turns to the teacher, shows cordiality. He will be a loving soul.

Should I do gymnastic exercises with a baby? No, at this age the baby is too small for gymnastics. However, every action that will accustom him to rhythm and balance and discipline, as well as concentration and affection, works to build his future; and hence the first teaching is the laying of his character.

When we say that an infant should be taught by one person and not by several, this does not mean that the infant should be kept away from everyone else. Undoubtedly, others can entertain the baby for a while; they may see him, they may admire him, they may love him, but only for a short time. If he is nurtured by four or five people at the same time, then the character of such a child will not take place; he won't be like that. If the same caregiver constantly looks after the child, it will always be to the benefit of the case, regardless of whether the infant communicates with others or not.

When an infant reaches two or three years old, it will be very useful for him to learn a moment of silence.

You can ask: " How can silence be taught?? Silence can be taught by attracting the infant's attention in a very skillful way, and this is achieved by rhythm. If you make a certain noise by clapping your hands or beating the rhythm, then when you completely capture the attention of the baby, then if you want him to be still, keep him still for a moment - this will do him a lot of good . This could become a kind of religious or esoteric training from infancy. If an infant can stare without blinking, hold his breath, and keep his arms and legs still for a moment, then at that age he will perform meditation.

Further, when the baby began to make sounds: ba, pa, ma, boo, gu - this phenomenon should not be treated as something insignificant or something that does not matter; it should be realized that each such sound is a new lesson that the baby has received from this world, one should attach great importance to this word, because it is the first word, and therefore the divine word. The best way to teach an infant the meaning of these words and sounds is to repeat the same sounds with him, let the child hear the same word over and over again, be interested in what he says; then draw his attention to the objects and people who are called by these words. This is how the words ma and pa came about. Not because someone else gave these names - the baby named his father and mother that way. Others added to these words and made them mother, mother, mother, but he started with ma and pa. It is a natural word, it comes to us from the depths of a baby's mind - it is a divine word. Its origin is divine.

Such a word as mommy is the third, and it is derived with the help of an educator. The first word is ma, the second is mom, the third is mom. As there is a fashion for dresses, so is beauty in words. People like to use a certain word for a while, and then it becomes fashionable.

The baby can be helped by repeating different words with him and showing him their meanings, instead of insisting that he repeat the word you suggest. This can damage your baby's hearing. Once, Nawab of Rampur expressed his desire to study music to his chief court musician, to which the master said: “ I will teach you music, but on one condition that you will not listen to the first music that comes across. When you listen to bad music, your hearing deteriorates; and then you will no longer be able to make out where is bad music and where is good«.

So it is with the baby. The child says pa, and the mother says leaf. The baby says something, and the teacher says something else. There is no harmony, and the goal is not achieved. The infant is unable to say leaf; he is just starting to speak pa. His own intuition guided him, and it is better for us to follow nature and let the baby be enlightened by every sound he makes, showing him something related to this sound. This is the only way to help the baby start talking. Then if he learns to speak in a natural way, then he promises one day to speak on a whim.

Will is what brought the baby to earth, otherwise he would not have come. He comes of his own free will and he stays of his own free will. Will is like steam that makes the locomotive move forward. If the baby wants to leave, it depends on his desire. It always happens according to the will of the soul. And so in a child you see the will in the form in which it came to us. How often, even in childhood, the will is broken, and then it will remain broken for life. If in childhood the parents took care that the will of the infant was not broken, then this will will manifest itself in miracles. This child will do amazing things in life if his will is supported and nurtured.

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An infant born on earth brings with it the air of heaven. In his expression, in his smile, even in his cry, you hear the melody of heaven. According to the Sufis, a baby is an exile from heaven, which is why its first expression on earth is crying. The soul that comes to us from above feels discomfort on dense earth. This atmosphere is alien to her and not free, a feeling of rejection makes her soul cry, a feeling of fear, horror before this world of sorrow.

If a child comes to earth without a cry, this indicates an abnormality. The child is completely abnormal, he cannot fully develop because the new sphere has not struck him; in other words, he is not fully awakened to the new realm. Bring a man who has just woken up here - he will start watching what is happening; bring a drunk - he will sit here drunk. He does not know what is happening, he does not perceive the surrounding conditions, he does not care. Likewise with a baby. It is extremely rare for a baby not to cry at birth; but if that happens, then something is wrong. Why is the soul so attracted to the earth? She is attracted to the earth because she is attached to the earth. The soul has a passion for manifestation - it only expresses this passion.

Before an infant came to earth, it also had caregivers, one or many caregivers. First of all, he had tutors on the plane of the jinn—the permanent inhabitants of that plane and those who were on their way back when they met him on the plane of the jinn. The older caregivers on the angelic plane passed on their experiences, their lives, their feelings to the new soul going on the journey. It was from there that the baby brought a feeling of admiration for all beauty, a sense of harmony and love for her, innocence and depth of feelings. Then he met other teachers on the plane of the jinn, these were the teachers to whom he was directed from the angelic plane; because according to the circle to which he belonged on the angelic plane, he chose a certain path, a certain direction. These are the first mentors in the life of an infant who have an influence that guides and determines his fate on the plane of the jinn.

Can the soul choose its guide on the angelic plane and on the plane of the jinn, you ask, or is it helpless before anyone who is drawn to it? Free will is either always there, or it is lacking on all planes. If we go to the city center, there are things that we purposefully want to see - and we look for them. At the same time, there are many things that also attract our attention, but do not arouse any intention on our part. In the same way, when the soul arrives, it is attracted to objects and entities that it had no intention of being attracted to, and at the same time it has a choice, it has both.

The experience of the infant before birth, on the higher planes, is not ruled by the stars, as we understand it from the point of view of astrology; only from the moment he arrives on earth does his connection with the stars begin. At the same time, there are other factors that largely determine the fate of the soul.

With this inheritance, and this knowledge, and the instruction received from one or many, the baby comes to earth. Someone, perhaps, will object that the infant does not show signs of any knowledge, neither earthly nor heavenly; it does not bear any signs of the angelic world or the world of the jinn. They do not know that an infant is capable of perceiving or is capable of receiving impressions of people with a much greater readiness than adults. The baby immediately feels the right person; and sometimes he perceives more than an adult. Besides, we adults think we understand music, but if we realized the sense of understanding sound and rhythm that an infant brings to earth, we would never brag about knowing music. The baby is the music itself. In the cradle, he moves his arms and legs in a certain rhythm. And when our music falls on the ears of an infant, how much lower it is than the level to which he is accustomed!

At the same time, he begins to move his arms and legs to the rhythm of this dense music. We can believe as much as we like that our music is the most subtle, but for an infant this music remains the music of dense spheres; he is accustomed to much finer music than all that we can comprehend. He yearns for her, he seeks her; and what we give him in return does not satisfy him. For a moment he tries to listen to this music, tries to enjoy it, to love it; at the same time he doesn't feel at home, he turns around and wants to leave. Only for a moment does he try to enjoy it, thinking it is something that belongs to his homeland, that is, heaven; but after that he understands: no, this is someone else's. This is the only reason why a baby might cry in the middle of a concert; if it were not so, the infant would enjoy music more than anyone else.

The baby needs time to get used to earthly life. And what helps him get used to it? Color. Color is what attracts the baby the most, then the sound. When he gets used to a dense sound and to a dense color, then he gradually begins to lose his celestial properties. And when he feels his first desire to stop being an angel and start walking like an animal walks - when he begins to crawl - then he begins his earthly life; but before that he is an angel. Infancy is an angelic state; this is not the time of the genie, this is the time of the angel.

Infancy can be divided into three periods: the first three years are true infancy. In the first year of life, the infant is most angelic; in the second year of life, the shadow of the sphere of jinn begins to appear; and in the third year he begins to show earthly influence, the influence of this world. So the baby becomes worldly in the third year.

Why is it that an infant who is still aware of the angelic plan does not have an innate sense of kindness? Angels don't have to be kind. They are kindness itself, but this angelic kindness has yet to awaken here. Kindness and cruelty are comprehended only after coming here - when a baby arrives, he comes with love alone. Everything else he learns here. And if the caregivers know this, it will be easier for them to help the baby. There are many properties that the soul has brought from the higher realms, but these properties will remain undeveloped if they remain buried, if they are not allowed to develop. So, if kindness is not allowed to develop in an infant, then kindness will remain buried in the depths of his heart for life and he will never know it.

Parents sometimes think that it is indecent for a baby to put his hand in his mouth, so they give him something made of wood or rubber or the like. This greatly hinders his actual progress in life, because every soul is born to reach the ideal of self-sufficiency. The child tries from the very beginning to put the pen in the mouth when the mouth wants something; and the parents, in order to teach him good manners, give him something else, thereby making the baby more artificial. If they allow him to act in accordance with his natural inclinations, they will help his growth, his progress towards the highest ideal. What do saints and sages, adepts and mystics do during spiritual asceticism? They get rid of everything in their lives that makes them dependent on external circumstances. They eat with their hands; leaves are used instead of plates; everything they do shows that they want to become independent.

By independence, we mean self-sufficiency: this is what they can get from themselves, and not look for in the outside world. This is a fundamental motive for those who strive for self-realization, because this is the means of overcoming sorrows, and troubles, and sorrows of this life. There is a constant striving in the life of adepts to become as independent of external things as possible. On the other hand, the worldly people regard as progress the daily increase in dependence on each other. Every step we take is directed towards increasing dependence: the more we depend on others, the more we consider ourselves to be progressing. In the end, we reach such a state that for what the soul needs, what the mind needs, what the body needs, we are dependent on others. And without knowing it, we teach the baby what to put in his mouth instead of his own little hand. In fact, it is so natural for a baby to put his hand in his mouth; and it is the purest and most innocent toy in the world.

The Quran says that there is a time for everything. So, there is a time, there is a day, an hour and a moment assigned to the baby to change his attitude: learn to sit, learn to stand, learn to walk. But when parents who are anxious to see their child get up, or sit down, or walk, help him, the child begins to do this before the time, and this works against his development, because he does not just learn to sit, stand or walk; there is a much greater meaning behind it. There are different stages that an infant goes through in his spiritual life. Physically, these are just ordinary actions; spiritually, these are stages. When the baby sits down, this is a stage; when he gets on his feet - this is a stage; when he takes the first steps - this is a stage. They are like the three initiations in the life of an infant.

In order to understand the meaning of a baby's laughter and crying, one has to become a baby, because it is the language of another realm. But if you do not care to understand it, then crying will be just an annoying hindrance for you, and laughter will be a game. Sometimes people want the child to laugh more and more because they are interested or entertained by it; or people neglect the baby, leaving him to cry and not paying attention to him; or if the baby cries, the mother says: Quiet, quiet!”- in both cases they lose the opportunity to understand the language of the baby. This is an opportunity for the educator, for the mother, for the one who goes after the baby, to learn the language of heaven. After all, there is nothing that would not matter, and every movement of the baby, which is a reflection, an example from above, matters. But since we are absorbed from morning to evening in our responsibility and our duties towards this world, we forget about our responsibility and duty to the baby. And since the baby is not yet able to speak our language and talk about how we neglect what he wants and what he needs, and what needs to be done for him, then a wall of separation remains between mother and baby.

The infant knows and feels the presence of the unwanted person in the atmosphere around him. It is highly unreasonable when people hire the first wet nurse they find to take care of a baby. And yet, unfortunately, in our days, when mothers have many other things to do, they themselves cannot take care of their baby and they have to send him to the so-called nursery - a place where babies are taken care of. This does not mean that it is wrong to keep a baby among many other children, but at the same time, only when we become adults in this dense world, we feel a craving for our own kind, not for everyone, but at least for some. It is always difficult for many people to work together, communicate, live together, and this despite the fact that we have been on earth for so many years and that we are used to life on this earth. What to say about an infant who has just arrived and who is placed among other infants, when the evolutionary gap between some of them is perhaps infinitely greater than the difference between two adults? They are not yet accustomed to being together, the atmosphere of one baby is detrimental to another. It is not so difficult to be in one room for many soldiers, for many patients in one hospital; however, what it is like to be placed in one place by several babies who have just gone through exile from paradise to this earth - imagine what this experience costs them! Each of them is likened to a king deprived of his kingdom. There is no doubt that after six months or a year the baby gets used to this situation; at the same time the individuality of the soul and the development of the personality are blunted.

Undoubtedly, great patience is necessary for the care of an infant. But this patience will not be in vain; patience is the process a soul goes through in order to become precious. The souls that have had the power to rise above the limitations and sorrows of this world, above the falsity and deceit of this world, are those souls that have passed the test of patience. If fate is destined for the educator or mother to be patient, they should know that nothing is lost, that they have gained something of value in their lives. To raise an infant, to look after it, to teach it, to give oneself to its service, is a work like that of an adept; the adept forgets himself in meditation, the mother forgets herself in giving her life to the child.

There is always the possibility of instilling bad habits in an infant. So, the teacher sometimes rejoices at the laughter of the baby and thereby makes him laugh more and more, because it is funny. However, how much the baby laughed, then he will have to cry as much later in order to achieve balance. And it may also be that another mother, as soon as the child opens her mouth to cry, will say: “ Quiet, quiet!”- but then, if the baby calms down, then something in his character will be broken. He wants to cry - he should be allowed to cry; there is something in his character that wants to come out.

Children have a tendency to throw everything around, fight, kick, tear and break things. Sometimes it happens that the baby breaks or spoils such an insignificant little thing that his mother finds his behavior funny. But if the baby is allowed to do things that should not be encouraged, then problems will arise with him later. One should stop it, but at the same time one should not stop it with anger or irritation. You should repeatedly correct the behavior of the infant, giving him something to do, different from what he did before. You should always focus the attention of the baby on objects that are inherent in him, and try to distract him from inappropriate behavior, and not be amused and not laugh at what he does and what parents sometimes consider insignificant.

In the first year of a baby's life, it is very difficult to wean from destruction. Among other things, the tendency to destroy things is a great virtue of an infant. It reflects the desire of the soul to know the secret of life, because each object in the eyes of an infant is a veil that hides the secret, which his soul seeks to open. The baby is annoyed by it, because it is a veil. He wants to know, destroying her, what's behind her.

And yet the infant can be weaned from the destruction of objects, but only by suggestion, and not by succumbing to irritation. Irritation should be avoided because it is not good for the baby when it causes irritation. The more patience you show with the baby, the better - his willpower will become stronger. But if you are irritated, then the baby's nervous system is destroyed, he experiences depression. His nervous system shrinks, he gets tired quickly; and when he grows up, there will be fear. Be extremely careful not to damage the baby's nerves. His nerve centers are extremely sensitive; and these centers are the centers of intuition. Later these centers will help the soul to perceive higher knowledge. And if such centers are damaged by the irritation of caregivers, then the infant will lose the ability that is designed to help him grow and succeed in later life. The baby will understand; adults just need to be patient. Repeat: " You don't have to break it“, - every time he breaks something. Let him break ten times, and each time just say: " You don't have to break it“That will help.

Regarding the bad character of a baby: sometimes he shows stubbornness and unwillingness to do something to such an extent that you involuntarily get annoyed and start scolding him. But this is not true. Swearing has a bad effect on the baby's nervous system. One has only to have a bad effect on the nerves of an infant in order to leave a mark of irritation on his nervous system for life. It is best at such moments to repeatedly divert the attention of the infant to something that will drive away this thought of his, and we should not get tired of doing this. Only this will make the baby return to the proper rhythm.

Children have two fundamentally different temperaments: active and passive. There is a baby, quite happy in the place where you put him, he is perfectly content, takes care of himself and cries only when he is hungry. And there is another baby who is always doing something: he must either cry, or break and tear something - he must do something all the time. It is best to bring it into line with a normal rhythm. An active baby should be calmed by the influence of the educator: draw his attention to a certain thing, beat the beat, enter him into a certain rhythm. Infancy is a time when the impulsive nature can be taught, it is a time to find out what is good in it and use the impulsive nature to the best use.

When a baby is naturally quiet, contented, passive, happy, don't flatter yourself that all is well, because in the end it may not be so. Such an infant should be a little activated. He should be given more attention, given more toys, he needs to be dealt with. You need to stimulate him, pick him up, draw his attention to this and that, so that he stirs up, becomes more active, interested in what he sees around - this is how you achieve the proper balance.

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First of all, Ibuka believes, a mother needs to use all her imagination and ingenuity, while taking into account, of course, at what stage of development the child is. It is also desirable to surround him with good music from the very first months, to teach him to perceive works of fine art.

Take the baby in your arms more often. For an infant who knows no other way of expressing himself, crying is the only way to get attention. When a child cries, he asks for something, and to leave his request unanswered means to deprive him of communication. Common sense proves that the communication of a child with his mother, and especially tactile communication, is very important for his mental development.

Don't be afraid to take your baby to bed. The fact that one of the parents lies down next to the child, you can find a new meaning if you think about his mental and mental development. For example, a mother who has too many worries and not enough time to communicate with her child can at least lie down next to him until he falls asleep. During this short time, the baby is completely calm and very receptive. Therefore, if you do not just lie next to him, but sing a song to him, this will have a developing effect on the child. You can also offer to use the opportunity to communicate with the child not to mom, but to dad, who has been at work all day.

A child raised by a mother who does not have a musical ear will also grow up without a hearing.. Suppose a mother is deaf and the child listens to her lullaby every day with the wrong tune. He will remember it, using it as a model, and will also sing incorrectly. And when mom hears this, she will say that hearing is a gift from God or a special talent. If Mozart and Beethoven had been brought up that way, they would have been guaranteed bad hearing.

Never ignore a baby's cry.

It's even worse than spoiling him. According to statistics, the more freely parents raise their child, the more insecure he grows up. Such a baby usually lacks love, he is always looking for the attention of adults.

“Free” upbringing refers to irregular care for a child, feeding only when he himself asks, an abundance of toys and at the same time a lack of due attention, when he is forgotten to change diapers, put him to bed on time, etc. And although we know a lot examples where excessive care can make a child nervous and shy, however, as a rule, a baby who grew up in love is more likely to adapt to society when he grows up and be more balanced and kind.

Monitor your activities with your child. Around the age of 2-3 months, the baby begins to smile, babble and remember everything that happens around. We sometimes do not even suspect that all the most ordinary words and actions of the mother are already imprinted in his brain. Mothers who talk a lot with a child have a huge impact on his intellectual development.

Don't mess around with the baby. When he begins to speak, he babbles something similar to words: his speech organs are not yet fully developed, and therefore the articulatory apparatus does not keep up with the desire to speak. And if adults speak to him in the same "childish" language, believing that the child will not understand another, the correct language skills will never be formed. Moreover, in the process of mastering the language, the baby will always rely not on his own speech, but on how adults speak.

A newborn feels when parents are in a quarrel. It is very easy to determine by the face of the baby when his parents quarrel, conflict: his expression is depressed and restless. Of course, the child does not understand the meaning of all the bickering, but anger and swearing will certainly affect his feelings, perhaps even on his psyche. It is not surprising that a child who grew up in an environment of hostility has a tense face. And a child brought up by a taciturn, gloomy person will always be out of sorts. The eyes or nose are inherited by the child, and the expression on his face is a mirror that reflects the relationships in the family.

A father should communicate with his child as often as possible. To be a true friend and helper to the wife - isn't that the role of the husband in home education? A harmonious atmosphere in the house cannot be achieved only by maternal efforts. It is impossible to bring up a truly good person in a family where the work of upbringing and development lies entirely with the mother, and the father only sometimes, at her request, is included in these concerns. Lack of time and fatigue after work should not prevent dads from communicating with their children as much as possible.

Communication between children should always be encouraged. A child deprived of communication will grow up with a less developed intellect and with a difficult character. Now people have begun to communicate less with each other, and this cannot but affect the upbringing of children. Given this, it would be nice if, at least for the sake of their children, mothers tried to get together more often.

Quarrels are the first lesson of life in a team.

Children have their own thinking, and they communicate with each other in their own way. There is no place for adult logic here. If parents consider children's quarrels from the point of view of adults, try to persuade them that it is impossible to fight and that the one who quarrels with others is bad, the child will only withdraw into himself and become angry.

You can spank a child only while he is still small. However, by 2-3 years he can become selfish and almost uncontrollable. And then the parents begin to pull their child. They scold him, punish him when he does something “wrong”, and suddenly turn from admirers into strict nannies, although at this stage of development this no longer gives tangible results.

At about 2-3 years old, the child develops self-esteem, his self, and then he is ready to defend it. He no longer obeys, and the more he is scolded and punished, the more often he becomes naughty and capricious and the more irritated his parents are. There is only one way out - to educate and accustom the child to discipline, while he is not yet a year old, before his Self manifests itself in him.

Anger and envy in a child is an expression of impotence. Parents may think that they perfectly understand the emotional state of their child, but he is sure that they do not understand him, and this annoys him. Parents need firmness of character, which will help them to distinguish a reasonable demand from a caprice; the lack of such reasonable firmness spoils the character of the child. The parent's goal should be to remove the cause of the child's disorder, not to suppress it.

Do not make fun of your child in front of others. Many parents discuss the shortcomings of their children in front of strangers, thinking that the Children do not understand anything. However, no matter how minor the offense, you can never predict what harm it will do if you talk about it publicly.

It is better to praise a child than to scold. Of the two methods - reward and punishment - the latter sometimes seems to be more effective, but this is not entirely true. Punishment can cause the opposite reaction in a child - open defiance. The fact is that both praise and punishment must be used very carefully.

It is easier for a child to understand algebra than arithmetic. One of the fundamental ideas of mathematics is the theory of series. It is quite difficult for an adult who first studied the concept of number, and then geometry and algebra, to understand it. And it is easy for a child to understand the logic of series theory or set theory. Masaru Ibuka writes: "Madame Risheni Felix, a recognized authority on the teaching of mathematics, argues that a child can be taught mathematics at any age." A "row" or "set" is simply a collection of things with common qualities. The child gets to know them when he starts playing with blocks. He takes them one by one, distinguishing them in shape: square, triangular, etc. Already at an early age, the baby understands well that each cube is an element of a “row” and that a bunch of cubes is one row, and triangles is another.

The simple idea that things can be grouped according to certain characteristics is the main principle that underlies series theory. The child understands the simple and logical set theory better than the complex and intricate logic of arithmetic. Therefore, the traditional notion that arithmetic is easy and algebra difficult is simply a delusion of adults regarding the capabilities of children.

Even a five-month-old baby can appreciate Bach. At one of the enterprises of the Sony company, a kindergarten was organized. They did a study to find out what kind of music children like. The results were unexpected. The most exciting music for kids was Beethoven's Fifth Symphony! Popular songs, which are broadcast from morning to evening on TV, took second place, and in last place were children's songs. The kids found the most interesting classical music, which adults rarely let children listen to. According to the observations of Dr. Shinichi Suzuki, already five-month-old babies like Vivaldi concerts.

A six month old baby can even swim. Many adults cannot swim or swim poorly. But tiny babies can float freely if taught at an early age. A child who has not yet begun to walk is trying to float on the water, as well as to crawl on the ground. This method of development is also offered by Masaru Ibuka, referring to the studies of famous educators.

In August 1965, Rize Dim, chairman of the International Conference of Women Athletes, held in Tokyo, spoke about teaching children to swim under 1 year old, which became a sensation. Mrs. Dim dipped a five-month-old baby for the first time in a pool with a water temperature of 32 ° C, and after three months he was already able to swim.

At a press conference, Mrs Deem said: “A child knows how to float on water much better than how to stand on land. First, you keep him in the water until he gets used to and floats on his own. As it dives into the water, it holds its breath and closes its eyes until it floats to the surface. That's how he learns to swim by working with his arms and legs."

The fact that a baby can swim is just one fact that confirms the limitless possibilities of a child. A toddler who takes his first steps can easily learn to roller skate at the same time. Walking, swimming, sliding - all this he masters effortlessly, if properly directed and encouraged.

Physical exercise stimulates the development of intelligence. As a result of research by Professor Kunyo Akutsu, commissioned by the Masaru Ibuki Early Development Association, it was found that poor posture is the result of insufficient physical training in infancy. Babies start walking at about eight months. If they are not taught basic movements at this age, they will never perform them correctly. In this sense, early walking training plays the same role as early music or foreign language lessons.

Proper physical preparation perfectly stimulates the mental development of the baby. In infancy, a child's brain does not develop separately from the body: mental development occurs in parallel with physical and sensory development.

For example, swimming develops not only muscles, but also reflexes. Professor Atsuku writes: "Physical exercise improves the functioning of all organs and increases the child's resistance to external stresses." Of course, the child will grow up, even if you just feed him and take care of him. But if nothing else is given, the set of abilities with which he was born will remain undeveloped. Physical exercise stimulates the development of muscles, bones, internal organs and the brain. It is noticed that a child who starts walking early grows up very smart and with a good reaction.

➣ Imagine a mother carrying a glass of juice to the table. The kid, who already wants to imitate her in everything, is trying to do the same. And my mother says: “You can’t,” and rushes to him in horror that he will spill the juice. It is not right. She will reproach the child later, when he grows up, that he does not help her. Even if the child wants to do something that is still difficult for him, it is better to praise him: “How big you have become,” then pour some juice and let him carry the glass. This approach is very important. (M. Ibuka)

For the first time, the need to educate infants was proved in 1988 by the results and in the works and books of P.V. Tyulenev.

In 1991, the Center "Promoting the Development and Education of Children" was organized, which, on a charitable basis, began mass distribution of methods for teaching infants and information about them in the form of telefaxes and in the form of press releases.

Since 1999, the implementation of programs for the education of infants and the real early development of children has been carried out through the creation of websites, publications in the media and others.

In the early 90s, P.V. Tyulenev published materials, methods and books "How to accelerate the intellectual development of a child?", "Reading before walking" and "When to start educating the future president of Russia?", which marked the end of more than a hundred years of Montessorian stagnation in "scientific pedagogy".

Traditional pedagogy still believes that it is necessary to teach children to read from the age of seven, and the most famous in the West, an outstanding teacher Maria Montessori, in all her works, argued that a child under three years old is not amenable to pedagogical influence - "adults are powerless here." But the results in the books of P.V. Tyulenev, it was proved that it is possible and necessary to teach a child even before he began to walk - before the age of one year. The same results of infant education were obtained in all other "subjects"! Moreover, Tyulenev's methods created over thirty years have become so simple and understandable that any parent can use them, regardless of their social status and material wealth.

Further, it was proved that a child who is taught according to the Tyulenev system, an early reader, becomes phenomenally gifted and, in all indicators usually used for assessments, surpasses all known cases of indicators of outstanding people and even geniuses. Thus began a new period in history - the "era of the Developed Man"...

"... How can you help a child at 1-3 months old, when he is just learning to see and when it is difficult to communicate with him?

First of all, reduce the amount of information coming to the newborn: temporarily remove complex pictures from the walls, remove or curtain wallpaper with intricate drawings, those that are closer than 3 meters from the baby. Many researchers note that a newborn loves to look at your face. But more and more often he will have moments of solitude, and in these moments he will be more and more interested in what else he can see, besides his beloved faces, around him. So, if you are a caring parent, then you should follow us to understand what the baby needs in the first months of life: forget about your "usual" ideas.

The effect that is obtained thanks to our recommendations is due to the fact that we set out in a whole book those questions that are still presented in several lines in textbooks for parents and educators. We introduce new concepts into psychology and pedagogy: "microdevelopment", "microeducation" and "microlearning": thanks to them, it becomes possible to accelerate the intellectual development of children many times over.

So, the most important practical recommendations: TRY TO EQUIP YOUR BABY MICROSCHOOL FOR INDEPENDENT DEVELOPMENT in the very first weeks of life. Do not force your baby to look at your favorite curtains, curtains, etc., these are your formed tastes, and for now he needs to go through the first steps in mastering visual perception. Remember: in the first days, your baby learns to recognize the simplest shapes: straight and curved lines, shadows, halftones, etc. You need to help him go through self-learning, and not leave him without help on these most important days for his whole life to chance, among the difficult unfamiliar items. These recommendations are included in the MIR-2 package.

You must create an understandable developmental environment for your baby, acquire and place in the field of view of the newborn the developmental elements of this environment recommended by us: household items, manuals, diapers, toys. Such an element of the developing environment as a crib should generally be chosen as a "microschool building" for the first years of a baby's life. The main purpose of developing elements (cribs, diapers, pictures on the walls, toys, etc.) is to help the newborn develop in your absence. Such cribs are included in the developing kits developed by us. Watch the baby in the short minutes of his wakefulness. If you follow the movement of his eyes, you can see that it has a point and search character. The child, as it were, measures with his eyes the objects and lines in his field of vision, compares them, learns to look exactly at the tops of the corners, etc. After a week, you can attach a large triangle in the baby’s field of vision, or, for example, a circle, he will begin the first independent journey through this image with his eyes. For a one-month-old baby, this is the same exciting journey as for

You, for example, may be a one-day excursion on foot in a small town. In these minutes, energy equivalents of eye muscle movements are formed in the brain of a newborn. It is they who are remembered and preserved as the first, most important "images" in a child's life. So the physical movement of the muscles of the eyes "delivers" signals to the brain, which are formed into "reference images", the future building blocks of intelligence. Remember: the chick considers the first one he saw when he was born - his own mother. So everything that a child sees in the first weeks of life becomes his family forever (imprinting and impressing). You will already be back from the tour, and the baby will still happily look at the square, as if at an old acquaintance - after two days of entertaining travel around the square for him, he will see it in its entirety, cover it with one look! For him, this is a small discovery, but he will use this discovery for the rest of his life! And you helped him in this! You can be sure that the "journey" of the baby with his eyes along the black triangle and circle will give him no less pleasure and joy. It is in your power to help your child make discoveries of these figures, which will help him develop several orders of magnitude faster than usual. Thus, you have put the leading activity - visual perception at the service of the development of the intellect. Use short, but every day increasing periods of wakefulness of the newborn, help him explore the world, do not distract him from what he wants to do - he wants to travel with his eyes through simple geometric shapes, and then move on to mastering more complex subjects. In scientific language, it means something like this: "the child seeks to develop his visual system and analytical thinking." It is at this time that the child most of all needs to be helped to master the basics of perception. He makes his first discoveries, and your help at this time is most effective. This can be done in a simple way: ... see RK MIR.

Preschool education is the first structured education that a child encounters when entering adulthood. It covers the period from birth to the age of six years, when the child goes to school.

The importance of early learning

This period is very important and responsible, during this short time the child actively masters all areas: educational, sensitive, intellectual, interaction, mental.

Such rapid and fundamental changes help the child to master all new areas of life. Thanks to this breakthrough, the child is actively involved in the educational process.

Today, the niche of educational institutions of preschool education is actively developing, only state kindergartens are not able to provide all the interests of children and parents.

Today, creative schools, studios, circles offer various areas of work with children, including dance, gymnastics, rhythm, theatrical art, foreign languages, preparation for school. Approaches to teaching the child are also developing.

It is very important to develop speech, sensory organs, motor skills, and the horizons of the child.

Home schooling with parents

A crucial stage in the organization of preschool education is activity planning. The educational process should be built in such a way as not to overload the child and leave a keen interest. Modern pedagogy reinforces the assertion that the learning process for a small child should be exciting and dynamic, only with the child's keen interest can significant results be achieved.

Children have extremely unstable attention, because of this, the process of their education is very laborious, requires special skills and great efforts. There are few methodological materials on the development of preschool children, this is due to an individual approach to learning in a children's team. Another point of view is the frequent change of the leading concept of learning. Views on the education of preschoolers have changed very rapidly, in fact, each era has made adjustments to the curriculum of kindergartens.

Lesson classes for preschoolers

It is impossible to apply the class-lesson system of education to preschool children. Attention at this age is not yet stable, children are not able to spend hours on end to engage in a single subject. Although for teaching schoolchildren such a system justifies itself.

From the very beginning of the development of preschool didactics, the principles of educating young children did not differ from ideas about teaching older children. But it is logical that a small child cannot learn according to the pattern of high school students.

In kindergarten, the process of education and upbringing run parallel to each other.

In the course of teaching children it is necessary to adhere to certain principles.

During the teaching of a young child, real knowledge must be provided. You can not simplify the material to a schematic, distort it. The child remembers all the information at the age of 2 to 7 years. With an incorrectly formed base, the child's representations will be greatly distorted.

The principle of scientificity in the study of nature

In the process of teaching a child, concrete ideas and knowledge about the world around him should be formed. All acquired knowledge should not conflict with the school curriculum. Didactics deals with this problem in teaching children of primary preschool age. She tries to prepare educational material in such a way that it is understandable to young children, but has the right scientific basis. A deep study of the curriculum for preschool children helps to create a powerful base on which it will be easier to string all the school material.

Features of the scientific approach in the process of education - the formation in children of a single picture of the world and a correct understanding of the laws of nature. It is very difficult to indicate the age of the child when the basic concepts of the universe are formed. Many representatives of preschool education are inclined to believe that these basics should be an integral part of the upbringing process.

From a very early age, children need to form correct ideas about the world around them, based on modern scientific knowledge.

All parents have knowledge of this principle, its expediency for applying to young children has existed since the development of pedagogy. To learn a new child, you need to see a picture, perhaps tactilely feel the unknown. So the knowledge of a child of preschool age is quickly and naturally built into his picture of perception.

Such features are confirmed by the fact that children try to present any narrative story as a figurative series. Based on the simplest actions, the ability to work with objects, it is easier for preschool children to form more complex mental operations - analysis, reasoning, comparison, counting.

Through visual images for the child, the formation of mental activity takes place. To learn how to count mentally, you need to practice counting on real objects many times. The study of the learning process of children proves that the child receives the main information through visual and auditory perception. These sense organs are given the main attention when working with preschool children.

The principle of visibility - the child perceives information better

In the case of perception of visual information, all information quickly enters the brain. While auditory perception is somewhat stretched over time.

The principle of visibility for children in kindergarten is the enrichment and expansion of the child's sensory experience and his knowledge of the world. Kids perceive natural objects: dummies of fruits and vegetables, models of buildings, diagrams, panels of plants, stuffed animals. Features of young children of preschool age - the ability to perceive diagrams, drawings, illustrations, on this the ability to build many principles of education and upbringing.

The principle of visibility is used to consolidate the links between new and old knowledge, to study new material.

The requirements for visual materials are as follows:

• realism, all objects should be as close as possible to real objects, have a similarity;
• worthy decoration, educators and parents should purchase or make models of the highest quality.

All educational material should be understandable to the child, correspond to his age and development. Features of teaching a young child - the assimilation of simple and understandable material. If knowledge is too complex and ornate, then the percentage of their assimilation by children decreases sharply.

The main difficulty in implementing this principle is to determine the readiness of the child to acquire knowledge. This is not always determined by age, all children are individual. Before starting the process of education, the teacher must diagnose the level of knowledge of the child.

Tasks should be accessible to the child

Even 15 years ago, there was an unspoken ban on teaching children to write and read and write until the child was five years old. Today there are many institutions of pre-school education that take children and younger children to prepare for school. The ideas of modern parents and teachers have changed, the pace and intensity of the load en first grader does not leave a chance for delay. We will find out the results of such a race for knowledge in a few years, when we analyze the level of knowledge, mental development and health status of today's first-graders.

Teaching foreign languages ​​can start from the age of 3

Do not confuse accessibility with ease, too simple tasks will not cause effort and mental stress, there will be no basis for subsequent knowledge.

It is important to create a situation of success in which the solution of a difficult but feasible task will bring joy and satisfaction.

The principle of active participation in the learning process

Features of the principle - only those knowledge are assimilated that aroused the interest and active participation of the child in their assimilation. If the child does not care about what is happening, then the information received from the outside will pass by, not be perceived by the brain.

The child must participate in learning

While working with children, the educator should provide for techniques that activate interest in knowledge, thinking. The negative effect is the fact that the child receives detailed chewed information, the assimilation of which did not take his time and effort. It may seem simple and straightforward, but the lack of personal involvement makes it distant and uninteresting. In the process of education, a balance must be struck.

Cognition should be a solution to practical problems, activity, independence. At the heart of such ideas lies the orienting-research reflex.

The principle of sequential learning

This principle of education encourages to go in learning from the easy to the difficult, from the simple to the complex. All knowledge of the child should be based on previous experience. The volume of new knowledge is determined by the teacher who works with the child. Time, the effectiveness of assimilation, the age of the child in the process of cognition should be guidelines.

Sequence principle by example

Theory and practice must be inseparable from each other. All knowledge must be backed up in practice. It is very interesting and difficult at the same time, it is not always possible to fully implement the knowledge that a young child has received.

The principle of an individual approach to each child and taking into account age characteristics

Children at preschool age differ greatly in the speed of perception, speed of thinking, perseverance, diligence, and behavior. All these signs are formed due to physiological, mental abilities, methods of education, living conditions, preparedness of the teacher and parents.

You can identify the main features of the baby by constantly observing the child, noting his behavior in various situations. For older children, you can organize collective conversations that will help identify the characteristics of the child, the degree of assimilation of knowledge, character. Even at a young age, one can identify leadership qualities, curiosity, and the ability to come to the rescue.

Such a diagnosis is very important; at an early age, negative character traits and mental characteristics are easier to correct. Checking the entire children's team can reveal children who quickly grasp the educational material on which they can rely in the learning process.

Classes taking into account age characteristics

It is very important in the process of education to take into account the physiological and anatomical characteristics of the child. The teacher should be familiar with the health status of each child. At the same time, tactfully and gently adjust the learning process for maximum efficiency. If a child has problems, for example, with hearing or vision, then he must be put on the first desks, for better perception.

Learning to read according to Zaitsev

• If the child has restrictions on physical activity, then it is necessary to inform the teacher of physical education.
• If the child is very impulsive or even aggressive, then in the process of education it is necessary to develop will and tolerance.
• If a child has only recently joined a children's team, then the child's speech speed and vocabulary are limited. Therefore, when the baby answers, it is necessary to show patience not only to the teacher, but also to teach this to all children.
• There are children who are not accustomed to mental work. They prefer to spend time in games and active entertainment. When working with such kids, it is necessary to include intellectual tasks in motor activity. Mono show the benefits of active mental activity in games and competitions.

The principle of the relationship between learning and development

These two processes are interrelated and continuous, but at the same time they require patience. Yesterday the kid could not do anything, but today he is mastering various skills. All this is normal and natural. If at any stage in learning there are difficulties, you just need to be patient and move forward.

The relationship between learning and development among schoolchildren

It is very important to awaken in the child a craving for independent knowledge, then the baby himself will strive to learn new and interesting things. Be sure to praise the child, create a situation of success - this is the surest incentive. Love children, then you will certainly succeed.

Science is an eternal process. Even in the womb of the mother, the child learns to adapt to life, taking an intrauterine position and developing with his mother's help, and in infancy he learns the first basics of independence using reflexes. Over time, learning is the main task of the child. The child's interest in science, his desire to learn, create, design and find his place in life largely depend on the choice of teaching methods.

Today, developing methods for preschoolers help prepare a child for school. They allow you to present knowledge in an accessible, effective and interesting way.

This is the main "advantage" of today's "developers" over yesterday's teaching methods. Yes, the new is not a complete rejection of the old and tested over the years. But still, learning in a new way gives productive results. So, let's learn about the methods of development of preschoolers:

1. Glen Doman Method . It covers children from birth to four years old and is mainly aimed at mastering reading. But development according to Doman is both intellectual and physical development, because the improvement of the child's brain is associated with the improvement of motor skills and abilities. The essence of the method of teaching reading according to Doman is that the teacher (teacher, parent) lets the child look at the card, where the word is written in red even letters, and at the same time pronounces it. An image of this word is placed next to it. The technique is based on memorizing whole words, without learning to read by syllables, as has been the case for many years. This way of teaching has been criticized more than once because of the passive role of the child. After all, only his memory is involved. And the process of making such memory cards is very laborious, given the richness of our language and the inability to depict words that are not objects.
2. Development according to the Montessori system . Maria Montessori developed a methodology for the development of children of 3 years old, which is based on their freedom of choice. That is, the kid himself chooses how and what to do, how much time to devote to the chosen activity. The technique is a whole complex of classes from exercises, handouts in the form of boards, frames, figures. The main drawback of the methodology is the permissiveness in the learning process, the freedom of children, which, in fact, is learning a little bit of everything without a system, planning, sequence.
3. Zaitsev cube technique . Zaitsev's cubes allow you to learn to read at the age of three, or even earlier. The set consists of 52 cubes, different in color and volume, weight and content, on the faces of which syllables are applied. In the process of playing with cubes, the baby makes up words. Addition to these cubes - posters with syllables. Teaching reading using the Zaitsev method is not very easy, it requires perseverance from parents, not to mention children. There are special development centers that teach reading using this method.
4. Games on the Nikitin system . The Nikitin family are classics of Russian education. Back in the days of the Soviet Union, on the personal example of a large family, they demonstrated an example of raising a harmonious personality. Nikitins emphasize that extremes should not be allowed in the form of complete freedom and abandonment of the child, as well as excessive pressure on him in the form of constant assignments, training, employment. The main task of education according to the Nikitin method is the development of the creative abilities of children. Nikitins' educational games are still popular today, as they teach them to make decisions on their own. Games are recommended for kids from one and a half years.
5. Child development according to the Waldorf system . The technique is more than a hundred years old, it originated in Germany. Its author is Rudolf Steiner. The founder of the early development methodology believed that before the period of change of milk teeth, that is, up to 7 years, the baby should not be loaded with learning to write and read. But the creative and spiritual abilities of the baby need to be revealed, developed in harmony with nature. So, the child must hear and feel music, draw and sing, sculpt and dance.
6. Lupan technique . Cecile Lupan is a follower of Glen Doman and other early development methods. Based on the methodology of her predecessors, she developed her own strategy for the early development of the child. Her book Believe in Your Child tells how and what to teach girls and boys. The main principle of Cecile Lupan is the systematic and daily education of children in sensitive (favorable) periods. The author attaches the main importance to reading books to children for the development of their speech. Cecile Lupan suggests explaining complex fairy tales to kids, and to facilitate the study of letters, she considers it necessary to visualize the letters. That is, to the letter "k" draw a cat, to the letter "m" - a mouse. In the book, the author advises parents on how to teach their children to ride and swim, paint and music.

Methods for teaching children to read

There are several basic methods for teaching preschool children to read. Here they are:

1. Phonetic method . It is based on the alphabetical principle of pronunciation of letters and sounds. When the baby has accumulated enough knowledge, he moves on to syllables, then to words. In the phonetic method, there is a direction of systematic phonetics (successive learning of sounds before reading) and a direction of internal phonetics (identification of a word through a picture).
2. Linguistic method . Children come to the first grade with a large vocabulary, and therefore the linguistic method suggests that they first teach those words that are read as they are written. On such examples, boys and girls learn the correspondence between sounds and letters.
3. Whole word method . Its essence is to recognize words as whole units without breaking them into syllables. The method of whole words does not involve the study of sounds and letters. The child is simply shown the word and pronounces it. After learning 50-100 words, the baby is offered a text where the learned words are often found.
4. Whole text method . It is similar to the previous one, but the emphasis is on the child's language experience. For example, a child is offered a book with a fascinating story. He looks, meets unfamiliar words, the essence of which he must guess from the illustrations. At the same time, both reading and writing their stories are encouraged. Phonetic rules are not explained to the student at all, and the connection between sounds and letters is established in the process of reading itself.
5. Zaitsev method . The author defined the syllable as a unit of language structure. This is a vowel and a consonant, that is, only two letters. Zaitsev wrote syllables on the faces of cubes, different in weight and color. This methodology is referred to as phonetic methods, because the syllable is both a syllable and a phoneme. In the course of learning to read according to the method of Zaitsev, the child receives the concept of letter-sound connections.
6. Moore's learning method . The author begins by teaching the baby letters and sounds. In this case, the student is introduced into the laboratory, where the typewriter is located. When pronouncing a sound, the key with the corresponding letter is pressed. The next stage is a demonstration of a combination of letters. It can also be simple three-letter words. They also need to be typed on a typewriter.
7. Montessori method . The author first showed the children the letters, then taught them to recognize, then write and pronounce. After they had already learned how to combine sounds into words, Maria Montessori suggested that students combine words into sentences.

Today, children are taught English at an early age. If you cannot do this on your own, then you can hire a tutor for this purpose or send the baby to an early learning group for foreign languages. It is better to enroll in such a group at the age of 4-5 years.

Today, in such groups, students are taught English using several methodologies:

1. Zaitsev's technique . It is designed for three-year-olds and is based on the use of cubes.
2. James Pitman alphabet . He expanded the English alphabet to 44 letters in such a way that each of them was pronounced in only one version, and all words were read as they are written.
3. Game technique or game method . It is very effective in teaching English to children. The teacher starts games, and in their course words are taught. In a playful way, all knowledge about the English language is developed, from grammar to colloquial speech.
4. Combined technique . It consists in mixing different methods of teaching children English. The combined technique involves games, cubes, songs, pictures, dances. The child does not have to be bored, switching from one activity to another. This, as a rule, has a positive effect on the assimilation of knowledge.

So, there are a variety of methods for teaching children English. But the effectiveness of the assimilation of knowledge largely depends on the personality of the teacher, his contact with the students, the ability to feel each student.

Especially for - Elena TOLOCHIK