Early childhood is a special period in the formation of organs and systems and, above all, brain functions. It has been proved that the functions of the cerebral cortex are not only fixed hereditarily, they develop as a result of the interaction of the organism with the environment. This happens especially intensively in the first three years of life. During this period, there is a maximum rate of formation of the prerequisites that determine all further development of the body, therefore it is important to lay the foundations for the full development and health of the child in a timely manner.

For the protection and strengthening of the health of children, preventive health-improving work is of particular importance: compliance with the regime, rational nutrition, hardening, gymnastics, medical and pedagogical control over development and health.

For the first time, the whole complex of features of early childhood was formed by one of the founders of nursery in our country, Professor N.M. Aksarina.

What are they?

1. For an early age is characterized by fast pace of development of the body. In no other period of childhood is there such a rapid increase in body weight and length, the development of all brain functions. A child is born a helpless being. However, by the age of 2 months, conditioned reflexes (habits) are formed in him, during the first year of life, inhibition reactions are formed. At this time, sensing, movements are actively developing, the baby masters speech.

The fast pace of development of a young child, in turn, has a number of features. First of all, there is a leap in development. At the same time, periods of slow accumulation are distinguished, when a slowdown in the formation of certain functions of the body is noted, and so-called critical periods (jumps) alternating with them, when the appearance of the child changes for a short time. This can be seen on the example of the development of the speech understanding function in a child of the second year of life. So, at the age from 1 year to 1 year 3 months, there is a slow accumulation of the stock of understandable words. During this period, the baby masters independent walking, which expands for him the possibility of direct communication with the world around him. On the one hand, walking, as it were, temporarily delays the manifestation of reactions associated with understanding speech. On the other hand, it is walking that promotes direct communication of children with the surrounding objects (which an adult designates with a word), helps them establish a strong connection between the object and the word, and leads to a leap in the development of understanding of speech.

Critical periods in the development of a child - 1 year, 2 years, 3 years, 6-7 years, 12-13 years. It was at this time that sharp changes take place, giving a new quality in the development of children: 1 year - mastering walking; 2 years - the formation of visual-effective thinking, a turning point in the development of speech; 3 years - the period when the connection between the behavior and development of the child with the second signal system is especially clear, the baby is aware of himself as a person; 6-7 years - the period of school maturity; 12-13 years - puberty, puberty (L.S.Vygotsky).

Jumping reflects the normal, natural process of development of the child's body, and, conversely, the absence of jumps is a consequence of defects in the development and upbringing of children. Therefore, it is so important during the period of the child's accumulation of experience to create optimal conditions for the timely maturation of a new quality in the development of a particular function. However, the critical periods are difficult for the child. They can be accompanied by a decrease in the baby's performance and other functional disorders. At this time, the baby especially needs good care, in a mode that spares his nervous system.

The rapid pace of development of the child is due to the rapid establishment of connections with the outside world and at the same time, the slow consolidation of reactions. Young children are characterized by instability and incompleteness of emerging skills and abilities. (Taking this into account, repetition in training is provided, providing a connection between the influences of the adults around the child and his independent activity.)

Unevenness in the development of a young child is determined by the maturation of various functions at a certain time. Observing this pattern, N.M. Schelovanov and N.M. Aksarina identified periods of special sensitivity of the baby to certain types of exposure and outlined the leading lines in his development. They emphasized that when raising children, special attention should be paid to the formation of those reactions that mature for the first time and which cannot develop independently, without the purposeful influences of an adult. For example, the "revitalization complex" that appears in a baby at 3 months, the ability to use simple sentences when communicating with an adult at 2 years old, the appearance of role-playing games at 3 years old.

In the first three years of a child's life, there is a great vulnerability, lability of his condition, due to the rapid pace of development of the body. Children of this age easily get sick, often (even for minor reasons) their emotional state changes, the child gets tired easily. Frequent morbidity, as well as increased excitability of the nervous system, are especially characteristic of stressful conditions (during the adaptation period when children enter a nursery, etc.).

However, a fast pace of development is possible only with a high plasticity of the organism, its great compensatory capabilities. This is especially true for the functions of the brain. There is a lot of the so-called unoccupied field in the cerebral cortex of the child, therefore, by means of specially directed influences, it is possible to achieve a very high level of development of the baby and the earlier formation of one or another function.

The basis for teaching young children should be based primarily on the development of such abilities as imitation, reproduction, the ability to look and listen, compare, distinguish, contrast, generalize, etc., which will be necessary in the future to acquire certain skills, knowledge, life experience.

2. An essential feature of early childhood is interrelation and interdependence of the state of health, physical and neuropsychic development of children. A strong, physically full-fledged child is not only less exposed to diseases, but also develops better mentally. But even minor disorders in the baby's health affect his emotional sphere. The course of the disease and recovery is largely related to the child's mood, and if positive emotions are maintained, his health improves and recovery occurs quickly. N.M. Schelovanov found that the development of hypotrophy is often associated with a deficit of emotions, dissatisfaction with the baby's motor activity. It was revealed that neuropsychic development, in particular the function of speech, largely depends on biological factors: the course of pregnancy, complications during mother's delivery, the state of health of the baby, etc.

3. Every healthy child in the first three years of life is characterized by a high degree of orienting reactions to everything around. This age-related feature stimulates the so-called sensorimotor needs. It has been proven that if children are limited in receiving information and processing it in accordance with age capabilities, the rate of their development is slower. Therefore, it is important that the life of babies is varied, rich in impressions.

Sensory needs also cause high motor activity, and movement is the natural state of the baby, contributing to his intellectual development.

4. Of particular importance in early childhood acquire emotions, so necessary when carrying out regime processes - when feeding, keeping the child awake, shaping his behavior and skills, ensuring his all-round development. The early formation of positive emotions based on the establishment of social ties with adults, and later with peers, is the key to the formation of the child's personality. The emotional sphere has a great influence on the formation of the cognitive abilities of children.

Interest in the environment in early childhood is involuntary and largely socially conditioned. It is impossible to force a baby to watch or listen, but many can interest him, therefore positive emotions play a special role in teaching young children. Often, not yet understanding the meaning of the adult's speech addressed to him, children react to her intonation, emotional mood, they easily catch them and become infected with the same mood. This is both the simplicity and the complexity of raising young children.

5... In the development of young children, the leading role belongs to the adult. It provides all the conditions necessary for the development and optimal health of the baby. Communicating with him, brings warmth, affection and information that is necessary for the development of the mind and soul of the child. A benevolent tone, a calm, even attitude towards him is the key to a balanced state of the baby.

One of the conditions ensuring the normal development, well-being of young children is unity of pedagogical influences on the part of everyone who participates in their upbringing, especially in a family where several people are often involved with the child: mother, father, grandmother and other adults - and their actions in a relationship they do not always agree with the baby and are not always constant. In these cases, the baby does not understand how he should act, how to act. Some children, easily excitable, cease to obey the requirements of adults, others, stronger ones, try to adapt, each time changing their behavior, which is an overwhelming task for them. So adults themselves are often the cause of unbalanced behavior in children. Therefore, it is very important that not only in the family, but also in the preschool institution, the requirements are equally feasible for the kids, agreed between parents and educators.

When accepting a child for the first time in a group, the educator should know everything about him, having received information from the doctor, in conversation with the parents, in communication with the child even before he arrives at the preschool institution. In the first days of the baby's stay in the group, one should not abruptly violate what he is used to at home, even if these habits are not entirely correct. For example, a child is used to sleeping with a dummy at home, and at first it should not be weaned. But the teacher must patiently explain to the parents that, if possible, they should gradually prepare the baby for weaning: tell what skills and abilities need to be formed in children at home, what methods to use.

Young children are suggestible, they easily convey the mood of others. An increased, irritable tone, abrupt transitions from affection to coldness, screaming negatively affect the behavior of the baby.

It is very important to use prohibitions correctly in raising a child. You cannot allow the kid to do whatever he wants. Both frequent prohibitions and allowing the child to do whatever they want are harmful to the child. In one case, the child does not develop the skills and abilities necessary for life, in another, the baby is forced to specifically restrain himself, which is a lot of work for him. How to deal with young children? First of all, prohibitions, if necessary, must be justified, the requirements for their implementation must be made in a calm voice. It is impossible to allow what was previously prohibited, for example, it is always necessary to demand that the child does not sit down to eat with unwashed hands, does not approach an open window, a burning stove, does not take things from the teacher's table, etc. However, there should be much less prohibitions. what he is allowed to do.

The requirements presented must be feasible for young children to fulfill. So, it is difficult for a child not to move for a long time - to sit or stand, maintaining the same posture, wait until, for example, it comes to him to get dressed for a walk.

From an early age, children develop independence. Performing actions without the help of an adult begins to give the baby pleasure very early. Having barely learned to speak, he turns to an adult with the words “I myself”. This need of the baby for the manifestation of activity, self-affirmation should, as far as possible, be supported in every possible way. In the game, children themselves often try to overcome some difficulties, and there is no need to strive to immediately help them. Let the child try to perform the action on his own. This is one of the conditions for the formation of skills and good mood of the baby.

Often the reason for the unbalanced behavior of a child is a violation of his activity. At an early age, the baby cannot quickly, arbitrarily switch from one type of activity to another, and therefore a sharp breakdown, the demand to immediately stop, for example, play and do something else is beyond his strength, causes a sharp protest. And vice versa, if an adult does it gradually - at first he offers to end the game, put the toys in place, then gives an installation for a new type of activity: “Now let's go to wash, fragrant soap. And delicious pancakes for lunch. Will you help me put the plates on the table? " - the child willingly obeys.

Upbringing should take into account individual characteristics child. In children with different types of nervous activity, the limit of working capacity is not the same: some get tired faster, they often need to change calm and active games while playing, and go to bed earlier than others. There are children who themselves come into contact with others, demand that they be called for such contacts, and more often maintain their positive emotional state. Children also fall asleep differently: some slowly, restlessly, ask a teacher to be with them; to others, sleep comes quickly, and they do not need special influences. During the game, some kids easily complete the tasks of an adult (therefore, it is important that the task is difficult enough, the child should solve it independently). Others are waiting for help, support, encouragement. Knowledge of the individual characteristics of the child not only helps the educator find the right approach, but also contributes to the formation of certain personality traits of the growing person.

Often the reason for the unbalanced behavior of children is the wrong organization of activity: when physical activity is not satisfied, the child does not receive enough impressions, suffers from a deficit in communication with adults. Disruptions in behavior can also occur as a result of the fact that organic needs are not met in a timely manner - inconvenience in clothing, diaper rash, the child is hungry, did not get enough sleep. Therefore, the daily routine, careful hygienic care, methodically correct conduct of all regime processes - sleep, feeding, administration of hygienic needs, the timely organization of the child's independent activity, classes, the implementation of correct educational approaches are the key to the formation of the correct behavior of the child, creating a balanced mood in him.

The characteristics of the period of early childhood correspond to tasks and means of education child, they include physical, mental, moral and aesthetic education.

Tasks of physical education: protection of the health of children, their movements, full physical development; instilling cultural and hygienic skills.

Basic means of physical education: provision of sanitary and hygienic care, carrying out hardening measures - extensive use of air, sun, water; rational feeding and nutrition; organization of massage and gymnastics; organization of the daily routine; methodically correct conduct of all regime processes (feeding, sleep, wakefulness); ensuring the child's motor activity (room for movement, the presence of special aids in children's institutions).

The tasks of mental education: the formation of actions with objects; sensory development; development of speech; development of gaming and other activities; the formation of basic mental processes (attention, memory), the development of visual-active thinking, emotional development, the formation of primary ideas and concepts about the world around, the development of mental abilities (the ability to compare, distinguish, generalize, establish a causal relationship between individual phenomena); the formation of cognitive needs (the need to obtain information, activity in the classroom, independence in cognition of the surrounding world).

Basic means of mental education: emotional and business communication between an adult and a child during the child's own activities; special training, which is carried out by the educator in the classroom; independent practice of the child himself in everyday life, games, communication.

The main types of activity at an early age are communication with an adult, as well as the development of actions with objects. For their timely development, it is necessary to create optimal conditions.

The tasks of moral education: the formation of positive relationships with adults (the ability to calmly fulfill their requirements, show affection and love for parents, family members, educators, a desire to help another, show an affectionate attitude, sympathy); fostering positive personality traits (kindness, responsiveness, friendliness, initiative, resourcefulness, the ability to overcome difficulties, bring the work started to the end); fostering friendly relationships between children (the ability to play side by side, without disturbing other children, share toys, show sympathy, provide assistance in case of difficulties, etc.); fostering positive habits (the ability to greet, thank, put toys in place, etc.); training in initial forms of labor activity (all forms of self-service, feasible help for young people and adults, for example, water flowers with adults, bring napkins for dinner, clean paths on the site, etc.).

Means of moral education: adult behavior patterns, approval of good deeds, teaching children positive deeds; organizing special appropriate situations, reading books.

For the full and harmonious development of children, it is important from an early age to instill in them a love of beauty in the environment, nature, and everyday life, that is, to form aesthetic feelings.

Tasks of aesthetic education: education of the ability to notice the beautiful in nature, the surrounding reality, the actions of people, clothes, the development of creative abilities (ear for music, visual activity).

Means of aesthetic education: acquaintance with nature, music, training in singing, drawing, modeling, reading folk nursery rhymes, poems, fairy tales.

All of these tasks are solved by the joint efforts of the preschool institution and the family. The correct organization of children's life in a team environment allows the mother to work successfully, and the child - to develop harmoniously under the guidance of specialists (pediatricians, educators, music workers).

Let us consider in more detail the features of a child's development at each stage of early childhood.

One of the problems that is being solved in a preschool institution is the problem of adaptation of children.

During the period of adaptation, the child experiences a reworking of previously formed dynamic stereotypes and, in addition to immune and physiological breakdown, psychological barriers are overcome. Stress can cause a protective reaction in a child in the form of refusal to eat, sleep, communicate with others, withdraw into oneself, etc. For a more optimal implementation of the adaptation period, the transition of a child from a family to a preschool institution must be made as smooth as possible. For this purpose, we have developed psychological and pedagogical parameters that make it possible to predict the course of adaptation and suggest individual approaches to children in a preschool institution and a family during the adaptation period.

The approaches consist of three blocks:

1) the behavior of children associated with the satisfaction of organic needs;

2) the level of neuropsychic development;

3) some personality traits of the child (diagram).

Information about the child is put down in points or simply written down in words.

The analysis shows that already at an early age (second or third years of life), the level of socialization is of greatest importance during the adaptation period, in particular, the presence or absence of communication between the child and peers. An important role is played by the formation of such personality traits as initiative, independence, the ability to solve "problems" in the game.

The issue of its organization has a positive impact on the course of the adaptation process. It is desirable that the teacher get to know the children entering the preschool institution in advance, namely in the spring, and conduct an appointment according to the parameters given in Table 1. At the same time, it is important to find out the problems that may arise, and in advance to give recommendations to parents on preparing children for a preschool institution.

Psychological and pedagogical parameters for determining the readiness of a child to enter a preschool institution

Table 1

In kindergarten, the teacher records observations of the behavior of each child in the adaptation sheet until his behavior is normalized. If the child falls ill, this is also noted on the adaptation sheet, and upon the child's return to the preschool institution, the teacher monitors his behavior for three days.

It is important to analyze the course of the adaptation process in the group. For this purpose, it is necessary to analyze what was the readiness of each child to enter a preschool institution and how the addiction proceeded under the supervision of educators, a psychologist, and a doctor.

Adaptation analysis

table 2

Adaptation sheet

Legend:

positive + -; unstable + -; negative -; was sick - b.; at home - d.

The first year of life takes a special place in the development of a young child. "Everything at this age is formed for the first time, the child must learn everything" (N.M.Schelovanov).

In a child of the first year of life, brain functions develop rapidly, the efficiency of the central nervous system increases, and endurance increases. Thus, a newborn is awake for only 20–30 minutes, and by the end of the year the phase of activity reaches 3–3.5 hours. From the first months of life, the activity of all the senses develops, and positive emotional responses are formed. Movements develop just as quickly, elementary actions with objects are formed.

By the end of the first year, the child masters independent walking, which expands his capabilities in active cognition of the environment. He begins to understand speech, to use the first words when addressing close adults, to perform simple actions with toys. Memory, attention, thinking are developing. Already in the first year of life, the baby shows the first manifestations of independence, perseverance in achieving the goal, interest and selective attitude towards the people around him, things.

The full development of a child in the first year of life largely depends on the influences of the adults caring for him. Communication with an adult becomes a need and a leading activity of children in the first months of life, a source of their development. Very early (at the 3rd month), the baby develops an interest in other children. He can look at the guys for a long time or show joy at the sight of them, and then imitate them.

The development of a child in the first year of life is carried out in a certain sequence: all new, more complex skills are formed on the basis of simple ones. The mastery of this or that skill occurs at different age periods. At the same time, there are periods of accumulation and leaps, which determines the uneven development.

The fast pace and uneven development of the baby necessitate dividing the first year of life into 4 qualitatively different periods and highlighting in each of them skills that are most developed at this age and have progressive meaning for later life. These skills are called leading, special attention should be paid to them in the process of raising a child.

Let's take a closer look at each such period.

The neonatal period (the first 3-4 weeks of life) is the most crucial in a child's life. Here it is still difficult to single out the leading lines of development, but it is possible to outline the main tasks of upbringing: careful hygienic care that ensures the well-being and peace of mind of the child; the formation of a clear and correct feeding rhythm corresponding to the condition of the child (7 times after 3 hours or 6 times after 3.5 hours - on the recommendation of a doctor); the formation of positive habits and the prevention of negative ones (sucking fingers, nipples, the need for motion sickness on the hands, in the crib, random feeding, etc.).

From the end of the neonatal period, it is necessary to form a circadian rhythm with a concentration of sleep at night, and wakefulness for the day. During wakefulness, the baby maintains a calm and active state, causes tracking of the movement of an object and forms the ability to listen to sounds. He is placed on his stomach, prompting him to raise his head.

From the end of the neonatal period to 2.5-3 months, the duration of wakefulness increases (up to 1-1.5 hours), a clear alternation of sleep and wakefulness during the day is formed. During wakefulness, the child should be calm and active. He is brought up to have a positive attitude towards feeding, putting to bed, and hygiene procedures.

The leader in the development of the child at this stage is the formation of visual and auditory orienting reactions. The kid is taught to follow a moving toy or an adult, to focus his gaze on the motionless toy hanging above him, on the adult's face. The child listens to the sounds of speech, the singing of an adult, the sound of a rattle, on this basis, he develops a verbal hearing, the ability to establish a connection between visual and auditory impressions. The acquired skills contribute to a calm and active wakefulness.

During this period, it is important to form response emotionally positive reactions - the main condition for the timely physical and neuropsychic development of the child. The kid learns to show joy in response to communication with an adult. At the end of the 1st - the beginning of the 2nd month of life, the first response smile appears, and at the 3rd month, more complex positive emotional reactions are formed - the "revitalization complex". By the age of 4 months, the child, rejoicing, laughs loudly, this state becomes more expressive, prolonged, more often manifests itself on various occasions and can already arise without the influence of an adult. Gradually (at the 5th month) the "revitalization complex" is replaced by more differentiated and complex emotional reactions.

Up to 3 months, such an emotional reaction to the environment is very valuable, because it contributes to the manifestation of motor and vocal activity: in a child, when he is happy, his arms in the elbow joint are straightened, fingers are unclenched, he seems to accidentally bump into an object. The formation of the "revitalization complex" is largely facilitated by the timely development of visual and auditory concentration. The presence of emotionally positive responses indicates the physiological maturity of the baby (by 3 months).

In the first 3 months of life, the child develops vocal responses - humming, humming, which is important for the development of the vocal apparatus, sound speech. He masters the first movements in a horizontal position. The ability to keep his head lying on his stomach develops: at 1 month, the baby raises and briefly holds his head, and by 3 months he lies on his stomach for a long time, holding his head high, bending over, leaning on his forearms. By the end of 3 months, he tries to keep his head upright, while in the arms of an adult.

At the age of 2.5-3 to 5-6 months, the baby's behavior changes significantly. By 6 months, he can be awake for up to 1.5-2 hours. If you follow the correct regimen, the child develops a positive attitude towards all regime processes, he is active when feeding: at 4 months he holds the mother's breast or bottle with his hands, and at 5-6 months brings it to the mouth; with the introduction of complementary foods, he eats half-thick food (vegetable puree, porridge) from a spoon (at 4.5–5 months). If the baby was taught to be neat, monitored the purity of his skin, then during this period he may react negatively to wet linen, a dirty face, while showing anxiety.

The leading achievement at this age stage is further improvement of visual and auditory orientation responses(orientation in the environment, on the basis of which speech understanding is formed), sensory development, movement, the formation of more complex behavior.

At the 4th month, such skills as tracking an object or an adult (another child), auditory and visual concentration on an object in any position (lying on the back, on the stomach, on the hands of an adult) are improved. Visual, auditory, motor, tactile interconnections are also established, the localization of sound in space develops (the ability to find with a glance the source of sound - a speaking adult, a sounding object). A kid can for a long time (up to 1.5 hours) consider an object, a picture, a bright spot, another child that attracted his attention. This is how the foundations of the ability to observe are laid.

At 4-5 months, the baby tries to distinguish the intonations of speech addressed to him, melodies (dance and calm), the voices of acquaintances and unfamiliar adults, to recognize his mother or another close person, to distinguish people close to him from strangers. By the age of 5 months, he reacts to a new environment, unfamiliar conditions: when he sees strangers, he stops smiling, examines them for a long time and tensely, and may cry. If they speak strictly to the child, he frowns, compresses his lips, shows discontent, being in the arms of a stranger, reaches out to his mother. By 6 months he will recognize (by sound) his name. All this testifies to the child's adequate response to the environment, to his perception of a person's speech, which in the future has a beneficial effect on the development of understanding of the speech of the surrounding adults and on the development of his own speech.

An equally important achievement in the life of a baby from 3 to 5-6 months is development of hand movements. First, the child comes across toys suspended above the breast, by 4 months he grabs, feels and examines them, and by 5 months he develops purposeful hand movements, such as grasping; at 5 months, he clearly takes the toy from the hands of an adult, at 6 months he picks it up, lying on his back, on his stomach, on his side, holds and examines it, transfers it from one hand to another, throws it away. During this period, he is given toys that are comfortable to grip. On the basis of the described movements, play manipulative actions with objects are developed that help the baby to learn about the environment, gain life experience, and later, in the second half of the year, improve the skills of eating, develop basic movements.

At this age stage, there is another important line in the development of the child: development of the preparatory stages of active speech. At 4 months, the baby walks for a long time, by 5 months he has a melodious hum, with different intonation. The child walks often and for a long time: in response to the emotional communication of an adult with him, during calm wakefulness, when examining a toy. If a child hears an adult's voice or his own, the duration of humming increases and it becomes more varied. For the development of humming, a prerequisite is good health and a positive emotional state of the child.

By 5-6 months, the baby pronounces consonants: p, b, t, d, m, n, l etc. The first syllables appear (a combination of a vowel and a consonant sound): pa, ba, ma, that is, babbling. This is facilitated by the development of the articulatory apparatus and auditory concentration, speech hearing. The child hears the sounds pronounced by the adult, hears himself and begins to pronounce the sounds and syllables again.

By the end of the first six months of life, the child masters the first independent movements, being in a horizontal position. By the age of 5 months, he lies on his stomach for a long time, with support on his palms, firmly rests on his straightened legs with support under the armpits. He develops movements that are preparatory to crawling: at 5 months, the child turns from back to stomach, and at 6 months - from stomach to back and crawls forward a little (sideways or even back).

During this period, the baby shows interest in various toys; with sounds, movements draws the attention of an adult to himself; persistently tries to approach the object that attracted his attention. He often enjoys playing with toys, laughs, makes sounds, tries to move around. By the end of the third half of the year, the baby can be awake on its own, be active.

At the age of 5-6 to 9-10 months, the child's waking time increases to 2-2.5 hours. He switches to a regimen with three periods of daytime sleep, 2-1.5 hours each, and five feedings after 4 hours. development complicates the behavior of the baby in regime processes. He drinks from a cup that an adult holds, and by the age of 9 months he himself holds it with his hands, during a meal he holds and eats a crouton. When washing, stretches out his hands to the water, washes with pleasure, is active when dressing and undressing (raises his leg, stretches out his hand, raises his head, etc.). After mastering the ability to sit and sit, the child is taught to use the potty, forming the skill of neatness. They do this when a corresponding need arises, that is, after sleep, in the middle of wakefulness and before sleep.

In the second half of the year, the main achievement is development of movements and, above all, mastering the ability to crawl. The pace and sequence of the development of movements depend on the conditions of upbringing and the influences of adults. The most expedient is such a sequence in which children first master motor functions (movements associated with a change in position in space, with movement), and then static (the ability to maintain a certain body position). Children are taught to sit down, not sit, get up, not stand. By doing various movements, the child masters the basics for developing the ability to maintain a certain body position.

By the age of 7 months, the baby can already crawl, and at 8 months he crawls a lot, quickly and in different directions. Crawling significantly changes the behavior of the baby, as he becomes even more active and independent, can approach everything that was previously inaccessible to him. Thanks to this, his horizons expand, his life experience becomes richer. The child begins to navigate in the environment. The latter has a positive effect on physical development, the formation of correct posture, prevention of the development of flat feet. A crawling child strengthens the muscles of the legs, arms, back, abdominal muscles, and neck. To develop crawling skills, the baby should, while awake, be on an even, hard mattress (in a crib, on an ottoman, etc.) or on a fenced floor space. It is desirable that there are toys (balls, balls, etc.) here. An adult attracts the baby's attention with a toy, accompanying the actions with speech, and encourages him to crawl to the object.

By the age of 8 months, there is a leap in the development of movements. The child becomes upright. At first, he masters movements that help him gradually take this position: sit down, sit and lie down, get up, stand and go down, step over a little, holding on to the barrier. By the age of 9 months, the baby is already walking: he moves from support to support (from barrier to table, from table to sofa, etc.), slightly sticking with his hands. Therefore, on the floor, where the baby is now awake, there should be stable objects (large furniture), holding onto which he could get up and step over.

In the period from 6-7 to 9-10 months, the child for the first time begins to understand the speech of an adult, which significantly changes all his behavior, affects the development of actions, movements, active speech. By the age of 7 months, at the request of an adult, the child finds with his gaze an object that has been repeatedly shown and named to him, and at 8 months, according to the word of an adult, he can show several objects, perform simple actions (without the participation of an adult): clap his hands ("okay"), on words "Goodbye" wave your hand.

By the age of 9 months, a small child understands the names of several objects, finds them anywhere, knows his name, gives a toy in his hands, understands words related to regime processes, performs actions at the request of an adult ("sit down", "drink" , "Give me a pen"). Thus, the speech of an adult gradually begins to regulate the actions of the child.

It is important in the development of a child at this age stage to acquire the ability to imitate an adult in babbling and in actions with objects. Without this skill, the further development of the baby, his education and upbringing are impossible. By the age of 7 months, he repeats individual syllables - babbles. Each child has "his" two or three syllables, which he pronounces repeatedly and in different combinations. At 8 months, the baby repeats them after adults, and at 9-10 months, when repeating, he pronounces new syllables, other combinations of vowels and palatine or labial consonants that he has not yet pronounced. Thanks to this, the sound composition of babble expands. Now the baby accompanies his movements, actions, communication with adults and children with babbling. However, sometimes, during the period of mastering new movements and increasing motor activity, so-called competitive relations arise between the development of movements and babbling. Babbling as a new and still fragile skill fades away if adults do not create special conditions for its development (do not cause imitation of syllables, do not resonate with the child). Babbling may not develop in children with reduced hearing or in its absence, as well as in connection with any previously undetected defect in the articulation apparatus, speech motor analyzer.

Based on hand movements formed in the first half of the year, from 6-7 months actions with objects begin to develop. In the beginning, these are repeated actions performed in the same way with all objects, regardless of their properties (examining, tapping, pressing, throwing, swinging, etc.). Activities with toys are becoming longer and more varied. By 8-9 months, the baby uses each toy differently, depending on its properties. These actions are prompted by the objects themselves, are the result of the child's accumulated personal experience and are initially random in nature. Then, under the influence of special training, self-imitation develops (the child pushes the ball repeatedly, takes the toy out of the box, opens the lid, presses a key, etc.), and finally the child imitates the adult. By the age of 9 months, imitating an adult, he first performs familiar, and then new actions: closes the lid, puts a toy in a box, collects a toy, etc. As his understanding of speech develops, he begins to perform actions according to speech instructions, reproducing what he was taught earlier ... At 9 months old, the child imitates the dance and play movements of an adult, gradually associating them with a certain melody and words.

At the age of 9 - 10 months to 1 year, the child sleeps 2 times in the daytime for 2.5–2 hours, his wakefulness increases from 2.5 to 3.5 hours. The intervals between feedings range from 3–3.5 to 4.5 h, since at each feeding the baby now receives food that is different in quantity, consistency and composition. By the end of the year, many children are already canceling the fifth, night feed. The sequence of regime processes is changing. Until 9 months, the child first slept, then ate and then was awake. In the last quarter of the year, the number of periods of daytime sleep decreases, and the duration of wakefulness increases. Therefore, some feedings can now be organized at the end of wakefulness or after a short time after sleep. So, breakfast should be no later than 30 minutes or 1 hour after the child wakes up, but not immediately after a night's sleep. After waking up, the baby must orient himself in the environment. It is necessary to carry out a number of hygiene procedures and only then feed him. The child dines immediately after the first day's sleep, and he may have an afternoon snack before or after the second day's sleep. Dinner time depends on when the afternoon tea was. But you should not allow a long hungry wakefulness of the baby; you need to feed him about 1 hour or 40 minutes before the start of night sleep.

The child's activity increases during the feeding process. By the age of one, he already knows how to drink from a cup himself: he takes it with both hands, drinks it, puts it on the table, etc. When dressing, undressing, washing, the baby readily stretches out his hands, puts his face in. He sits quietly on the pot. All his behavior in regime processes is regulated by the word of an adult.

At this age, it is important to improve everything that the child masters, especially movement. By the end of the first year of life, the baby is actively moving. He still crawls a lot, but more often he walks, holding on to the support, moves from support to support, walks with support first by both hands, and then by one. He can walk up and down the stairs, holding onto the railing (from 10 months). After 10-11 months, the baby is able to walk without the support and help of an adult in different directions, without sitting down.

For the development of movements, the child's wakefulness is organized on the floor, there must be large objects, holding onto which he could get up, step over, walk. There should be toys that encourage the baby to move (ball, car, cart), large toys (bear or dog, doll), as well as a place to relax while sitting: a very low chair or stool, box, cushion, roller, etc. It is important to be correct and it is convenient to dress the child.

To master, skills self walking such prerequisites for the development of a child are necessary as the ability to stand, leaning on full feet, walk with support forward, dropping to the entire foot, understand the verbal instructions of an adult, and navigate in space. Early stimulation of walking is not recommended, when all its prerequisites have not yet been formed. It is also important to prevent a delay in the mastery of walking, which can be caused by unfavorable conditions (lack of room for movement, improper educational and training influences).

A child acquires a lot of new things in development of understanding of speech. By 10 months, at the request of an adult, the baby finds and brings a familiar toy if it is in his field of vision, at 11 months he discovers the named toy among many others, and by 12, at the request of an adult, shows several homogeneous objects, if they look slightly different (buttons on the mother's dress and on her shirt, balls of different sizes and colors, etc.).

By the end of the year, some words in the speech of an adult begin to acquire a generalized character for the child. The kid understands the word it is forbidden, if it is pronounced according to the situation. It becomes possible to influence his behavior through speech. The number of understandable words is increasing, which denote the names of toys, clothes, furniture, actions with objects, actions associated with regime processes (drink, lie down, eat etc.), movements, names of adults and children, body parts, faces. The kid can carry out simple instructions of an adult, respond adequately to words you can, good, bad.

Comprehension of speech not only changes behavior, but significantly affects the entire development of the child. Active speech is formed; in the period from 9-10 to 12 months, the child masters the first words. The first words appear on the basis of the development of understanding of speech, the ability to babble and imitate. Syllables that have entered the babbling of a child, at the end of the first year of life, become integral parts of the words he utters: baba, dad, mom, give, na, bang, aw etc. Any sound, syllable, which has a certain semantic content, is a word for a kid. The first words for all children are the same in sound, but can be different in meaning (this is determined by an adult). By the end of the year, the child pronounces about 10 simple, lightweight ("babbling") words that carry a semantic load. The number of words spoken is much less than that understood by the baby. During this period, the child babbles a lot. With babble, he accompanies actions, movements. He rarely uses words - when it is necessary to draw attention to himself, get what he wants, express displeasure or joy at the sight of something unexpected, interest in something. Some words and sounds, supported by facial expressions, begin to serve as a means of communication for the child with adults and children.

Under the influence of understanding speech, actions with objects become more complicated. At 10–12 months, the child learns to perform actions that become more varied and purposeful by showing and speaking an adult. He performs actions aimed at obtaining a result: he closes, opens, puts aside, takes out, removes, puts brick on brick, removes and puts on rings, rolls balls along the chute. The number of actions performed with one object increases. The kid learns to transfer the mastered actions with a familiar object to an unfamiliar one (opens and closes all the lids, puts bushings, mushrooms, skittles in the holes, rolls balls and balls, puts bricks, cubes, etc.) on top of each other. Now he needs more toys and objects to practice. The child's actions become persistent, he strives to achieve the goal, rejoices at the result. Imitation of an adult develops in actions with plot toys. At the sight of a toy, at the request of an adult, the kid reproduces what he was taught: rolls a car, drives a doll, feeds, lulls, feeds a bear, a dog, that is, learns to perform simple actions with plot toys. The prerequisites for playing activity are developing in him.

With the development of actions with objects personal experience is enriched the child with new impressions, visual, auditory, tactile perception is improved. By the end of the year, the child can already distinguish a cube from a brick at the request of an adult, recognize mom, dad, grandfather and other people close to him in the photo.

Much the nature of the child's communication with the adults around him becomes more complicated. By the end of the year, he reacts to flirting, already complex emotional experiences appear - joy when achieving what he wants, pity, jealousy, resentment, joy at the sight of an elegant dress, etc. At this age, the child has a positive-emotional attitude towards the adults around him. Already during this period, forms of positive communication with other children are manifested: they play side by side, with one toy, catch up with each other, hide, seek, rejoice. The child awakens interest and a benevolent attitude towards animals, birds, fish, plants.

By the end of the first year of life, the baby reacts emotionally to music, singing, listens to the sound of various instruments. Understanding the words of the song, performs to the beat of movement, action; begins to imitate the intonation of the song and suggest sounds and syllables.

So, by the year the child walks independently, begins to understand the speech of an adult, utters a few words, acts with toys for a long time and in a variety of ways, reproducing what he was taught, is active when eating, has a positive attitude to hygienic procedures, orients himself in a familiar environment, showing interest , actively works with objects, seeks communication with adults and children, rejoicing in them. This creates the prerequisites for the development of more complex skills in the second year of life.

The child is the second year. At this age, complex and important functions of the brain are formed, character begins to take shape, and its behavior is formed. Mastering walking makes it possible for direct communication with the outside world, which primarily contributes to the rapid sensory development, the formation of visual-effective thinking of the baby. At this age, the second signaling system is formed and its main functions (generalization and abstract thinking) begin to develop. The child moves a lot, easily comes into contact with familiar people. However, his behavior is characterized by instability; against the background of emotional uplift (rejoices, laughs), he may suddenly cry. On the part of adults, special attention is required to normalize the baby's behavior, maintain a good mood.

In this age some social traits of the child's personality are formed: love for loved ones, sympathy for peers; the child responds adequately to the assessment of his actions by adults. Cognitive interests, which the baby actively expresses when communicating with an adult, as well as the first volitional qualities (striving for the effectiveness of actions) are clearly manifested.

The period of the child's wakefulness increases, which should be taken into account when organizing the daily regimen. In the first half of the year, this increase is still insignificant. So, if one-year-old children are awake for 2.5-3 hours, then up to 1 year 6 months their wakefulness lasts 3.5-4 hours, but they still sleep 2 times during the day, but from 1 year 6 months - up to 5-5 , 5 hours. After that, the child sleeps 1 time during the day.

It happens that the baby is transferred to a one-time nap before 1.5 years. But this should not be allowed, since long periods of wakefulness are tiresome for him, especially in the evening hours.

The increasing endurance of the body makes it possible for the child to engage in one type of activity for a longer time. So, at the beginning of the second year, a child can devote 3-5 minutes to the same task, and by the end - up to 7-10 minutes, but if the lesson is interesting for him, then more.

In the mental development of a child of the second year of life, 4 periods can be distinguished:

1st period - from 1 year 1 month to 1 year 3 months;

2nd period - from 1 year 4 months to 1 year 6 months;

3rd period - from 1 year 7 months to 1 year 9 months;

4th period - from 1 year 10 months to 2 years.

What are the main achievements of the baby in the second year of life? At this age, the understanding of the speech of an adult and the active speech of the child himself are most intensively formed; further sensory development occurs, the formation of play activities, actions with objects and movements; skills of independence. These are the main directions (we called them lines) in the development of a child of the second year of life. Naturally, such a division is conditional, since each skill of the baby is formed on the basis of his abilities, which belong to different directions (the ability to imitate, compare, generalize, etc.).

There is a relationship in the development of the child in all of these areas. These connections are most noticeably manifested in the development of the baby's movements, ahead of the formation of play activities and actions with objects, and after 1 year 6 months - in the understanding of speech (which indicates the importance of these skills for a given age).

What is characteristic of the sensory development of a child of the second year of life?

Children meet with a variety of objects in nature and everyday life. They effectively learn the various properties of objects and phenomena: the sand is loose, the flowers are bright, dry leaves rustle underfoot, the snow creaks, the spruce has thorny branches, the kitten's coat is smooth and soft. Playing with various didactic toys, children learn to compare and distinguish the qualities of objects (shape, size, color).

Isolation of the shape of an object as its main identifying feature is of great importance for the development of a baby's perception. Already at this age it is necessary to teach him to see the shape of a ball, a cube, to compare objects of contrasting and similar shapes, to select an object of the same shape according to the model.

Quite early, children single out a size in objects, which for them is the main distinguishing feature. The kid begins to distinguish between his own things and the things of adults early: small shoes, a hat, a cup, etc.

At 1 year 3 months, children, playing with didactic toys (inserts, nesting dolls, cubes), distinguish two contrast values, at 1 year 9 months - 3-4 contrast values, and later, by the end of the second half of the year, and closer values. At 1 year 9 months - 2 years, children select objects similar in color according to the pattern and word of an adult. It is very important that the adult's task is understandable to the child, therefore it should be clearly formulated and expedient, for example, to choose matching items of the same color (mittens, socks, shoes), distinguishing them from others that have a different color (the child picks up red shoes for red socks , distinguishing them from blue, yellow, etc.).

For children of the second year of life heightened perception is characteristic. Nothing escapes their attention: animals, birds, vehicles, toys, decoration on mother's dress. All this is very important for the baby: his brain receives new information that is necessary for his development. However, it must be remembered that the attention of a child in the second year of life is involuntary. At this age, it is impossible to force the baby to be attentive, but you can interest a lot. First of all, his attention is attracted by any changes in the environment: new toys, a car passing outside the window, doorbell ringing. Constant examination of the surrounding objects develops the baby's observation ability: having seen several times how the teacher feeds the fish, he himself goes to the aquarium to see how they swim. Children climb the slide in front of the window specifically in order to look at the vehicles passing by the house. It is important to organize the child's life in such a way that he not only sees a wide variety of objects around him, but also acts with them. Thinking is formed in activity.

In the second year of life the child's understanding of speech improves, generalization function, he learns to imitate the words and phrases of an adult; the active vocabulary expands, the baby masters some grammatical forms and begins to use speech.

For the development of understanding of speech at this age stage, it is characteristic that up to 1.5 years old, connections between objects, actions and their verbal designations develop more intensively. However, these links do not immediately become stable. It happens that the child does not react quite correctly to the task of an adult, even when he understands it. For example, at the request "Show where the horse is" looks at the named object, and gives another. In practical work with children, when forming connections between the verbal designation of an object and the child's actions, it is necessary to create appropriate conditions, gradually complicating the tasks.

What verbal designations of objects can children know at this age? Names of toys, household items, clothes, actions that they know how to perform themselves (take, bring, look, feed, shake and etc.). Children willingly carry out the instructions of adults - "bring slippers for mom", "glasses for grandmother", while they are well oriented in their room.

Gradually, the horizons of children expand, the connections between the object and the word become stronger, new things appear in the development of understanding of speech: from 1 year 6 months, the child begins to understand the speech of an adult, not supported by the situation, that is, with the baby you can say that he is in the real the moment does not see, relying on his past experience. The child can already read stories of an emotional nature, quatrains, nursery rhymes. However, it should be remembered that the further enriching the toddler's experience. Observing the surrounding reality with the child, it is important to name everything that he sees: the actions of adults and children when caring for animals, the movement of vehicles, to name the impressions from looking at books in words. In the future, the adult's questions addressed to the child force the latter to designate what is perceived by his own speech, and by the end of the second year they stimulate the appearance of the first questions from the child himself (where? Where? What is it?), Which reflect the development of his curiosity, thinking.

The beginning of the second year of life is the so-called period of visual generalizations, when a child unites objects not so much according to essential characteristics, but according to a striking external similarity: color, size. Then, gaining experience, he can, according to the words of an adult, generalize objects, focusing on their essential features.

After 1 year 6 months, children generalize objects not only in understandable speech, but also in active speech. However, when generalizing in active speech, at first, many more mistakes are made. For example, at the request of an adult to find toys - an elephant, a hedgehog - children show them correctly, but call them incorrectly: "dog", "fish". At the same time, the baby finds objects similar to those that are familiar to him and which he already knows how to name. With the development of active speech, the acquisition of experience in distinguishing close objects, playing with them, he overcomes difficulties and does not make mistakes.

In the second half of the year, a very important ability of the child is formed - the ability to imitate the words spoken by an adult. However, the development of the baby's articulatory apparatus is such that at the beginning of the second year he pronounces the words with relief: the car - "BB", the dog - "av-av". Therefore, it is very important that the adult proposes the words "lightweight" for imitation, but accompanies them with words pronounced correctly.

Gradually, children begin to imitate not only words, but also phrases. Based on the ability to imitate, the child's dictionary is replenished: if by the end of the first year of life there were 10 words in it, then at 1 year 6 months - 30, and by 2 years - 300 words.

The proportion of speech reactions also changes during independent use of speech. So, from 1 year to 1 year 3 months, the predominant speech reaction is the babbling of a child, which is very diverse and can be expressed in whole monologues (emotional exclamations). From 1 year 3 months to 1 year 6 months, the number of words spoken with ease increases, but babbling is sharply reduced. From 1 year 6 months to 1 year 9 months, the number of words pronounced correctly increases, that is, the child can already say not "av-av", but "doggy", although the pronunciation of the word itself is still very imperfect and only close people understand it , and from 1 year 9 months the number of short phrases pronounced by the baby increases.

A great achievement in the development of children's speech is the emergence of questions like “What is this?”, “What is it?”, Which speaks about the level of their cognitive activity.

In what situations do children most of all resort to one or another speech reaction? So, they use babbling while walking, various movements, words - up to 1 year 6 months at the time of strong interest, when objects suddenly appear in the field of vision. After 1 year 6 months, children begin to use the word while playing, and their speech is often specifically unaddressed. For example, when putting the doll to sleep, the baby says: "asleep"; when feeding her: "ate"; building a path of cubes and driving the car along it: "the BBC went." By the end of the second year, the child's speech begins to fulfill its main function - means of communication with others and, above all, with adults. The reasons for contacting an adult are quite diverse: this is a request for help in something, and a complaint, and the expression of one's desires (to play together), feelings (surprise, joy). Children of this age not only understand the simple, well-known plot depicted in the picture, but also know how to answer some of the adult's questions.

A prerequisite for the manifestation of speech activity by a child is his play, motor activity, communication with an adult, the organization of special classes that contribute to the development of speech. In such classes, the tasks of forming a need for verbal communication with an adult are solved in children. If kids have this need, the desire to say something to an adult, they will use speech. Children communicate with the adult who is close to them, with whom there is frequent, close emotional and business contact.

The development of his play activity and actions with objects are of particular importance for a child of the second year of life. At the beginning of the second year, the child's play is reduced to various actions with objects. The baby began to master these actions by the end of the first year of life: he opens and closes the matryoshka, puts one cube on top of another, removes the rings from the pyramid and string them back. Acting with objects, the child at the practical level gets acquainted with their properties, learns to compare, contrast; acting in this way, he thinks. Gradually, actions with objects on the basis of the already developed ability to imitate, the development of coordination of hand movements acquire a more complex character. The kid puts bricks on a narrow edge, makes overlaps, reproducing familiar buildings - a train, a bench, etc.

Children 1 year 3 months - 1 year 6 months have new actions that were previously not specially unlearned, which the child saw himself, looking closely at the activities of adults and older children: he rocks the doll in the crib, feeds, copying the actions of his mother, throws stones and jumps on one leg, as older children do, playing "classics", puts paper on the back of a bear doll and puts mustard plasters on it. These are the so-called display actions. At the end of the second year, the child develops sequential action(pours water and gives the doll a drink). Since in the first half of the year the baby is at the mercy of visual perception, his experience is insignificant, the game is unstable, so an adult prepares the situation for her. In the second half of the year, the game takes on more stable forms. A child acts in a variety of ways with the same object, and if in the first half of the year he is engaged in one type of activity for 2–4 minutes, then by the age of 2 - already up to 5–7 minutes, accompanying his actions with a word.

Gradually, thinking is formed in the game, the child now uses substitute objects (imaginary objects), while imitating the actions of an adult, transfers these actions to other games. For example, a teacher in a joint game with a baby shows how he washes a doll under an imaginary tap, pours water into a basin, lathers her head (rubs with a cube). A child, imitating an adult, "pours" water into a cup to give a drink to "daughter", while carrying the cup carefully, trying not to spill its contents.

By the end of the second year of life, some coordinated actions appear in the play of children: while playing, they feed each other, build together, examine books. Increasingly, children accompany their actions with a word, emotions are manifested in their games: interest, surprise, joy from achieving a result or about new toys, as well as more complex ones: tenderness, a sense of guilt for their wrongdoing. So, a girl, bathing a doll, gently presses it to her, kisses, smiles. The boy accidentally hit his peer with his head; Seeing that he was crying, he went up to him, looked into his eyes, stroked him.

In the second year of life, a child develops such personality traits as benevolence in relation to others, sympathy for a peer. Children independently enter into business relations with an adult about the game, reacting to his assessment of their actions, show an adequate reaction. For example, a baby inconsistently (not in size) puts rings on the rod of the pyramid. The teacher says what he is doing wrong. "Not right?" - the child repeats and tries to do as the adult showed. Every time, putting on the ring, the kid turns to those sitting next to him, asking: “Small? Big? " Compares two rings and puts them on as shown by the teacher.

In independent activity, children master various movements. At the beginning of the second year of life, the child's walking is still insufficiently coordinated: it is difficult for him to walk in a straight line, pits, bumps in the street, pebbles, grass - all these are difficult obstacles for the baby. He stumbles upon objects, can easily collide with another child, does not prepare in advance to overcome an obstacle, in order, for example, to cross a threshold or step over a groove.

Gradually, walking is improving - children begin to move well not only on a smooth floor, but also on grass, climb bumps, walk up stairs (with the help of an adult). Climbing and throwing are being improved; kids climb a slide, sofa, chair, climb over various obstacles (log, bench, sofa); movements become more dexterous, more coordinated. At this age, the child begins to gradually master simple dance movements.

Over the past two years, the baby has succeeded in many ways, has accumulated strength for further improvement of skills and the acquisition of new ones. It was at this time that the child continues to develop quite intensively physically, albeit at a slower pace compared to the previous year. During this period, the activity of the nervous system improves in children, which increases the duration of their active wakefulness (6–6.5 hours). Now it is easier for the child to form the skills of correct behavior. He can already for a short time restrain his actions, desires. However, it must be remembered that even at 3 years old the baby is easily excited, quickly gets tired of monotonous actions. An intense neuropsychic development occurs. The most noticeable changes in the child's psyche occur due to further formation of speech. The baby's vocabulary at this age increases 3-4 times compared to the previous period, changing not only quantitatively, but also qualitatively. Thus, children begin to use all parts of speech; lightweight forms of words are almost disappearing, as well as mispronounced words.

The child's level of thinking reflects his speech: he uses common and complex sentences. "A wolf is bigger than a bunny, he can eat it"; “When the sun comes out, I will be naked,” says the 2.5-year-old baby. At this age, a child asks an adult a lot of questions: “why? where? when? why?" This speaks of the developing cognitive needs of the baby, and the use of various parts of speech, the appearance of questions and subordinate clauses in active speech - about the further stage of development of mental activity. Children perceive objects, phenomena of the surrounding reality are not isolated, they try to establish a strong relationship between them; capture their properties, compare, contrast, they develop speech and thinking.

The understanding of the speech of others also changes significantly. The child understands the meaning of what an adult has said about what surrounds him directly every day, which concerns him personally, which is connected with his experiences. With him you can already talk not only about the present moment, but also about the past and, to some extent, about the future. For example, about where he will go, what he will do on a walk, what happened yesterday. You can remember what toys they used to decorate the Christmas tree, which were collected in the summer in the forest. More complex generalizations appear: for example, with the words "toys", "clothes", the child unites objects that are dissimilar, but similar in function. In his speech, words appear that denote the quality of objects. For example, to the question: "What is red?" - the child replies: "Flag, ball, my bow."

The kid can understand from the adult's story such phenomena and events that he himself did not directly perceive. But for this it is necessary that the meaning of the words used in the story be familiar to him from past experience.

In the third year, significantly the educational meaning of speech changes. Despite the fact that demonstration continues to play a leading role in teaching, the use of speech as a means of teaching and upbringing at this stage is significantly increasing. In a word, you can stop one or another action, prevent negative behavior, evoke pleasant memories, teach a new action, form an idea, a concept. But even at this age, although there are great achievements in the development of speech, children still do not know the grammatical structure of the language well enough, therefore their speech remains somewhat peculiar. At 2 years 8 months, the child says: “My legs are frozen and vlanka "(felt boots). The correct pronunciation of sounds in the third year is not fixed, but is automated. Many sounds are pronounced even softened: "zayka" (Bunny),"Pizyama" (pajamas). The same sounds in one combination are pronounced correctly (" Fox"), in the other it is wrong: "povzet" (creeps). Not all children of this age can pronounce sounds. p, l, sibilant: "balaban" (drum),"Zenia" (Zhenya). There are substitutions and skipping of difficult sounds, their rearrangement. But deficiencies in pronunciation and grammar do not prevent the child from noticing the mistakes of other children and correcting them. This is due to the fact that the auditory perception of speech sounds is more perfect than the speech-motor skills of the child. Adults, communicating with children, should not allow distortion of sounds in their speech. This is one of the important conditions for the formation of the correct pronunciation in a child.

During the third year, the child masters a variety of ideas and concepts about the world around him. The kid knows the properties and specific purpose of many objects in his daily life: not only distinguishes, but also names the color, shape, size of objects, orientates himself in basic spatial and temporal relationships (“The plane flies high”; “When it’s dark, you need to sleep "). He has an initial idea of ​​the quantity (many, few, more, less, one). The ideas and concepts of children of this age are still imperfect, and therefore incorrect conclusions are not uncommon: “I’ll close my eyes and sit in the dark,” says the baby.

Further sensory development occurs, and the child's orientational-cognitive activity undergoes significant changes.

Observation is an important tool for baby's sensory and general development. Observing, the child in natural conditions can get acquainted with the properties of objects, their shape, size, color. However, the baby cannot yet determine these actions on his own. He has learned so far only to look, but not to see, to listen, but not to hear. Therefore, he must be taught to highlight the properties of objects in the environment.

If a child is observing something, he must be supported, and most importantly - help to see in the observed the important that he asks at this time. But if the baby does not ask them, you need to encourage him to do this, create appropriate situations.

The child's activity in the third year of life becomes complex and varied: object-related activity (classes with pyramids, nesting dolls, mosaics), plot games (games with a doll), observation, viewing pictures, books, elements of work (independent eating, dressing, cleaning toys ), playing with building materials, the beginning of visual activities (modeling and drawing). All of these activities are very important for a child's mental development.

Among all the activities of the child, a special place is occupied by story games. By their nature, they become more complex in comparison with the games of a child of the second year of life. While playing, the kid is trying to reproduce many actions of others (“goes to work,” “prepares dinner,” “takes care of the patient,” etc.). At the same time, it reflects not only the sequence and interconnection of actions, but also social relations. For example, he is affectionate with a doll or is angry with it, punishes, makes remarks. Role-playing elements appear.

What is new in the development of the child's activity in the third year of life is that, before starting to act, he determines the goal in advance: “I will build a house”, “I will heal the doll”. Thus, planning elements appear.

At this age, the child loves deal with building material. He can independently perform already rather complex structures, for example, a garage, a road to it, a fence, and play with them. The kid begins to master a completely new type of activity - drawing, modeling. The child understands that with the help of a pencil, plasticine, you can depict something, and by the end of the third year draws paths, rain, balls; sculpts sticks, rings, cakes.

In the process of activity, the child early begins to develop a certain attitude towards the people and phenomena around him, and in accordance with this - and different behavior. In some conditions, the child is affectionate and attentive to loved ones, feels their mood. If the mother or father is upset about something or something hurts, the child comes up to them, strokes them with an expression of sympathy, looks into their eyes, and shows a desire to help. However, opposite (negative) relationships are already possible: the baby waves his hand at his parents, does not want to do what he is asked to do. The behavior of children is also different. Some know how to restrain their desires, calmly wait while the adult is busy with something, are able to persistently overcome difficulties, trying to finish the job. Others, on the contrary, scream impatiently, demanding the immediate fulfillment of their desires, crying helplessly at the slightest difficulty. All positive forms of behavior are already quite accessible to children of this age, and they need to be formed.

The manifestation of aesthetic feelings is also characteristic, the development of which must be paid special attention. Kids listen to music and singing with obvious pleasure. They again and again ask to repeat a familiar poem, a fairy tale and listen, follow not only the plot, but also the musical accompaniment, the rhythm. The child looks at a good picture with pleasure, notices the beautiful in nature, surroundings, clothes. “Mom, look what a beautiful tree,” says the baby, seeing the cherry blossoms. An understanding of the comic is also available to the child: he observes with interest the actions of Petrushka. The reasons for emotional experiences also change: the child rejoices at the construction he has made, is very pleased if he helped an adult, gets angry when he is prevented from playing. But all this wealth of emotional manifestations, as well as the complex mental development that a child achieves by the age of 3, is possible only under certain conditions of his life and upbringing.

Creation of conditions for the full physical and mental development of the child in the family.

At home, favorable conditions should be created for maintaining and strengthening the health, growth and normal physical development of children, which is possible only with expediently carried out family physical education.

The first prerequisite for the beneficial effect of family life on the health of children is the creation of hygienically normal living conditions, the observance of the rules of personal and public hygiene in the home. This includes:

Reasonable organization of the children's life regime. The general daily regimen (the correct distribution of time during the day for sleep, nutrition, various activities, rest) is established taking into account the age and individual characteristics of children, the conditions in which they live, are brought up and study.

Compliance with the hygienic requirements for the external conditions of life (fresh air and cleanliness in the rooms where children study, play, rest and sleep; keeping the equipment for games and exercises clean and in good working order; hygienically justified sizes, shapes and quality of toys, household items with which the child deals; sufficient illumination of places of games and activities, etc.).

Hardening.

Hardening is a complex system of health-improving effects aimed at achieving stability, immunity of the body to meteorological and other factors harmful to health. Such stability can be achieved only as a result of systematic training and constant improvement of adaptation mechanisms.

Hardening can be carried out using ambient air.

The temperature regime depends on the type of activity of children: with active muscular actions (outdoor games, physical education) the air should be cool, with calm actions - warmer. From a very early age, you should gradually teach your child to sleep with an open window covered with gauze.

You need to dress children according to the weather at a given time of the day; in autumn and winter, clothes should be warm enough, but not too heavy, allowing you to move without difficulty; in summer it is better to wear clothes made of cotton or linen fabrics.

Air hardening methods are simple and convenient. The very stay of the child in the open air has a general strengthening and health-improving value.

Under the influence of air baths, air flows, the tone increases

nervous system, the efficiency increases, the work of the cardiovascular, respiratory, digestive systems, and endocrine glands improves.

Walking for preschoolers should collectively last at least 4 hours daily. For babies, a daytime sleep in the fresh air is also useful, however, the air must be clean, which, unfortunately,

rarely observed in cities and towns.

The basis of the traditional method of air baths for hardening children is a gradual decrease in air temperature from + 200 to + 100 with different duration of stay of children in lightweight clothes.

It has been known since time immemorial that walking barefoot is a wonderful tempering agent. It has been established that there are many temperature receptors on the surface of the foot, which are directly associated with the mucous membrane of the respiratory tract, as well as with almost all internal organs. Most toddlers love to go barefoot, and parents should be encouraged to do so. However, when starting such hardening, a certain sequence must be observed. At the first stage, it is better to walk in socks, then barefoot on a rug or blanket for a few minutes. Then this period increases, the child can run barefoot and on the floor, in the summer - on the grass in a forest glade or on the sand by the river. Sometimes parents forbid children to walk barefoot for fear of contracting fungal diseases. Such fears are unfounded, since fungi can only penetrate into moist and pampered skin. A simple and reliable preventive measure is to wash your feet with soap and water after barefoot walks. The effectiveness of hardening increases with the use of special temperature effects and procedures. The basic principles of their correct application should be known to all parents: systematic and consistent; taking into account the individual characteristics of the child, his physiological and emotional reactions to the procedure; health status (procedures are performed when the child is healthy); complex use of natural factors and climatic and geographical conditions.

According to tradition, hardening is associated with adaptation only to cold, which

reduces its effectiveness. An unconventional method of contrasting air baths is successfully used in mass practice, which can be used in kindergartens and at home. At home, this procedure is as follows.

Waking up earlier than usual, and covering the child with a blanket, the mother opens the transom or window and brings the temperature in the bedroom to + 15-140. At the same time, a heater turns on in the next room, and the temperature rises to 220. Then, to cheerful music, an outdoor game is played with a child who, in shorts, a T-shirt (after 2-3 weeks without it) and sandals on his bare feet, runs from a cool room to a warm room and back within 5-6 minutes. Such contrasting air baths are carried out year-round with a gradual increase in the air temperature difference in the rooms up to 15-200. In summer, through ventilation is arranged in one of the rooms or fans with adjustable air flow temperature are used.

Systematic carrying out of such procedures, in addition to daily walks, increases the resistance of the child's body to drafts, to prolonged cooling and overheating.

A good hardening and fortifying agent can be - subject to the rules for their implementation - sunbathing, which has a multifaceted effect on the body. Their main health-improving value is bactericidal (many bacteria and viruses die under the influence of direct sunlight), in increasing the body's resistance to colds and other disease-causing factors. However, one should know that exposure to solar radiation is useful only at moderate doses. Although in children and adolescents the sensitivity to it is lower than in adults, nevertheless, with prolonged exposure to the sun, especially without movement (as is typical for many families who sunbathe all day long in the summer on the seashore), burns and even heat and sun damage are possible. blows. Therefore, the first sunbathing, especially for asthenic, as well as fair-haired children, in the morning or afternoon at an air temperature of +200 and more should not exceed 7-10 minutes. After 3-5 days, the duration of the procedure can be increased by 8-10 minutes, and later, the child's exposure to the sun can be alternated with swimming in the river or sea at intervals of 15-20 minutes. It is useful to sunbathe in motion - in outdoor games or doing physical exercises. There should be a light cap on the child's head. Solar hardening is usually associated with summertime. Meanwhile, the winter sun also has a beneficial healing and hardening effect. The effect of solar radiation in the mountains is especially effective.

A stronger quenching agent than air is water, the thermal conductivity of which is 28 times higher. Water has also been used for hardening since ancient times.

All traditional methods of water hardening are divided into general and local. The former include rubdowns, dousing, showering, bathing; to the second, washing, washing hands and feet, playing with water. Sufficiently effective for hardening children can be such simple methods as washing the feet and legs with a gradual decrease in water temperature (up to 0.5 - 1 min), as well as rinsing the throat - first with warm, then cool water.

A good health promotion is water hardening. Children like

play with her; such activities improve the mood, evoke joyful emotions in him. This should be used to improve the health of the body. It is better to start water procedures in the warm season. Washing the guys with cool water. First, wash your hands to your elbows, then your neck and face.

One of the effective ways of hardening is contrasting dousing of the feet: first with cold water - 24-250, then with warm water - 360 and again with cold. The most powerful healing and hardening agent is swimming in a pond. For a healthy child, it is permissible at the age of 2 years at an air temperature of 25-280 and a water temperature of at least 220.

There are a number of methods for using a contrast shower, but all of them require special preparation of children for this strong tempering procedure. You can start with the well-known procedure of contrasting foot baths with alternate immersion of the child's feet in basins of water of different temperatures (34-360 and 18-200).

One of the convenient and time-consuming contrast shower techniques is as follows. After morning exercises, the child is poured warm (380) water under the shower from the neck for 30-40 seconds, then the temperature of the water is reduced by 2-30, and the time of its action is reduced to 15-20 seconds. Further, such alternation of receptions of a warm and cool shower is repeated 2-3 times. In the first procedures, the water temperature is determined with a water thermometer, then - "by eye". After 3-4 days, the time for dousing with less warm water is brought to 30-40 seconds. After 8-10 days, the difference in water temperature is increased by 3-40 and so gradually over 3-3.5 months the difference in the temperature of hot and cool water is brought to 200 for preschoolers and 240 for schoolchildren (i.e. 40-420 and 18-200). After each procedure, the body is wiped off with a towel. Existing experience shows the high hardening and health-improving value of a contrast shower, both for adults and for young children. It also works well as a stimulant of the nervous system, relieving fatigue and increasing efficiency.

So the sun, air and water, heat and cold can and should be friends

child from the first days of his life. The task of parents is in collaboration with

doctors and educators to do everything possible to make hardening an indispensable component of a healthy lifestyle for our children.

Balanced diet.

Proper nutrition is the most important prerequisite for the formation of a healthy body. It would seem that everyone knows this, in any case, no one will argue with this. But taking care to have at least the minimum necessary understanding of the diet and diet, many parents do not consider it necessary.

And if there are not many undernourished children with all our difficulties with food, then there are overfed children in every class of any school, in almost every kindergarten group.

Experts are well aware that overweight children with

infants are prone to frequent respiratory and allergic diseases. They usually start walking late. They often have crooked legs and a so-called round back. We add that metabolic and other obesity-related disorders occurring in the preschool period contribute to the development of atherosclerosis in middle age and even in youth. Phlegmatic children, due to insufficient physical activity, consume less energy than they receive with food, and therefore become fat. A vicious circle ensues. The thicker the child, the less his need for movement, and physical inactivity is a direct road to fullness. Researchers believe that these children should be interested in walking or exercise.

Parents must work hard and be patient to instill a love of systematic movement. The personal example of adults is also very important here.

In preschool age, due to increased energy metabolism

the need for nutrients increases; this in turn

necessitates an increase in the amount of products such as meat, fish and cereals, and a gradual decrease in milk consumption. The culinary processing of food is also changing: cooking for older preschoolers is approaching "adult" cooking. But

only approaches, but does not coincide. So, snacks, condiments and sauces should not be too hot; vegetables for salads are finely chopped, seasoned with vegetable oil or sour cream and sprinkled with parsley (dill) with the addition of chopped garlic; meat and fish dishes, as well as vegetables are only slightly fried (and mostly stewed) and served 3-4 times a week. In no case should you give a lot of sweets and sugary drinks, especially in between meals. Instead, the child can drink half a glass of apple or carrot juice. It is important to observe the drinking regime, since the child's body releases moisture in large quantities.

The daily water requirement for preschoolers is 1-1.3 liters, for schoolchildren - 1.5 liters. The right combination of lunch dishes is essential. If the first course is vegetable, then the side dish of the second course can be cereals or pasta.

In the spring-summer period and at the beginning of autumn, more dishes should be prepared from fresh herbs, vegetables, fruits, berries. But at the same time, remember: the child's diet should include a certain amount of proteins, fats and carbohydrates, as well as minerals. Their approximate daily values ​​for preschoolers: proteins and fats about 70 g, carbohydrates about 280 g, calcium 1200 mg, phosphorus about 1500 mg, vitamin C 50 mg.

For breakfast - cereals, eggs (preferably hard-boiled), cottage cheese dishes,

meat, fish, tea or coffee drink with milk, bread and butter, cheese. Lunch: vegetable salad, meat, chicken or fish broth with vegetables, cereals, a second course of meat, poultry or fish with a side dish and a dessert in the form of jelly, compote, fresh fruit or berries, fruit puree. At an afternoon snack, the child drinks a glass of milk, kefir or yogurt, eats cookies, a cheesecake or bun, fruit. For dinner, it is better to give vegetable or cereal dishes, depending on breakfast; meat and fish dishes, especially fried, should not be given in the evening. If we evaluate the food in most of our families, we can say that it needs improvement. First of all, due to an increase in the consumption of vegetables and fruits and a decrease in the share of refined products. The very technology of preparing dishes for children must be changed. Summing up, let us recall the basic principles of proper nutrition for children. It should be varied, not excessive, with a sufficient amount of vegetables and fruits. All used food products of plant and animal origin must be fresh and sound, prepared according to a technology that preserves their nutritional and biological value. Refined food products (sweets, smoked meats, canned meat and fish, etc.) should not be included in the diet, especially for preschool children.

It is advisable to adhere to the regimen of 4 meals a day.

Hiking and trekking.

Walking walks, longer walks are one of the forms of active recreation, rational use of free time to improve health. Tourist trips form feelings of collectivism, responsibility, and mutual assistance. The difficulties of the hike develop endurance, perseverance, endurance, combine cognitive and physical activity. Children learn to notice interesting things in the landscape, in the roots and branches of trees, stones, leaves found on tourist paths. Taking a long walk with a group of preschoolers requires careful organization. It is important to provide for all the little things, to find a successful combination of various

a kind of physical activity with rest, which will give a positive emotional attitude, will bring joy to children. With children 3-4 years old, walks in the immediate surroundings are planned so that the one-way route takes 15-20 minutes, for children 5-6 years old - 30-40 minutes, and for seven-year-olds it is possible to walk up to 40-45 minutes. With regular trekking, children cover a path of about 7 km. The walking time should be increased gradually. The obstacles that must be overcome on the way are also gradually included. Adults should be well aware of the possibilities of the natural environment, which it is desirable to use for the exercises of children in a variety of types of movements. These can be various grooves, hillocks, bridges, trees, hemp, stones, paths with different surfaces (sandy, grassy), etc. Walking during long walks should not be monotonous, since it does not so much physically tire children as it has an adverse effect on their nervous system. If a transition is planned to a distant forest, to the foot of a mountain, to a hayfield, it is necessary to organize the children so that they walk freely, in a group of 4-5 people. When the route passes along the street of the village, highway or along the railroad bed, children should line up and walk in pairs this section of the path. But as soon as they go out, for example, to a meadow, a forest road, you can walk freely, grouping at your will, but without diverging far. The adult invites the children to go ahead of themselves in order to keep everyone in sight. If some of the children have moved forward, a pre-agreed stop signal is given, for example, a whistle. Children should quickly gather around an adult.

We can mark those who completed the task faster than others. After that, you can walk part of the path in an organized manner or use accelerated walking, walking "snake" between trees, stealthily, in a semi-squatting position. If the final destination of the walk is at a considerable distance, then halfway through it you need to make a short halt - rest in the shade of bushes and trees. Those who wish can be offered to walk faster 30-35 m before the intended resting place, or to run and wait for the others there. This teaches children to be independent, gives some outlet for their activity, the manifestation of motor abilities (endurance, speed). After a short rest during a halt, here you can organize outdoor games in order to keep the children in a good mood for the rest of the way. It is good to go on a hike with not one, but two or three families, so that in such associations there are at least 2-3 children of similar age. The youngest children - up to 4 years old - require constant attention of adults, and preschoolers 4-7 years old already perform certain duties in the group. In the presence of several adults, responsibilities between them are distributed so that worries alternate (about food, organizing a stop or lodging for the night) and rest, the opportunity for personal leisure (fishing, reading a book, relaxing).

Children in a group find things to do more easily, establish communication with each other, talk about what they have seen, are less capricious, do not show selfish feelings, self-will. Route selection. At first, you should not go on a hike far from home, especially if your parents have little tourist experience. It is imperative to take into account the real capabilities of children, not to overestimate their strength and endurance. Preparing for the hike. When going on a long walk or on a hike for 2-3 days, adults should pay attention to clothes, shoes, equipment. Preschoolers take the most active part in the preparation of equipment: they collect a backpack, sports equipment, toys. Parents, together with the children, discuss the planned route so that the younger ones feel a sense of belonging to the campaign, feel like its full participants. Children 3-4 years old in a family hike walk 4-6 km per day, walking speed is about 2.5-3 km per hour, at 5-6 years old - 8-10 km. You should not rush the guys, you need to calculate the route so that there are stops. At the edge of the forest, in a clearing, offer interesting games, competitions on the obstacle course. For children 3-7 years old, the length of the track with obstacles is 80-100 m, with a distance of 5-6 m between individual obstacles. Obstacles can be as follows:

"Frog" - from branches and twigs: height 40 cm, length 120 cm, 4 barriers

with a distance of 80 cm between them, children jump with two legs at once.

"Corridor" - is indicated by braid in the bush or between trees with several turns.

"Nora" - is made from a raincoat or a piece of fabric the size

1.5-2 m. One edge is raised by 70 cm, the other is attached with pegs freely to the ground so that you can crawl on all fours.

"Log" - a cut of a trunk with a length of 3-4 m with non-removed bark, fixed

pegs or branches remaining on the underside.

"Monkey house" - formed by two ropes (10-12 cm in diameter),

stretched between two trees (the distance between them is 2-3 m). Pull them tight and pull them to the sides with additional ropes. The guys step over the lower rope with their feet, holding on to the upper one.

“Goal” - kick the ball through the goal (1.5 m wide) with a kick, put it into the backpack and put the backpack on yourself.

Children are explained and shown how to overcome obstacles,

offer to try to complete the task, and then the conditions of the competition are announced.

Food and drink. It is good to cook a fresh lunch on a fire.

For a halt in the summer, a shady place with a good view is chosen, in cold weather - protected from the wind and illuminated by the sun. After resting, children usually start games. Parents should create the most suitable conditions for outdoor games.

Pull in a circle. A ball is placed on the backpack. 5-6 children, holding hands, stand up

in a circle around the backpack. With the help of various movements, without disengaging the hands, everyone tries to force the partner to knock the ball down with any part of the body. The kicker is out of the game.

Find your house. The guys, independently or with the help of an adult, choose houses for themselves (a bench, a log, a tree stump) and stay in them. One house can have two children. At the signal, they run out onto the site, run around, imitating catching butterflies (clap their hands in front of them and over their heads), bunnies (jump on two legs), airplanes (run with their arms raised to the sides). At the signal "Find a house!" scatter quickly, occupying houses. How many steps. Children are offered a task - to choose a tree and try to determine by eye how many steps it takes to reach it. The distance is then measured in steps. The winner is the one who named the number of steps closest to the correct one.

Cross-country skiing.

Skiing is an excellent remedy in winter. Skiing in the woods also has a positive emotional impact: enjoying the winter landscape, quick descents from the mountains, etc. Skiing is available for children from the age of 3. Skis and poles are selected according to the child's height: at the age of 3-5 years, the length of the skis can exceed the height by 5-7 cm, while for children aged 6 and older, skis are selected that reach the palm of his outstretched hand. Ski poles - slightly below the shoulders. The size of the boots is such that they can be worn without difficulty with 1-2 thick woolen socks.

Unlike jogging, children need to be taught skiing. After all, right,

it becomes painful and offensive to look at schoolchildren, most of whom are very awkward and clumsy skiing. The most important and at the same time difficult thing is to be able to interest the child, to give him the opportunity to feel the pleasure of skiing, first on a flat snow surface, then on an inclined one. The first exercises on the snow are carried out without sticks and begin with learning to fall not forward or backward, but on the side with arms spreading to the sides. The first exercises in teaching the usual way of skiing are walking in a straight step with a gradual transition to sliding, when the skis do not come off the track. A useful exercise in the first workouts is towing on skis, when the child holds onto the poles that the adult pulls; while the child's legs are slightly bent at the knees, and the body is tilted forward. The child is then taught to turn on the spot. When transitioning to a sliding step, it is good to use a knurled track that runs at a slight incline. At first, the length of the sliding step is small, but gradually it increases - simultaneously with the pace of movement.

Only after that, the child is given sticks, and he gradually learns to alternate two-step skiing, when the movements of the arms and legs alternate as when walking: when the right leg moves forward, the left hand moves forward and vice versa. It is important to make sure that the stick goes forward and sinks into the snow in front of the foot. Then they move on to teaching simultaneous repulsion with two sticks with lifting on toes, sending the body forward and taking the sticks out at a right angle.

Preschool children can also learn to climb steep climbs (first "ladder", then "herringbone") and small descents. On non-steep and short slopes, plow braking is learned - this is bringing the toes of the skis and knees to each other and setting the skis on the inner ribs. Braking by turning skis with support on sticks is quite difficult and is not mastered by all children.

It is hardly advisable to teach children a high-speed "skating" course because of its excessive load on the joints of the legs.

Clothing for skiing is selected so that it does not interfere with movement and does not overheat the body. The last rule is very important to follow.

Skating.

Ice skating stimulates the physical activity of preschoolers, improves their health and general physical conditioning. Systematically performed movements in the air lead to favorable changes in the development of the respiratory system and respiratory muscles. When moving on skates, the same movements are repeated many times, there is a constant alternation of tension and relaxation of the muscles of the legs when changing one-support and two-support sliding, which has a beneficial effect on strengthening the arch of the foot. The stability of the vestibular apparatus significantly increases, the sense of balance increases, and muscle tension is correctly distributed. Ice skating is a complex type of movement, consisting of repulsion, correct positioning of the skate when sliding, and maintaining balance. The complexity of skating movements is due to the relationship and the general rhythm of the motor act when sliding on ice on a limited support area. Children begin to teach this type of sports exercises from the age of 5. It is advisable to conduct the first classes indoors: consider skates with boots, try them on, try to tie shoelaces. The laces should be wide, of the right length, so that the bow is tied and the ends are not too long. On the instep of the legs, learn to lace up tight, loosely on the toes, so that the legs do not freeze.

The guys do not immediately master the correct position of the skater - the legs are slightly bent, the body is tilted forward, the back and shoulders are relaxed.

In a standing position, learn to keep your feet straight. In order not to spoil the floor and skates, exercises in the room should be performed on a rubber mat, track, or without removing the covers from the skates.

After the child gets used to shoes and skates, walk on the snow, then on the ice. From the first steps on the ice, learn to fall correctly: on the side, bending your head to your chest, or forward with a "fish" - to slide on the ice on your stomach with your arms outstretched. You cannot lean on your hands so as not to break them! You can fall into a nearby snowdrift.

Learning to run on skates should be given the first time no more than 8-10 minutes, since children quickly get tired of stress. This is usually expressed in the desire to sit down or in a complaint of tiredness in the legs. The time for classes increases gradually up to 20-30 minutes.

While riding, you need to monitor the child's breathing so that he breathes through the nose and does not hold his breath

A ride on the bicycle.

Cycling has a strong effect on the cardiovascular and respiratory systems, helps to strengthen the muscles, especially the legs and feet. Children develop quickness, dexterity, balance, eyes, coordination of movements, orientation in space, rhythm, strength, endurance, vestibular stability increases. To learn how to ride, there should be a track 3-4 m wide, at least 30-50 m long, since the guys find it difficult to make turns. Children learn to ride at different times. Some are tense, constrained for a long time, do not know how to ride freely and easily. An adult should clearly indicate what mistake the child makes, explain how to eliminate it, for example: “You turn sharply, but you need to be quieter”; or: "Press the pedals harder."

Run.

Ancient Greek sages said:

If you want to be healthy, run!

If you want to be beautiful, run!

If you want to be smart, run!

With these words, they emphasized the enormous importance of running for improving health, achieving a harmonious physique, and developing mental abilities. Running is one of the most important movements for a child's health, allowing for good regulation of the load, strengthening the cardiovascular and respiratory systems, various muscle groups, joints and ligaments. Running is a natural movement familiar to children from an early age. It is performed mainly in the fresh air and does not require special equipment. The ability to run quickly and dexterously helps the child successfully participate in outdoor games, relay races, and sports exercises. Running is effective for training endurance, improving physical performance.

Running loads are dosed depending on the individual characteristics of children: for weakened children, running a short distance at a low pace gradually strengthens their health, and a trained child runs more and his pace of running is higher. Running is of great importance for endurance training. The ability to quickly overcome a short distance or, conversely, to run a long distance will be useful to a future soldier, a geologist. The habit of running will help

get a daily dose of movements necessary for the normal functioning of the human body.

Tasks for children should be diversified so that interest in

running. Who used to. Three - four children stand in circles on one side of the playground. On the opposite side (distance 10-15 m) circles are also marked according to the number of players. At the signal, the children run to the other side, trying to quickly get into the circle. The one who does it first wins. Catch the hoop. Children put the hoop on the floor with a rim, vigorously push it away and run after it. Increasing children's interest in running is facilitated by more complex tasks, for example, to stop, change the direction of running, run a snake between objects. In this run, the legs are slightly bent at the knees, the leg is placed on the front of the foot, the arms help to maintain balance, therefore, sometimes they are spread apart. Children 5-6 years old love to compete in running, playing games, for example, "Who is quicker to the ball", "Who is quicker to run around the tree." They no longer need to show movements to the same extent as the younger ones. They perceive explanations, instructions better, and can notice mistakes on their own. An adult directs the attention of the children to those who can serve as an example: he runs easily, rhythmically, correctly observing the running technique. Run in and jump. Several children are in a line. At a distance of 10 m from them, a strip 30-40 cm wide is drawn, above which ribbons are suspended on a cord. At the signal of the teacher, the children quickly run forward and remove the ribbons.

The winner is the one who is the first to complete the task, while he must jump in the designated lane.

Catch up the ball. Four - five children throw the ball over the rope,

stretched at a height of 1.5 m, catch up with him and catch him, preventing him from touching

land more than 1-2 times. We must try to throw the ball higher, but not far.

You can throw a small or large ball, with one or both hands. The distance to the rope is 50-60 cm.

If the run is carried out without a game situation, then in this case it follows

maintain a small pace, do not speed up or slow it down, run

rhythmically, steps are not long, hand movements are relaxed.

If possible, you should often use barefoot running on sand, shallow water, dirt and grassy paths with turns and inclines, making sure that there are no objects that could lead to injuries.

It is advisable to train in running in the warm season, in spring and autumn, without fear of a fine drizzle. In addition to hardening, running in adverse conditions strengthens the character of children, their perseverance, endurance, creates the habit of daily physical exercise.

Games in the yard.

Most often, children play in the "store", "kindergarten", "hospital",

"Construction site". These games reflect the level of knowledge of the children about the world around them, their interests. The plots of these games can be successfully supplemented with actions for the purpose of physical activity, strengthening the health of children, which are logically related to the content of the game: go to the steamer along the board-bridge, crawl under an arc or a low-hanging rope before entering the kindergarten, step over a stick, jump from an earthen tubercle. Even greater opportunities for active movements in games such as "Pilots", "Sailors". In them, children are invited to figure out how to use a log, a bench, a ladder, a curb, etc. Particularly attractive for children are outdoor games with great physical and emotional stress, with elements of competition (race running, with catching and dodging, long jumps, etc. ). Such activities of children should be under the supervision of adults. Children of all ages enjoy the success of games - exercises with individual physical education aids: hoops, balls of different sizes.

Older preschoolers, who have a certain motor experience, play independently and organize competitions, and adults should show the children the methods of action, at first play with them.

Sports corner at home.

The child's interest in physical exercise is formed by the joint efforts of educators and parents. The sports corner of the house helps to reasonably organize the leisure of children, contributes to the consolidation of motor skills acquired in preschool, the development of dexterity, independence.

Equipping such a corner is not difficult: some manuals can be purchased at a sports store, others can be made by yourself. As the movements form and the child's interests expand, the corner should be replenished with more complex inventory for various purposes.

Children begin to develop movements early. The baby is still in the crib. He spends his waking time lying down, but is already trying to change his posture, to get up. He needs to facilitate these attempts by placing a round support stick (2-2.5 cm in diameter) across the bed. Taking hold of it, the child rises more confidently and, most importantly, does it on his own, when he wants, without waiting for the help of loved ones. The next skill - to get up - is easier for the child to master if two or three more sticks are fixed above the first support, one above the other.

A beginner to walk needs to have stable objects that you can grab onto by taking still unsure 2-3 steps (chair, stool, table). This will give the baby confidence, the desire to move independently. A large cube (with sides 40x40 cm, height 20-30 cm) is then used by the child for climbing, jumping off.

In the sports corner of the house there should be small physical training aids: balls of different sizes, hoops, sticks with a diameter of 2.5 cm of different lengths, jump ropes. Interesting for exercise is a colored cord - a pigtail (60-70 cm long). It is woven from three cords of different colors, the ends are sheathed; a button is sewn on one of them, a loop on the other. With such a cord, exercises are performed as with a gymnastic stick, and having made a circle out of it, you can use it for jumping, climbing. In the game, such a cord serves as a "house". Ladder - a ladder consists of two spans connected to each other by a toothed bar, allowing the installation of the ladder obliquely at different angles. The width of each span is 45 cm, the height is 100-150 cm, the distance between the beams is 12-15 cm, their diameter is 2.5-3 cm.The height of the vertical ladder is 150-200 cm. to whom the ball rolls, a basket for throwing the ball, a target for throwing. If the rungs of the ladder are removable, then this makes it possible to hang on it a single swing, a rope ladder, a rope, a low rung - a horizontal bar. Currently, designs are being developed that allow you to remove the ladder close to the wall or push it out when the child is going to practice. Interesting exercises in stepping are offered for a kid on a ladder made of two thick cords and "crossbars" of braid, installed more or less often, depending on the child's skills and the length of his steps. The corner should be located as close to the light as possible, so that there is an influx of fresh air, near the outer wall with a wide window and a balcony door. Exercises on devices, introduced gradually, are first performed by children under the guidance or supervision of adults, and after successful development, children can practice independently.

The child should not have negative emotions from the very beginning

excessively high or too small loads, incorrect training methods, lack of their periodicity, so parents should prepare well to start practicing with him.

Mode is the basis for the full development of children.

The foundation of human health is laid in early childhood. Therefore, for the upbringing of a healthy person, for the correct formation of his personality, the conditions of his life are of great importance, especially during the period of preschool childhood.
The child's body is in a state of continuous growth. This process in different age periods proceeds with different intensity, morphofunctional maturation of individual organs and systems is uneven. This explains the special sensitivity of the child's body to the effects of external factors, both positive and negative.
Among the many conditions that provide the necessary level of physical and mental development of the child, the rational regime takes one of the leading places. The main principle of the correct construction of the daily routine is its compliance with the age-related psychophysiological characteristics of the preschooler. This compliance is due to the satisfaction of the body's needs for sleep, rest, food, activity, movement. Each age group has its own daily routine, which includes a variety of activities, mental and physical stress that is feasible for children, and rest.
A properly constructed regimen assumes an optimal ratio of periods of wakefulness and sleep during the day, it is advisable to alternate various types of activity and rest:

1) a certain duration of occupation, work and their rational combination with rest;
2) regular meals;
3) full sleep;
4) sufficient exposure to fresh air.

The significance of the regime is that it contributes to the normal functioning of the internal organs and physical systems of the body, ensures a balanced, vigorous state of the child, protects the nervous system from overwork, creates favorable conditions for timely development, forms the ability to adapt to new conditions, resistance to negative factors.
Children who are accustomed to the established daily routine corresponding to their age, as a rule, are distinguished by good discipline, know how to work, are sociable, balanced, active, have a good appetite.
A regime that meets the biological and social needs of the child contributes to the regulation of the needs themselves. Thus, properly organized labor and educational activities in combination with rest not only ensure the preservation of stable working capacity, high productivity of classes, but also educate children in the habit and need to work, perseverance, desire for knowledge, curiosity. Regularity of food contributes to a good appetite and assimilation of all its components. Daytime and nighttime sleep, organized at the same hours, forms the child's habit of falling asleep quickly, without any additional influences, during which the child's strength and subsequent activity is restored. The total daily sleep duration and its frequency during the daytime decrease with the age of children, and the waking time increases.
Walking plays an important role. They are held at a certain time, their total duration is 4-5 hours. The walk takes place in any weather, except for unfavorable conditions. In case of light rain, it can be organized on the veranda, under a canopy, in any other place protected from harsh wind and precipitation. Sometimes, in bad weather, the duration of the walk can be shortened, but it should not be completely canceled.
In a preschool institution, the motor regime consists of morning exercises, physical education classes, outdoor sports games, physical exercises, and independent activity. However, to ensure the optimal level of motor activity, only formal conduct of all the mentioned types of activity will be insufficient. Its content is important, as well as the rational organization of the entire life of children, each of the regime processes. In order to ensure the proper level of movement of children during the day, in addition to the rational organization of the entire regime, in which one type of motor activity should complement and enrich the other, it is important to properly organize physical culture classes, to ensure their sufficient motor density, and varied content. The density of 65-85% is considered a favorable motor density of physical education, and the training and developmental effect is achieved by such a structure of the lesson and the selection of exercises, when at the end of its introductory part, the heart rate in children increases in relation to the initial (before classes) level by about 15- 20%, in the main part of classes - by 50-60%, in an outdoor game - by 70-80%. But in this case, it is necessary to take into account the individual capabilities of individual children, their state of health, and the level of skills development. When organizing the motor activity of children, it is important to remember that in the group there may be pupils who have suffered diseases, as well as those who are lagging behind in development. The teacher must be attentive to such children, coordinate pedagogical techniques and methods with the kindergarten doctor.
Thus, a rational regimen promotes health and has a positive effect on the child's nervous system.
Observations have shown that if the daily routine is performed in accordance with hygienic requirements and all types of activities are carried out at a high level, the performance and development indicators of children are high. If certain regime moments, such as a walk, classes, sleep, are not carried out well enough, then by the end of the day the pupils develop fatigue and emotional decline, which ultimately adversely affects their health and development.
Fatigue in children manifests itself differently, more often it is weakened attention, increased excitability, lethargy, negative reactions in the child's behavior, sleep and appetite disturbances, working capacity also decreases, there is no concentration and attention, there is no desire and interest in classes.
If you do not create all the necessary conditions for activity, rest and the volume of loads and exceed the physiological capabilities, fatigue becomes chronic and this has an extremely negative effect on the development of the child's health, the protective functions of the body decrease.
The full physical and neuropsychic development of the child is possible with the provision of a balanced diet, providing for the use of the necessary set of products containing all the necessary food components, mineral salts, vitamins in accordance with the increased needs of the growing organism.
Children should be fed four times a day, with no more than 4 hours between meals. Breakfast is 25% of the daily energy value of the diet, lunch - 35%, afternoon tea - 15-20%, dinner - 25%.
When eating, it is important to create a calm, welcoming environment and maintain a good mood for children, as the state of the nervous system affects appetite. Do not be impatient and constantly make comments if they eat slowly: this is distracting, irritating children and reduces their appetite.
If the child refuses any food, you should gradually accustom him to it, giving in small portions. It is better to put such a child with children who eat with pleasure, and not force him to eat the entire portion, since the recommended average rates are not designed for the individual characteristics and needs of the body. If a child systematically eats less than the norm and his body weight does not grow well, he should be shown to a doctor. Perhaps the child is unwell and needs a change in diet or daily routine.
Often children do not finish their portion, as they get tired of acting on their own. An adult must come to their aid and feed them. The child can be allowed to drink the second dish with compote or jelly. This is necessary primarily for those children who produce little saliva, which makes it difficult to chew food and leads to a long retention of it in the mouth. You should not drink food with water: water dilutes the consistency of the digestive juices. There is no need to teach children to eat a lot of bread with the first and even more so with the second course, especially with cereals, pasta. After eating bread, children cannot finish a portion containing healthy foods.
An adult pays special attention to the hygienic skills of eating: teaches children to wash their hands before eating, while eating, sit correctly (do not lean back in a chair, do not spread elbows and do not put them on the table), use cutlery, including a knife ( cut meat, cucumbers, tomatoes). For younger children, food is crushed by adults. While eating, children should not rush, be distracted, play with cutlery, fill their mouths and talk while doing this, etc. the teacher teaches them to use the napkin. Babies put on bibs before eating, for older ones they put a glass with paper napkins on the table.
For the correct implementation of the regime, the clear and consistent implementation of all its processes, it is important to promptly form children's self-service skills and foster independence. If in a preschool educational institution the teacher teaches children to be independent when dressing, undressing, eating, and at home the parents do everything for the child, then the child does not develop a stable habit, skills and abilities. Such children delay the implementation of the regimen. A trained child will do all this with desire and mood, and this is the key to success. Gradually, the child develops useful skills and habits for a clear daily routine.
The correctness of the implementation of the regime, its health-improving and educational influence on children largely depends on the constant contact of teachers with medical workers of a preschool institution and parents. This contact should be two-way: the educator needs to know the results of medical examinations of children by doctors, specialists, to have information about which of the pupils are recommended certain therapeutic and preventive measures, a sparing regimen, and a decrease in the volume of loads for a certain period. On the other hand, the educator may be the first to notice the child's initial signs of illness, malaise, whims, tearfulness, lack of appetite or other types of disorder, promptly inform the doctor or nurse about them, as well as parents. The daily communication of the teacher with the children of his group will allow him to notice the slightest deviations in the condition of the child. You must always be attentive to children, know how they behave when they are healthy. All this is necessary to know in order to provide the child with timely assistance and prevent infectious diseases.
The educator is fully responsible for compliance with all security regulations, all sanitary and hygienic rules, the maintenance of the premises. The teacher makes sure that wet cleaning and airing are systematically and efficiently carried out in them, and that toys, books, manuals are kept in order. It is important to remember that fresh air and cleanliness in the group is the key to the effectiveness of all wellness work. If this is not the case, then no special procedures will have a beneficial effect on the body and their implementation will be useless.

Intrauterine development is one of the most important periods of a person's life. This is a kind of foundation - the foundation on which the child's further physical and psychological health is based. Of course, the prenatal period of fetal development directly depends on the course of pregnancy and the state of health of the expectant mother. The lifestyle of a pregnant woman - nutrition, physical activity, cultural leisure and other important aspects of everyday life - has no less influence on the development of the baby. However, future parents often overestimate their ability to influence the health, talents and fate of the unborn child; the fault is, as always, myths.

It is necessary to talk to the fetus

According to this myth, which is extremely popular in recent years, future parents are downright obliged to talk with the baby out loud every day, since this is necessary for the baby for full intrauterine development. The authors of this idea explain that in the process of such "intrauterine" communication, the baby learns to recognize mom and dad by voice, feels its importance for parents, and also gets acquainted with the structure of the surrounding world in absentia. To achieve the last goal, some expectant mothers begin to comment out loud on all their actions, tell their “belly” about where they are and what they are seeing at the moment.

In fact, during the period of intrauterine development, the fetus does not possess linguistic perception, that is, it is not yet able to understand the meaning of the words heard. The very ability to perceive sounds in a baby is significantly different from the auditory perception of an adult. The formation of the hearing aid is completed by 24 weeks of development; before this time, the fetus perceives sounds with the entire surface of the body, reacting mainly to frequency drops. Therefore, first of all, he "feels" the sounds of the mother's voice: they are carried out in the form of vibrations of the tissues of her body and amniotic fluid. At the same time, words addressed to the fetus, husband, colleagues or someone else will be felt by the baby in exactly the same way: the laws of physics are unshakable, and the same sounds are carried out at the same speed, regardless of who they are addressed to.

Starting from the sixth month of intrauterine life, the baby already hears in the usual sense of this word for us; now he has the ability to distinguish the difference in intonation - the overtones of a sound and thus can distinguish between the sounds of his mother's voice and the surrounding noises. Therefore, having been born, the baby can indeed more actively respond to the voices “familiar” from the prenatal period of life that surrounded the expectant mother - for example, to the sounds of the voice of a father or grandmother. However, it does not matter at all whether the future dad was talking to his belly or his gentle voice was addressed to the most pregnant or beloved mother-in-law - the baby “recognizes” this voice by intonation.

In fairness, it should be noted that this idea does not carry any harm. The expectant mother and other close people can “talk with their tummy” as much as they want, if they themselves enjoy this process. Many women say that communicating with the fetus aloud helped them to better understand the fact of pregnancy and feel like a mother. Perinatal psychologists recommend trying to imagine a baby and talking with him to those women who, during pregnancy, complain about the lack of maternal instinct. However, in the absence of a desire to specifically force yourself and your loved ones to talk out loud with your own belly, it will not bring anything but irritation and disappointment.

Perinatal education

There is a myth about the so-called perinatal education, which says that the period of intrauterine development can be used to effectively teach the fetus various wisdom - for example, languages, verses or the multiplication table. They say, since during this period the life systems of the baby are being laid, you can at the same time “lay down” any basic knowledge, be it linguistic abilities or the foundations of mathematics. For this purpose, future parents are encouraged to read the fruit of a fairy tale in foreign languages ​​and quote examples in arithmetic with expression. It is assumed that the crumb will assimilate the information received and in the future will be able to master the relevant sciences better and faster. Some moms and dads even sincerely believe that "belly-reading" of Charles Perrault's fairy tales in the original will help their little one a year to immediately speak French.

The idea of ​​perinatal education, despite its attractiveness and popularity, has no scientific evidence. The kid perceives sounds, gradually learning to distinguish them in strength, frequency and overtones; however, it is impossible to force him to assimilate this or that information transmitted by sounds. Unlike the previous myth, the idea of ​​perinatal education cannot be considered completely harmless: by reciting poetry or the periodic table to the fetus, future parents expect to achieve high results and, not receiving them later, are disappointed in the abilities of their child. By the way, a baby can speak a foreign language without any perinatal pedagogy - for this it is necessary that during the period of mastering spoken language (from 6 months to 1.5 years), family members communicate in this language. However, if then the adults return to their native language, the baby will also quickly forget the acquired linguistic "skills" and will copy the main language of his environment.

Future talent

Talents, or increased abilities of a child for a certain occupation, can be inherited from parents and developed in the process of education. Non-talented people do not exist: everyone has a propensity for one or even several types of activities. It's just that sometimes the child's abilities go unnoticed - due to the fault of adults who are inattentive to his development or impose classes on him, guided solely by their own preferences. Therefore, the task of parents and teachers is to sensitively listen to the desires and interests of the child, engage him in various types of creativity and see what he does best. However, it is impossible to "form" the baby's talent in advance, especially for this purpose, doing some kind of creativity during pregnancy. After all, even from famous parents - artists and musicians, children do not always inherit their talents; there are much more examples in history when the children of the great, contrary to the hopes of their parents for the continuation of the dynasty, chose a completely different occupation for themselves than there are cases of direct repetition of talents from generation to generation.

If professional or creative giftedness is not always genetically inherited, it is definitely not worth deluding yourself with the possibility of perinatal "training" in dancing or drawing. But for the expectant mother herself, mastering such skills is very useful: they will be useful for working with the baby and developing his creative inclinations in the process of real upbringing. In addition, any activities "for the soul" give a lot of pleasure and significantly increase the self-esteem of the expectant mother.

Classic only

This is a common misconception, the nature of which is difficult to understand. Perhaps the reason is the unconscious desire of the pregnant woman to choose the best - after all, the quality of the works of Mozart, Bach and Vivaldi obviously surpasses many modern works. However, the supporters of this myth provide a more serious basis for its substantiation: they argue that classical music has a beneficial effect on the mental and spiritual development of the unborn child. It is not possible to completely debunk this myth, since music can really positively influence the development of the fetus. With two caveats: it does not have to be a "classic" at all, and it does not affect intellectual development, but the general physiological state of the developing baby.

There are practically no people indifferent to the sounds of music. Someone loves classics, someone - jazz, someone - country or just popular songs, the style does not matter. The listeners are always in a good mood when they hear their favorite tunes. At this point, the body increases the production of endorphins - the so-called "hormones of happiness." These are the most important biologically active substances that regulate the metabolic rate.

The rate of metabolic processes, in turn, determines the supply of nutrients and oxygen to the fetus, which are necessary for its full development. Thus, it turns out that listening to your favorite music, or rather the positive emotions associated with it, really have a beneficial effect on the course of pregnancy and the development of the baby. But the style of music is not at all important - the main thing is that the expectant mother likes it. The only thing to consider before "audiotherapy" is the volume level: high decibels are uncomfortable for the fetus.

Cultural leisure of a pregnant woman

According to this statement, it is possible to increase the intelligence level of the unborn child by attending as many cultural events as possible during pregnancy - concerts, performances, opening days. Then, supposedly, there is an introduction to the beautiful from the embryonic period.

The very idea of ​​perinatal cultural education is absurd: if the sounds of music even penetrate the tissues of the mother's body and fetal waters, then the pictures on the wall of the gallery, as well as the action on the stage, are definitely beyond his visual perception. The baby's organ of vision is formed by the 26th week of intrauterine development, that is, by the end of the 2nd trimester. Up to this point, the fetus reacts only to a dramatic difference in lighting; For example, if you point a flashlight at the mother’s belly, the fetus’s heart rate increases at 15–18 weeks, and the baby over 18 weeks turns his head towards a bright light source, although his eyes are still closed. However, even after the completion of the formation of the visual analyzer, the baby does not acquire the ability to see "through the walls": the wall of the uterus, abdominal and back muscles, spine, subcutaneous tissue and skin of the expectant mother still separate it from art!

Attending cultural events can be beneficial for the woman herself - of course, provided that visits to museums and concerts are a pleasure for her. In this case, cultural leisure can be considered as a method of stimulating the production of endorphins, which are responsible for the metabolic rate and the supply of oxygen and nutrition to the fetus. In principle, positive emotions are useful to a pregnant woman; it is not so important what caused them - visiting an exhibition of conceptual art or watching an uncomplicated comedy. For the baby, visiting exhibitions and museums is also useful: the cultural and educational walk of the expectant mother through the halls stimulates the placental blood flow, which ensures respiration and nutrition of the fetus.

The expansion of the area of ​​cultural leisure can also be of a pedagogical nature - again, for the expectant mother herself. During pregnancy, many women have more free time, creativity develops; perinatal psychologists argue that this is the best time for self-education and art perception. For the fetus, the pedagogical aspect of familiarizing with beauty is rather delayed.

Expanding her own cultural horizons during pregnancy, the expectant mother is tuned in to familiarize her child with culture and creativity in the process of raising him. It is only important not to overdo it with the volume of the cultural program: overwork will not benefit a pregnant woman - even if the reason was high art!

Sports during pregnancy

Oddly enough, it is often this very idea that makes women do gymnastics or sign up for a pool during pregnancy. Accordingly, this myth cannot be considered harmful: after all, with a normal pregnancy, doctors strongly recommend to expectant mothers dosed physical activity. There are whole sets of exercises designed specifically for pregnant women. They are aimed at normalizing blood circulation in the pelvic region, preventing varicose veins, unloading the spine, strengthening the pelvic muscles, stretching the pelvic ligaments and perineal tissues. It is recommended to start exercises from the first trimester of pregnancy and, if possible, do them every day.

In addition to specific gymnastics for pregnant women, there is a whole list of types of physical activity that are permissible and even recommended for expectant mothers. The most popular "pregnant" physical activities include swimming, aqua aerobics, Pilates, yoga, belly dancing and walking. Of course, there are complications of pregnancy and diseases of the expectant mother, in which certain sports may be contraindicated; therefore, when choosing an individual activity regimen for yourself, you need to consult your doctor.

And yet, playing sports during pregnancy, it is impossible to directly lay the sports inclinations in the baby - just as, drawing or dancing, you cannot "program" the baby to master these particular activities. Nevertheless, the benefits of playing sports are still present. Firstly, the physical activity of the expectant mother helps to prevent pregnancy complications; on its successful course, in turn, depends on the full development of the fetus and the health of the child in the future. Good indicators of physical health are an excellent basis for the development of a child's sports skills. Secondly, by keeping herself in good physical shape, the expectant mother lays the foundation for her own health and activity. Dosed sports loads help you recover faster and better after childbirth, lose weight, look good and be a sports example for your child. That is, you can instill in your baby a love of sports, but not through perinatal education, but by personal example!

However, do not forget that pregnancy is a special condition associated with increased stress on the woman's body. Sports fans will have to adjust the level of permissible physical activity, taking into account the "interesting situation". So, at any stage of pregnancy, exercises and sports with a predominant load on the press should be completely excluded, for example, weightlifting, rowing, and exercise on strength machines. Of course, during pregnancy, you will have to give up those sports and just an active lifestyle that are associated with a high risk of injury - falling or hitting. These include all types of wrestling, ice skating, skiing, snowboarding, skateboarding and cycling. It is undesirable for a pregnant woman to make sharp, impulsive movements - they provoke an increase in the tone of the uterus and premature placental abruption; accordingly, you will have to forget about tennis, basketball and volleyball while waiting for the baby.

A pregnant woman can affect the size of the fetus

Many women believe that the size of the fetus can be adjusted with proper nutrition and exercise. As you know, the large weight and size of the fetus complicates childbirth, increases the risk of developing weak labor and ruptures, and expands the indications for cesarean section. Most women believe that the size of the fetus depends on nutrition and level of physical activity - by analogy with its own weight. However, this opinion is erroneous: there is no direct digestive tube between the body of the mother and the baby. Food consumed by a pregnant woman breaks down in the digestive tract to proteins, fats and carbohydrates. What the body needs for energy metabolism is absorbed into the bloodstream through the intestinal wall and delivered through the vessels to the baby.

Excess food is expelled from the mother's body through the intestines, part of it is deposited in the form of "reserves for a rainy day" in adipose tissue. Thus, excess food remains in the mother's body, but does not reach the baby and does not directly affect the size and weight of the newborn.

Rational, that is, timely and regular consumption of healthy food, really helps the expectant mother to avoid pathological weight gain, and also reduces the risk of developing pathology of pregnancy. But following a diet in the more popular sense of the word, that is, limiting the calorie content of food, starving, not eating after six o'clock in the evening, excluding proteins, fats or carbohydrates from the diet for a pregnant woman. Such "correction of the size of the fetus" is not only completely ineffective, but also dangerous: an unauthorized diet can lead to the most serious consequences in the development of the fetus and the health of the woman herself. Limiting certain foods, as well as arranging fasting days without harm to the course of pregnancy, is possible only on the recommendation of the attending physician.

The same applies to the idea of ​​correcting the size of the fetus with the help of physical activity. First, exhausting daily workouts for a pregnant woman are simply unacceptable: excessive physical activity can provoke the threat of termination of pregnancy. Secondly, the size of the newborn does not depend at all on the sports activities of the expectant mother: after all, she loads her muscles and burns her calories. Of course, dosed physical activity, like balanced nutrition, is beneficial for a pregnant woman: a woman's healthy lifestyle has a positive effect on the course of pregnancy and the development of the fetus. However, when choosing a particular sport, you should consult with your doctor about the permissible physical activity, taking into account the individual characteristics of the course of pregnancy.

Emotions of the mother and the individual characteristics of the child

It is well known that the expectant mother needs to be protected from negative emotions. A pregnant woman should not be nervous, upset and cry, she should not be frightened. However, not everyone understands the real reason why negative emotions are "contraindicated" for the expectant mother. There are an incredible number of myths about the influence of mother's emotions on the fetus. For example, it has long been believed that if a pregnant woman is frightened, the child will be born a stutterer. Another belief says: "If a pregnant woman cries a lot, the baby will have sore eyes." There are also less radical statements - for example, that if the expectant mother is sad, the child will be melancholic, and a positive mood, on the contrary, contributes to the nurturing of a sociable optimist. All these statements, both old and modern, despite the apparent differences, are united by one common idea: "The emotions of a pregnant woman directly affect the baby." This is a common and perhaps the most persistent misconception about fetal development.

The expectant mother needs to be protected from negativity, since negative emotions such as fear, resentment, anxiety, irritation and grief lead to an increase in adrenaline in the blood. This substance, referred to in the popular literature as the "fear hormone", is dangerous for a pregnant woman: an excess of adrenaline in the blood leads to tachycardia - increased heart rate, increased blood pressure and uterine tone. The listed changes in the well-being of the expectant mother, arising against the background of negative emotions, often cause the development of placental insufficiency - a deterioration in the nutrition and respiration of the fetus due to a decrease in placental blood flow. Hypertonicity of the uterus, especially often occurring against the background of irritation or fear of a pregnant woman, is the main factor in the threat of termination of pregnancy and premature birth. So it is really important to protect a woman “in an interesting position” from everything that may upset or frighten her: the course of pregnancy, and, consequently, the health of the fetus, largely depends on the state of the mother's nervous system. However, the emotions of a pregnant woman cannot directly affect the character or abilities of the baby; this applies to both negative and positive experiences.

We can safely say that a good mood is useful for a pregnant woman - but not at all because it guarantees the birth of a cheerful child. When a woman laughs, experiences joy or pleasure, her blood is dominated by "hormones of happiness" - endorphins. These substances control the metabolic rate, blood oxygen saturation, as well as the supply of proteins, fats, carbohydrates and everything that is necessary for its full development to the fetus. So the expectant mother, who is in a good mood, has more chances of having a healthy baby than a woman who is a lot nervous during pregnancy. But it is not worth overestimating the role of mother's emotions in the development of the fetus: they do not directly affect the character and health of the baby! For the full intrauterine development of the fetus, as well as for the formation of various wonderful abilities and talents in the child in the future, it is not at all necessary to attend higher mathematics courses, buy a nine-month subscription to the conservatory, or read Shakespeare aloud in the original. It is enough to lead a correct lifestyle, love your baby and do not forget to bring yourself a little joy!