Characteristics of preschool childhood Age psychology. Presentation on the topic "psychological characteristics of preschool children" Presentation of age-specific features of preschool children

04.07.2020

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Qualitatively new features: The formation of the personality of the child; The formation of the activities of the child

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The leading type of activity is the game. Games with rules begin to take shape. Children's joint games begin to prevail over individual games and games nearby. The child independently conveys a simple plot, uses substitute items, the child willingly plays with adults and children, he has his favorite games and toys. In the game, productive activities, the child becomes acquainted with the properties of objects, his perception, thinking, and imagination develop.

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Perception and imagination A child perceives an object without attempting to examine it. Perception reflects the surrounding reality. It assimilates sensory standards of form, size, color, and other objects. Recreating imagination prevails; Of great importance in the development of imagination is the experience and knowledge of the child, his horizons. A mixture of elements from various sources, a mixture of the real and the fabulous is characteristic. Fantastic images that arise in the baby are emotionally saturated and real for him.

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Thinking The prevailing form of thinking is visual-figurative. A child is able not only to combine objects by external similarity (form, color, size), but also to assimilate generally accepted ideas about groups of objects (clothes, dishes, furniture). The basis of such representations is not the allocation of general and essential features of objects, but the union of those entering into the general situation or having a general purpose.

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Memory and attention Memory is involuntary, characterized by imagery. Recognition prevails, not memorization. It is well remembered only that which was directly related to the activity, was interesting and emotionally colored. Nevertheless, what is remembered remains for a long time. The child is not able to hold attention for a long time on any one subject, he quickly switches from one activity to another.

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Emotions; mood swings; The emotional state depends on physical comfort; Affect relationships with peers and adults; An emotionally healthy preschooler is optimistic.

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Speech High speech activity The vocabulary significantly increases. The dictionary contains all parts of speech. Elementary kinds of judgments about the environment appear.

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Behavior and communication The behavior of the child is still situational. Self-esteem begins to develop, with a focus on the assessment of parents and other adults. Sexual identification continues to develop, which is manifested in the nature of the chosen toys and stories. The need for communication with adults and peers is pronounced. The relationship of children is due to norms and rules. Sustained selective relationships may be observed. Conflicts arise mainly about toys.

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Tasks of development and upbringing: 1. Development of the need for active motor activity, timely mastery of the main types of movements, the development of basic personal hygiene skills. 2. Ensuring the cognitive development of children, enriching ideas about surrounding objects and phenomena, developing curiosity. 3. The education of a friendly attitude to others, emotional responsiveness, ability to empathy, communication. 4. Enrichment of the experience of self-knowledge of preschoolers. 5. Teaching children different ways of acting in the context of substantively effective cooperation.

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Signs of a 3-year crisis: Negativism Stubborn obstinacy Self-will Protest riot Symptom of depreciation Despotism

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How to support a child? Allow the baby to be independent. Expand the rights and responsibilities of the child. Follow the same line of upbringing in the family. Show firmness and consistency in the requirements for the child. Use the game and methods of distraction to smooth out crisis outbreaks.

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The main milestones of the development of a child from three to seven years of life: A new social development situation is emerging; The leading activity is the role-playing game; During the game, preschoolers master other activities; Important neoplasms arise in the mental and personal spheres; Intensive intellectual development of the child occurs; - Formed readiness to study at school.

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Drivers of the development of the psyche of a preschooler: the need for communication; need for external impressions; need for movement.

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The main and obvious difference between a child and an adult is that he is constantly changing, his body is becoming more and more like the body of an adult every day, his consciousness is gradually becoming more clear, and the possibilities sometimes exceed our own

A child grows and develops, and this fundamentally differs from an adult. Growth and development are usually used as identical concepts, inextricably linked. But the biological nature of these processes is different, their mechanisms and consequences are different.

Growth is a quantitative increase in the biomass of an organism due to an increase in the size and / or number of its cells. Development is a qualitative transformation that occurs due to an increase in the diversity of cells that make up the human body, resulting in important changes in its functions.

Scheme of processes of growth and development Growth Development Increase in the size of the body and its parts Formation of organs and tissues Change in the proportions and structure of the body Increase in the effectiveness of functions Increase in the mass and strength of muscles Increase in the reliability of the body Adult capable organism Completion of growth Slowdown

Throughout its 20-year development, a person experiences several revolutions. Psychologists follow L.S. They call them “crises” by Vygotsky, which does not change the essence of the matter. Some of them affect the body and psyche equally, some are more pronounced in one

The first revolution is the birth of a child. This is a very powerful stress leading to a hormonal cataclysm; the whole body experiences enormous loads: I used to live in an aquatic environment - now in the air, I need to breathe myself. I used to swim in zero gravity - now I feel a feeling of heaviness. It used to be dark - now bright light strikes my eyes. time is warm - now periodically cold I didn’t want to eat before - now I have to work hard, suck my breasts to satisfy a new, unfamiliar feeling of hunger

The second revolution - at the age of about 1 year old, the child overcomes the force of gravity and takes his first independent steps. By this time, the transition from a semi-dairy diet to an almost adult diet usually ends (although a person should completely switch to "adult" food only by 7-8 years)

The most famous is the puberty revolution, puberty. In the body, everything breaks down at first, then changes, and only after 2-3 years the Puberty revolution is established: it is a hormonal storm, dysregulation of functions, decreased performance and reliability of physiological systems, dramatic changes in physique and proportions bodies, “breaking” voices (in boys), etc., psychological problems

For the first time, a jump in growth became known from the studies of Count F. de Montbeillard, who in the year observed the development of his son, taking measurements every six months

Growth processes do not require large expenditures of energy. Even during the period of the most intensive growth (exact measurements were carried out in e years), it takes no more than 4-5% of the daily energy consumption.

Periodization of age-related development Age stage Biosocial goals of the stage Morphological and functional transformations Name Age Newborn 1-10 days Primary adaptation to physical, chemical and biological environmental factors “Hormonal storm”, ending with the formation of a stable balance between the body and the new (extrauterine) environment of his chest Breast up to 1 years Preparation for the implementation of upright posture and independent movement; perception of the world Structural and functional development of muscles and simple movements; the formation of immunity, microflora of the body; rapid development of analyzers and cognitive functions; Early childhood 1-3 years; Initial development of the surrounding world; Formation of purposeful movements; maturation of analyzer systems First childhood 4-7 years Primary socialization Half-growth spurt; transformation of autonomic regulation; maturation of higher cortical functions; the formation of individual typological properties Second childhood 8-12 years M 8-11 years D Formation of individual and group experience of purposeful activity Maturation of central and peripheral mechanisms to maintain stable mental and physical performance Teenage years M years D Maturation of reproductive function and the formation of sexual Behavior “Puberty revolution” - a cardinal restructuring of structures and neuroendocrine regulation under the influence of hormones. Youth Year M years D Social adaptation of a biologically mature organism. Realization of hereditary inclinations Completion of the development of structural and functional components of the body as a biosystem; manifestation of constitutional features of an individual

First childhood (4-7 years) Biosocial goals of the stage: Primary socialization Morphofunctional transformations: half-growth spike in growth; transformation of autonomic regulation; maturation of higher cortical functions; formation of individual typological properties

Motor development of children (according to N.T. Lebedeva) 3 years 3 years 6 months General movements, outdoor games: Performs exercises from different initial positions; makes exercises for the arms and shoulder girdle, legs, torso; owns dance movements, swirls in a pair, taps one foot or another alternately, changes movements Motor skills: owns different types of walking, running; maintains correct posture; crawls on all fours between the placed objects, crawls under them; rolls the ball into the goal, throws it into a horizontal goal; knocks down pins with a ball; rides a tricycle; jumps in length (from a place of 40 cm) and in height (2030 cm); glides along the ice path; skiing in stepping and sliding steps

3 years 6 months 4 years General movements, outdoor games: Owns a variety of options for walking, running, jumping; rolls, throws, catches the ball; crawls, climbs; keeps balance on a board, a log; owns dance moves in a pair Motor skills: Rides a three- and two-wheeled bicycle; goes skiing with a sliding step; sledding from small slides; plays in water at a depth of cm; running, jumping; plays with the ball

4 years 6 months 5 years General movements, outdoor games: Walks on toes, runs at a different pace, and also raising his knees high; bounces, touching the suspended object with his hand; creeps at least 10 m; creeps under objects sideways, without touching them; plays with the ball; Motor skills: Runs at a different pace; jumps on one leg (right, left), and also in length from a place on cm; throws up, knocks the ball to the ground, catches the ball with one or the other hand; skates; skiing m

5 years 6 months 6 years General movements, outdoor games: Walks on toes, heels, straight, back, sideways; runs at a different pace; jumps on two and one legs, jumps in length (cm from the spot), in height (30-40 cm); independently plays with a set of toys, reflecting various scenes in the game ("shop", "mother-daughter", etc.), makes home-made toys from coils, wire, polystyrene. Motor skills: Performs shuttle running (3 times 1 m each, possible faster); throws, catches the ball, leads it, knocking it to the floor, passes it to the partner; moves on all fours with a "snake"; hangs on a rope, climbs on it to a height of 1.5-3 m; rides a two-wheeled bicycle, skates, sledges; glides along the ice path; goes skiing with an alternating sliding step of 0.51 km, makes turns, climbs and descends from small slides; swims in one way 15 m or more

Recommended reading: Zaitseva V.V., Sonkin V.D. Such different children: Steps of physical development. - Yekaterinburg: U-Factoria, - 288 p. Sonkin V.D. The laws of a growing organism; teacher’s manual / V.D. Sonkin. - M .: Education, - 160 p. Lebedeva N. T. Preventive physical education for children: a manual for teachers and educators / N. T. Lebedeva. - Mn .: Vysh. school., - 190 p.

For the first time, a jump in growth became known from the studies of Count F. de Montbeillard, who in the year observed the development of his son, taking measurements every six months

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Drivers of the development of the psyche of a preschooler: - need for communication; - the need for external impressions; - need for movement.

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1. Changing relationships with adults; 2. Enough systematic training becomes possible; 3. Relations with peers; 4. Awareness of one's “I”; 5. The formation of the personality of the child; 6. The leading means of communication is language.

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Role-playing game as the main activity of a preschooler. For the first stage (3-5 years), the logic of real actions of people is reproduced; the content of the game are substantive actions. In the second stage (5-7 years), real relationships between people and the content of the game are modeled; social relations become the social essence of the adult's activity.

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Sensory development - the improvement of sensations, perceptions, visual representations. Thinking develops from visual-effective to figurative. Recognition and playback memory. The growing arbitrariness of the imagination.

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The appearance of such neoplasms as industriousness, internal position, and adequate self-esteem are important components of school readiness. The readiness system also includes sensorimotor coordination (mainly visual-motor), which helps the child simultaneously listen, look at the sample and draw or write. An important indicator of readiness for school is the distribution and concentration of attention, arbitrariness, including the ability to subordinate activity to a specific sample or rule, the degree of generalization and internalization of cognitive processes and orientation, i.e. those parameters of cognitive development, which were mentioned above.

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Preschool age

Younger preschool age (3-4 years); Middle preschool age (4-5 years); Senior preschool age (5-7 years)

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The social situation of development in preschool age. A child is an adult (generalized, social) A generalized adult is a carrier of social functions, i.e. driver, policeman, seller, educator, mother in general. At the end of early childhood, the phenomenon of "I myself" arises. Outwardly, this is expressed in the contradiction of “I want” a child and an “impossible” adult. The contradiction is resolved in a special type of activity of a preschooler - in the game.

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The game is a special form of mastering social reality through its reproduction. The content of the game is this. what the child highlights as the main point of adult activity and relationships The plot is the area reflected in the game, the side of reality. Game actions are ways to fulfill a role. They are generalized. The role-playing game is the leading type of activity for preschool children.

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The main lines of the influence of the game on the development of the psyche. The development of the motivational-need sphere. The development of arbitrary behavior and mental processes. Development of an ideal plane of consciousness: a spontaneous transition from thinking in actions to thinking in terms of ideas, to mental action. Overcoming the child's cognitive egocentrism. The development of feelings, emotional self-regulation of behavior. Inside the game, other activities initially arise (drawing, designing, learning activities). The development of speech, the game contributes to the development of the sign function of speech, stimulates coherent statements.

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Other activities in preschool age

Productive activities (drawing, modeling, designing) Educational and labor activities Up to 5 years, a limited number of objects are depicted in the drawings. The content of the figure is dominated by graphic patterns borrowed from adults. At the age of 5-6 years, drawings become much larger. The dependence of the content of the drawings on gender, place of residence, social situation is traced. In preschool age, it is important to form a motivational basis for learning - the development of cognitive interests. The formation of the actual cognitive, educational activity is promoted by a special form of the game - a didactic game. Design requires a special organization of activity, since it presents explicit requirements for perception accuracy and understanding of the ratio of parts of the structure

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L.S. Vygotsky believed that in preschool age, memory begins to play a leading role. Cognitive development of a preschooler

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Features of the development of memory in preschool age

involuntary figurative memory predominates; what is evoked is an emotional response; from the middle preschool age, an arbitrary memory begins to form, memory, more and more combining with speech and thinking, acquires an intellectual character; prerequisites are being formed for turning the process of memorization into a special mental activity, for mastering the logical methods of memorization;

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Preschooler Speech Development

the process of mastering the speech ends. By the age of 7, the language for the child becomes truly native; The sound side of speech is developing. Younger preschoolers begin to become aware of the peculiarities of their pronunciation; The vocabulary of speech is growing rapidly; The grammatical structure of speech is developing. Children learn the laws of morphological order (word structure) and syntactic (phrase construction); A 3-5 year old child correctly captures the meanings of "adult" words, although he sometimes uses them incorrectly. Words created by the child himself according to the laws of the grammar of his native language are always recognizable, sometimes very successful and certainly - original. This children's ability to form independent words is often called word-making.

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Preschooler Perception Development

perception in preschool age becomes more perfect, meaningful, focused, analyzing; arbitrary actions are highlighted in it - observation, examination, search. children know the basic colors and their shades, can describe the subject in shape and size. They adopt a system of sensory standards (round like an apple).

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Features of the development of thinking in preschool age

the thinking of a preschooler depends on his perception, therefore it is visual-figurative; from 4-5 years old, the child begins to solve mental problems in the view - thinking gradually becomes extra-situational; the development of speech leads to the development of reasoning as a way of solving mental problems; an understanding of the causality of phenomena arises; children's questions are an indicator of the development of curiosity and talk about the problem of thinking of the child; there are attempts to explain phenomena and processes; preconditions are formed of such qualities of the mind as independence, flexibility, inquisitiveness.

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Preschooler attention development

its concentration, volume and stability increase; there are elements of arbitrariness in the management of attention on the basis of the development of speech, cognitive interests; attention becomes mediated, i.e. arises as a result of the use of special techniques, means and methods of attracting it in the absence of direct contact with the object of attention (for example, an adult's gesture to attract the attention of a child), there appear elements of after-attention, which arises on the basis of arbitrary attention and consists in focusing on the object due to its value , relevance or interest to the individual.

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Features of the development of imagination in preschool age

Imagination takes on an arbitrary character, suggesting the creation of a plan, its planning and implementation; - it becomes a special activity, turning into a fantasy; - the child masters the techniques and means of creating images; - imagination goes into the inner plane, there is no need for visual support for creating images.

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At the age of three to four, extra-cognitive communication arises. The leading motive of this form of communication is cognition. The child asks a lot of questions about nature, animals, planets, etc. (“age of why”). At the age of six to seven, a transition to an extra-personal-personal form of communication takes place. The personal motive of communication is manifested in new topics for discussion, in asking an adult about his work, family, and children. The development of communication with peers. At the age of 3-4 years, a peer for a preschooler is a participant in joint practical activities. At 4 years old, a peer becomes a preferred communication partner. At 4-5 years old, a peer is seen as a mirror of his own knowledge and evaluation when compared with him and contrasted himself with it. By the age of 5-7, a peer gains individuality in the eyes of a child and becomes a significant person in communication. Communication with adults and peers

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Child's personality development by 3 years:

development of the emotional sphere: emotional reactions, first to desires, then to difficulties, the development of self-awareness. Stages: recognizes himself in the mirror, calls himself by name in the 3rd person; the pronoun “I” appears self-esteem “I-GOOD” independence “I-I AM”

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"Preschool age is the period of the initial actual state of personality." Alexey Nikolaevich Leontiev

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Emotional neoplasms

1. A mechanism of emotional anticipation is born and develops - a child may experience joy, anticipating a positive result of his activity and a good mood of others; Preschool Age: Action Assessment Emotion Preschool Age: Emotion Action Assessment (emotional image)

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2. The structure of emotional processes changes - the structure of emotional processes, in addition to vegetative and motor components, now includes actively developing mental processes (imagination, thinking, speech, etc.); 3. The circle of emotions and feelings of the child is expanding - moral (sympathy, empathy, sense of duty, etc.), intellectual (curiosity, surprise, joy of discovery, perplexity, etc.), aesthetic (laughter caused by works of art of a comedic nature, appear and develop) neatness in clothing, during drawing, etc.) practical (feelings of success, failure, satisfaction, etc.) feelings.

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Will is a person’s conscious regulation of his behavior and activity, expressed in the ability to overcome difficulties in achieving goals

A preschooler masters the following components of the volitional sphere: goal-setting, activity planning, self-control.

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The main neoplasm in the motivational sphere is the subordination of motives.

Motives most significant for a preschooler: - interest in the content and process of new activities; desire to be like an adult; desire for self-affirmation and recognition; the desire to maintain positive relationships with peers and to carry out common activities; desire to receive encouragement; moral motives.

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Conditions for the development of moral motives in a preschooler

assimilation of moral standards; statement of moral evaluations; exercises in moral actions, posing a moral choice in a situation.

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The formation of self-awareness is a central neoplasm of preschool age. Self-awareness is a person’s awareness of himself (his physical (bodily), mental abilities and qualities, his place among other people)

Components of self-awareness cognitive emotional volitional self-knowledge self-reliance self-regulation self-esteem

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Comparison of self-awareness in early childhood and older preschool age

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The main psychological neoplasms. Personal development in preschool age. Subordination of motives (emphasis on primary and secondary motives). The hierarchy of motives means the appearance of volitional behavior. Self-assessment, the content of which includes the assessment of one’s own abilities to carry out practical activities and moral qualities, expressed in submission or disobedience to the rules adopted in this social group. Primary ethical instances (assimilation of ethical standards, moral feelings, following ideal patterns in relationships with other people) Arbitrariness of behavior (submission of actions to an orienting pattern). The ability to meaningfully focus on the position of another person. A systematic picture of the world, nature and society. The child seeks to explain and organize the world around him in the imagination.

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CRISIS SEVEN YEARS

Symptoms: - the child sharply “stretches out”, the first adult teeth appear; loss of spontaneity - in a child between desire and action, an experience arises of what significance this action will have for him; the appearance of mannerism - the child is grimacing, building something out of himself, hiding something; the symptom of “bitter candy” is clearly manifested - the child is ill, but he tries not to show it; difficulties arise when communicating with the child, he either closes or becomes uncontrollable.

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The main cause of the crisis is 7 years

The generalization of their own experiences, the emergence of arbitrariness of the child’s mental life. He had a new inner life, a life of experiences that did not directly and directly coincide with the outer life. The emergence of inner life is an extremely important fact in the life of a child; now it is inner life that becomes the orientation of its external behavior.

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Psychological neoplasms of the crisis of seven years

the arbitrariness and mediation of mental life, which extends to different spheres of life; generalization of experiences or “logic of feelings”, i.e. the child begins to understand and realize his own experiences; exactingness to oneself, self-esteem, self-esteem, level of requests for their success begin to mediate the actions and actions of the child; “Out of context communication”, i.e. arbitrariness, submission to the rule in communication by people not from the family; the child has a specific social role; ability and need for social functioning, that is, the implementation of socially significant activities - the main neoplasm of the crisis is 7 years

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Components of psychological readiness for school

personal (or motivational) readiness, intellectual readiness, strong-willed readiness.

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Personal (motivational) readiness for school

includes the desire of the child to a new social position of the student. This position is expressed in relation to the child's school, educational activities, teachers and himself as a student. Ready for schooling is a child whom the school does not attract on the outside (school life attributes - a portfolio, textbooks, notebooks), but the opportunity to acquire new knowledge, which involves the development of cognitive processes. Those. readiness for school should include not only broad social motives - “to be a schoolboy”, “take your place in society”, but also cognitive interests.

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Methodology “The attitude of the child to school”

The purpose of the methodology is to determine the initial motivation for learning in children entering school, i.e. find out if they have an interest in learning. 1. Do you want to go to school? 2. Why go to school? 3. What will you do at school? (Option: what is usually done at school?) 4. What do you need to be ready to go to school? 5. What are lessons? What do they do? 6. How to behave in the classroom? 7. What is homework? 8. Why do homework? 9. What will you do at home when you come from school? 10. What new things will appear in your life when you start to study at school?

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Intellectual readiness

differentiated perception; - analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce the sample); - a rational approach to reality (weakening the role of fantasy); - logical memorization; - interest in knowledge, the process of obtaining it through additional efforts; - mastery of the ear by speaking and the ability to understand and use characters; - the development of subtle hand movements and hand-eye coordination.

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The general orientation of children in the world and the stock of domestic knowledge

1. What is your name? (Surname instead of first name is not a mistake.) 2. How old are you? 3. What is your parents name? (Naming abbreviations is not considered a mistake.) 4. What is the name of the city in which you live? 5. What is the name of the street where you live? 6. What is your house and apartment number? 7. What kind of animals do you know? Which ones are wild and which are domestic? (The answer is considered correct, in which at least two wild and at least two domestic animals are named.) 8. At what time of the year do leaves appear and at what time of year do leaves from the trees fall? 9. What is the name of the time of day when you wake up, both give and get ready for bed? 10. What are the items of clothing and cutlery that you use. (The correct answer is one that lists at least three pieces of clothing and at least three different cutlery.)

Graphic dictation (according to D. B. Elkonin)

The ability to act strictly according to the instructions is tested. Invite the child to put a pencil (pen) on a point and, without taking it from the sheet, draw an image, performing all the actions under dictation. Dictation 1. Trial test (not evaluated). One cell up, one right, one cell down, one right, one up, one right, one down, one right, one up, one right, one down, one right ... Now continue to draw on in exactly the same way. Dictation 2. Put a pencil on a point, start drawing: one cell up, two cells to the right, one up, one to the right, one down, two to the right, one down, one to the right, one up, two to the right, one up, one to the right .. continue to draw on yourself. Dictation 3. Put a pencil on the dot. Start drawing: three cells up, one right, two down, one right, two up, one right, three down, one right, two up, one right, two down, one right, three up ... continue on yourself. Evaluation of the results: 1. Good level: an unmistakable dictation in two versions and an independent continuation of the pattern (at least one figure). 2. Intermediate level: 1-2 errors. 3. Low: three or more errors.

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Diagnostics of readiness for schooling. "Benchmark test of school maturity" (Kern-Jiraseka)

Task N1. Here draw some man. So how do you manage it. 5 samples for assessing the performance of the test are shown in Fig.:

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Task N2. Look, something is written here. You have not yet learned to write, but try, maybe you can do it too. Take a good look at how it is written, and here, next to it (on the right) in this empty place, write it like that too. 5 samples for evaluation are shown in Fig.:

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