Cognitive development of younger preschoolers in a preschool educational organization. The development of fine motor skills in children of primary preschool age
1.3. Features of younger preschool age
Preschool childhood is a special period in the development of personality. Children ask a lot of questions, they urgently need new information: the brain requires food. Preschool childhood is a small segment in a person's life. But during this time, the child gains much more than in his entire subsequent life. The "program" of preschool childhood is truly enormous: mastering speech, thinking, imagination, perception, etc.
Studies conducted by modern Russian psychologists L. Venger, V. Davydov, V. Mukhina and others indicate that the capabilities of a small person are great and through specially organized training, it is possible to form in preschoolers such knowledge and skills that were previously considered accessible only to children. much older ages.
Early age is a period of rapid formation of all psychophysiological processes inherent in humans. Timely started and properly carried out upbringing of young children is an important condition for their full development.
The physical and neuropsychic development of children in the first two years of life is characterized by a fast pace. During this period, the height and weight of the child increases intensively (especially in the first year), all functions of the body develop intensively. By the age of one, the child masters independent walking. In the second and third years of life, his basic movements are improved, he begins to coordinate his motor activity with those around him. The child makes great strides in mastering his native language.
If in the active vocabulary of a one-year-old child, as a rule, there are 10-12 words, then by two years their number increases to 200-300, and by three - up to 1500 words.
Development at an early age occurs against such an unfavorable background as increased vulnerability of the body - its low resistance to diseases. Each illness suffered negatively affects the overall development of children. Therefore, caring for the protection and strengthening of the health of a small child is one of the most important tasks of upbringing in early childhood.
In the first years of life, the relationship between physical and mental development is especially great. A strong, physically full-fledged child is not only less susceptible to diseases, but also develops better mentally. At the same time, cheerful, mobile, active children are physically more resilient. Minor health disorders cause changes in their general well-being - they become irritable and lethargic, play poorly, get tired quickly.
At an early age, children are more unstable in their emotional state. Ensuring a positive emotional state of children, their balanced behavior, protecting the nervous system, preventing fatigue are important tasks of early childhood pedagogy.
When raising young children, one should take into account the predominance of excitement in them over inhibitory processes: a small child can hardly endure waiting for food, restriction in movements, etc. regime processes, allowing each child to be served individually.
Conditioned, that is, acquired in the process of life, reflexes that underlie the child's behavior, begin to form from the first days. So, a characteristic conditioned reflex that can be observed in a child of the second week of life - sucking - to the position for feeding. The early formation of conditioned reflexes is a convincing, physiologically substantiated proof of the need for correct upbringing of children from the first days of life.
Conditioned reflexes that quickly form in a baby and appear in habits can be both expedient for health and development (falling asleep and waking up at a certain time, being actively awake), and inappropriate (falling asleep while rocking, sucking dummies, staying awake in the arms of an adult, etc.). ). Once established relatively easily, habits are difficult to change. Re-education is an extremely difficult and harmful business for the activity of the nervous system. Therefore, it is necessary literally from the moment a child is born to ensure his correct upbringing.
The results of purposeful upbringing appear already at two months: the baby falls asleep, wakes up, feels the need for food at a strictly defined time; slept and well-fed, he is calm, when communicating with adults he shows joy.
Having a high plasticity of the functions of the brain and psyche, the child has great potential for development, the implementation of which depends on the direct influence of the surrounding adults, on upbringing and training.
1.4. Features of raising children in a preschool institution
In modern life, many women, having given birth to a child, soon go to work. Increasingly, a new face appears in the house - a nanny, but the vast majority of babies whose mothers are busy at work go to kindergarten. However, the situation in kindergarten and family is different, therefore, since our empirical research is carried out in a preschool institution, it will be advisable to consider the features of raising children in a preschool institution.
One of the conditions for the timely and full development of children is their good, balanced mood. It is supported by the correct organization of life. Early childhood pedagogy, the foundations of which were developed by N.M.Schelovanov, N.M. Aksarina and their students, outlines specific tasks and methods for the all-round education of children.
1) adherence to the daily regimen established for young children, that is, the correct distribution throughout the day and a clear sequence of sleep, feeding, wakefulness, a change in different types of activity;
2) the correct conduct of regime processes: feeding, hygienic care, putting to bed, dousing, etc.;
3) conducting individual and group lessons, games, entertainment;
4) creation of conditions for active and varied independent activities of children.
The successful implementation of the tasks of educational work depends on the pedagogically grounded choice of its forms and methods, on the correct organization of the entire life of children.
In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. But the content, techniques and methods of implementing these tasks are different than in working with preschool children. They are determined by the age characteristics of babies.
The rate of mental and physical development of children in the second year of life is less intense than in the first. Therefore, the kindergarten upbringing program provides for a change in the daily routine, tasks and methods of upbringing not quarterly (every 3 months), but half-yearly.
The group of the second year of life is completed by children aged 1 to 2 years. Moreover, if there are 18 kids in the group, then there should be about 6 children in the first half of the year, and 12 in the second.
Acquiring a group with children of the first and second half of the year allows it to be divided into two subgroups: while one is awake, the other subgroup is merged. This makes it possible to pay more attention to children who still really need help from adults.
All regime processes should be carried out taking into account the principle of gradualness. This means that the educator or nanny includes in the process as many children as they can serve at the same time, and each child must spend as much time on the regime process as it takes for him alone, and not for the entire group of children. The rest of the time he has to play.
In the conditions of a children's institution, it is impossible to ensure the diversified development of all children in a group, using only individual communication in the process of their independent activity. In this case, it may turn out that the more active children, who often turn to an adult on their own initiative, will learn more, while the less active and often in need of attention will find themselves on the sidelines. Therefore, for the comprehensive development of children, organized classes should be carried out, which are economical (several children are combined) and an effective form of education.
In the second group of early age (from 1 to 2 years), classes are planned separately for two age subgroups. In the first half of the year, one lesson is held every day and mainly individually or with a small number of children (5-6 people); in the second, classes are planned in subgroups, taking into account a five-day week, two a day.
The number of children participating in a class depends on a number of conditions. The entire age subgroup of children (6-12 people) can participate in the lesson in a relaxed way of organizing it (group tour); in the case when the actions of children are based on imitation (musical), as well as if the leading activity is visual perception (dramatization with toys, organized observation of the environment). Teaching children about object-oriented activities, speech classes (looking at pictures), classes with physical education aids, where there is a moment of waiting, are carried out with half of each age subgroup (3-6 children).
The duration of the classes also depends on their content. Classes with a change of types of activity can last up to 10-15 minutes; requiring focused attention, from 5 to 8 minutes.
The developmental level of children united in one subgroup should be approximately the same. Newly admitted babies are gradually attracted to classes. In addition to specific tasks, in all types of activities, the goal is to teach children to practice: listen, respond, maintain a working posture.
In view of the poorly developed coordination of movements, the low level of sensory and especially motor speech, teaching object-related actions should be predominantly individual. It is advisable to repeat the same activities with children 5-8 times. The repetition frequency is determined by the content of didactic tasks and the degree of mastering the program material. Any innovation should be repeated more often than what is well mastered.
The development of children in the third year of life is determined by what they acquired earlier, as well as new tasks and conditions of upbringing.
This age is, as it were, transitional from early to preschool childhood, and the educator, solving new problems, taking into account the increased capabilities of children, at the same time maintains continuity with work in early age groups.
In the third year of life, the duration of wakefulness continues to increase in children. During the day, children sleep once, about 2-2.5 hours. The duration of the walk significantly increases, because children become more independent. The first walk lasts about 2 hours, the second - 1.5 hours. In contrast to the previous groups, morning exercises are carried out with children of the third year of life. In 24-hour groups - immediately after a night's sleep, in groups with a day stay - before breakfast. Duration - 4-5 minutes. Morning gymnastics complexes consist of 3-4 exercises of a game nature.
When carrying out regime processes, as before, the principle of gradualness is necessarily observed. This means that each child spends as much time on feeding, dressing, and washing as it takes for him alone, but not for the whole group. Children don't have to wait. For example, a nanny brought breakfast to the group from the kitchen. The teacher, referring to each child by name, invites three or four children, who are less busy with playing, to go wash their hands. The nanny is watching them. After washing their hands, the kids sit down at the table and get breakfast. At this time, a few more children are invited to the washroom, and so on. The one who had breakfast, thanks, pulls in a chair and goes to play. If the principle of gradualness was violated, these regime moments would look different: if all the children are in the washroom, then some of them have to wait, and often they play pranks; if one child needs 2-3 minutes to wash his face, then with such an organization he will spend 15 minutes, etc.
In the group of children of the third year of life, 10 lessons are held per week. The duration of the classes is 10-15 minutes, they are held daily in the morning and in the evening, except Saturday. Along with classes, it is planned to observe the surroundings during a walk, active and didactic games. Most of the classes are conducted in subgroups, which unite children with the same level of development. This is how classes are organized in which new material is used, requiring detailed explanations and the help of an adult (for example, when folding pictures or a new construction set are given for the first time). A small number of children should be in a sequential class. Such are, for example, physical training with gymnastic aids, classes such as "loto" and the development of speech, where some children with their activity can suppress others.
However, in the third year of life, it is possible to conduct some types of activities with their group, since the kids have already mastered the rules of behavior (sit quietly, listen carefully), have begun to coordinate their actions with other children, the adult's speech becomes a regulator of their actions. With the entire group of children, you can simultaneously conduct music lessons, outdoor games, as well as performance shows, in which the kids are mainly spectators.
During classes, no one should distract the teacher, the room should be quiet, everything that can interfere with it should be eliminated. Classes with a subgroup are best done in a different room, and not where the remaining children are playing. It could be a bedroom, a reception room. If life in the group is well organized, the lesson can take place in the same room where some of the children play.
An important problem for a preschool institution is the occurrence of conflicts between children, since, unlike a family, a significant number of children are simultaneously in the same group of preschool institutions.
To create a positive attitude towards each other in babies, conflicts should be prevented. Conflicts often arise between children because their speech is poorly developed, they cannot explain their desire, and a toy in the hands of another child is always attractive. Sometimes a negative attitude towards a peer is a consequence of interest in his activities and at the same time an inability to act together.
With the correct organization of the wakefulness of children in a group, such conflicts can be avoided. In particular, furniture should be arranged so that little ones do not gather in one place. It is better if children (two or three children) will engage in one activity, for example, stringing rings on pyramids.
Of great importance in the upbringing of healthy and well-developed children is the correct organization of their life during the period of getting used to (adaptation) to a children's institution. The process of getting used to new conditions is difficult for the developing nervous system of the child. During this period, it is necessary to ensure the unity of educational methods used in the family and childcare.
By coordinating its actions with the family, the kindergarten tries to supplement or compensate for the home conditions of upbringing. The interaction of the family and the preschool institution is especially important for children from immigrant families, from single-parent and disadvantaged families, for children with developmental disabilities, since they are most susceptible to negative changes in society.
Only an active two-way communication can compensate for the “inferiority” of their existence, improve the adaptation of children to new conditions, and establish a connection between “disadvantaged” children and the environment.
As for children from so-called “prosperous” families, it is only in the relationship between the kindergarten and the family that it is possible to master various types of activities, normalize contacts with children from different social strata, and improve the pedagogical culture of parents. It is important to note that the task of the pedagogical staff of the preschool educational institution is, being aware of the difference between children, between their families, to behave democratically, without making any distinctions between children.
Another problem is the disappearance of age-related immediacy in the behavior of children, which, according to many experts, leads to the development of aggressive traits. It is again possible to overcome this crisis through the interaction of two social institutions - the family and the kindergarten. It is important that the conditions in the family and in the preschool institution do not differ from each other. So that both at home and in kindergarten, the child is faced not with violence, including educational and pedagogical, but with understanding, care and involvement in feasible work.
Another problem is to teach children to communicate with each other, to teach not to offend others, to show compassion and tolerance.
The third problem that is directly related to the topic of our research is the development of children's interest in learning about the world around them. Therefore, the process of being together with children is so important. The main thing is that the child, both in kindergarten and at home, does not bump into the wall of alienation, feel comfortable and cozy.
Despite the difference in the methods of pedagogical organization of preschool institutions, all their activities are united by a single goal - to educate a free, developed, responsible person, ready for life in society, in society.
Conclusions on Chapter I
After analyzing the psychological and pedagogical literature on the research topic, the following conclusions can be drawn:
1. Methods of psychological influence - a set of techniques that implement the impact on the needs, interests, inclinations, ie. sources of motivation for activity, human behavior, on factors that regulate activity, as well as on the states in which a person is and which change his behavior.
2. Memory makes a connection between past states of the psyche, present and the processes of preparing future states, communicates coherence and stability to human life experience, ensures the continuity of the existence of the human "I" and thus acts as one of the prerequisites for the formation of individuality and personality. Memory is divided into short-term and long-term. Visual-figurative memory, verbal-logical memory, in which information is memorized by ear, emotional memory, in which feelings, emotions and events are remembered, are distinguished.
3. The possibilities of natural memory are manifested to the greatest extent in preschool age. Early childhood is characterized by sensitivity to the development of memory: in the younger preschool age, memory is faster than other abilities in terms of development rate.
4. For children of primary school age, it is especially important to use such methods of psychological influence that contribute to its activation and make any activity interesting, since younger preschoolers have involuntary memory. The child does not set himself the goal of remembering or remembering something and does not possess special methods of memorization. He remembers mainly events that are interesting to him, events that cause an emotional response.
5. The child's desire to remember should be encouraged in every possible way, this is the key to the successful development of not only memory,
but also other cognitive abilities.
Chapter 2. An empirical study on the development of memory in early preschool age in a preschool educational institution
An empirical study on the development of memory at primary school age was carried out at preschool educational institution N4 in the city of Zelenogradsk.
In the course of the study, various forms and methods of psychological influence on the development of memory were used, in particular, games that activate memorization for the development of memory, funny poems, nursery rhymes, rhymes, music lessons.
I The game “What's missing?” Was conducted, which promotes the development of visual memory.
Several objects and toys are placed on the table. The child looks carefully for one minute, then turns away. At this moment, one of the items is removed. The child's task is to remember what item is missing.
A tangible result of the experiment was that if at the beginning of the experiment the children were significantly mistaken, sometimes they got stumped and could not orient themselves and were generally silent, then by the end of the second month of the experiment the children began to make mistakes much less often, as evidenced by the following table, built on the basis of the results of 10 games with 7 children of the group of the second year of life (the dashes mark the games the child missed). Each child was given three attempts (different toys were removed).
| Children | Number of successful attempts | |||||||||
| Nastya Pigasova | 0 | 1 | - | 0 | 2 | 2 | 1 | 3 | - | 3 |
| Dasha Yurchenko | 1 | 1 | 1 | 2 | - | 1 | 2 | 2 | 3 | 2 |
| Valera Galkin | 2 | - | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 |
| Dasha Lagina | 0 | - | - | - | 1 | - | 1 | 0 | 2 | 1 |
| Volodya Forbunov | 0 | 2 | 1 | 2 | 2 | 2 | 3 | 3 | - | 3 |
| Nastya Dmitrieva | 0 | 1 | 1 | 3 | 1 | 1 | 2 | 3 | 2 | 2 |
| Nastya Polbat | 1 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 2 |
Thus, this table clearly demonstrates the development of memory as a result of the regular development of visual memory in children. only one child, who missed four games as a result of illness, had poor results at the end of the experiment.
II. The poetic form of the vocabulary material (funny poems, nursery rhymes, and so on) has a beneficial effect on the development of the optimal tempo and rhythm of speech, gradually developing an interest in poetry, poetry, Russian speech, and language.
In addition, they develop phonemic hearing and memory in children. In this regard, in working with the group, the author of the course essay used various poems from the "Reader for Children". Among the poems there were both ditties and nursery rhymes (starting with the simplest: "The magpie-crow fed porridge ..."), and counting rhymes.
The latter were used in work with a group of the most developed children (4 people). Along with learning elementary counting rhymes (up to five maximum), work was carried out to teach children elementary counting. It should be noted that this form of work is suitable only for working with especially developed children who are ready to master mathematical concepts.
At the same time, one should not be afraid that it is not accessible to children: it was already noted above that in the modern era of the information boom, television programs, and the availability of educational games, children perceive more information than their peers 20 years ago.
An important result of the study is that during the lessons (2 months) one of the children, Valera Galkin, learned 4 counting rhymes and mastered counting up to 10, and each new rhyme was learned by the boy faster than the previous one.
In general, it should be noted that the use of tongue twisters, phrases, rhymes, nursery rhymes, funny poems significantly activates the memory of a younger preschooler. Children learned poems with pleasure.
III. Musical lessons with learning songs can be considered as a kind of work with poems, but they have an important feature: musical accompaniment helps to activate the interest of preschoolers, develops musical memory.
In the event that memorization of a song or speech was accompanied by a dance, mechanical memory was also activated.
IV. The author of the study taught the children several small scenes, in which the children took part with great pleasure and interest. The scenes were both poetic and prose, two ("Mikhailo Potapych" and "Valenki") - with musical accompaniment.
In addition to the interest shown by the children, the activation of long-term memory was noted, since the children repeated the most memorable moments even several weeks after the scene, for example, during the game.
V. As a means of activating memory, games of the "Help to remember" type were used. After reading the tale, the teacher asked the children to remind him of its content, and in three stages: the first time immediately after reading the tale, the second - the next day, and the third - a week later.
The conversation was conducted with a group of two or three children (so that the most active did not suppress the rest) using suggestive sentences such as:
Guys, I forgot what fairy tale I told you yesterday. Do you remember?
Dasha, don't you remember who Kolobok met?
Did Gingerbread Man eat Fox?
Valera, do you remember what Baba Yaga said to Alyonushka?
Depending on the level of development of the children, the questions could become more complicated or, conversely, easier.
Vi. The game "Who else?" Was held, which promotes the development of the mechanism of remembering.
For example, to the question "Who flies?" the child answers: “A butterfly flies, a fly flies, an airplane flies” (Valera Galkin, 2 years 9 months). Or the teacher says: "You have a red dress, but where else do you see red?" The child answers: “Red flag, red cubes, red watermelon” (Nastya Pigasova, 2 years 7 months).
In general, it should be noted that all the lessons were perceived by the children with interest and pleasure. If the child, for some reason, was not in the mood to participate in the game or engage with the teacher, no violence was performed on the child's psyche - we expected a more favorable moment. As a result of the two-month experiment, one can note the development of visual memory, noted in the table, as well as the ease with which the children learned interesting and simple poems, plays, and subsequently recalled phrases from them in the process of playing, which speaks of the formation of long-term memory.
Conclusions on Chapter II
As a result, the following conclusions were made:
1. As a result of the regular “What's missing?” marked the development of visual memory in younger preschoolers.
2. The use of tongue twisters, phrases, counting rhymes, funny poems significantly activates the memory of a younger preschooler.
3. Musical accompaniment stimulates the interest of preschoolers, develops musical memory.
4. In addition to the interest shown by the children in learning the plays and scenes, the activation of long-term memory was noted, since the children repeated the most memorable moments even several weeks after the scene, for example, during the game.
5. As a means of activating memory, games of the "Help to remember" type were used. After reading the tale, the teacher asked the children to remind him of its content, and in three stages: the first time immediately after reading the tale, the second - the next day, and the third - a week later.
6. The game "Who else?" Was held, which promotes the development of the mechanism of remembering.
7. It was noted that children's interest in a particular activity contributes to memorization
Conclusion
Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, since it is found that the preschool period of life is the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The relevance of the issue is emphasized by the fact that today there are more and more children with bright general intellectual development, their ability to comprehend the complex modern world is manifested very early - in early preschool age.
At the same time, early childhood is the most fertile ground for the development of memory in its diversity.
To achieve the goal of the study, which was defined by us as the definition of methods of psychological influence that most fully contribute to the development of memory in children of younger preschool age in the system of a preschool educational institution, we studied the psychological and pedagogical literature on this topic, as a result of which we analyzed the concept of methods of psychological influence, characterized the types of memory, its features in the younger preschool age, gave a comprehensive description of the younger preschool age and the characteristics of the child's development in a preschool educational institution.
In the empirical part of the study, the effectiveness of certain methods of psychological influence on the formation of the memory of a younger preschooler was determined.
To implement the set tasks, we used such theoretical and empirical research methods as teaching and analysis of psychological and pedagogical literature, as well as conducting an experiment on the development of memory in the group of the second year of life of a preschool educational institution.
As a result, the definition of methods of psychological influence was given as a set of techniques that implement the impact on needs, interests, inclinations, i.e. sources of motivation for activity, human behavior, on those factors that regulate activity and on the states in which a person is and which change his behavior.
The concept of memory was also characterized as a mechanism that provides a connection between past states of the psyche, present and the processes of preparing future states, communicates coherence and stability to human life experience, ensures the continuity of the existence of the human "I" and thus acts as one of the prerequisites for the formation individuality and personality. Memory is divided into short-term and long-term. Visual-figurative memory, verbal-logical memory, in which information is memorized by ear, emotional memory, in which feelings, emotions and events are remembered, are distinguished.
To the greatest extent, the possibilities of natural memory are manifested in preschool age. Early age is a period of rapid formation of all psychophysiological processes inherent in humans. Timely started and properly carried out upbringing of young children is an important condition for their full development.
Early childhood is characterized by sensitivity to the development of memory: in the younger preschool age, memory is ahead of other abilities in terms of the speed of development: the child examines a picture, sees an unusual object and begins to reason, recalling something from his life baggage. The ease with which preschool children memorize poems, counting rhymes, riddles, fairy tales, is explained by the rapid development of their natural memory. The child remembers everything that is bright, beautiful, unusual, and attracting attention. The child remembers involuntarily, in other words, he remembers without wanting to.
In this regard, it is especially important for children of primary school age to use such methods of psychological influence that contribute to its activation and make any activity interesting, since the memory of younger preschoolers is involuntary. The child does not set himself the goal of remembering or remembering something and does not possess special methods of memorization. He remembers mainly events that are interesting to him, events that cause an emotional response.
The fact that memory develops in a preschooler most intensively in comparison with other abilities means that the child's desire to remember must be encouraged in every possible way, this is the key to the successful development of not only memory, but also other cognitive abilities.
A preschool educational institution provides great opportunities for the use of methods of psychological influence in order to develop the memory of a younger preschooler.
In this work, a two-month (July - August 2003) experiment was carried out to introduce methods of psychological influence for the development of memory in younger preschoolers in a preschool educational institution. An empirical study was carried out in the group of the second year of life of preschool educational institution N4 in Zelenogradsk.
During the experiment, regular games were held "What's missing?" ... As a result, the development of visual, auditory, musical memory, as well as the activation of long-term memory in younger preschoolers was noted.
Thus, the hypothesis put forward in the introduction was confirmed that the combined use of methods of psychological influence in a preschool educational institution contributes to the development of memory in younger preschool age.
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Examination of the child is subject to uniform requirements in the family and in the preschool institution. § 2. Socio-problematic situation as a method of forming social adaptation in young preschool children with intellectual disabilities Problematic learning is a special type of learning, in the process of which students acquire knowledge and learn to apply it not only in similar situations, not only in more or .. ...
Introduction
V last years there is an active reform of the preschool education system: the network of alternative preschool institutions is growing, new preschool education programs appear, and original teaching materials are being developed.
Preschool age is the period when the foundation of the child's preschool life is laid. The problem of the emotional development of younger preschoolers is relevant because the emotional world plays an important role in the life of every person. This problem was dealt with by many teachers, psychologists (L.I.Bozhovich, L.S.Vygotsky, A.N. Leontiev, S.A. Rubinstein, T.A. Markova, Ya.Z. Neverovich, A.P. Usova, D.B. Elkonin, et al.), Who argued that positive emotions create optimal conditions for active brain activity and are a stimulus for understanding the world. These emotions are involved in the emergence of any creative activity of the child, and of course, in the development of his thinking. Then, as negative emotions make you avoid unwanted or harmful actions, they protect and preserve the child. But it should be noted that excessive exposure to negative emotions destroys the human brain and psyche. If you look at our daily life, you can see that our attitude to people, events, assessment of our own actions and deeds depends on emotions.
Emotions help the child adapt to a particular situation. Thanks to emotional development, the child will be able to regulate his behavior, avoiding those actions that he could commit under the influence of random circumstances and fleeting desires. Therefore, we consider it necessary not only to study, but also to develop the emotional sphere of the preschooler, since emotions "tell" the adults around him about the state and inner world of the child.
Scientists have proven that emotions affect the functions of organs and tissues of the body, and, therefore, have an impact on human health.
The absence of emotions leads not only to passivity of thought processes, but also to motor passivity. Exercise can undoubtedly help to improve building and pep. After all, physical culture promotes development, ensures not only physical, but also spiritual health of a person.
Research hypothesis.
Research objectives:
.Based on the analysis of pedagogical, psychological literature, to determine the essence and develop the structure of key concepts: "emotional development of younger preschoolers", "psychological and pedagogical means of emotional development."
.Determine the psychological and pedagogical means of emotional development of preschoolers.
.Analyze preschool education programs for the emotional development of children of primary preschool age.
Chapter I. Theoretical foundations of the problem of emotional development of children of primary preschool age
emotional development junior preschool
1.1Emotional development of children of primary preschool age as a psychological and pedagogical problem
Features of the development of children of primary preschool age.
Younger age is the most important period in the development of a preschooler. It is at this time that the baby transitions to new relationships with adults, peers, with the old world.
Psychologists pay attention to the "crisis of three years", when a younger preschooler, until recently so docile, begins to show intolerance to the guardianship of an adult, the desire to insist on his demand, persistence in the implementation of his goals. This indicates that the previous type of relationship between an adult and a child should be changed in the direction of providing the child with greater independence and enriching his activities with new content.
It is important to understand that the “I am myself” requirement characteristic of a third-year-old child, first of all, reflects the emergence in him of a new need for independent actions, and not the actual level of his capabilities.
Therefore, the task of an adult is to support the desire for independence, not to extinguish it by criticizing the child's inept actions, not to undermine the child's confidence in his own strength, expressing impatience about his slow and inept actions. The main thing is to help every child notice the growth of his achievements, to feel the joy of experiencing success in activities.
The desire for independence is formed in the experience of cooperation with adults. In joint activities, the child learns ways and techniques of action, gets acquainted with an example of behavior and attitudes, learns to act independently, taking into account growing opportunities and strives to achieve a better result.
The younger preschooler especially needs maternal support and care from an educator.
By the end of the junior preschool age, the need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask.
An adult should encourage the child's cognitive activity, develop a desire for observation, comparison, examination of the properties and qualities of objects. Together with the children, an adult experiences feelings of surprise, the joy of knowing the world, and with his questions prompts them to new discoveries.
During the younger preschool age, an interest in communication with peers develops, new opportunities open up for bringing up in children a benevolent attitude towards others, emotional responsiveness, without which proper social development is impossible. In order for the child to be able to take into account the feelings and interests of other people in his behavior, he must first learn to experience the feelings of close people - parents, educator, peers.
The ability of an adult to convey his feelings, to evoke an emotional response in a child is a necessary condition for awakening empathy. An adult shows children an example of a humane, kind attitude towards others: how to comfort the offended, treat, please, help. It helps kids to see in facial expressions and gestures a manifestation of a bright emotional state of people. With his approval, the adult supports the desire for positive actions, contributes to the formation of positive self-esteem, which the child begins to value.
Children 3-4 years old are primarily “doers”, not observers. The experience of active various activities is the most important condition for their development.
Features of the development of children of middle preschool age.
The children are 4 years old. They moved to the middle group of the kindergarten. A number of new features have appeared in their behavior and activities that distinguish them from babies.
The physical capabilities of children have increased, they have an urgent need for movement. In case of dissatisfaction of this need, limitation of active motor activity, they quickly become overexcited, become disobedient, capricious.
Children of this age are distinguished by a rather high excitability, weakness of inhibitory processes, therefore, they require a frequent change of activity. This helps the child recuperate and calm down.
In the 5th year of life, the desire of children to communicate with peers is actively manifested. The average preschooler needs meaningful peer contacts. Speech contacts become longer and more active.
Particular attention should be paid to children who, due to timidity, shyness, aggressiveness, cannot find friends in the group, that is, they do not fulfill their age-related need for communication. This can lead to further personal deformations.
In each such case, the adult analyzes the reasons and finds ways to establish contacts between the child and peers.
New traits appear in the communication of middle preschoolers with adults. Children of this age actively strive for cognitive, intellectual communication. An adult commits a serious mistake if he shrugs off the child's questions, does not notice them, or answers with irritation, hastily, and reluctantly. A benevolent, interested attitude of an adult to children's issues and problems, a willingness to "discuss them on equal terms" with children helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the child's trust in an adult. This fosters a sense of respect for elders.
It is noticed that children who do not receive answers to their questions from an adult begin to show traits of isolation, negativism, stubbornness, and disobedience towards their elders. In other words, the unfulfilled need for communication with adults leads to negative manifestations in the child's behavior.
A preschooler of the 5th year of life is distinguished by high activity. This creates new opportunities for the development of independence in all areas of his life.
Children of this year of life have a vivid interest in the game. The game continues to be the main form of organizing their lives.
In children of the middle group, there is an awakening of interest in the rules of behavior. It is by the age of five that numerous complaints begin - the statements of the children that something is wrong or someone does not fulfill some requirement. Meanwhile, the child's “statement” indicates that he understood the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the teacher about the “boundaries” of the rule. Discussing what happened with the child, we help him to establish the correct behavior.
Middle-aged children are highly emotional, express their feelings vividly and directly. An adult awakens the emotional responsiveness of children, directs it to sympathy with peers, elementary mutual assistance.
An adult develops the aesthetic senses of children. He draws their attention to the beauty of nature, the sound of music, brightness and pictorial means.
Every day, an adult must find time for confidential communication with children, reading them fiction, telling fairy tales, stories from personal experience, and listening to musical works.
Much attention is paid to the development of creative abilities.
An attentive, caring attitude of the educator towards children, the ability to maintain their cognitive activity and develop independence, the organization of various activities is the basis for the correct upbringing and full development of children of middle preschool age.
Features of the development of older preschool children.
The transition to the older group is associated with a change in the psychological position of children: for the first time they begin to feel like the oldest among other children in kindergarten.
An adult helps preschoolers understand this new position. It supports the feeling of "adulthood" and, on its basis, makes them strive to solve new, more complex problems of cognition, communication, and activity.
An adult no longer needs to rush to help the child at the very first difficulties, it is more useful to encourage him to make an independent decision; if you cannot do without help, at first this help should be minimal: it is better to give advice, push to a solution with leading questions, and activate the child's past experience. It is important to provide children with the opportunity to independently solve the assigned tasks, aim them at finding several options for solving one problem, support children's initiative, creativity, show children the growth of their achievements, cause them a sense of joy and pride from successful independent actions.
Senior preschool age is fertile for the development of creativity, cognitive activity and the interests of children. The whole atmosphere of children's life should contribute to this. For children of this age, it is important to emphasize the role of the book as a source of new knowledge.
The subject of special attention of the educator is the social and moral development of children, the formation of their relationships with others. An adult by his behavior should show examples of a kind, caring attitude towards people, encourage them to notice the state of their peers (offended, upset, bored) and show compassion and willingness to help. The adult should push the child to show care, attention, help. This enriches the moral experience of the children.
Older preschoolers are able to master the rules of culture of behavior and communication. They understand the motives for following the rules. In supporting positive actions and deeds, the adult relies on the child's developing sense of self-esteem and his growing independence.
A characteristic feature of older preschoolers is the emergence of an interest in problems that go beyond kindergarten and personal experience. Children interested in the events of the past and the future, the life of different peoples, the flora and fauna of different countries.
Discussing these problems with children, an adult seeks to educate children in a spirit of peacefulness, respect for all living things on earth. He shows children how their kind deeds make life better and more beautiful.
Older preschoolers begin to show interest in future schooling. The main thing is to connect the developing interest of children in a new social position (“I want to become a schoolboy”) with a feeling of growth in their achievements, with the need to learn and master new things.
The task of adults is to develop the attention and memory of children, to form in them elementary self-control, the ability to self-regulate their actions.
The condition for the full development of older preschoolers is meaningful communication with peers and adults.
Several forms of communication are used:
· Business communication, which a child enters into, seeking to learn something from an adult. Cooperation with adults develops the child's valuable qualities of social behavior, the ability to accept a common goal, get involved in joint planning, interact in the process of work, and discuss the results;
· Cognitive communication with the teacher about the cognitive problems of the child's concern. It contributes to the deepening of the cognitive interests and activity of children;
· Personal communication, in which the child enters in order to discuss with adults the problems associated with the emotional, moral world of people, with their actions, experiences. The child shares his thoughts, plans, impressions with adults. In this communication, the child's social maturation takes place, social and value orientations are formed, the meaning of events is realized, readiness for a new social position of the future schoolchild develops.
By engaging in communication and cooperation, the adult shows trust, love and respect for the preschooler.
Emotions are a person's reaction to the influence of internal and external stimuli, which have a pronounced subjective coloration: they are usually situational in nature and express a person's assessment of a certain situation related to meeting a person's needs at the moment.
The emergence and manifestation of feelings and emotions is associated with the complex and interconnected work of the cortex and subcortex of the brain, the autonomic nervous system. This determines their close connection with the activity of the heart ( my heart sank with fear ), respiratory organs ( listened with interest, holding my breath ), with expressive movements of the whole body (pantomime), the activity of the facial muscles (mimicry), with a change in voice intonation (vocal mimicry), etc.
Emotions are a special class of mental processes and states, which constitutes a person's relationship to objects and phenomena of reality experienced in various forms. Emotions and feelings are a specific form of reflection of reality. If objects and phenomena are reflected in cognitive processes, then in feelings - the significance of these objects and phenomena for a given person in a particular situation. That is, feelings are personal. They are associated with needs and act as an indicator of how they are being met.
According to P.A. Uruntaeva's distinctive characteristic of feelings is their polarity as the simplest experience of pleasure - displeasure. Feelings have varying degrees of duration and intensity. They differ in genetic origin, depth, awareness, dynamics of development, action on the body, orientation, way of expression, conditions of emergence and disappearance, and so on. Feelings have an external expression in expressive movements of the face (facial expressions) and body (pantomime), in the intonations of speech.
According to the form of flow, a sensual tone, mood, actually emotions, passions, stress, frustration, and higher feelings are distinguished. The highest product of human emotions is stable feelings for objects that meet his highest needs. Higher feelings have a clearly expressed objective character, as they are associated with any specific object. Depending on the subject area to which they belong, they are divided into moral, aesthetic, intellectual. The moral is experienced by a person when he perceives the phenomena of reality and compares these phenomena with the norms developed in society. Intellectual feelings arise in the process of human cognitive activity. Aesthetic represent the emotional attitude of a person to the beautiful in nature, art, human life.
Emotions are mental states that reflect the individual's subjective perception of the world around him and himself. They accompany us throughout life, changing depending on age and external influences.
Part of human emotions coincides with the emotions of animals: rage, fear, pleasant, unpleasant. However, due to the differences in reason, as well as special needs, more complex formations are formed in a person, called feelings.
It is customary to subdivide emotions into sthenic (stimulating) and asthenic. The former contribute to the mobilization of creative possibilities, the latter, on the contrary, hinder the implementation of activities. In addition, emotions are divided into positive and negative - on the basis of the delivered pleasure or displeasure.
Positive emotions (joy, bliss, sympathy) create an optimistic mood in a person, contribute to the development of his volitional sphere, negative (grief, contempt, envy, fear, anxiety, hatred, shame), on the contrary, form lack of will and weakness. However, such an alternative division is not always justified: there is also a “rational” kernel in negative emotions. The one who is devoid of the feeling of sadness is just as miserable as the one who does not know what joy is or who has lost the feeling of being funny. If there are not too many negative emotions, they stimulate, make us look for new solutions, approaches, methods. You can also distinguish neutral (in their sign) experiences: these are the states of calm contemplation, surprise, curiosity, indifference.
The emotional sphere of a person is very well manifested in his temperament.
In humans, the main function of emotions is that thanks to emotions we better understand each other, we can, without using speech, judge each other's states and better tune in to joint activities and communication.
Emotions affect the severity of a person's experiences. At the same time, the mood is determined by the emotional reaction not to the mediocre consequences of certain events, but to their significance for a person in the matter of his general life plans. The mood of most people fluctuates between mild depression and mild joy. People differ greatly in the speed of the transition from a joyful mood to a dull one and vice versa.
Emotions also affect the sphere of perception: memory, thinking, imagination. Negative emotions give rise to feelings of sadness, grief, despondency, envy, anger, moreover, often repeated, they can cause psychogenic skin diseases: eczema, neurodermatitis, secretory and trophic skin changes, hair loss or graying.
Acute emotional stress can manifest itself in a variety of painful sensations - excessive sweating, nausea, loss of appetite in some, or a feeling of unquenchable hunger or thirst in others.
Such functional changes in the well-being and activity of internal organs are due to deviations in the autonomic nervous system.
So, emotions can be a direct signal, an assessment, a stimulus to action or inaction, to underlie the energy of the individual himself.
It is known that from the first minutes of life, an infant exhibits emotional reactions. The presence of the same reactions in blind and sighted children confirms the fact of the genetic component in emotional manifestations. Newborns have been found to be able to distinguish between expressions of happiness, sadness, and surprise, and later in life, joy, anger, and neutral expressions, and then learn to imitate them. The development and improvement of facial expressions goes along with the development of the psyche starting from infancy, and with the weakening of neuropsychic excitability in old age, facial expressions weaken, preserving the features that are most often repeated in life and therefore cut deeper into the external appearance of the face.
S.L. Rubenstein believed that emotional development is the development of mental and volitional processes that are formed throughout childhood as a result of the child's mastery of the experience of previous generations and the assimilation of moral norms and ideals developed by society.
A.N. Leont'ev understood by emotional development a purposeful pedagogical process closely related to the personal development of children, with the process of their socialization and creative self-realization, the introduction of a culture of interpersonal relations into the world, and the assimilation of cultural values.
Emotional development goes from direct, isolated and particular manifestations to general, abstract and selective. The ways of responding to certain emotions are also changing. For example, a mother’s retreating face will not elicit much of a response from a three-month-old infant, while a 13-month-old will react with angry protest, and a 13-year-old may even be overjoyed.
With age, the child develops positive emotions. The moment of experiencing pleasure in children's games shifts as the child develops: for the baby, pleasure arises at the moment the desired result is obtained. At the next stage of development, pleasure is delivered not only by the result, but also by the process of the game itself. At the third stage, older children have an anticipation of pleasure at the beginning of play activity.
In the process of ontogenesis, the ability to use emotional expression as a means of communication develops. On the other hand, recognition of emotions from facial expressions improves with age. True, at the age of 11-13, there is a temporary regression in the recognition of a number of emotions.
As Western psychologists believe, the whole process of socialization of a child is accompanied by a state of anxiety, as he tries to avoid unpleasant experiences as a result of parental discontent and punishment. One cannot ignore the presence of school anxiety associated with the educational process. Throughout primary school age, its relative stability is observed, then there is a sharp surge in anxiety in older adolescence, especially in the 9th grade. In 10th grade, the level of anxiety drops sharply and rises again before graduation.
With age, there is an expansion and complication of knowledge about emotions. The number of concepts in which emotions are interpreted is increasing (the “dictionary of emotions” is expanding), which occurs due to the differentiation of the initial generalized concepts of “pleasant - unpleasant”. The boundaries of emotional concepts become clearer; for example, young children use the same term to refer to a wider range of emotional experiences than older children. The number of parameters by which emotions are characterized is increasing; at first there are two of them - "excitement - calming" and "pleasure - displeasure", then the parameters "connection with others", "correspondence to the place", etc. appear. second, then later the child begins to differentiate ideas about the causes of emotion and internal states that mediate the connection between the situation and the emotional reaction.
The development of the child's emotional sphere largely depends on the emotional atmosphere of the family.
Thus, the following stages are outlined in the development of emotions:
Elementary feelings as manifestations of organic affective sensitivity, which play a subordinate role in a person of a general emotional background, color, tone, or a component of more complex feelings;
Various object feelings in the form of specific emotional processes and states;
Generalized worldview feelings.
All of them form the main manifestations of the emotional sphere, organically included in the life of the individual.
The development of emotions is inextricably linked with the development of the personality as a whole.
So, each age period is characterized by its own characteristics of the manifestation of emotions and feelings.
The emotional development of a preschooler is associated, first of all, with the emergence of new interests, motives and needs in him. The most important change in the motivational sphere is the emergence of social motives that are no longer conditioned by the achievement of narrow-minded, ulitarian goals. It is noted that social emotions and moral feelings begin to develop intensively, which were absent in the preschool age or were observed in their embryonic state. The establishment of a hierarchy of motives leads to changes in the emotional sphere. The allocation of the main motive, to which the whole system of others is subordinated, stimulates stable and deep experiences. Moreover, they refer not to the immediate, momentary, but rather distant results of activities. That is, emotional experiences are now caused not by the fact that is directly perceived, but by the deep inner meaning that this fact acquires in connection with the leading motive of the child's activity. Feelings lose their situationality, become deeper in semantic content, arise in response to the proposed mental circumstances (P.M. Yakobson). An emotional anticipation is formed in a preschooler, which makes him worry about possible results of activity, to anticipate the reaction of other people to his actions. Therefore, the role of emotions in the child's activity changes significantly. If earlier the child felt joy from the fact that he received the desired result, now he is happy because he can get this result. If earlier he fulfilled a moral norm in order to deserve a positive assessment, now he fulfills it, foreseeing how happy those around him will be.
Thus, gradually the preschooler begins to foresee not only the intellectual, but also the emotional results of his activities. It is at preschool age that the child masters the higher forms of expression - the expression of feelings with the help of intonation, facial expressions, pantomime, which helps him to understand the experiences of another person, open them for yourself. On the one hand, the development of emotions is due to the emergence of new motives and their subordination, and on the other hand, emotional anticipation provides this subordination.
Also from the reasoning of A.D. Kosheleva, it can be noted that changes in the emotional sphere are associated with the development of not only motivational, but also the cognitive sphere of the individual, self-awareness. The inclusion of speech in emotional processes ensures their intellectualization when they become more conscious, generalized. The first attempts to restrain one's feelings, for example, their external manifestations - tears, can be seen in a child 3-4 years old. Although the baby is still bad at it. The older preschooler, to a certain extent, begins to control the expression of emotions by influencing himself with the help of words.
Preschoolers find it difficult to contain emotions associated with organic needs. Hunger, thirst makes them act impulsively.
In preschool age, the development of communication with adults and peers, the emergence of forms of collective activity and, mainly, role-playing games lead to the further development of sympathy, empathy, and the formation of camaraderie. Higher feelings are intensively developing: moral, aesthetic, cognitive.
Relationships with loved ones are the source of humane feelings. In the previous stages of childhood, showing benevolence, attention, care, love, an adult laid a powerful foundation for the development of moral feelings.
Scientists have rightly noted that a preschooler turns into a subject of emotional relationships, he empathizes with other people. Practical mastery of the norms of behavior is also a source of development of moral feelings. Experiences are caused by social sanction, deprivation of children's society. The experience of such experiences is generalized in the form of moral feelings. If younger preschoolers assess an act from the point of view of its immediate meaning for the people around them, then older ones - generalized. At this age, moral assessments of actions from external requirements become the child's own assessments and are included in his experiences of attitudes towards certain actions or actions.
From the practice of the work of psychologists, it can be noted that the role-playing game is also a powerful factor in the development of humane feelings. Role-playing actions and relationships help a preschooler to understand another, to take into account his position, mood, desire. As children move from simply recreating the actions and the external nature of the relationship to conveying their emotionally expressive content, they learn to share the experiences of others.
In labor activity aimed at achieving a result that is useful to others, new emotional experiences arise: joy from general success, sympathy for the efforts of comrades, satisfaction from the good performance of their duties, displeasure from their poor work.
On the basis of children's acquaintance with the work of adults, love and respect for him is formed. And preschoolers transfer a positive attitude to work to their own activities.
Peer empathy largely depends on the situation and position of the child. In conditions of intense personal rivalry, emotions overwhelm the preschooler, and the number of negative expressions towards a peer increases sharply. The child does not give any arguments against a peer, but simply (in speech) expresses his attitude towards him, empathy with a friend is sharply reduced.
Passive observation of the activity of a peer evokes twofold experiences in a preschooler. If he is confident in his abilities, then he rejoices in the success of the other, and if he is not sure, then he experiences envy.
When children compete with each other, realistically assessing their capabilities, comparing themselves with a friend, the desire for personal success, recognition of their own merits increases his expressions to the highest level. In group competitions, the main pivot is the interest of the group, and success or failure is shared all together, the strength and number of negative expressions decreases, because against the general background of the group, personal successes and failures are less noticeable.
The child experiences the most vivid positive emotions in a situation of comparing himself with a positive literary hero, actively empathizing with him. The preschooler makes such a comparison only mentally and with the confidence that in a similar situation he would do the same. Therefore, there are no negative emotions towards the character.
Sympathy and sympathy induce the child to commit the first moral deeds. Even a 4-5-year-old child fulfills moral standards, showing a sense of duty, first of all, in relation to those whom he sympathizes with and sympathizes with.
The rudiments of a sense of duty are observed in the 3rd year of life. The kid obeys the requirements of an adult, not realizing their meaning, he does not understand what significance the actions he performs for others. There is only a process of accumulation of initial moral ideas: can , it is forbidden , poorly , OK and correlating them with their actions and deeds. Emotional reactions to the positive and negative side of the actions of adults in a baby are unstable. He can give in, but only under the influence of an adult or out of sympathy and sympathy for someone.
From the observations of psychologists, it can be noted that the first more or less complex manifestations of a sense of duty occur in children 4 - 5 years old. Now, on the basis of life experience and initial moral ideas, a moral consciousness arises in the child, he is able to understand the meaning of the requirements presented to him and relate them to his own actions and actions, as well as the actions and actions of others.
A child experiences joy, satisfaction when he performs worthy actions and grief, indignation, discontent when he or others violate generally accepted requirements, commit unworthy actions. The feelings experienced are caused not only by the assessment of adults, but also by the estimated attitude of the child himself to his own and other people's actions. He experiences such feelings when performing actions and deeds in relation to people with whom he is in direct communication, nourishes affection, sympathy, sympathy, but these feelings themselves are shallow and unstable. At 5-7 years old, a child develops a sense of duty towards many adults and peers. The preschooler begins to experience this feeling in relation to kids.
By the age of 7, the sense of duty is not based on attachment alone and extends to a wider range of people with whom the child does not interact directly. The experiences are deep enough and last for a long time. The development of camaraderie and friendship occurs long before children begin to understand their relationship with comrades in terms of moral standards. Kids are friends because they play together (playing and being friends is equal for them). Older preschoolers play with those they make friends with on the basis of sympathy and respect.
The development of intellectual feelings in preschool age is associated with the formation of cognitive activity. The joy of learning new things, surprise and doubt, bright positive emotions not only accompany the little discoveries of the child, but also cause them. The world around, nature especially attracts the kid with mystery, enigma. She presents him with numerous problems that the baby is trying to solve. Surprise gives rise to a question that must be answered.
The development of aesthetic feelings is associated with the formation of children's own artistic and creative activities and artistic perception.
It is fair to say that the aesthetic feelings of children are interconnected with the moral ones. The child approves of the beautiful and the good, condemns the ugly and evil in life, art, and literature. N.A. Vetlugina wrote: You cannot teach a child the truth, goodness without forming concepts in him beautiful and ugly , true and false , you cannot teach him to strive to protect the truth, good, without forming an emotional protest against evil and lies, the ability to appreciate the beautiful and good in people.
An analysis of the literature on the problem allows us to highlight the following features of emotional development in preschool age:
the child masters social forms of expression of feelings;
the role of emotions in the child's activity changes, emotional anticipations are formed;
feelings become more conscious, generalized, reasonable, arbitrary, extra-situational;
higher feelings are formed - moral, intellectual, aesthetic.
Emotions have a great impact on mental processes. Mental processes are divided into cognitive, emotional and volitional. This division is conditional, since the psyche is conditional and all mental phenomena in it are interconnected. Emotions affect all components of cognition: sensation, perception, imagination, memory and thinking.
Emotional he is already present in sensations that can be pleasant and unpleasant. The influence of emotions affects perception: for a joyful person, everything around is pleasant, the irritated one notices in the object of his anger only that which increases his irritation.
A good mood improves memory. Through emotional memory, past experiences are firmly remembered. People endowed with a developed emotional memory can vividly imagine the very feelings that once possessed them.
Emotions are also associated with forgetting. A person forgets what is emotionally neutral and of little importance to him.
There are certain patterns in the relationship between emotional states and the quality of thinking: happiness tends to contribute to the performance of a cognitive task, while unhappiness inhibits its implementation.
Positive emotions increase motivation, while negative ones take it away. ( When I'm angry, I don't like drawing).
Volitional processes are closely related to emotions. The mood is reflected at all stages of the volitional act: in the awareness of motive, decision-making and deployment of the process of achieving the goal, which ends with the implementation of the decision. So, the emotional attractiveness of the target multiplies the child's strength, facilitates the implementation of the decision. The ability to volitional effort is reduced in people in a depressed state. An indifferent person with dull emotions cannot be strong-willed either.
From the point of view of domestic specialists, it is noted that mental health requires a balance of emotions, therefore, when raising emotions in children, it is important not only to teach them to stimulate themselves in the process of volitional action with the help of positive emotions, but also not to be afraid of negative emotions that inevitably arise in the process of activity, creativity, because it is impossible to imagine some kind of activity without failures, without mistakes and disruptions.
The imbalance of feelings contributes to the emergence of emotional disorders, leading to a deviation in the development of the child's personality, to the violation of his social contacts.
Thus, the features of emotional development in preschool age are highlighted. It has been proven that emotions have a great influence on the development of mental processes in a child.
In drawing a conclusion, it should be noted that it is possible to develop, correct the emotional sphere of preschoolers in the classroom in preschool institutions, but these classes are specific.
Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child's connection with the leading spheres of life is established: the world of people, nature, the objective world. There is an introduction to culture, to universal human values. The foundation of health is being laid. Preschool childhood is the time of the initial formation of the personality, the formation of the foundations of the child's self-awareness and individuality.
The task of this upbringing is not to maximize the acceleration of the child's development, not to force the timing and pace of transferring it to rails school age, and, first of all, in creating conditions for each preschooler for the most complete disclosure of his age capabilities and abilities. In preschool age, the child's cognition process takes place in an emotional and practical way. Every preschooler is a little explorer, discovering the world around him with joy and surprise. The child strives for vigorous activity, and it is important not to let this desire fade away, to contribute to his further development. The fuller and more diverse the children's activity, the more significant it is for the child and corresponds to his nature, the more successful his development is, the potential opportunities and the first creative manifestations are realized.
It is rightly noted that the main task of the educator is to fill the daily life of preschoolers with interesting things, problems, ideas, to include each child in meaningful activities, to promote the realization of children's interests and life activity. Organizing the activities of children, the educator develops in each child the desire to show initiative, to find a reasonable and worthy way out of various life situations. In organizing the pedagogical process in kindergarten, the question of the originality of educational and educational work with preschool children is of great importance.
Preschool education contains tasks that are not only educational, but also educational. These tasks include the formation in children of correct ideas about the environment, the development of speech, counting, the acquisition of skills in drawing, modeling, etc.
A significant number of forms and means of educational work with preschool children have been developed, including classes, didactic games and materials. Each of these tools has different capabilities in relation to educational and educational tasks.
Preschool pedagogy selectively approaches the means of educational work with children, in accordance with the tasks of the kindergarten, based on the requirements of active leadership in the development of each child, ensuring a high level of comprehensive development of all children brought up in kindergarten.
Among the means of preschool educational work, teaching has great advantages, since it provides an organized teaching role for the adult, which makes teaching very effective.
Learning, being applied to various educational content - familiarization with others, the formation of speech, the development of mathematical concepts, musical abilities, the development of movements, drawing, modeling, etc., has a deep educational influence on children, develops abilities, interests: expands horizons, enriches skills and abilities in various activities, improves attention. Education makes it possible to raise the development of all children in a group to a higher level, contributes to a significant degree to mitigate the uneven development of children observed in practice.
In the process of learning and under its direct influence, educational activity is formed in children - the child's ability to perform mental work in a certain direction and, in connection with this, listen and hear, look and see, perceive and learn. These are the first steps in developing the ability to learn. Learning activities make significant changes in the child's behavior. He becomes more collected, responds more easily to the words of an adult, gets used to listening to details. Becomes more attentive. And all this gives the behavior of children an organized character and makes them more educated.
Education has a great educational impact also because it provides children with the movement forward that is feasible for them, makes it possible to achieve a certain result and experience job satisfaction. And this stimulates the formation of children's interests, will, character.
All training has common features. At the same time, these common features are concretized for each age stage in a unique way. These common features are that:
a) training is conducted according to didactic rules based on psychological laws, pursues the task of communicating knowledge, mastering skills;
b) teaching is based on the teaching role of an adult (teacher, educator);
c) training is organized in nature: it has a specific program and form of organization of children.
For the purpose of a systematic and systematic influence of the educator on all children in a group, teaching in a kindergarten is built as an organized process and takes place in the form of classes with a group of children of a certain age.
In the planned development of the learning process in the classroom, there are great educational opportunities for the formation of knowledge and skills in children, the upbringing of organized forms of behavior, attentiveness, and mental activity.
The learning process in the classroom allows the teacher to work evenly with all the children in the group, implementing a specific program. The main role in learning is assigned to classes.
Classes are a form of organizing education in kindergarten. They are compulsory for all preschoolers: program content is defined for them, a constant time is allocated in the daily routine, a certain duration is set. Classes are held under the leadership of a teacher who imparts new knowledge to children, clarifies and systematizes existing knowledge, organizes practical activities, during which children strengthen their knowledge and acquire a variety of skills. The content of the educational material is gradually becoming more complex. In the classroom, the material of the surrounding life is used, giving in a certain sequence knowledge about nature and people, the skills of counting, drawing, designing, singing, and movement.
Since the decisive role in the lesson belongs to the personal influence of the educator on children, it requires from the educator a deep knowledge of the psychology of the child, skillfully coordinating his influence with the characteristics of child development. An adult is required to have a very good mastery of various activities (drawing, rhythmic movements, singing, the ability to observe, etc.), since the child's education takes place on the basis of the teacher's personal example.
Methodologically, in the classroom, didactic materials and manuals are used, developed taking into account the tasks and age characteristics of children (colorfulness, dynamism, etc.). Didactic games, game tasks and techniques allow you to increase the sensitivity of children, diversify the educational activities of the child, and bring amusement.
The preschool institution conducts classes on the development of speech and familiarization with the environment, the development of elementary mathematical concepts, drawing, modeling, application, design, physical education, music, human studies, valeology, ethics and aesthetics and trainings.
Education is based on the education of voluntary active attention, the ability to act actively, to achieve results in their actions - all this requires a certain mental and physical stress from children. A correctly established measure of such work is possible only when training is carried out in the form of didactically expedient classes.
When dealing with children of preschool age, whose nervous system is in the period of formation, it is necessary to show the greatest care in relation to the correct educational load of children.
Therefore, an important issue is the establishment of the time of classes, their place in the general regime, duration, frequency and regularity.
Considering learning as a system of constantly repeating influences on a child, which form a certain didactic stereotype in him, it is necessary to take a particularly demanding approach not only to individual elements of the learning process, but also to the organization of a strict periodicity of classes, correct alternation with games, and their rationing by a certain time. It is important to observe this requirement both for didactic purposes and for the formation of such qualities as composure and organization in a child.
Classes, as a form of training organization, are designed to serve its varied content. This can be done only under the condition of sufficient flexibility of this form and compliance with its content. Since the principle of our training is to work with the whole group at the same time, then classes in their own organization must meet this requirement.
Analyzing the organization of the pedagogical process in a preschool institution, the following can be noted:
In the organization of the pedagogical process in a preschool institution, the problem of the originality of teaching and educational work with preschool children is of great importance.
A significant number of forms and means of educational work with preschoolers have been developed, including classes, didactic games, didactic materials.
Training sessions in preschool institutions have their own specifics:
.are essential for preparing children for school; children master the skills of educational activity, become more collected, organized;
.in the classroom, steady attention, concentration, the ability to volitional efforts are developed;
.with the systematic conduct of classes, cognitive interests are formed;
.when working together in the classroom, children influence each other - this contributes to the creation of a friendly children's team and forms the ability to live and work in it.
Thus, the analysis of theoretical studies indicates that significant material has been accumulated in the psychological and pedagogical literature on the problem of the development of the emotional sphere of preschoolers.
We are of the opinion of A.N. Leontyev that emotional development is a purposeful pedagogical process closely related to the personal development of children, with the process of their socialization and creative self-realization, the introduction of the culture of interpersonal relations into the world, and the assimilation of cultural values. The specificity of the emotional development of children of younger preschool age allows us to derive the concept of the emotional development of younger preschool children. The emotional development of younger preschoolers is a purposeful pedagogical process closely related to the personal development of children of younger preschool age, with the process of their socialization and creative self-realization, the introduction of a culture of interpersonal relations into the world, and the assimilation of cultural values.
2Psychological and pedagogical means of emotional development of preschoolers
Means are objects of material and spiritual culture that are used in solving pedagogical problems. The means of emotional development of children include the developing environment, play, music, children's art, fiction.
The Concept of Preschool Education says that art, emotionally figurative in nature, is a unique means of developing the emotional sphere of preschoolers, forming a value attitude towards the world around them.
The developmental object environment of childhood is a system of material objects and means of a child's activity, which functionally simulates the content of the development of his spiritual and physical appearance. An enriched developmental environment presupposes the unity of social, including objective and natural, means of ensuring the various activities of the child. The main elements of the subject developmental environment are architectural, landscape and natural objects, art studios, playgrounds and sports grounds and their equipment; large-sized constructors (modules) that are commensurate with the child's growth; themed sets of toys, manuals; audiovisual and computer means of education and training. The equipment of the upbringing and educational process should be in direct dependence on the content of upbringing, age, experience and level of development of children and their activities.
The developing environment has its own specifics in educational institutions of various types: nurseries, kindergartens, general education schools, out-of-school institutions (game libraries, health summer camps, children's leisure facilities, including video and computer centers of a microdistrict, city, village), as well as in rehabilitation educational institutions for children with disabilities of physical, mental and social development. P. s system. etc. r. in educational institutions should be correlated with the conditions of the family, the residential area of the microdistrict. The architectural and planning solution of preschool and out-of-school institutions, schools, courtyards, parks, children's centers should provide for the creation of conditions for joint activities of children of different ages and different levels of mastery of a particular activity, take into account local ethnopsychological, cultural, historical and natural climatic conditions. The initial requirement for the objective environment is its developmental character. It must objectively, through its content and properties, create conditions for the creative activity of each child, serve the goals of physical and mental development and improvement, and provide a zone of proximal development.
Designing the subject-developing environment of a child's institution requires psychologists, teachers and designers to take into account the characteristics of the developing activity of the child. Each of its components must meet the principle of functional comfort and the basic provisions of the ergonomics of the development of children's activities. At the same time, the gaming, sports, household, natural environment must certainly be comfortable at the level of their functional reliability and safety. A necessary requirement is also to ensure the compatibility of the constituent elements of the environment with the macro- and micro-space of children's activities. The subject-development environment is not only the object and means of the child's activity, but also the bearer of the culture of the pedagogical process, ennobles the teacher's work, provides him with opportunities for the manifestation of creativity, serves to maintain his personal professional self-esteem and upbringing of people.
One of the most effective means of developing the emotional sphere of preschoolers is music - an emotional art in its very content. Researchers in the field of pedagogy, psychology, musicology B.V. Asafiev, N.A. Vetlugina, L.S. Vygotsky, proved the relationship and interdependence of progressive personality changes and musical and emotional development. The need to familiarize the child with the world of musical culture, the development of emotional responsiveness to music is emphasized in the works of N.A. Vetlugina, D.B. Kabalevsky.
The art of music represents endless opportunities for expanding and enriching the emotional experience. Music most deeply captures a person and organizes his emotional being; in communication with it, the child easily finds a way out of his emotional activity and creative initiative. It is emotional activity that gives the child the opportunity to realize his musical abilities, becomes a means of emotional communication.
One of the most effective means of developing the emotional world of children can be considered children's artistic creativity, which can solve the problems of social and cultural development of the individual. Artistic creativity is a type of creativity, the result of which is the creation of a work of art, i.e. specific display of objective reality in the form of artistic images. The clarity and imagery, and often the colorfulness of the drawing, affect the emotional sphere of the child, and the images that arise from under a pencil or brush give him aesthetic pleasure.
Play is a kind of unproductive activity, with actions limited by rules, which are aimed at creating, developing and maintaining the process within given boundaries. For preschool children, play is the main form of activity. Some spontaneous games of preschoolers have a pronounced resemblance to the games of representatives of the animal world, but even such simple games as catch-up, wrestling and hide-and-seek are to a large extent domesticated. In play, children imitate the work activities of adults and take on various social roles. Already at this stage, gender differentiation occurs. A special position is occupied by specially designed developmental and therapeutic games.
In games, the individual and age characteristics of children are manifested. At the age of 2-3 years, they begin to master a logical-figurative representation of reality. While playing, children begin to impart contextually conditioned imaginary properties to objects, to replace real objects with them (pretend play).
The preschooler's game is full of a wide variety of emotions, surprise, excitement, joy, delight. L.I. Bozhovich, A.V. Zaporozhets, Ya.Z. Neverovich emphasized that the main meaning of play lies in diverse experiences that are significant for the child, and in the process of play, profound transformations of the initial, affective tendencies and intentions that have developed in their life experience take place. The relationship between play and the emotional state of children appears in two ways, the formation and improvement of play activity affects the emergence and development of emotions, and already formed emotions affect the development of a game of a certain content. Children perform a large number of actions with toys, many of which end with direct, pronounced reactions: laughter, surprise, delight, etc.
The range of emotions addressed to a game partner can be extremely wide: from complete indifference and ignorance, to interest and support for emotional contacts, meaningful communication, and mutual actions. Emotional manifestations that arise in a specific game situation are able to consolidate and generalize, therefore the teacher must organize the game in such a way as to prevent the emergence and development of negative emotions, the manifestation of inattention, aggressiveness.
Psycho-gymnastics can be considered one of the means of developing the emotional sphere of preschoolers. The technique under this name was created by Gana Yunova in Czechoslovakia in 1979. Psycho-gymnastics is a course of special classes (studies, exercises and games) aimed at developing and correcting various aspects of the child's psyche (both its cognitive and emotional-personal spheres) ... The main goal of psycho-gymnastics is to overcome barriers in communication, develop a better understanding of oneself and others, relieve mental stress, and create opportunities for self-expression.
In psycho-gymnastics, great importance is attached to communication of children with peers, which is very important for the normal development and emotional health of children. It helps the child to communicate more easily with peers, to express their feelings more easily, and to better understand the feelings of others. During the exercise, children develop positive character traits (confidence, honesty, courage, kindness, etc.), neurotic manifestations (fears, various kinds of fears, insecurity) are eliminated.
E. Korotaeva considered the developmental environment as a means of emotional development of preschoolers. By the development environment in a preschool institution, the author understands the organization of space and the use of equipment for the safety and psychological well-being of the child. She identifies several components that influence the emotional atmosphere of the group. Emotionally - the supportive component of the environment involves the creation of an optimal emotional atmosphere in the group. The teacher needs to learn to correlate the goals and objectives of their actions with the installation on the emotional development of children: excitement, relaxation, experience, organization of emotionally saturated communication between the child and adults and others. When arranging an emotionally - adjusting component, the following circumstances must be taken into account: the color scheme of the room, which should be calm for perception, and the surrounding environment is aesthetically designed. The emotionally stabilizing component involves the systematic fulfillment of the necessary conditions for organizing the daily routine, which contributes to the good emotional well-being of children. Emotionally - the activating component provides emotional activation of the child's experiences, which occurs in play. It is necessary to include games aimed at optimizing the emotional and sensory sphere in work with preschoolers. Emotionally - the training component includes conducting psycho-gymnastics with children, which we talked about above.
Thus,
The analysis of theoretical studies indicates that significant material has been accumulated in the psychological and pedagogical literature on the problem of the development of the emotional sphere of preschoolers.
By younger preschool age, we mean a fertile period for organizing work on the emotional development of children. The youngest preschooler is very impressionable, open to assimilating social and cultural values, and strives to be recognized among other people. He clearly demonstrates the inseparability of emotions from the processes of perception, thinking, imagination.
Psychological and pedagogical means of emotional development of younger preschoolers include: developing environment, play, music, children's art, fiction.
Chapter II. Practical experience in studying the problem of emotional development in preschool children
1 Analysis of preschool education programs for emotional development Program "Childhood"
Purpose: ensuring the development of the child during preschool childhood: intellectual, physical, emotional, moral, strong-willed, social and personal. The introduction of a child into the surrounding world is carried out through his interaction with various spheres of life (the world of people, nature, etc.) and culture (fine arts, music, children's literature and native language, mathematics, etc.).
The program includes works of oral folk art, folk games, music and dances, arts and crafts of Russia. The teacher is given the right to independently determine the schedule of classes, content, method of organization and place in the daily routine.
The program has highlighted a new important section: "The attitude of the child to himself" (self-knowledge). Childhood is a comprehensive educational program developed by the authors from the standpoint of humanistic pedagogy, a personality-activity approach to the development and upbringing of a preschooler. It includes three parts in accordance with the three stages of the preschool period (junior, middle, senior preschool age).
Each part is based on general ideas that reflect the views of the authors on preschool childhood, its importance in human life, conditions for effective development in preschool years.
In the activities that are closest and natural for the child, the intellectual, physical, emotional, moral, volitional, social and personal development of the preschooler takes place.
The entire content of the program is conventionally united around four main blocks: "Cognition", "Humane attitude", "Creation", "Healthy lifestyle". For example, the block "Humane attitude" - directs children to a benevolent, careful, caring attitude to the world; the purpose of the “Cognition” block is to help preschoolers master the various available ways of knowing the world around them (comparison, elementary analysis, generalization, etc.).
Special emphasis in the program is placed on familiarizing children with the natural world, fostering respect for natural objects. The program has a full set of methodological support for children of primary preschool age.
The kindergarten is the child's second home. Much in a child's life depends on how they meet their new resident there and how they fill his days. First of all, the doors of the kindergarten open for moms and dads, who look after a cozy nest where their beloved child will spend many days full of impressions.
In addition to equipment and technical conditions, thoughtful parents are interested in educational programs according to which the preschool educational institution works. Now you can already choose from a range of interesting and useful systems that best suits your wishes.
Many kindergartens nowadays work according to the traditional "Program of education and training in kindergarten", created by a team of authors under the leadership of M.A. Vasilyeva. The choice is dictated by the fact that this time-tested program offers scientifically based and proven methods. In addition, it has been updated and supplemented in accordance with the requirements of the present on the basis of current theoretical and practical achievements of domestic and foreign pedagogy. The combination of fundamental research with innovative educational technologies made it possible to implement in this program an integrated approach to the development of a child in today's conditions and lay the foundation for the formation of a versatile person.
Based on the basic principle of developing education, the authors have built an integral and harmonious system that helps to raise a child from cradle to school. The program of M.A. Vasilyeva is based on the thesis that the development of a child is possible only with the correct organization of the learning process. By training, the authors mean familiarizing with the main components of human culture: representation, knowledge, morality, art, work. Therefore, the teachers of the preschool educational institution, working "according to Vasilyeva", equally pay attention to the physical, moral and aesthetic development of the baby, as well as the formation of such personality traits in him as: curiosity, responsiveness, initiative, creativity. Moreover, in the program of M.A. Vasilyeva used the principle of cultural conformity, that is, taking into account national traditions and values. Therefore, it is easier for the baby to assimilate the norms and rules accepted in society. And due to the fact that games, activities and exercises are selected in accordance with age characteristics, children learn new knowledge and learn skills faster and easier. The result of this all-round development is the creation of a solid basis for the child's personality.
For the program to work fruitfully, educators strive to maintain a favorable microclimate in the kindergarten. It is simply necessary for a full-fledged child to live an important age period, which is responsible for the formation of basic personality traits. Offering the pupil various types of activity: play, educational, motional, labor and artistic, the teacher seeks to reveal the multifaceted abilities in the child and develop them qualitatively.
To do this, the program of M.A. Vasilyeva includes detailed scenarios for children's holidays, descriptions of entertainment, programs of leisure circles and materials to test the knowledge and skills of the child. Such a methodological complex helps teachers to individually approach the upbringing of each baby, his needs and capabilities, to competently build a development strategy for each child. The teacher creates the necessary conditions, situations that contribute to the development of the necessary qualities and skills, not forgetting about the individual interests and inclinations of the child and taking care of emotional well-being and health.
The productivity of this system is supported by:
the commonality of approaches to raising a family and kindergarten;
the continuity of the educational activities of the preschool educational institution and the school;
creative organization of various activities.
A child studying according to the M.A. Vasilyeva, receives a volumetric and qualitative development, including aspects of physical, mental, moral, artistic and aesthetic and labor education. Competently combining all the elements, the teacher implements the idea of "learning from birth", based on the "Convention on the Rights of the Child" and enshrined in the UNESCO report "Education for All".
Now no one doubts the need for early development - it gives a start to the further improvement of the child's abilities. An excellent opportunity to carry out comprehensive and timely development is given by the "Program of education and training in kindergarten" M. A. Vasilyeva, effectively used in most kindergartens in 2010.
Maintain the health of children and form a healthy lifestyle habit.
Ensure the timely and complete physical and mental development of children.
Provide every child with a joyful and meaningful life during preschool childhood.
The program is based on the idea that each year of a child's life is decisive for the formation of certain mental neoplasms. Pedagogical work is based on theoretical positions on the leading role of activity in the mental development of the child and the formation of his personality. The creation of special conditions opens up a wide field for independent actions of children, stimulates the setting of new goals, and allows them to look for their own solutions.
An essential point in pedagogical work is also the creation of motivation in children, which can be used and, with their help, encourage children to willingly learn new things that adults will pass on to them.
On this basis, 3 types of motivation are proposed:
game motivation,
motivation for communication,
motivation of personal interest.
The authors of the program called it "Rainbow" by analogy with the seven-colored rainbow, because it includes 7 important activities of children and activities, in the process of which the upbringing and development of the child takes place: visual activity, mathematics; development of speech, construction, music, movement, the world around.
The program has a full set of methodological support and is an integral system of upbringing, development and education of children in a kindergarten.
The authors pursue the goal during preschool childhood to form such personality traits as good breeding, independence, purposefulness, the ability to set a task for oneself and achieve its solution, and others that allow the child, without losing interest in learning, to fully master knowledge not only at school, but constantly.
In this regard, the solution of educational and educational tasks is primarily aimed at the upbringing and general mental development of the child. At the same time, the formation of knowledge, skills and abilities is considered not as an end in itself, but as one of the means of a child's development.
"Rainbow" is the seven most important types of activities in the process of which the upbringing and development of the child takes place.
Emotional development program for preschoolers "I'm surprised, angry, afraid, bragging and happy!"
Emotions, on the one hand, are an “indicator” of the child's state, on the other, they themselves significantly affect his cognitive processes and behavior, determining the direction of his attention, the peculiarities of the perception of the world around him, and the logic of judgments.
Young children are often “captured by emotions”, because they cannot yet control their feelings, which can lead to impulsive behavior, complications in communication with peers and adults. Only as their personal development progresses do they gradually develop the ability to be aware of and control their experiences, to understand the emotional state of other people, the arbitrariness of behavior develops, the feelings become more stable and deep.
Particularly difficult for a child is the period when significant changes take place in his life - he begins to go to kindergarten or school. It takes a lot of time for a child to get used to a new environment, to get used to a new daily routine, to communicate with previously unfamiliar children, to understand the requirements of educators and teachers, to understand how to learn new knowledge in the process of group learning.
Not every adult is able to understand the full range of their experiences, and for a child this task is even more difficult. Children do not always correctly understand even simple emotions, the more difficult it is for them to realize the various experiences that arise as their connections with the outside world expand.
S.V. Kryukov. This program is a logical continuation of the Let's Live Together! (held in September-October), the purpose of which is to help children adapt to the conditions of the kindergarten. It is recommended to start work on the program "I am surprised, angry, afraid, bragging and happy" in November, after the completion of the period of adaptation of children to a preschool institution.
S.L. Rubinstein identified three types of emotional experiences. The first is the level of organic affective-emotional sensitivity, when a feeling expresses the state of the organism, which is in certain real relationships with the surrounding reality. A higher level of emotional manifestations is made up of objective feelings corresponding to objective perception and objective action. At this level, feeling is nothing more than an expression in a conscious experience of a person's relationship to the world. The value, the qualitative level of these feelings depend on their content, on what attitude and to what object they express. Finally, more generalized feelings rise above objective feelings, such as: a sense of humor, irony, a sense of the sublime, tragic, etc.
This program is aimed at working with "object feelings". Its main goal is to introduce a child into the complex world of human emotions, help to live a certain emotional state, explain what it means, and give it a verbal name. Accumulating certain moments of living and fixing on any feeling, the child will be able to create his own "emotional fund", with the help of which he will be able to orient himself in his own feelings and in the feelings of people around him.
A person judges the emotional state of another by special expressive movements, facial expressions, and voice changes. Pose, gesture, features of movements in many ways complement facial expressions and play an important role in the transmission of an emotional state. According to J. Labruyere, “there is no less eloquence in the tone of voice, in the eyes and in the expression on the face of the speaker than in the words themselves”. Therefore, the task of the program is to teach children to understand their own emotional state, to express their feelings and to recognize the feelings of other people through facial expressions, gestures, expressive movements, intonation.
The program is presented in the form of detailed training scenarios. The author emphasizes that her development can also serve as the basis for creating your own scenarios, taking into account the needs and characteristics of each specific group.
The undoubted value of this program is a clear logic of construction, a psychologically grounded sequence of group sessions and exercises.
The leading, most attractive activity in preschool age is play, therefore the proposed program is based on play exercises aimed, first of all, at ensuring a psychologically comfortable stay of a child in a preschool institution. All lessons have a common flexible structure filled with different content. The structure was developed taking into account the age characteristics of preschool children. The lesson consists of several parts, each of which can be used independently.
Part 1: Introductory
Purpose: to set up the group to work together, to establish emotional contact between all participants. Basic procedural work - greetings, games with names.
Part 2: Working
This part accounts for the main semantic load of the entire lesson. It includes sketches, exercises, games aimed at developing and partially correcting the emotional, personal and cognitive spheres of the child. Basic procedures:
elements of fairy tale therapy with improvisation;
elements of psychodrama;
games to develop communication skills;
games for the development of perception, memory, attention, imagination;
games aimed at acquaintance with various feelings;
Painting.
Part 3. Final
The main goal of this part of the lesson is to create in each participant a sense of belonging to the group and consolidate positive emotions from work in the lesson. It provides for some kind of general fun game or other collective activity.
Since the program involves working with young children, the facilitator must constantly make sure that the participants in the lesson are involved in the work, do not get tired, do not get distracted. Therefore, each lesson necessarily includes procedures that contribute to the self-regulation of children, namely:
muscle relaxation exercises (reduces the level of arousal, relieves tension);
breathing exercises (has a calming effect on the nervous system);
mimic gymnastics (aimed at relieving general stress, plays a large role in the formation of the expressive speech of children);
motor exercises, including alternating or simultaneous execution of movements with different hands under any text (promotes interhemispheric interaction);
reading children's nursery rhymes with alternating movements, tempo and volume of speech (contributes to the development of arbitrariness).
During classes, children sit in a circle - on chairs or on the floor. A circle is, first of all, an opportunity for open communication. The shape of the circle creates a sense of integrity, completeness, gives harmony to the relations of children, allows them to feel a special community, facilitates mutual understanding and interaction.
Because emotions are contagious, collective empathy enhances them and allows for a more vivid experience of emotional situations.
The program is designed for children 4-6 years old and includes 17 lessons.
Classes are held once a week in the form of mini-trainings lasting 30-40 minutes. The optimal number of children in a group is 10-15 people.
After a block of classes, where children learned different emotions (shyness, joy, fear, surprise, complacency, anger, shame, disgust, disgust), it is proposed to conduct several final classes in the Creative Workshop. Their goal is to consolidate the knowledge gained, to develop the ability to convey emotions by artistic means.
Emotional and Personal Development Program for Preschoolers
"I-You-We"
Purpose of the program:
Emotional and personal development of preschool children. The age of children is from 4 to 6 years old.
Objectives of the program: the program implements 3 main objectives of the harmonious development of the child:
1. Education. Deep study of various feelings, emotional states and life values.
Prevention. Application of the knowledge gained in role-playing games.
Correction. Removal of psychoemotional stress in the process of playing conflict life situations or internal contradictions.
One lesson is dedicated to each feeling. First, children learn basic feelings (joy, sadness, anger, fear). Then we move on to a more subtle differentiation of emotions. And we alternate the study of unpleasant, conditionally “negative” and positive, resource feelings.
The script for each lesson is built around a fairy tale aimed at immersing children in the studied feeling. Being psychocorrectional, fairy tales can be used by parents outside the classroom, in order to harmonize the emotional state of the child.
We study each feeling, taking into account different aspects:
manifestation of feelings in facial expressions and gestures;
how and in what situations it occurs;
how it manifests itself (words, actions);
how it can be aroused in oneself and in others;
Playing fabulous and playful situations allows the child to learn to control his own feelings and gain experience in the harmonious resolution of difficult life situations.
Thus, the programs for the emotional development of preschoolers were analyzed "I am surprised, angry, afraid, bragging and happy!" and the program of emotional and personal development for preschoolers "I-You-We".
Read poems that mention body parts.
Play games in which the child has to share something between people or toys.
Play children's musical instruments with your child.
Take your child to live music concerts.
Read books to your child whose characters show different emotions.
Explain to your child what is happening to others. “He fell and hurt himself. It hurts him. " “It's her birthday. She's having fun. "
Be open about your emotions and talk about them.
Play story games with your child, the characters of which show different emotions, for example, Doll's Sickness.
To teach a child to communicate calmly with people, play like this: pick up some attractive object (toy, book). The child's task is to persuade you to give this item. You give the thing when you want. The game can then be complicated: the child asks only with the help of facial expressions, gestures, but without words. You can change places - you ask the child. After the end of the game, discuss how it is easier to ask, what techniques and actions influenced your decision to give the toy, discuss how the players felt.
Suggest to use "miracle things" for splashing out negative emotions:
a cup (you can shout into it);
a basin or bath of water (you can throw rubber toys into them);
sheets of paper (you can wrinkle them, tear them, throw them with force at the target on the wall);
pencils (they can draw an unpleasant situation, and then shade or crumple the drawing);
plasticine (you can mold a figure of the offender from it, and then crush it or remake it);
pillow "Bobo" (you can throw, beat, kick). Select a separate pillow "for relaxation", you can sew eyes, mouth to it; do not use soft toys and dolls for this purpose.
Means of "fast discharge". If you see that the child is overexcited, "on the verge", then ask him to run quickly, jump or sing a song (very loudly).
Game "Callouts".
To exclude offensive words from everyday communication, call names! Throwing a ball or ball at each other, call names offensively. These can be the names of fruits, flowers, vegetables. For example: "You are a dandelion!", "And then you are a melon!" And so on until the stream of words runs out.
How does this game help? If you get angry with the child, want to "teach him a lesson", remember the funny "name-calling", perhaps even name the child, he will not be offended, and you will get emotional release.
Teach your child to manage their emotions.
You can clench your fists tightly, tighten your arm muscles, then gradually relax, "letting go" of the negative.
You can imagine yourself as a lion! “He is handsome, calm, confident in his abilities, his head is proudly raised, his shoulders are straightened. His name is as you (child), he has your eyes, body. You are a lion! "
Strongly-strongly press the heels on the floor, the whole body, arms, legs are tense; the teeth are tightly linked. “You are a mighty tree, very strong, you have strong roots that go deep into the ground, no one is afraid of you. This is the pose of a confident person. "
If the child starts to get angry, ask him to take a few slow breaths, or count to 5-10.
Have you already understood that it is very harmful to drive emotions inside, to try to hide them? The consequence of such actions is heart disease, neurosis, high blood pressure at an older age, plus a lack of understanding of others, high irritability, aggressiveness, communication problems. Therefore, teach your child and learn to show emotions yourself, to “throw out” them without harm to others. Emotional release is necessary to maintain health (physical and mental), and the ability to talk about your problems will help to establish contacts with others, to understand yourself.
How to deal with childhood tantrums?
Childhood tantrums are the most difficult and patient parenting problem, along with childish disobedience and childish aggression.
Many people are familiar with the following picture: a three-year-old child, barely hearing a refusal to urgently satisfy him ... no, not a request, but a tough and momentary demand, falls to the floor with the back of his head, shouts that there is urine, and there is no way to stop this disgrace. What to do about it and how to deal with childish tantrums?
The child understands that hysteria is the fastest way to get what he wants, or at least get attention to himself. And if you can't stand it and give in? Oh, then he will instantly understand that he has achieved his goal and will resort to this remedy again and again.
Children 3-5 years old are quite capable of understanding the logical explanations of adults. It's time to teach your child to experience and live through troubles, and not pretend that nothing happened.
Of course, it is very difficult to explain something to a loudly screaming child.
If possible, forget that they are looking at you: these people themselves have been in such a situation more than once;
In communicating with your child, try to avoid the conditions: "if you do, then ...". Sometimes the conditions become unfeasible, not dependent on the child, and you may find yourself in a very difficult situation.
Try to find at least half an hour during the day when you will belong only to the child, without being distracted by household chores, television programs, or communication with other family members. At this moment, the most important thing is his work, care, joy and good luck.
It is important to remember that even if you do absolutely everything right, it will not save your child from problems. Problems are normal. It is important that they do not deprive you of the opportunity to enjoy the good.
Conclusion
The analysis of theoretical studies indicates that significant material has been accumulated in the psychological and pedagogical literature on the problem of the development of the emotional sphere of preschoolers.
By younger preschool age, we mean a fertile period for organizing work on the emotional development of children. The youngest preschooler is very impressionable, open to assimilating social and cultural values, and strives to be recognized among other people. He clearly demonstrates the inseparability of emotions from the processes of perception, thinking, imagination.
By the emotional development of younger preschoolers, we mean a purposeful pedagogical process closely related to the personal development of children, with the process of their socialization and creative self-realization, the introduction of a culture of interpersonal relations into the world, and the assimilation of cultural values.
Psychological and pedagogical means of emotional development of younger preschoolers include: developing environment, play, music, children's art, fiction.
The programs "Childhood", "Rainbow", Vasilyeva's program, the programs of emotional development of preschoolers "Surprised, angry, afraid, bragging and happy!" emotional development of children of primary preschool age in a preschool educational institution.
List of sources used
1. Hesse G. The Glass Bead Game. - M .: Progress, 1975.
Preschool pedagogy. / Ed. IN AND. Yadeshko, F.A. Sokhina. - M .: Education, 1978.
Childhood: Program for the development and education of children in kindergarten. /IN AND. Loginova, T.I. Babaeva and others - SPb .: Accident. - 1995
Izard K. Human emotions. - M., 1983.
Game: education, training, leisure. / Ed. V.V. Petrusinsky. - M .: New school, - 1994.
Game therapy for communication: Methodological guide. / Comp. M.A., Panfilova. - M .: GOO "Intel Tech". - 1995.
Kryazheva N.A. Development of the emotional world of children. - Yaroslavl: Development Academy. - 1997.
Kalinina R.R. Visiting Cinderella. - Pskov: Pskov Regional Institute for Teacher Training. - 1997.
E.V. Korotaeva I want, I can, I can! Learning immersed in communication. - M .: KSp "Institute of Psychology RAS". - 1997
How to update the pedagogical process in a preschool educational institution. / Comp. I.A. Kutuzov. - SPb .: State University of Pedagogical Excellence. - 1997
Lyubina G. Teaching preschoolers "the language of feelings" // Preschool education. - 1996. -№2
R.S. Nemov Psychology. - Book II. Psychology of education. - M .: Education. - 1994.
Basics of communication. Programs for the development of the child's personality, communication skills with adults and peers. / Comp. L.M. Shipitsin, A.P. Voronov et al. - St. Petersburg: Raoul Wallenberg International Children's Fund. - 1993.
General psychodiagnostics. / Ed. A.A. Bodaleva, V.V. Stolin. - M .: Moscow University. - 1987.
Pavlova L. Developing knowledge: adults and children. // Preschool education. - 1996. - No. 3
Psychologist in a preschool institution. Methodical recommendations for practical activities. / Ed. T.V. Lavrentieva. - M .: New school. - 1996.
Plan-program of educational work in kindergarten. / Ed. Z.M. Mikhailova. - SPb .: Accident. - 1997.
Rogov E.I. Handbook of a Practical Psychologist in Education: Textbook. - M .: VLADOS. - 1995
Royak A. Emotional well-being of a child in a kindergarten group. // Preschool education. - 1977. - No. 2
The development of cognitive and volitional processes in preschoolers. / Ed. A.V. Zaporozhets, Ya.Z. Neverovich. M., 1975.
Simonov P.V., Ershov P.M., Vyazemsky Yu.P. The origin of spirituality. - M .: Science. -1989.
Samoukina N.V. Games at school and at home. - M .: New school. - 1993.
A.P. Usova Education in kindergarten. - M.: Education. - 1981.
Uruntaeva G.A. Preschool Psychology: Textbook. -M.: Academ A. - 1997.
Chistyakova M.I. Psycho-gymnastics. - M.: Education. - 1990.
Emotional development of preschoolers. / Ed. HELL. Koshelevoy. - M., 1995.
Hello dear teachers, your attention is given to a work on the topic "Means of emotional development of children of primary preschool age."
RELEVANCE. Preschool age is the period when the foundation of the child's preschool life is laid. The problem of the emotional development of younger preschoolers is relevant because the emotional world plays an important role in the life of every person. This problem was dealt with by many teachers, psychologists (L.I.Bozhovich, L.S.Vygotsky, A.N. Leontiev, S.A. Rubinstein, T.A. Markova, Ya.Z. Neverovich, A.P. Usova, D.B. Elkonin, et al.), Who argued that positive emotions create optimal conditions for active brain activity and are a stimulus for understanding the world.
This work can be significant for the practical activities of education, as it reveals the possibilities of using psychological and pedagogical tools that contribute to the emotional development of younger preschoolers.
METHODOLOGY.
Object of research: emotional development of children of primary preschool age.
Subject of research: psychological and pedagogical means of emotional development of younger preschoolers.
Purpose of the research: to theoretically substantiate the problem of emotional development of children of younger preschool age and select means that contribute to the emotional development of younger preschoolers.
Research hypothesis.
The emotional development of younger preschool children will be successful if:
the essence and structure of key concepts are determined: "emotional development of younger preschoolers", "psychological and pedagogical means of emotional development";
psychological and pedagogical means of emotional development of preschoolers have been determined;
analyzed preschool education programs for the emotional development of children of primary preschool age;
Research objectives:
Based on the analysis of pedagogical, psychological literature, to determine the essence and develop the structure of key concepts: "emotional development of younger preschoolers", "psychological and pedagogical means of emotional development."
Determine the psychological and pedagogical means of emotional development of preschoolers.
Analyze preschool education programs for the emotional development of children of primary preschool age.
Research methods. In the course of the study, a set of complementary methods was used that were adequate to the subject of the study: theoretical analysis of scientific literature; organizational method (comparative method).
The theoretical and practical significance of the work lies in the scientific development of the problem of the emotional development of younger preschoolers, which made it possible to determine the importance of psychological and pedagogical means, as the most effective for emotional development, to select methodological recommendations.
The structure of the work includes: an introduction, two chapters, a conclusion, a list of sources used.
AS A RESULT.
In this course work, we have identified the essence and developed the structure of key concepts: "emotional development of younger preschoolers", "psychological and pedagogical means of emotional development"; identified the psychological and pedagogical means of emotional development of preschoolers;
analyzed preschool education programs for the emotional development of children of primary preschool age; selected guidelines for the emotional development of children of primary preschool age in preschool educational institutions.
The analysis of theoretical studies indicates that significant material has been accumulated in the psychological and pedagogical literature on the problem of the development of the emotional sphere of preschoolers.
By younger preschool age, we mean a fertile period for organizing work on the emotional development of children. The youngest preschooler is very impressionable, open to assimilating social and cultural values, and strives to be recognized among other people. He clearly demonstrates the inseparability of emotions from the processes of perception, thinking, imagination.
By the emotional development of younger preschoolers, we mean a purposeful pedagogical process closely related to the personal development of children, with the process of their socialization and creative self-realization, the introduction of a culture of interpersonal relations into the world, and the assimilation of cultural values.
Psychological and pedagogical means of emotional development of younger preschoolers include: developing environment, play, music, children's art, fiction.
The programs of emotional development of preschoolers were analyzed: "I am surprised, angry, afraid, bragging and happy!" and the program of emotional and personal development for preschoolers "I-Ty-We" and selected methodological recommendations for the emotional development of children of primary preschool age in preschool educational institutions.
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From the end of the 20th century and from the beginning of the 21st, special attention was paid to the child's intellect, the development of physical abilities for some reason faded into the background. And completely unreasonable. Firstly, because for any person, the harmonious development of all his spheres is important, and secondly, at an early stage of development, physical improvement is a direct path to the development of intelligence and the formation of character. At the age of younger preschoolers, children especially need freedom of movement. Taking into account the age of children, and the structural features of children 3-4 years old, allows you to correctly dose and alternate the load, which should be intense, but not excessive.
What is physical development and why is it important?
In the general case, physical development involves a change in the morphological (structure, muscle volume) and functional (development of strength, dexterity, accuracy of movements, endurance, etc.) characteristics of the body of a younger preschooler.A well-built system of active exercises for children helps to improve the apparatus of movement and skeleton of a preschooler, his heart and vascular system, which permeates the whole body. Physical activity normalizes the work of the central nervous system, promotes the baby's ability to coordinate the work of the brain and limbs, in other words, it helps to develop dexterity, improves the functionality of the respiratory system.
Probably, megalopolises have their advantages, but for the formation of the human body, this is the most unfavorable environment. Together with environmental problems and low physical activity, such an existence becomes a risk factor for the development of various diseases.
Physical development involves not only exercise, but also a complex of hardening procedures, walks in the fresh air, active games with the need to connect mnestic (memory) and mental functions.
Such activities form not only the baby's body, but also his mind. The ability to endure and overcome difficulties, improve immunity, thereby increasing the resistance (resistance) of the preschooler's body to viral infections. At the same age, basic hygiene skills are actively taught.
Another function of movement at this age is the role of a valve, which allows you to relieve emotional and nervous arousal. The process of vigorous activity allows the baby's psyche to maintain balance and stability. The physical activity of children allows them to develop not only the data of the physical plane, but also volitional qualities that allow them to overcome difficulties. By performing exercises that train the body, children learn about the world around them and learn to be independent.
Their health depends on the physical labor of children of early preschool age, since with proper activity the work of the lungs and endocrine glands is stimulated, digestion improves, firstly, due to the activation of peristalsis, and secondly, the absorption of nutrients is enhanced. Thermoregulation and heat exchange significantly improves, the heart and the entire vascular system are trained. If a child of 3-4 years old devotes at least 2 hours a day to physical activity.
How is development assessed?
The assessment is carried out in a comprehensive manner. This allows you to assess the harmony of preschool development and exclude one-sided improvement of one parameter to the detriment of another. The main parameters assessed are the capabilities of the child's body, the level of their perfection and physique.
The body's capabilities can be divided into two main groups. These are the capabilities of the baby's main energy-supplying systems and the basic qualities of the baby's body development: agility, balance, speed, accuracy, the ability to endure prolonged loads and strength.
In this case, it is necessary to take into account the characteristics of the crumbs, depending on age. At 3-4 years old, the crumbs have insufficiently developed body stability during movement, and there are limitations in skills during dynamic loads. This is due to the fact that their bone tissue grows at a relatively fast rate. The central nervous system and the peripheral nervous system and muscles are actively developing, the connections between them are strengthened. That is, the systems that are designed to provide movement are in the stage of active growth and improvement.
Evaluation is usually done after a few developmental sessions and a battery of games. This is usually done among organized children. But parents can also assess the level of development of their baby. For preschoolers 3-4 years old, the speed is checked:
- by squatting time (how many times the crumb will sit down in 20 s);
- by raising the body relative to the floor (how many times it will raise the body in 10 s).
Endurance is assessed using functional tests or when overcoming a crumbs of distances of different duration. Strength is assessed using dynamometry. But you can do this by conducting simple physical tests:
- hanging on bent arms (how many seconds or minutes the baby is able to sag);
- throwing the ball (the exercise is performed from a sitting position, with the legs apart as wide as possible, the ball is thrown out from behind the head and the distance at which the crumb can throw the ball is estimated.
Determination of dexterity is carried out according to the time of different types of running: shuttle with two turns (30 m) and snake (10 m). Flexibility is assessed by performing various kinds of bends, including standing on a bench. Equilibrium is tested in two forms: static dynamics. It is very simple to check the static balance, you need the baby to be in a position in which the legs take the "heel-toe" position. This means that the feet are in one line one after the other. The toe of the back leg should be close to the heel of the front leg. Hands are lowered along the body, the body is straight, the baby looks forward. Ideally, the baby should stand in this position for three minutes. The test evaluates not only the time that a preschool child is able to maintain this position, but also the position of the trunk and balance.
Physical characteristics of younger preschoolers
Children 3-4 years of age are highly active, but have instability of the body in statics. Children of this age have a limited ability to move.
Features of their physical development include fairly good development of the muscles of the upper body, especially the shoulders. But with vigorous activity, children of this age lack dexterity, that is, with the participation in the work of large muscle groups, weak coordination of movements is observed. Babies of this age are very tired of the same type of activity and the need to maintain a stable posture. This must be taken into account when drawing up a training program for preschoolers.
For younger preschoolers, outdoor activities are very important, more than for older children. This is justified by the structure of lung tissue, which is not fully developed and by the structure of the upper respiratory tract from the nasal passages to the bronchi. They are relatively narrow. This reduces the capacity of the airways. Air, especially during exercise, is difficult to enter the lungs.
In addition, the diaphragm in children is located high, because of this, the amplitude of inhalation-exhalation is relatively small. This means that the respiration of children 3-4 years old is superficial and much more frequent, almost twice as compared to adults (the child's respiratory rate is 30 times per minute, the adult's rate is 16-18 times per minute). The lung capacity in preschoolers 3-4 years old is only about half a liter. Such features lead to not very good ventilation of the lungs, in order to avoid stagnation in the lung tissue, children need physical activity and it is in the fresh air.
The heart of children of this age is well adapted to the needs of children; it actively supplies blood to tissues that have a high demand for oxygen and nutrition. The vessels of a preschool child are wider than that of an adult, blood flow is accelerated, and the relative volume of blood is greater. The normal heart rate in a preschool child is considered to be about 100 beats per minute. But the nervous regulation of the myocardium of a 3-year-old baby is imperfect, so he easily gets out of rhythm. With intense or prolonged exertion, the heart gets tired quickly. Therefore, the younger preschooler needs a change in occupation, in this case the myocardium is quickly restored. Therefore, active games should be short-term and alternate with rest.
In younger preschoolers, the central nervous system is more perfect than in younger children. The brain cells are finishing their maturation. The brain is visually, and in terms of weight, is already close to the brain of an adult. But the central nervous system is still unstable, so children quickly move from a calm state to an excited state. This is the main reason why you need to be careful when choosing exercises for younger preschoolers, you should not provide them with a prolonged load at the limit of possibilities.
It should be remembered that bone tissue is still being built. It must be remembered that the peculiarities of the bones and ligamentous apparatus of the child do not allow giving him super-strong or super-long loads. They are reflected in skeletal formation and bone structure. And they can cause deformation of individual bones, including their hypertrophy. The baby has a lot of cartilaginous tissue, the skeletal system as a whole is very mobile and malleable. It is necessary to monitor not only the posture of the crumbs. A static load is needed, because the foot up to 4 years old has a somewhat flattened arch and with excessive load, both in weight and in duration, severe flat feet are formed in children. Younger preschoolers retain increased elasticity of the ligaments. Muscle growth is due to the thickening of individual muscle fibers. But at 3-4 years of age, the musculoskeletal system, if we consider it in aggregate, is relatively weak and the child is not able to endure stress.
When choosing exercises for children of younger preschool age, it must be borne in mind that they have not yet developed the clarity of motor actions when walking. If children have not been involved in intensive classes, they do not push off well from the ground, therefore they cannot fully jump, especially over obstacles, and run with an emphasis on their entire foot. They lack dexterity and consistency when playing with the ball, although the game itself is enjoyable.
With any activity with younger preschoolers, it should be remembered that babies get tired quickly, get distracted and switch to other activities. This also applies to physical and intellectual development. Preschoolers are very active, and there is no need to stimulate their activity on the physical plane. Activity should be dosed, directed towards the harmonious development of all necessary functions, and interspersed with intellectual pursuits. In addition, at this age, physical education is more useful than sports.
Basic skills of 3-4 year old preschooler
It is possible to determine whether physical development is normal by observing games to improve dexterity, coordination and strength. By the age of three, your baby should learn:
- walk in large and small steps, use side steps and jump in the game;
- move on tiptoes;
- change the pace of your movements;
- play with both hands at the same time;
- if the games are joint, then the children should be able to move, holding hands;
- preschool children should be able to move, following a given direction and overcome obstacles (in a straight chain, in a snake, in a circle, bypassing objects);
- repeat the actions demonstrated to them, keeping their sequence;
- jump in place or over small obstacles;
- keep balance when walking at an incline;
- move your back forward;
- pedal with confidence;
- it is good and correct to walk up the stairs.
There are norms for the height and weight of a child, which also allow us to assess the level of his physical development. But it should be remembered that they are variable and depend on the starting parameters of the baby. On average, by the end of the preschool age period, the baby's height should be 104-108 cm, weight -17-18 kg, chest circumference - 55 cm.
How do babies develop their bodies?
With the help of collective outdoor games, which are usually held in preschool educational institutions, if a preschooler is at home, he needs to be taught to ride a bicycle (3-wheeled). Exercises with arms spreading to the sides, lifting them up and tilting the body, as well as walking on an object (board) raised above the floor or on the floor, keep in line and put your feet in a heel-toe position, help develop dexterity and coordinating skills. You can complicate the exercise by giving the crumbs a glass of water in your hands. A good way to improve your fitness is to play classics, snake walking, bending around objects, and running on toes. The basis of the physical development of younger preschoolers is jogging up to half a kilometer, squatting (5 times per approach), jumping from low objects and jumping over low obstacles, swinging the press, somersaults (no more than 5 per day), hanging and swinging on any devices intended for this (rings, horizontal bar). To complicate the hang, you can offer the crumbs to pull the legs to the stomach. They contribute well to the physical improvement of ball games (hands and feet): rolling on a flat surface, throwing. The kid must catch the ball with both hands. You need to monitor the posture of your child. Changing active games to passive ones with handouts (sand, plasticine, etc.), remember that the joints of the baby are easily deformed. Therefore, the material must be soft.
Younger preschool age, which is about 3-4 years of life, is marked by the onset of a new stage in the life of the baby. The baby gradually becomes independent, and the previous position “We”, shared with the parents, turns into his own “I” position, that is, the baby begins to feel like a separate person, and this significantly changes his attitude to the world around him. A child without the help of an adult is still not fully able to cope with many things, but a desire for independence is already observed in him. The parents' desire to protect the baby by restricting his freedom leads to the beginning of conflicts. At this age, the baby shows a desire to do something on his own and is proud when he succeeds in something.
The focus of the child's interests is changing. This change is very noticeable, because if earlier the baby was interested in the world of objects, then at this age all his consciousness is aimed at knowing the world of people. The kid begins to get acquainted and study peers, adults, their habits and relationships, their activities. The child begins to observe people, perceive and imitate them. That is, the development of children of primary preschool age is characterized by the knowledge of social reality.
Depending on these changes occurring in the child's consciousness, the development of children of younger preschool age is characterized by the emergence of such a type of his leading activity as role play. It reflects the meaning of human relations, that is, its communicative behavior becomes more complicated, social perception develops, imaginative thinking, as well as imagination arises.
The kid reaches out to his peers, learns to get to know each other and play, is embarrassed, shows joy, interest, and sometimes is greedy. This means that the development of children of younger preschool age leads the baby to the fact that he has a desire to act not only independently and independently, but also in a team, together with peers. The “near” game, when the children each played their own game, but were near, is replaced by the “together” game. This is evidenced by the games in which the baby begins to play with other children. And if at the beginning of the younger preschool age his relationship is only subject-play actions that are of a short nature, then over time these relationships turn into full-fledged games.
The speech development of children of primary preschool development is characterized by its high activity. The kid constantly talks, dialogues appear between the child and the parent, as well as between the child and peers. More often these are questions, motivations for something or messages about yourself or something. Here, the cognitive function comes into the first place, because the baby constantly asks questions and develops, receiving answers to them. The main distinguishing feature is that the baby begins to speak while acting, that is, speech becomes part of the action.
Memorization in children of younger preschool age is involuntary. The memory is rather figurative; in the child, recognition dominates over memorization. The kid cannot keep his attention on one object or activity for quite a long time. There is a rapid change in activity, the child quickly switches from one subject to another. The mood background is unstable, depending on physical well-being and comfort. The child is characterized by sudden mood swings. An emotionally healthy baby is characterized by cheerfulness and optimism.
One cannot but mention the changes in the cognitive development of children of primary preschool age. Significant changes also occur here due to the fact that children are improving their subject perception. The child learns to analyze, to be aware of what he is doing and learns to act productively. At this time, the child actively undergoes sensory development, he already knows about the shapes, positions and sizes of objects, which adults can notice from the child's drawings, in which the formation appears, because the baby begins to solve mental problems at a new level. The kid begins to experiment, his weapon actions are being improved. And the most important thing that characterizes the development of children of early preschool age is that the baby begins to think, rather complex cause-and-effect relationships appear in his brain. That is, he begins to understand what he is doing and why he needs it.
Speech development of children of primary preschool age through cognitive activities.
“… Speech is beautiful when it is like a trickle
runs, among the stones is clean, unhurried,
and you are ready to listen to her flow,
and exclaim: - Oh! How beautiful you are. "
It is known that preschool age is a favorable period for the development of all aspects of speech, expansion and enrichment of children's ideas about the diversity of the world around them. Therefore, the task of the kindergarten is not to quickly teach the child to write and count, but to enrich his speech and ideas about the world around him, to teach him to see patterns in it.
In the order of the Ministry of Education and Science of the Russian Federation "On the approval of the federal state educational standard for preschool education," speech development is separated into a separate educational area, which includes the following main tasks:
Development of speech as a means of communication
Enriching the active vocabulary
Development of coherent, grammatically correct speech (dialogue, monologue)
Development of speech creativity
Acquaintance with book culture
Formation of prerequisites for teaching literacy
Development of sound and intonation culture of speech.
Speech is inextricably linked with cognition. In cognitive - speech development, two independent areas are distinguished:
1. Cognitive development.
Assumes the development of children's interests, curiosity and cognitive motivation. The formation of cognitive actions, the formation of consciousness. Development of imagination and creativity. Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc.). An idea is being formed about the small Motherland and Fatherland, about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home for people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
2. Speech development.
Includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy.
Studies by Russian psychologists and teachers show that cognitive interest is formed more successfully with active cognitive activity. It manifests itself in the desire to learn new things, to clarify the incomprehensible about the qualities, properties of objects, phenomena of reality, in the desire to understand their essence, to find existing relationships and connections between them.
In the period of preschool childhood, thanks to the cognitive activity of the child, the origin of the primary image of the world occurs. The image of the world is formed in the process of a child's development. However, it should be remembered that the process of cognition of a small person is different from the process of cognition of an adult. Adults learn about the world with their minds, and small children with emotions. For adults, information is primary, and attitude is secondary. And in children, the opposite is true: the attitude is primary, information is secondary. Therefore, from early preschool age, we try to teach children a holistic view of the world, to give them a holistic picture of the world. The child learns the world, comparing it with himself, as the object most known to him. In the process of getting to know the environment, the preschooler develops in the cognitive sphere; the ability to see the world from the point of view of others develops, speech develops. Familiarization with the surrounding world enriches the child's sensory experience, teaches him to be attentive to his surroundings. Children learn to see, listen, touch and touch, thereby creating a sensory basis for the word.
We successfully solve pedagogical problems thanks to the correct choice of methods and techniques. Considering that visual thinking prevails among preschoolers, we widely use visual thinking - exhibition material, toys, paintings, natural objects. We create specially organized situations - games that increase attention, interest in the lesson and in speech activity. In the game, children learn to isolate various and similar signs, group objects according to individual signs, and recognize the qualities of an object.
To enrich and activate the vocabulary, speech games and exercises are carried out. The work on enriching the vocabulary is carried out simultaneously with the improvement of sound pronunciation and the formation of the grammatical structure of speech. Much attention is paid to logo-rhythmic exercises, finger games, exercises and games for the development of fine motor skills, round dance games, games of low mobility, play - dramatization.
An important role is played by listening to stories, fairy tales and poems, artistic creativity: drawing, modeling, application, designing from building materials.
In the process of playing activities, asking questions to the child and awakening imagination, the creativity of children, we encourage him to independently discover the world around him and its laws, children simulate real and fictional situations in the world they have created.
In the process of cognitive activity, thinking and speech are developing, one is inseparable from the other. Along with speech development, the skills of mental work, the ability to explain, reason are acquired.
For the development of thinking and speech, a rich sensory experience is needed, which the child receives from the perception of various objects of the world, nature, and social life.
From the earliest stages of development, the child is introduced into all the diversity of the surrounding world. Direct observation of the environment contributes to the development of logical speech, understanding of grammatical laws. To improve the thoughts and words of the child, his soul is enriched with complete, faithful, vivid images of the world around him.
The ability to observe what is developed in the process of cognizing the environment, gives rise to the habit of drawing conclusions, fosters the logic of thought, clarity and beauty of speech - the development of thinking and speech goes on as a single process.
The process of cognition of the environment in all its diversity contributes to the understanding and use of various grammatical categories in coherent speech, denoting the name, action, qualities and helping to analyze the object and phenomenon from all sides.
In our pedagogical work on the formation of speech through cognitive activity, we solve three main tasks:
1. consistent formation of knowledge, taking into account the capabilities and characteristics of the surrounding world.
2. selection of methods and ways of developing speech through cognitive activity.
3. the use of various forms of organization of preschoolers when familiarizing themselves with the environment.
Thus, for children of primary preschool age, cognitive and speech development is a complex complex phenomenon that includes the formation of mental processes. We approach the solution of problems in this section competently and creatively, and children do not have problems in assimilating problems. On the contrary, there is a process of systematizing knowledge about the surrounding reality, the ability to express one's thoughts is being formed, vocabulary is enriched, emotional speech is developing.
Educator of the first qualification category Klimovich Natalya Yurievna.