Cartoons on the Montessori program. Exercises for teaching children according to the Montessori method. Exercise with children to develop spatial imagination and memory

17.10.2019

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Maria Montessori has developed a special program for working with children, aimed at broadening the horizons of preschoolers and instilling in them everyday skills that will certainly be required in later life. Kids perform exercises according to the Montessori method with great pleasure, because they are fully involved in this exciting process, which takes place in a playful way.

Montessori has always emphasized the importance of stimuli for the development of the corresponding human senses. When a child goes through sensory periods in his development, it is imperative that he encounters an appropriate activity in his environment. For example, if we want to develop an ear for music, we need at least a musical instrument, and for the development of color vision, crayons and paints are absolutely necessary.

In a class where children study according to the Montessori method, most of the so-called sensory materials are located near the zone of daily life. Like everyday exercises, sensory exercises follow the main sequence of teaching steps: from concrete to abstract, from hand development to brain development, from motor and sensory exercises to, from actions to the ability to express thoughts.

In sensory exercises with Montessori materials, one feeling is often highlighted with the subsequent complication of interrelated teaching materials: for example, the study of color can begin with three primary colors, gradually we will move on to the seven colors of the rainbow - to the shades of the primary colors, to the ability to combine and receive them. new varieties of color solutions. Therefore, in our lessons with the baby, as he grows up and mastering certain skills, we can always move on to a new activity based on what has already been well mastered, turning on our imagination and attracting more and more new household chores.

Remember the words of Maria Montessori:"Watch your child and meet his needs!"

Never force a child to do what you want - he is entitled to his opinion. It is important that he is free to study the material and can create on his own.

On this page, you will learn how to teach children the Montessori system in order to instill in them various skills.

Classes with elements of the Montessori program for the development of auditory memory

Check if he knows how to highlight individual sounds? Does he manage to sort sounds according to their characteristics (high - low, short - long, sounds of birds - sounds of insects, etc.).

Maria Montessori's “Sound Lotto” exercise is recommended for children 3-4 years old.

The purpose of the lesson is to develop auditory memory, the ability to sort by sound.

For this lesson with children according to the Montessori method, you will need:

several large lotto cards with images of various objects and animals that make some kind of sound (for example, a pig, a cow, an airplane, a train, a vacuum cleaner, a bird, a dog, a cat, etc.). You can use lotto cards bought in the store or made by you;
a set of small cards with pictures corresponding to the images on the large cards.

How to complete the Montessori task (the number of players is limited by the number of large lotto cards):

Pass out large cards to the children and yourself. Place small cards face down on the table.
Start the game by choosing one small card. Turn it to face you and reproduce the sound characteristic of the animal or object depicted on it.
Ask your child to guess what it is. If he guessed correctly, he can take a card and cover with it the corresponding picture on his large loto card.
Then the child also takes a small card from the pile and repeats your actions. You guess, but if your large card does not have a corresponding picture, return the card to the bottom of the slide of small cards.

The winner is the one who is the first to cover all the pictures on the big card.

Control - visual (comparison of a picture with a sound).

During the Montessori class, make sure the child knows the names of objects and animals. To do this, this game can first be used to familiarize the child with different objects and animals, and only then - to study the sounds they make.

By the way, making large and small cards with your child in preparation for the game will give you the opportunity to repeat with your child the names of all the animals, birds, cars, etc. depicted on them, as well as get acquainted with new characters.

Expansion of activities:

You can use miniature copies of cars, figurines of animals, birds, etc. instead of small cards. In this case, the child learns to compare two-dimensional and three-dimensional images.
The next step can be the transition to sorting on the basis of "living - nonliving", "two-legged - four-legged", counting the number of animals, birds, objects, etc.

Exercise for teaching children the basics of mathematics using the Montessori system

Check if the child knows the names of the geometric shapes? Does he know how to distinguish between them?

The exercise "Flat forms" for teaching the basics of mathematics using the Montessori method is recommended for children 3-4 years old.

The purpose of the lesson is to teach the child to recognize geometric shapes by their appearance and touch. This will prepare him for further math studies.

For this Montessori tutorial, you will need three sets of geometric shapes:

first set- with straight sides (square, rectangle, triangle);
second set- with curved sides (circle, oval, etc.);
third set- with mixed sides - straight and curved (semicircle, etc.).

Each set should be white on one side and color on the other, for example, green for the first set, orange for the second, and blue for the third.

Three additional sets of cards on which all the geometric shapes described above are drawn.

In set 1, the geometric shapes are completely painted over; in set no. 2 they are outlined with thick lines, in set no. 3 they are outlined with thin lines.

It is possible to conduct such an activity with children according to the Montessori system in three versions.

Option 1 - familiarization with geometric shapes (we use the three-period Montessori lesson).

We show the kid two different shapes that differ as much as possible in shape: “This is a circle”, “This is a square”. Be sure to outline the contour with the index and middle fingers and invite the child to repeat our actions.
When addressing the child, we ask him: "Give me a square", "Give me a circle" (as a rule, first we ask to give the figure that was shown last).
If the child is doing our task correctly, we ask him: "What is this?"

It is quite possible that the baby is ready for further work, and we can supplement the number of the studied figures with the third and fourth figures.

But if the child gets confused, do not insist and return to this game after a while.

Option 2 - for children who know the names of the main geometric shapes.

Place all sets of geometric shapes mixed on the table, white side up.
Ask your child to feel the figures from all sides and arrange them into three groups.
When he does, turn the cards over. If the colors in each group are the same, then the geometric shapes were sorted correctly.

Option 3 - for children who already know how to lay out geometric shapes by touch.

Have the child take the first additional set of cards with geometric shapes drawn on them and sort them into three groups as described — straight sides, curved sides, straight and curved sides.

To check the correctness of the task, the child combines individual geometric shapes with the drawn ones and controls himself by the color of their back sides, turning the geometric shapes over.

If desired, during the Montessori lesson, you can repeat this game with the second and third additional set of cards.

Exercise with Maria Montessori's material for the development of touch

Check if the child can distinguish by touch the fabrics of different qualities (woolen, silk, cotton, etc.).

The Sensory Lotto exercise is suitable for children 4-5 years old.

The purpose of the Montessori class is teaching the definition of quality and form, the development of touch.

What we need:

Four identical large playing cards made of cardboard, divided into eight squares. Eight pieces of the same material of a certain color are glued to each of them (for example, large card no. 1 - red velor, large card no. 2 - blue silk, large card no. 3 - green cotton, large card no. 4 - yellow wool), differing from each other from a friend in shape (triangle, circle, square, oval, star, rhombus, rectangle, trapezoid).
Thirty-two individual small cards. Each of them has one geometrical figure glued to it made of a material corresponding in quality and color to one of the large cards used for the design.
You can buy a similar game. To make it at home, cut out two identical sets of geometric shapes from four different colors of material, eight pieces of each color. A total of 64 figures will be obtained, differing from each other in the quality of the material, color and shape. Glue one set of eight shapes of the same color onto each of the four large cards. Glue the second set of molds to 32 thick individual cards.

For younger children, you can make one large game card and one set of eight small cards using sandpaper.

How to do the exercise (for four people):

Each player chooses a large card. The corresponding small cards are placed face down in front of it.
One player is asked to feel a shape on an individual card and then find the corresponding shape on a large card. To prevent the child from peeping, turn the card "face down" or blindfold him with a soft bandage.

Control - visual (coincidence of the shape of geometric shapes).

During this developmental Montessori lesson, you need to make sure that the child knows the names of the geometric shapes. If you doubt his level of knowledge, use the preparation of materials for the game to familiarize the child with geometric shapes and consolidate his knowledge.

Expansion of activities:

Option 1

Ask the players to show certain geometric shapes on large cards or to count the number of shapes, such as circles or squares.

Option 2

An older child can select shapes by touch from one large pile of small cards. In case of a mismatch between the color of the large card and the small cards, the latter are returned to the pile, to the bottom.

Assignment according to the Mnessori method for the development of visual memory and fine motor skills

Lesson with children "Vspominayka" according to the Montessori method is carried out with children 5-6 years old.

The purpose of the exercise is, as well as tactile sensitivity and coordination of movements of the muscles of the fingers of the hands (fine motor skills).

For this lesson in the Maria Montessori program, you will need:

One game board with 48 holes covered by discs.
Eight "team" cards, each of which depicts a mixture of two themed sets of 24 different objects each - geometric shapes and toys, color combinations and musical instruments, patterns and vehicles, numbers and animals, etc. The "team" card slides in under the holes of the game board along the side slots on the underside of the board.
If you can't buy this game, let's try to make a simplified version of it ourselves. To do this, we will use only large cards, divided into 48 squares, with 48 pictures pasted on them according to the principle described above. You can cover pictures during the game with clean white small cards, which will subsequently mark the points won.
The difficulty level of the game should constantly increase: some cards are suitable for younger children, others for six years and older.

How to conduct a lesson with elements of the Montessori methodology (for two or more people):

Select a team card and insert it into the slots on the board.
Each player in turn opens two holes at the same time and examines pictures in them.
If the two pictures do not correspond to each other on the topic, the discs must be returned to their places, the move goes to the other player, and everyone else tries to remember the arrangement of the pictures.
If the pictures form a thematic pair, the player must name it. Then he can put aside the discs - these are his accumulated points - and continue the game.

As you may have guessed, the main task of the exercise is to try all the time to open pictures that form thematic pairs (for example, "clothes", "transport", "birds", etc.), and thus score the most points.

We deal with paper using the Montessori method

Check if the child knows how to neatly tear off pieces of paper? Can I use scissors to cut off a piece of a sheet or cut out some picture I like?

This Montessori paper exercise is performed with children 3-4 years old.

The purpose of the lesson is to improve the child's control over the muscles of the fingers, to give knowledge about shapes and sizes, to help in mastering the terminology and expanding the vocabulary.

For such a lesson with children according to the Montessori system, you will need:

cigarette paper,
old magazines and newspapers,
children's scissors with rounded ends.

How to do:

Show your child how to fold newspapers or individual pages of old magazines with both hands, then how to pull and tear (using the “working” hand, that is, the one with which he is used to working). Let him rip the newspapers to pieces as much as he wants.
When he has mastered this activity, show him how to cut strips and squares with scissors.

Visual control - neat edges of a torn or cut strip of paper.

During such educational Montessori training, be sure that children's scissors can actually cut paper (and not just wrinkle and tear, as it often happens!).

The child should know - the scissors are sharp.
Newspapers and old magazines are more convenient to use because their paper is usually very thin and can be easily handled by a child.
The child should be able to carry scissors, gently serve them to another person.

Expansion of activities:

You will need glue and thicker paper to glue the drawings.
After you've prepared an impressive stack of cut paper, have your child draw the outline of a house or tree, and then show how to glue on the pre-prepared pieces of torn or cut paper. As you practice, the pictures can become more complex in design and shape.

Applique lesson according to the Montessori method

Teaching children how to perform Montessori applications is carried out with children 4-5 years old.

Making a collage with his own hands, the child gets real pleasure. There is plenty of room for creativity here, because the variety of materials used has different effects.

For this lesson according to the M. Montessori method you will need:

Basic materials are glue (preferably a glue stick), cardboard, heavy paper, wood, cork, paper plates, or a large piece of cloth.
A set of related materials such as tissue, decorative or wrapping paper, braid, cords, fabrics (cotton, woolen, etc.). In reality, whatever you are going to throw away is suitable.
Sometimes you need additional bonding materials (adhesive tape - scotch tape, paper clips).

How to do the exercise:

First, have your child become familiar with gluing selected materials to paper.
Then ask him to draw an outline of, say, a bird, or a more complex picture like a garden, or even a geometric pattern.
Invite him to fill in the middle of the picture, sticking different materials there (choosing them according to the color and quality of the material).

Watch the video "Montessori Lessons" to better understand how to deal with children according to the method of the Italian teacher:

Sewing with children according to the method of M. Montessori at home

Sewing lessons according to the Montessori technique at home are conducted with children 5-6 years old.

Children can start sewing before the age of five. Preparation for sewing at the age of three can be by stringing large buttons or beads onto a strong thread or line of the appropriate diameter. A 5-year-old may be asked to sew using a very thin fabric (such as canvas).

The purpose of the Montessori sewing session is to develop the motor skills of small muscles. This kind of work makes you focus and is very rewarding.

What you need:

a set of large needles - not too dull, as this can make sewing difficult and the child will abandon it. (By the way, parents using the Montessori method are not afraid to give their children sharp needles.):
a set of cotton and silk threads:
dense material such as felt or linen.

How to perform such an assignment according to the Montessori method:

First, show your child how to put simple stitches, later - more complex ones, such as "cross", "forward needle", How to sew a button.
Try to have your child make the items you need for your homework, and always use the item in front of him or her.

Applique and work with shreds are also quite simple exercises with a needle that an interested child can easily master.

Lesson at home using the Montessori system with floating and sinking objects

Check if the child knows that objects can be sorted by their buoyancy? Can he name objects that float on the surface of the water and objects that sink? Help him learn about this by using, say, fruits, vegetables, or various toys by placing them in water in a bathtub or basin.

Classes at home using the Montessori method with floating and sinking objects are conducted with children 3-4 years old.

The goal is to help the child remember which objects are floating and which are drowning.

What such exercises according to the Montessori method will be needed:

A large sheet of paper on which a basin of water is drawn, and a set of pictures depicting objects that could be used in the experiment.

How to complete the task:

Ask your child to select pictures one by one and place them on top of the drawn water or at the bottom of the basin, depending on what he knows about the ability of these objects to float or sink.
If he does something wrong, show him, using real objects as an example, whether they are swimming or drowning, and then play with the same pictures the next day.

Before starting such a Montessori lesson at home, make sure that the child knows how to work with water, protect him from getting wet with a special waterproof apron.

Expansion of activities:

This activity allows you to sort items according to the material from which they are made (and at the same time clarify that wooden items usually float and metal ones sink). Further, these same objects can be counted in order to find out later how many of them drowned (let's move on to mathematics!)

Developmental Montessori Learning: Anatomy Lesson

Teaching the basics of anatomy using the Montessori method is carried out with children 4-5 years old.

The goal is to help your baby learn more about body parts and how they work. This will spark interest in the workings of his own body.

For this exercise with children according to the Montessori system, you will need:

A very large sheet of cardboard - larger than our child.
Several bolts or other similar things to fasten the cut parts together.
Elastic band and pen.

How to complete the task:

Teach your child about the main parts of the human body. Then ask him what he can move and what not. Explain to him what a joint is and ask him to find all the joints on the arms, legs, hands, feet, etc.
Trace the outline of his body and along with it in the picture mark where the joints are located on the body.
Cut the pattern at the joints, and then use the fasteners and elastic bands to join the pieces together again.
When this is done, explain about his spine and relate it to an animal classification game. The child must understand that he also belongs to vertebrates.

How to practice with water using the Montessori method

Experiments with water in the kitchen are carried out with children 5-6 years old.

The child will witness different temperature effects on water and will actually see that water can be solid, liquid or gaseous. "Kitchen experiences" will make him observe and ask, which is exactly what is required in further education at school. They will also help you understand the water cycle in nature and its effect on changing weather, which is a step towards comprehending geography.

For such a home exercise using the Montessori method, you will need:

Eight empty cans to prepare Thermal Montessori Jars.
Fill two cans with cold water, two with cool water, two with warm water and two with hot water (but not scalding).
Water thermometer.
A kettle and a mold for freezing ice for the second stage of the experiment.
A drawing explaining the water cycle in nature.

How to do the exercise:

In the first stage, the child becomes familiar with the temperature. Ask him to close his eyes, feel the jars and put them in pairs, that is, two next to cold water, two with cool water, two with warm and two with hot.
Explain to him how you change the temperature of the water. If you have a water thermometer, measure the temperature of the water and try to determine the boiling point and freezing point of the water.
Show your child how when the kettle is heated, when the water reaches its boiling point, it turns into steam, which evaporates like gas. Make sure he has a firm grasp - steam always goes up and never goes down.
Pour some water into an ice cube tray and freeze it. Show your child how the water turned to ice and became solid. Discuss the freezing point at which the ice formed.
Continue to explain the water cycle in nature using the drawing: every day the sun heats up the water in rivers and lakes, and some of the water evaporates (turns into gas). This steam rises like steam above a kettle. As it rises up, it cools down and forms tiny droplets of water, from which clouds form. Gradually, the droplets increase in size and return to the ground as rain. When it's cold enough, rain falls in the form of snow or hail. On earth, the water cycle begins again.

Montessori classes for children to learn about healthy food

"Food game" is conducted with children 5-6 years old.

The goal of the game is to give the kid knowledge about the main food groups that a person needs; to form the concept of healthy food.

What you need:

A large sheet of paper.
Pictures depicting different food. We can cut them out of magazines or draw them with the child.
Double-sided transparent adhesive tape (scotch tape).

How to do:

Divide a piece of paper into seven sections and label each section with the names of a different food group: fruits and vegetables, meat, milk and dairy products, bread, cereals, butter and sugar.
Each time you eat, discuss what you ate, select the appropriate picture and glue it to your table.
At the end of the day, you can discuss together what you ate and decide what you need the next day.

Expansion of activities:

Our kitchen is a great place to get acquainted with mathematics: a child learns about the shape of an object and its area by choosing a lid for the desired pan.
Measurement of length, weight, volume - all this is easy to do at home. For example, while preparing food, you can count, measure and weigh the necessary foods with your child - this is his first step towards science.
Older children can cook simple meals on their own from start to finish. They will learn the difference between weight and volume, get familiar with concepts such as gram, kilogram, liter, etc.
Put a measuring cup or scale on the table in front of the baby's eyes so that he can clearly see the scale, and let him measure the ingredients for us. As a result, five- and six-year-old children can easily navigate if they need to add half or a third to the amount already available.
The kid's acquaintance with subtraction will also happen without problems if we deliberately put too much product and ask him to put aside a part so that it is correct.

Montessori exercise to prepare your child for school

Check if the child knows the basic concepts related to the topic "time"? Does he compare the concepts of "morning", "afternoon", "evening" and "breakfast", "lunch", "dinner"?

This Montessori exercise for can be done from the age of 3.

The goal is to further develop a sense of time.

What you need:

A long sheet of paper, approximately 30 cm wide, divided into sections by vertical lines. In each part we will write the time - starting, say, at 7:00 and ending with the time when the child goes to bed. Let's also draw a clock.
Pencils and markers.
Glue stick or duct tape (tape).

How to do the exercise:

Ask your child to draw a picture of him getting up or eating breakfast in the morning. Talk to him about what he will do after breakfast, and gradually remind him that after breakfast he goes to kindergarten, plays in the park (in the garden), dines, goes home, goes shopping, drinks tea, watches TV, reads fairy tales, bathes, dines and goes to bed. When the child remembers all this, he can draw the necessary pictures.
Paste these pictures onto your daily routine under the appropriate time.
Attach a daily routine in his room or where the child will often look at him and remember what else he needs to do.

Try to note all the highlights of the child's daily life so that he can later control himself.

Expansion of activities:

You can make arrows out of thick paper (or cardboard) and attach them to the dial (for example, with a small rod) so that they can rotate and show a certain time.

Exercise for children on the topic "Daily routine"

The daily routine exercise can be done with children 4-5 years old.

This variation on the basic Routine model will help your child feel the connection between events in their life.

Often at this age, everything that has already happened is marked as "yesterday", and everything that will be - as "tomorrow." Time is the most difficult concept for a child. The more you experiment and discuss, the better.

What you need:

A large strip of paper divided into six sections.
Although it is assumed that you will start working with a four to five year old child, you will gradually continue to work with him - which means six parts are needed. Each part represents one year in a child's life.
A set of baby photos - from the moment of birth to the present.
Glue or tape.

How to complete the task:

Choose photos that clearly show your baby how he has changed over the years.
Pin or glue photos on your “routine” in the appropriate place. Tell your child about himself when he was a baby and let him ask questions.

Classes with children on the topic "Connection of events"

Exercise "Changing a person's home" is performed with children 5-6 years old.

The goal is to help the child understand the connection of events; make him think about the changes that occur over time, about the reasons for these changes.

What you need:

Long strip of paper - for example, old wallpaper cut in half is fine. Divide the paper into at least six or seven pieces and label those pieces by centuries and years.
Drawings depicting the corresponding types of housing: for example, a cave, a hut, a dugout, a black-burning hut, an ancient Roman villa, a medieval castle, the Kremlin, a boyar's tower, buildings from the Classicism era, early 1900s and a modern house. You can use ready-made drawings or sketch what you need from books.
Glue or duct tape.

How to do the exercise:

Start by talking about your own home and the essentials. For example, we all sleep in beds, prepare food every day, wash ourselves.
Show your child the pictures you have collected and ask him if he noticed any differences between how the caveman prepared food and how we cook it. It is very important for the child to notice the similarities and differences for himself.
Now keep talking about why they cooked food differently than we did, and perhaps you will touch on some of the important inventions that make modern life so comfortable and easy. For example, life changed dramatically after the invention of electricity. For the first time, electric bulbs were used in 1879, refrigerators - in 1879, electric irons - in 1882, the first electric stove - in 1889, an electric toaster - in 1909, an electric kettle - no later than 1923 and an electric dishwasher - in 1899. ...

This game can be associated with a visit to the museum, which would make all these historical events very visual for the child.

Exercise with children to develop spatial imagination and memory

Check if he knows what rooms are in your house (apartment) and what you can see in them.

The House Plan exercise can be done with children 3-4 years old.

The goal is to develop spatial imagination and memory.

What you need:

A large sheet of paper.
Pictures, drawn by a child or cut from magazines, depicting various pieces of furniture such as a bed, armchair, table, stove, refrigerator, etc.
Markers or pencils.
Glue or duct tape.

How to complete the task:

Draw a floor plan for an apartment or house (perhaps with a barn or garage). Highlight rooms like in your home.
Talk with your child about what rooms are in your home and what you can see in them.
Invite him to draw or select pictures of furniture for each room and attach them to the diagram in the desired room.

Visual control - after going through the house (apartment) with the child, you must find all the objects indicated by the child on the plan.

Pay attention to the expansion of the child's vocabulary when meeting new names for him. Try to often structure your conversation with him so that he constantly uses new words.

Expansion of activities:

In the summer, you can proceed to drawing up a plan for a summer cottage and a summer cottage.
If you are visiting relatives, repeat this game by drawing a plan of their apartment or house, and upon a return visit, check the correctness of the assignment.

Lesson on the topic "The house in which I live"

The lesson on the topic "The house I live in" is performed with children 4-5 years old.

The goal is to help your toddler get an idea of how other people live.

What you need:

A set of pictures depicting various types of houses (such as an igloo, a houseboat, a village house in central Russia, a hut in the tropics, etc.) and their inhabitants (Eskimos, Indians, African aborigines, etc.).
A similar set featuring animal houses (eg bird nest, anthill, etc.) and associated animals.
All pictures must be placed on cards.

How to do the exercise:

Talk about different types of houses. Describe what they are made of, where they can be seen, how long ago they could be built, what they are called. See how many different types of houses there are.
Then show your child pictures of different types of houses and people. Ask him to identify which of the people lives in which house.
Relate this to the types of houses the animals live in.
Play with cards, picking up animals and people to their homes.

The video "Montessori Method Classes" clearly demonstrates how these exercises are performed:

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The upbringing of a harmonious personality begins in early childhood - everyone has heard about it. But in this regard, the parents have the biggest problem of all the existing ones - the problem of choice. And for starters, it concerns the method of teaching the baby. Despite the presence of a sufficient number of different techniques and recommendations, only a few of them are most popular. In particular, the Maria Montessori early learning system that can be implemented at home.

The essence of the methodology of Maria Montessori

Maria Montessori is a doctor, teacher, scientist and author of the well-known methods of teaching children. She was the first woman in Italy to receive a medical degree and work with mentally handicapped children. The program she developed at the very beginning of the twentieth century was based on the idea of a child's self-education. And what was the surprise of her colleagues when children with developmental delays studying according to her method took first places in subject Olympiads just a year after the start of classes, showing deeper knowledge than their full-fledged peers.

The basis of the Montessori approach is that a child, learning about the world, should be happy

After such success, Montessori earned worldwide recognition, and its system began to be used for teaching ordinary children.

Introducing the Maria Montessori method into life, adults need to understand what the baby is interested in, create conditions for the most complete development and explain how the little one can learn more. Classes are held in special zones (we will tell you about their configuration a little later), which develop certain intellectual and emotional components of the personality.

It is interesting! Members of the British royal family, Henry and William, were trained in the Montessori method. Notable alumni of the system include writer Gabriel Garcia Marquez, Google search engine founder Sergei Brin, wiki ideologist, Wikipedia creator Jimmy Wales, and Jeff Bezos, founder of Amazon.com, and owner of The Washington Post.

System components and principles

Maria Montessori has developed 12 basic principles on which the entire system of her education is based.

Children are taught by what surrounds them.
If a child is often criticized, he learns to judge.
If a child is often praised, he learns to evaluate.
If a child is often shown hostility, he learns to fight.
If they are honest with a child, he learns justice.
If a child is often ridiculed, he learns to be timid.
If a child lives with a sense of security, he learns to believe.
If a child is often shamed, he learns to feel guilty.
If the child is often approved, he learns to treat himself well.
If a child is often condescending, he learns to be patient.
If a child is often encouraged, he learns self-confidence.
If a child lives in an atmosphere of friendship and feels needed, he learns to find love in this world.

According to Montessori, children should receive maximum knowledge from practice

Montessori upbringing involves classes with children from birth to school age. It is based on three main components.

Components of the Montessori program - table

The components of the Montessori technique	Description
The child and his receptivity to learning	You need to clearly understand which perception is closer at a particular age. Speech stage (from 0 to 6 years old). Sensory stage (0 to 5.5 years). Establishment and perception of order (from 0 to 3 years). Development of fine motor skills (from 1.5 to 5.5 years). Mastering various activities (from 1 to 4 years) The stage of socialization (from 2.5 to 6 years).
Environment	At each specific stage of development, the baby should be surrounded by things that he understands. The challenge for adults is to make this accessibility a reality. So, for example, a child will quickly learn how to dress independently if there is a low chair next to his crib, on which mother will hang clothes for tomorrow in the evening.
Teacher	The crumb must become his own teacher. The role of adults in teaching this method is observation. That is, the child's message is not that the parents do something for him or with him, but that they are ready to explain everything that the little one cannot understand. That is why the motto of the Montessori technique is: "Help me do it myself."

Comparison with other development methods: Zaitseva, Nikitin, Domana, Lupan

As noted, there are quite a few early learning systems for toddlers these days. Their differences mainly relate to:

the required material;
places for classes;
the role of an adult.

Comparison of techniques - table

Comparison method	Differences
Zaitseva	Zaitsev's technique presupposes a playful form of work. Meanwhile, the Montessori system is not a game as such, that is, you don’t have to say, "But now we are going to play." This is an ordinary life, but organized according to certain rules. Thus, more material is needed for classes than a set of cubes and tables.
Glen Doman	In the method of Glen Doman, training is carried out using cards. In it, unlike Montessori and Zaitsev, there is no effect on touch, and this feeling is the leading source of perception in children under 5 years of age.
Nikitin	The Nikitins' games are close to the Montessori system, since both methods define the parent as an older friend, and not a person who issues instructions and checks their implementation. True, the Nikitin system also includes active hardening of babies, but neither Zaitsev, nor Doman, nor Montessori affect physical development in such a context.
Cecil Lupan	Cessile Lupan's methodology, like the system of Lyudmila Danilova, is aimed at the fact that in the first year of life the child should learn as much as possible. Maria Montessori, on the contrary, offered to dose the new in equal portions, but the baby learns the unknown all the time.

Advantages and disadvantages of the system

The advantages of the Montessori methodology are called by practicing teachers and parents with experience:

independent development of the baby (without the guidance of an adult, but under his supervision);
the individual rate of personal growth of the toddler (all age ranges for certain types of activity are given approximately);
convenience of form (you do not have to allocate special time for classes, working according to the system - this is everyday life);
the formation of such important qualities in the baby as self-discipline, organization, rationality, etc.

To translate the technique into reality, it is absolutely not necessary to purchase expensive manuals and materials.

Miscalculations in the Montessori method include:

insufficient attention to the development of the creative and emotional components of the personality, an inflection towards intelligence, analytical, logical thinking;
lack of role-playing games, since, according to the author of the developmental system, they distract the child;
an omission associated with the correspondence of tasks to the temperament of the baby (for example, if the child is quiet, calm, that is, phlegmatic, then he will not ask for help from his mother, thereby he will begin to lock himself in his complexes, which is not so easy to get out of);
the discrepancy between the atmosphere prevailing at home in the process of working according to the Montessori system and the traditional school one.

Components for Home Learning

The entire learning process is built on the interaction of the child with the teaching material. A wide variety of objects can act in its role: specially purchased or made toys, cards, household items (jars, brushes, lids, scraps of fabric, and so on), books, geometric shapes, volumetric letters and numbers, paints, plasticine, and so on.

Musical greetings are an important component of Montessori lessons. They allow you to come up with simple actions for each phrase that are easy and interesting for the baby to repeat. This makes it possible to stretch arms and legs, develop memory, attentiveness and observation.

Learning material is easy to make yourself

The Montessori technique is available for home use. All the necessary game material can be bought or made on your own. And children's songs are easy to find and download on the Internet. All that is required from parents is determination and a desire to help their child. And even if there are two children of different ages in a family, they can perform different exercises, but from the same play area, while the elder helps the younger.

How to Build Activities at Home?

To bring Maria Montessori's approach to life, parents must start by creating a suitable atmosphere, that is, zoning the space. These areas are filled with suitable didactic material and help adults to keep order and children to navigate well with “toys”. By the way, on the basis of Montessori zoning, work is built in most schools for the early intellectual development of a child.

Practice area. Here children learn basic household skills. At different ages, brushes, scoops for sweeping floors (for a one-year-old helper), various lacing, buttons for the development of motor skills (for two-year-olds), sets for cleaning shoes, washing or even polishing (for children over 3 years old) are placed here.
Perception zone. All its elements differ in shape, color, weight and size (bottles, jars, mugs, lids). In this corner, the child trains motor skills, tactile sensations, as well as memory and all kinds of attention.
Zone of mathematics. All subjects here are related to mathematics and are designed to improve the skills of abstract thinking, as well as to cultivate patience and perseverance. Materials can be used as sets of counting sticks, sets of volumetric geometric shapes, etc.
The language zone is all you need to learn to read and write. Volumetric letters, cubes, recipes, alphabets.
The space zone introduces you to the world around you, namely, the mysteries of nature, weather phenomena, the culture of different countries of the world. As a material, you can use animal figurines, cards, shells, pebbles, books, etc.

These 5 zones are actually loosely located in one small room. The main thing is that all their content is streamlined and accessible to the child.

To obtain the desired result, adults must competently organize the space surrounding the baby.

“Lessons” according to the Montessori system cannot be entered into a specific time frame: the baby should practice when he has a desire. For example, on Saturday afternoon you start cleaning your apartment. At this time, the toddler goes to his practice corner and, taking a brush, helps you. Here is the technique in action!

The child should feel involved in everything that adults do.

Many parents ask themselves the question: how often do you need to change the type of activity? The Methodists don't answer this question unambiguously. The thing is that each child is individual, that is, mothers and fathers feel when the little one is tired of doing, for example, with a noise bag and it's time to move on to working with cubes. Only an important condition: you can start a new job only after the previous one has been completed and all the inventory is installed in place. It is also necessary to take into account the fact that for some activities the baby needs a companion, for example, to play lotto. So the principle of non-parenting does not apply to playing together.

The adult's task is not to help, but to observe what the children are doing with this or that material.

Classes using this developmental technique do not involve any special toys or aids. The principles of Maria Montessori relate more to organizational issues, rather than substantive ones. However, there are many options for creating DIY training inventory. It differs not only in the method of manufacture, but also in the age at which it is advisable to use it.

Classes with toddlers up to 1 year old

The principle of choosing toys for toddlers at this age is that the more sensory sensations, the better. In general, anything will do that:

rustles;
makes noise;
mutates.

For the game use:

filled bags for training eyesight and tactile sensations (for them we take fabric of different textures, smooth or patterned, and for the filler - cereals, beans, polystyrene, small stones);
non-empty tightly closed bottles, boxes and jars for training auditory sensations (we pour sand, granules, pebbles, etc. into them);
beads, beans, pasta - only under the supervision of adults!

During the game, the child should be comfortable, this concerns, first of all, clothing, posture and place

A baby up to one year old is interested in the properties of objects, but the result does not really matter, therefore, the games consist in:

stretching the object to the toddler (for training a finger grip);
naming what is in the hands (for the development of memory);
shifting the baby from one hand to the other.

These actions can be accompanied by children's songs or poems (both performed by parents and in audio recordings).

DIY educational Montessori toys for children under 1 year old - video

The best exercises for children 1 to 2 years old

At this stage, we not only train finger motor skills, but also continue to develop sensory perception, and also give elementary ideas about order.

Materials and content of games

Starting from 1 year old, the baby can already concentrate his attention, actively imitates adults and peers, understands that some of his actions lead to this or that result. The age begins when the child needs to be given the opportunity to be alone. But only on condition that the toys he plays with are absolutely safe. Here are some useful games.

"Secret Chest". We put unnecessary bottles, jars, boxes in a large box. An important condition: they must all be closed with lids. In each item, place something small (from beans to toys from "Kinder Surprise"). By untwisting these containers, the child will not only satisfy curiosity, but will also actively develop fine motor skills of fingers.
"Breadwinner". We take a plastic toy (preferably an old one, so that it’s not a pity), cut through its mouth and offer the little one to feed the simulator with beans, peas, or beads. Due to the fact that it is difficult to pick up a small object with your fingers, and even more so to put it into a small mouth, the baby will train motor skills, an eye and patience.
"Magic basin" or a favorite toy for a child of 9-15 months. Pour cereals and pasta into a relatively deep and wide bowl or basin. We "bury" small objects (chestnuts, shells, toys) in this content. The task of the crumbs is to find the hidden. Parents first show themselves, and then they allow him to play himself, but under supervision.
By the way, this toy should not be abandoned even at an older age: it is enough to complicate the task, for example, to find all the red objects or all the blue ones.
"Peresypaka" (playing with cereals) will definitely captivate the kid. From one bowl, the toddler should spoon the contents into another with a spoon. If there is a children's mill, then falling asleep cereals will become even more entertaining.
"Replenishing the piggy bank". We take a piggy bank or a jar, making a slot in it a little less than the size of coins or balls, acorns, etc. The toddler must make an effort to push the item into the jar. For complication, we make several cuts at different angles.
"Tailor". Children in 1.5 years usually learn to cut with scissors pretty quickly. True, they need to show them on both hands - this way they understand the principle faster. The game can be like this: an adult holds a strip of paper, and the little one cuts it. Children are very interested in the process of dividing an indivisible whole into parts. You can diversify the lesson with two pieces of fabric, on one part of which there are buttons of different sizes and textures, and on the other there are loops that also differ in size. Kids are happy to unbutton and fasten such simulators.
"Modeling". At this age, it is time to introduce the child to plasticine: twist balls, roll sausages. As for the creation of figures directly, they must be sculpted from a sample (for example, pictures, toys so that the little student sees the final result), decorating and supplementing with improvised means (matches, leaves, acorns, and others).
"Water". We put different containers on a wide tray. The kid must pour liquid from one to another, it is possible through a funnel. You can also dip small pieces of a dishwashing sponge into water, and then squeeze them out, get pebbles, shells or beads from the bottom of the sea.
"Artist". We print out the drawing template, prepare glue and pieces of colored paper. Glue the areas where you want to define a particular piece of color trim. First, show it yourself, and then let the child try.

There are also famous Montessori toys for the development of the baby. At this age, laces are suitable (for example, in the form of a shoe made of cardboard with holes for threading a lace or a boot with a zipper), "Red Bar" to create an idea of size, "Pink Tower" to understand the essence of "big", "small", " the largest "," smallest "and" Brown stairs "so that the baby understands what it means" thin "," thick "," thinnest "," thickest ".

Wooden Montessori toys for baby development - photo gallery

With the help of the Pink Tower, the child will quickly learn the concepts of "big" and "small" With the help of the red bar, the child will quickly learn the concepts of "long" and "short" With the help of the Brown ladder, the child will quickly learn the concepts of "fat" and "thin"
Lacing well develops fine motor skills of the child's hands

Playroom for a child from 2 to 3 years old

The role of the adult is shifting more and more into an observant position. At this age, children already understand that in order to achieve some result, you need to learn something. This process is incredibly exciting to them.

"Constructor". Not a purchased Lego. Use pebbles, pieces of cloth, straw, strings, wood blocks, shells. The task of the adult: to provide the materials at the disposal of the child and ... to observe. And the little one himself will find a way to combine them.
"Puzzles". We take old postcards and cut them into 2, 3, 4 (depending on age) parts. We show how you can fold a picture. Children are happy to take up this activity.
"Sorter". Gradually teach your baby that, for example, the strings for tying pictures are in a blue box, and beans for feeding animals are in a red box. So the child will get used to grouping objects by color, size, mode of action, quantity, etc.

You can attract wooden toys: "Geometric figures", "Box with spindles" (a box, divided into sections for filling with wooden sticks, is used to teach counting).

Games for a child 2–3 years old - photo gallery

Joint classes of parents and children from 1 to 3 years old according to the Montessori system - video

Montessori method for teaching children from 3 to 6 years old

Work at this age differs in form from the previous stages, making the child a full member of the family, who performs the same duties and has the same rights as other relatives.

After 3 years, your child's interest in the practical side of life is no longer so great. But during this period, you can develop perseverance and complicate previously learned skills, such as:

self-care (not just brushing your teeth, but washing and removing the brush, participating in the preparation of breakfast, washing the dishes, if not all, then at least a cup);
cleaning the house (you can add washing floors, wiping dust to sweeping);
cleaning the rug for your pet and caring for indoor plants.

Interest in exercises for the development of sensory perception in children aged 4–5 years is declining. However, at this age, babies are happy to play with kinetic sand (ordinary sand can be painted with a solution with food coloring). Classes may include:

mixing different shades;
creating drawings on glass;
lining up sand buildings, comparing them in size and color, etc.

Instead of noise bags, you can connect real musical instruments to work (the more varied, the better, if, of course, the parents have strong nerves).

It is also time to show your baby how to concentrate on one quality of the subject. For example, smell a tangerine with your eyes closed, that is, make the sense of smell and touch the main sources of perception, excluding sight. Gradually, the baby will learn to focus on 1–2 properties, dividing them into important and secondary ones.

At 4–5 years old, the baby begins to show a special interest in writing. The following exercises can be used to train this skill:

printed shading;
writing on semolina or sand with your finger;
writing letters with chalk on a blackboard;
composing words from letters on cubes or magnets;
mastering the formulas.

An important stage in speech development is learning to read. The technique assumes:

sound identification games (for example, guess what the speech is about: it is something that is in the room and starts with "C");
a box with small objects that are signed (an important point: letters in words should be read in the same way as they are written);
classes with cards on which the words-names of objects of the surrounding world are written, where the names of the letters in pronunciation coincide with the spelling;
reading homemade or purchased books with large pictures and 1-2 accompanying sentences.

But interest in mathematics at the age of 4, on the contrary, increases significantly. Montessori exercises use materials from the sensor unit. It is necessary to direct the work towards combining the visual image of the number with the name. For example, if you need to get the toddler to remember that 2 + 2 = 4, then it makes sense to suggest combining the required number of beads, coins with the number written on the card.

Beginning at the age of 5-6, the baby wants to know in detail how the world around him looks like. So play lotto, where the chips are pictures with representatives of flora and fauna, read entertaining facts about animals, countries and peoples.

Let your child draw without interfering with the process. And also create applications, make herbariums. You can connect plasticine, polymer clay to work. The main thing is that the young creator likes to perform various manipulations with the material for creativity.

Creative development at 3-6 years old - photo gallery

Magnetic letters will help you learn the alphabet Drawing with your finger in the sand will help to develop tactile sensations further. Drawing on the board will awaken the child's interest in writing. for games

Video: examples of lessons with children from 3 to 6 years old using the Montessori method

Maria Montessori's methodology fits into any system of family relations and is practical in nature. The child does not need to be forced to do something: you just have to see what he is doing and direct the energy in the right direction. And by showing a little imagination and connecting advice from the Internet communities, you can make the material base for classes no worse than in specialized groups of developing schools. The main thing is for the parents to be interested - then the baby will also light up with the process of learning new things through practice.

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Italian teacher Maria Montessori believed that for this it was necessary to give children the opportunity to choose even in the first years of life, allowing them to develop with minimal interference, in a special environment. A key principle in Montessori pedagogy can be described as: "Help me do it myself." According to various estimates, in the modern world there are from 3 to 10 thousand schools, the work of which is based on Montessori methods. Let's talk about what is attractive about this method of education in conditions of creative freedom and what are its main principles.

Maria Montessori, who lived in Italy at the turn of the 19th and 20th centuries, was a doctor and teacher. The impetus for the creation of her own educational system was her work in the children's clinic. There Montessori, observing, came to the conclusion that the child needs a special environment that will encourage him to learn and develop, moreover, independently, without coercion. An adult should only be a guide along this path, who will teach you how to use this environment and develop at your own pace. In Russia, the first preschool institutions according to the Montessori system appeared even before the October Revolution, but they did not work for long. The return of the technique to our country took place already in post-Soviet times. All this time, the basic principles of this system remained unshakable.

Special educational environment

In order for a child to develop as productively as possible, you need to create a special environment for him, taking into account his interests and needs. The Montessori environment consists of various didactic materials - animal figures, cubes, musical instruments, teaching aids, common objects corresponding to certain zones. Each zone is responsible for important skills. Moving between them, the baby acquires various everyday skills, learns to cognize the world with the help of the senses and understand the consequences of his actions, gets acquainted with letters and numbers, expands his vocabulary and delves into the essence of arithmetic operations. The child develops, expresses himself creatively, gets an idea of how the world works.

An important requirement for any of the zones is the availability of everything in it for the child. He should be able to reach out to everything that interests him himself and start working.

Freedom and discipline

The teacher in the Montessori kindergarten never tells the children what they will do today. He can stimulate their interest in something, but not force them. The child independently chooses an occupation for himself, learns to listen to himself and make a choice. The freedom given to him allows him to develop initiative. At the same time, they explain to the kids: your freedom ends where the freedom of another begins. Children follow the accepted rules: they put away their toys, move around the classroom quietly, try not to interfere with each other. It is a discipline that should not be called upon, since it is formed from within, without coercion.

Independence

Everything that a child can do himself, he does himself. An adult, on the other hand, can give him exactly as much help as the baby himself needs. As Montessori herself believed, 2-4 years is the golden age for raising neatness in a child. In the Montessori garden, the child is given the opportunity to receive the minimum: buttoning up buttons, cleaning shoes, ironing clothes. He independently prepares his workplace: he puts the oilcloth on the table, if he wants to draw, brings paints, collects water in a glass and cleans up after himself. This is how decisiveness is laid in the child, so he gets the opportunity to feel like an adult.

Valuelessness

The teacher does not evaluate the child or what he is doing, and does not compare him with others. The reward for a job well done for the baby is the joy of what he did. The punishment for pranks is relative isolation from other children: the child is simply seated at another table, without prejudice to anything. The child learns to evaluate himself independently, to be independent of external evaluations, to do something well not for the sake of a reward, but simply because he likes it. This is important for self-confidence.

Age difference

Maria Montessori believed that uniting children by age for some kind of activity was unnatural and unproductive. Children of different ages, from 3 to 7 years old, study in one group. Initially, Montessori groups were of different ages for children from 3 to 7 years old. Now, according to the International Standards for children under 7 years old, the following division is adopted. In infant groups (Nido, Infant) classes are held for babies from 2 to 14-16 months, in Toddler groups - for children from 14-16 months to 3 years, Casa dei Bambini - from 2 years 8 months to 6 years.

The younger ones follow the example of the older ones, and they see themselves as leaders. Together they learn to interact with each other, be patient and flexible, and ask for and give help. Such interpersonal skills are invaluable in developing a child's emotional sphere. In addition, children can develop at their own pace, taking into account their own capabilities: in a multi-age group, a five-year-old who has not yet mastered will not feel lagging behind. What happens to a child who studies without coercion, without comparing him with others? He himself discovers reading, writing, arithmetic, controls the educational process himself and learns with pleasure. After all, all children have a cognitive interest that is so important to maintain.

The theoretical side of Montessori pedagogy looks very attractive. And what are the benefits of this system in practice? Lada Lazareva, head of the Center of Opportunities "Our Lad", shares her opinion.

Indeed, as a result of well-organized classes in a special Montessori environment, the child independently at his own pace improves large and fine motor skills, masters the language, develops the perception of the senses, attention, memory and imagination. He comprehends causality, self-discipline, self-service skills, and other real life skills. Thanks to classes in the Montessori system, the child can occupy himself, learns to understand himself and gain knowledge based on his own experience, developing the ability to self-study.
To date, in Russia, many organizations that say about classes in the Montessori system do not meet international standards. They often do not provide for physical exercises, there is no place for music, creativity, and materials for classes with babies are limited to pouring cereals and pouring water. If the teacher does not have sufficient experience, then in a group active kids may have difficulties in observing the rules. And kids who are prone to fantasizing can be bored. Without the sensitive work of an adult, a Montessori child concentrates on himself and does not reach for communication. For closed children, independent mastering of the material is generally fraught with detachment from the collective. In addition, the position of an inexperienced teacher as an assistant disaccords a child from perceiving an adult as an authoritative person. It is also worth noting that visiting accredited Montessori groups is quite expensive. Therefore, some parents try to create a Montessori environment at home. After all, many exercises are easily reproduced at home. However, to obtain the educational results stated above, a competently created environment and a qualified specialist are required.

I remember my childhood attitude towards cartoons. I remember with what trepidation I was waiting for them. In the program schedule, I circled them, and the day off was filled with these expectations. And now, finally, 15 minutes of happiness - and that's it, endure, waiting until the next day.

I wonder if I would even remember these cartoons if I could watch them all day long? But, I remember with what rapture I listened to records with fairy tales. A whole fairy-tale world was born in my head, so many unforgettable images ran before my eyes that no cartoonist would have drawn such a thing.

I don’t know who was more fortunate, me or my child, who could watch cartoons for hours, repeating: turn it on, turn it on, turn it on again ..

I am for a reasonable approach, and in relation to cartoons as well.

There are different cartoons: good and not so good. We will proceed from the fact that you have chosen a good cartoon: with good characters, with instructive stories, without scenes of violence and bloodshed.

Pay attention to the protagonist and his behavior, if he seems to be kind, but constantly rushes around and arranges small dirty tricks and everything does not work out smoothly for him, then keep in mind that the child will copy such behavior patterns.

Whatever good content the cartoon has, but the danger for a small child lies more in the viewing time... This is a very big load on the child's eyes, especially since the children are always trying to sit down closer.

Great emotional stress on the child's psyche, which can lead to emotional overload, and manifest itself in bad sleep, hypersensitivity to little things, moodiness. Thus, the conclusion is simple and unambiguous - control watch time cartoons, and the smaller the child, the tighter the control, and the shorter the viewing time.

The next danger for a child (and I would say the biggest one) is that the child gets used to consuming information without analysis, accepts only ready-made facts. There are no personal discoveries here, just sit and chew on what you give.

During viewing, the visual channel of perception is actively working, respectively, with such a load on the visual channel, all the rest, figuratively speaking, “fall off” as unnecessary.

Therefore, it is very important not to abuse this method of obtaining information. And in order for the child to begin to analyze what he saw, the participation of an adult is necessary - an explanation of some points, a discussion after watching.

Now there is a huge number of educational cartoons, good enough content, with goodies. Is there a need to show them to children?

As an independent teaching element, in my opinion, such views are not particularly useful. Yes, the child receives the flow of information by virtue of his absorbing mind. But, it is important to understand that the child should receive his first discoveries empirically, trying and exploring. For a child, the drawn world is an abstraction. And the child's cognition moves from the concrete to the abstract. That is, first the real world - tries, gets to know, experiments, and then the abstract one. In such a sequence, an educational cartoon can be a good addition to an already lived experience.

It is also a good practice to watch cartoons based on familiar favorite fairy tales, which the child has already met through books. Thus, the picture seen will complement the already formed image.

Of course, a very good prospect for busy parents - I turned on the cartoon, and the child is not heard, not visible, and the parents can take a breath, and even at this time the child is learning something - it's just a dream. I refer to this technique as a "forbidden" one, which can be used on rare occasions, for example, on the road, at the airport, or at all, when the strength is really gone. But as a regular practice - not worth it.

Children very quickly get hooked on cartoons and beg for them constantly. Because this is the easiest, effortless way to entertain yourself. Of course, with an older child, you can already agree on the viewing time, but with a very small child, this is very difficult to do. Although it is still easy to switch a small child to something else, but, again, this requires some effort on the part of the parents.

Given this fact, do not rush to introduce your child to this miracle, believe me, he will not lose much. Focus on listening to audio from fairy tales - this is a great alternative to cartoons. Moreover, it develops auditory perception, develops the child's imagination and fantasy very well.

Now there are many wonderful audio tales based on cartoons and wonderful musical poems by children's poets S. Mikhalkov, B. Zakhoder, A. Barto, E. Blagina, K. Chukovsky and many others. Arranged by lively, cheerful music - children really like them. Plus, focus on books with good illustrations.

In preschool age, this is the best multimedia accent that will lay in your child the ability to listen and draw pictures in his imagination. And he will be able to watch all good cartoons later, and he will watch them not just like changing pictures, but with an understanding of the plot, the mood of the characters and make independent conclusions about what he saw.

While the child is small, lay a solid foundation in him, and this is the ability to listen, analyze, imagine, filter what he saw, which will certainly be useful to him much more in life than just the perception of the flow of information, superficial knowledge that our life abounds in.

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