Psychophysical characteristics of children 3-4 years old.

The child is growing, and each parent expects that over time there will be fewer difficulties and problems in upbringing. After all, the baby has matured, wiser, and it will be easier to “agree” with him. This is absolutely correct, but if you do not know the characteristic features of a child’s development at the age of 3 years, then the hope for ease of upbringing will be quickly lost.

Personality formation

From a pedagogical point of view, the third year of life is a step into new social significance. After three years, the child becomes a junior preschooler. During this age period, the child is developing his personality. He, of course, sometimes resembles a two-year-old baby, but the more he grows, the more noticeable his changes become. A child strives for independence, more and more often one can hear “I myself”, demands to take into account his opinion and treat him as an equal. Parents should support this desire for self-realization, try to do less for the child, considering him small, and support his cognitive interests. If this does not happen, the child will remain just as helpless and insecure. It will be very difficult to eradicate these traits in the future.

At three years old, the child already looks at the world with different eyes. He perceives it not as a picture, but as an opportunity to express himself in action, in communication, to show his importance. The child clearly understands his desires and aspirations, and parents, in turn, must support him. Find a common language, provide an opportunity to express the child’s individuality and activity. And then, acting skillfully, they will be able to further guide the child into the field of activity that seems best to them.

This age is the best time for a child’s development through playing, drawing, modeling, designing and other interesting activities. This provides great opportunities for the further formation of memory, attention, perseverance, thinking, speech, and perception. It is during this period that basic skills of self-service and hard work are laid. In other words, this is the time to create a fundamental basis in the formation of a comprehensively developed personality. Parents should understand this and not miss this age.

Emotional development

The emotional side of development also changes. The child perceives criticism, reproach, and comparison with someone else more acutely. Evaluation of his activities is very important to him; it directly affects the formation of self-esteem. Therefore, parents should, when expressing their opinion, support, reassure and encourage the child, even if something did not work out for him and, at the same time, not praise if he does not deserve it. It is necessary to develop in the child a mindset to overcome various difficulties, helping him achieve positive results, and avoid very easy tasks.

The opinion of beloved parents is very important and influences the development of the child’s personality. They are role models. The child copies their actions, behavior, conversations, and attitude towards others. Therefore, in order to avoid bad upbringing, adults need to constantly control themselves and be the best in the eyes of the child.

Also an integral part of this age period is the child’s communication with peers. Next to other children, he will learn to find a common language, learn what friendship and team means. After all, communication skills and the ability to make friends will be useful to him in later life.

Speech development

The age of three is the most important time in the development of a child's speech. Speech development is rapidly moving forward: the vocabulary is enriched, phrasal speech is formed, the child thinks about what is said. Parents should contribute to this in every possible way: constantly talk with the child, answer all questions, use various speech warm-ups and pure language, read books. Only by communicating will the child develop correct and beautiful speech.

Knowing the age-related characteristics of a child’s development is undoubtedly important. But without love and respect for his individuality, even the most knowledgeable parents will not succeed.

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MINISTRY OF EDUCATION AND SCIENCE

RUSSIAN FEDERATION

federal state budgetary educational institution

higher professional education

"Altai State Pedagogical Academy"

(FSBEI HPE AltGPA)

Institute of Psychology and Pedagogy

Department of Medical Knowledge and Life Safety

Test

by discipline

"Anatomy and age physiology"

Age characteristics of children 3-4 years old

Completed by a student

1st year, group 2411z

Laktionova Yulia Yurievna

Barnaul, 2014

Introduction

Conclusion

Introduction

Modern anatomy and physiology carefully study the changes and processes occurring in the human body during different age periods.

Early childhood; first childhood; second childhood; adolescence; adolescence.

Revealing the basic patterns of human development in embryogenesis, as well as children in different age periods, anatomy and physiology provide important material for teachers, psychologists, educators and hygienists.

The effectiveness of education and training is closely dependent on the extent to which the anatomical and physiological characteristics of children are taken into account. Particular attention is paid to periods of development, which are characterized by the greatest susceptibility to the influence of certain factors, as well as periods of increased sensitivity and reduced resistance of the body. Knowledge of age-related anatomical and physiological characteristics is necessary in physical education to determine effective teaching methods.

Three years is the age when a child enters the period of preschool childhood. The main needs at this age are the need for communication, respect and recognition.

At this age the child:

* There is a formation of “reaction”, which is expressed in the desire to do everything in one’s own way. It is absolutely necessary for the child to have a successful separation. He has to realize himself as an independent person. The child, separating from adults, tries to establish new, deeper relationships with them.

* Manifestations of awareness of himself as an individual person will be expressed in his need to reject almost everything that his parents offer and do something himself, even if he doesn’t really want it or is not yet able to do it. The child gives a negative reaction not to the action itself, which he refuses to perform, but to the adult’s demand or request. In this case, a child can obey one parent and contradict the other in everything.

* It becomes possible to act not under the influence of any random desire, but to act on the basis of other, more complex and stable motives. This is an important achievement in his development and the next step in gaining independence.

* There is an urgent need to communicate not only with the mother and family members, but also with peers. The child learns the rules of interaction through the feedback of both adults and children to his actions.

* The game is becoming more and more collective. Playing with objects may already have some kind of plot content; it is increasingly becoming figurative and role-playing. In it, the child imagines himself as anyone and anything and acts accordingly. But at this age, it is enough for a child to play for 10-15 minutes, then he wants to switch to something else.

* Children in play with peers learn to feel and protect their personal boundaries and perceive their presence in other people. The child is forced to learn to take into account the desires and feelings of his play partners, otherwise he risks being left alone and bored.

* Many new words appear. The child actively masters speech, inventing non-existent words, giving already known words their own special personal meaning.

The main and most important type of activity for a child is play.

1. Anatomical and physiological characteristics of the body of children 3-4 years old

Three years is the age when a child enters the period of preschool childhood. The main indicators of the child’s physical development at this moment are as follows: height 96±4.3 cm, weight 12.5+1 kg, chest circumference 51.7+1.9 cm, head circumference 48 cm, number of baby teeth 20. Cranial volume the size of a three-year-old child's skull is already 80% of the volume of an adult's skull.

Features of the musculoskeletal system. The physiological curves of the spine of a child of the fourth year of life are unstable, bones and joints are easily subject to deformation under the influence of adverse influences.

The joints of the fingers may become deformed (for example, if the baby often sculpts from too hard plasticine). Incorrect postures (shoulders pulled together, one shoulder drooping, head constantly drooping) can become habitual and posture becomes disturbed. And this, in turn, negatively affects the function of blood circulation and breathing. In the period of 3-4 years, the diameter of the muscles increases 2-2.5 times, differentiation of muscle fibers occurs. Children, especially at the beginning of the fourth year of life, find it easier to move the whole arm (roll a ball, a car), since large muscles are ahead of small muscles in their development. But gradually, in the process of visual activity, in construction and didactic games, the movements of the hand and fingers are improved. Raising your arms up, to the sides, bending, swaying and turning your body simultaneously contributes to mastery of your body. The airways in children are different from those in adults. The lumens of the airways (larynx, trachea, bronchi, nasal passages) in a child are much narrower. The mucous membrane lining them is tender and vulnerable. This creates a predisposition to inflammatory diseases of the respiratory system. A child of three or four years old cannot yet consciously regulate breathing and coordinate it with movement.

It is important to teach children to breathe through their nose naturally and without delay. Exercises that require increased exhalation are very useful for children: games with fluff, light paper products. The cardiovascular system, compared to the respiratory organs, is better adapted to the needs of a growing organism. However, the child’s heart works well only under conditions of feasible stress. The speed of blood flow in children is greater than in adults. Blood pressure averages 95/58 mmHg. In preschool age, the structure and activity of the central nervous system improves. By the age of three, a child usually has a sufficiently developed ability to analyze and synthesize environmental influences. In these processes, a significant role belongs not only to direct perception, but also to speech, with the help of which the child generalizes and clarifies what is perceived. The developing ability to concentrate excitement makes it easier for children to concentrate on educational material. However, it is easily disrupted when the situation changes under the influence of the emerging orientation reflex. If during class, at the time of explanation, some noise is heard from the street or a stranger enters the room, the children are instantly distracted. In this case, educators should know techniques that can be used to switch children’s attention to the educational task with a minimum amount of time. The processes of excitation and inhibition in the cerebral cortex easily radiate. Outwardly, this is expressed in unnecessary movements, fussiness, children talk a lot or, conversely, become silent. Increased excitability is often observed, and this leads to rapid fatigue in children. In a child 3-3.5 years old, the interaction of signaling systems is still imperfect. The level of interanalyzer connections is such that at the time of performing the exercises, children sometimes cannot perceive the teacher’s verbal corrections. It would be more effective to provide direct assistance to the child: turn his body, arms, setting the correct range of movements, etc. At this stage, it is important to harmoniously combine direct and verbal influences on children.

The fourth year of life is characterized by two qualitatively new features. One is associated with the formation of the child’s personality, the other with the formation of his activity. With age, the child, among other things, acquires knowledge about himself (that he has a name, etc.). At two and a half years old, the child recognizes himself in the mirror, and a little later in a photograph. The period when the pronoun “I” appears in a child’s speech (at the end of early childhood) is marked by changes in his behavior - a desire to act on his own arises. L.I. Bozhovich notes that with the emergence of the “I system”, other new formations arise in the child’s psyche. The most significant of them is self-esteem and the associated desire to meet the requirements of adults, to be good. The presence of simultaneous but oppositely directed tendencies: to do according to one’s own desire and according to the demands of adults creates an inevitable internal conflict in the child and thereby complicates his inner mental life. Elements of self-awareness in a three- to four-year-old child are manifested in the not always successful opposition of oneself to others. Therefore, the end of the third and partially the fourth year of life is called a “crisis” age, which is characterized by outbreaks of negativism, stubbornness, and instability of mood. The second feature is that children’s actions in play, drawing, and design acquire an intentional character, which allows children to create a specific image (in drawing, modeling), erect buildings, perform a certain role in the game, etc. Intentionality and arbitrariness of actions, that is, their subordination to a certain pattern, are important for the development of a child, but in the fourth year of his life they are just being formed. Therefore, the activity is unsustainable. It is difficult for a child, for example, in the event of unexpected changes in the situation, to keep the goal of the activity in mind. Children are highly distractible in class, at play, and in everyday life. Younger preschoolers are distracted during one game, sometimes up to 12-13 times. Intentionality and randomness of activity presupposes the ability to plan it. But it is more typical for middle and older preschool age. At a younger age, from the playing material, the child selects 2-3 items needed to start the game, without worrying about the rest; chooses a role that he likes without thinking about interaction with his partner. Therefore, in order to support the game, you need to place everything necessary for its continuation in the children’s field of view. The sustainability of activity, the effectiveness and quality of work is positively influenced by offering children a motive for activity that is significant in their eyes. The younger preschooler is attracted by the motive of making a thing for himself, for his own play (lenka, drawing, designing). The motive of social benefit for a child is still ineffective, but he willingly works for a loved one: a teacher, mother, grandmother, etc., for a favorite doll.

At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. The adult begins to act for the child not only as a family member, but also as a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. The resolution of this contradiction is the development of play activity as a leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. The most pronounced feature of children at the beginning of the 4th year of life is their desire for independence. Children already have the ability to set goals, the ability to imagine in advance some desired result and actively act towards achieving it.

However, any effort to achieve a result should bring satisfaction. And for many of the goals that a small child sets for himself, this satisfaction lies primarily in the sphere of recognition and approval of his achievements by adults. The support and approval of adults gives children a joyful feeling of their competence, an idea of themselves as powerful and capable. When a child declares: “I myself,” he finds himself in a situation from which exit is possible in two directions.

2. Development of mental processes

The years of preschool childhood are years of intense mental development and the emergence of new, previously absent mental characteristics. The leading need of a child of this age is the need for communication, respect, and recognition of the child’s independence. The leading activity is gaming. During this period, there is a transition from manipulative play to role-playing.

Perception. The leading cognitive function is perception. The importance of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking, and perception will perform a serving function, although it will continue to develop. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. During the learning process, perception will be improved and honed in the process of coordinated work aimed at developing thinking, imagination, and speech. The perception of a younger preschooler aged 3-4 years is of an objective nature, that is, the properties of an object, for example color, shape, taste, size, etc., are not separated from the object by the child. He sees them merged with the object, considers them inseparably belonging to him. When perceiving, he does not see all the characteristics of an object, but only the most striking ones, and sometimes just one, and by it distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities and comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different ones in one.

Attention. Children's ability to manage their attention is very limited. It is still difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly. The amount of attention increases from two objects at the beginning of the year to four by the end of the year. The child can maintain active attention for 7-8 minutes. Attention is mainly involuntary in nature, its stability depends on the nature of the activity. The stability of attention is negatively affected by the impulsive behavior of the child, the desire to immediately get the object he likes, to answer, to do something.

Memory. Memory processes remain involuntary. Recognition still prevails. The amount of memory depends significantly on whether the material is linked into a semantic whole or scattered. Children of this age at the beginning of the year can remember two objects using visual-figurative and auditory verbal memory, and by the end of the year - up to four objects.

The child remembers well everything that is of vital interest to him and evokes a strong emotional response. Information that he sees and hears many times is firmly absorbed. Motor memory is well developed: things that were associated with one’s own movement are better remembered.

Thinking. At three or four years old, the child, albeit imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observations of the environment, accompanied by explanations from an adult, children gradually gain an elementary understanding of the nature and life of people. The child himself strives to explain what he sees around him. True, it is sometimes difficult to understand him, since, for example, he often takes a consequence for the cause of a fact.

Younger preschoolers compare and analyze in a visual and actionable way. But some children are already beginning to show the ability to solve representational problems. Children can compare objects by color and shape, and identify differences in other ways. They can generalize objects by color (everything is red), shape (everything is round), size (everything is small).

In the fourth year of life, children, somewhat more often than before, use generic concepts in conversation such as toys, clothes, fruits, vegetables, animals, dishes, and include a larger number of specific names in each of them. However, the relationship of the general to the particular and the particular to the general is understood by the child in a unique way. So, for example, the words dishes and vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more developed thinking.

Imagination. In the fourth year of life, the child’s imagination is still poorly developed. A child can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is captivated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and appear.

For younger preschoolers, an idea is often born after an action has been completed. And if it is formulated before the start of activity, it is very unstable. An idea is easily destroyed or lost during its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, or a short-term emotional experience. Toddlers do not yet know how to direct their imagination. In children 3-4 years old, only elements of preliminary planning of play or productive activities are observed.

Speech. Children's speech mainly continues to be situational and dialogical, but becomes more complex and expanded. Vocabulary increases per year to an average of 1,500 words. Individual differences range from 600 to 2,300 words. The vocabulary of speech changes: the proportion of verbs, adjectives and other parts of speech increases compared to nouns. The length of sentences increases, complex sentences appear.

There is one more feature in the speech of children of the fourth year of life: when doing something, children often accompany their actions with a quiet speech that is incomprehensible to others - “mumbling.” This “self-talk” is of great importance for children's development. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally performs in words actions that he omits in reality.

Conclusion

Young 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, and the objective world.

At an early age, the child learned a lot: he mastered walking, various actions with objects, he successfully developed understanding of speech and active speech, the baby gained valuable experience of emotional communication with adults, felt their care and support. All this gives him a joyful feeling of growth in his capabilities and a desire for independence, for active interaction with the world around him.

Psychologists pay attention to the “three-year crisis,” when the youngest preschooler, who until recently was so easy-going, begins to show intolerance towards adult supervision, a desire to insist on his demands, and persistence in achieving his goals. This indicates that the previous type of relationship between an adult and a child must 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 demand “I am myself”, characteristic of a child of the third year of life, primarily reflects the emergence of a new need for independent action in him, and not the actual level of his capabilities. Therefore, the adult’s task is to support the desire for independence, not to extinguish it by criticizing the child’s inept actions, not to undermine the child’s faith in his own strengths by expressing impatience with his slow and inept actions. The main thing in working with younger preschoolers is to help each child notice the growth of their achievements and feel the joy of experiencing success in their activities.

The child is distinguished by high speech activity; its dictionary contains all parts of speech. He knows several poems, nursery rhymes, and songs by heart and repeats them with pleasure. The child is keenly interested in his surroundings, and his stock of ideas about the environment is constantly replenished. He carefully looks at the actions and behavior of his elders and imitates them. He is characterized by high emotionality, a willingness to independently reproduce actions and actions approved by adults. He is cheerful and active, his eyes peer into the world with inexhaustible curiosity, and his heart and mind are open to good deeds and deeds.

Bibliography

age children mental anatomical

1. Raising children in the second junior group of kindergarten: A manual for kindergarten teachers / Comp. G.M. Lyamina. M.: Education, 1981

2. Kurazheva N.Yu., Varaeva N.V. Psychological classes with preschoolers “Tsvetik-Semitsvetik”. St. Petersburg: Rech, 2004.

3. Education and training program in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. M.: Publishing house "Education of preschoolers", 2004

4. Biryakova N.Yu. Steps of development. M.: Gnome-Press, 1999

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Age characteristics of children 3 – 4 years old.

Young 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, and the objective world.

By the end of early preschool age, the need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask. The development of self-awareness and the identification of the image of “I” stimulate the development of personality and individuality. The baby begins to clearly understand who he is and what he is like. The child’s inner world begins to be filled with contradictions: he strives for independence and at the same time cannot cope with the task without the help of an adult, he loves his loved ones, they are very significant to him, but he cannot help but be angry with them because of restrictions on freedom. In relation to others, the child develops his own internal position, which is characterized by awareness of his behavior and interest in the world of adults. At this age, a child can perceive an object without attempting to examine it. His perception acquires the ability to more fully reflect the surrounding reality. Based on visual-effective thinking, by the age of 4, visual-figurative thinking begins to form. In other words, there is a gradual separation of the child’s actions from a specific object, a transfer of the situation to “as if.” At 3-4 years old, the recreating imagination predominates, that is, the child is only able to recreate images drawn from fairy tales and stories of an adult. The child’s experience and knowledge and his horizons play a great role in the development of imagination. Children of this age are characterized by a mixture of elements from various sources, a mixture of the real and the fabulous. The fantastic images that arise in the baby are emotionally rich and real for him.

The memory of a 3-4 year old preschooler is involuntary and characterized by imagery. Recognition rather than memorization predominates. Only that which was directly related to his activities, that was interesting and emotionally charged is remembered well. However, what is remembered lasts for a long time. The child is not able to maintain his attention on any one subject for a long time; he quickly switches from one activity to another.

Emotionally, it is characterized by sudden mood swings. The emotional state continues to depend on physical comfort. Relationships with peers and adults begin to influence mood. Therefore, the characteristics that a child gives to other people are very subjective. However, an emotionally healthy preschooler is characterized by optimism.

At 3-4 years old, children begin to learn the rules of relationships in a peer group, and then are indirectly controlled by adults.

A child of three to four years old walks confidently, coordinates the movements of arms and legs when walking, and reproduces a variety of other movements. He knows how to hold a pencil correctly, draws horizontal and vertical lines, and masters visual skills.

The child has a variety of actions with objects, is well versed in distinguishing shapes such as circle, square, triangle, combines objects based on shape, and compares them by size (length, width, height). He actively strives for independence and confidently masters self-care and hygiene techniques. With pleasure, he independently repeats mastered actions and is proud of his successes.

In games, the child independently conveys a simple plot, uses substitute objects, willingly plays with adults and children, and has favorite games and toys. He can wind a mechanical toy with a key, assemble toys and pictures from several parts, and depict animals and birds in play.

Age characteristics 3 – 4 years

Child development is a matter that worries many parents. There are, of course, people who believe that children should be given the maximum possible freedom and then they themselves will develop exactly as needed. Perhaps they are right. However, we see nothing wrong with offering children exactly those games and activities that will best be perceived by them at each specific age. And for this you need to know these age-related developmental features. Today we invite you to get acquainted with the age-related developmental features of children aged 3-4 years.

MOTOR SKILLS
The child throws the ball over his head well and grabs it during the game when the ball rolls. Excellent at going down and up stairs, jumping on one leg, and can also stand for ten minutes on one leg. You can now easily push him on a swing, as he is able to maintain balance. You can start teaching your child how to draw, since the pencil and brush are held well in the fingers.

SOCIAL-EMOTIONAL DEVELOPMENT:
Your child already loves to share his toys with others and at the same time demands the same from others. Strives to communicate with others - both adults and children. At this age, skills of teamwork, play activities and helping adults begin to develop.

VISUAL-MOTOR COORDINATION:
provides the ability to trace objects and drawings along contours, reproduce various shapes, including the complex shape of a hexagon, copy a cross,.

SPEECH COMPREHENSION:
Understands the names and definitions of colors: “Give me a green ball.” Already able to listen to longer tales and stories.

SPEECH DEVELOPMENT:
At this age, intensive speech development occurs. Your child can already easily determine the color, texture, shape, taste of objects using definition words. Understands degrees of comparisons (largest, closest). Counts to five. Uses past and present tenses in speech.

Speech development of a child 3–4 years old

A variety of verbal communication accompanies the child’s activities, in which adults are often included: these are questions and answers, requests and demands for explanations, emotional assessments of actions and results. Thus, speech takes the form of dialogue. Adults should take into account that children at this age easily remember and repeat not only the speech patterns of loved ones, but also their manner of speaking, copying facial expressions, gestures, and postures. By imitating their parents, children also adopt the culture of communication.
Interest in the immediate environment, in the work and activities of adults, the gradual development of orientation in space and time, familiarization with the various properties of objects and natural phenomena contribute to the child’s mental development and practical mastery of language.

Three-year-old children are able to listen carefully to short fairy tales, stories, follow the development of events, as well as listen to songs, music, notice changes in the sound of music, and give an emotional response to works of art and music. With the help of speech, the child shares his impressions and conveys events that are significant to him. Speech is actively used as a means of communication, exchange of information and feelings.

Younger preschool age is characterized by extremely increasing speech activity. The vocabulary of a younger preschooler depends on living conditions, upbringing, health, general development and is 1-2 thousand words. Sometimes adults underestimate the importance of communicating with a child, talking and playing with him, do not support calls, suppress speech activity, and the child stops turning to loved ones and remains left to himself, which negatively affects his speech development. Therefore, it is so important to be especially attentive to children’s speech during this period. At the age of 3-4 years, children are especially sensitive to the sound shell of the language. A remarkable expert on children's language, K.I. Chukovsky, in his book “From Two to Five,” collected extensive materials on children’s speech creation. He especially notes rhyme-making. Indeed, children love poetry very much and memorize them with pleasure. Mastering the sound side of a language means learning to perceive sounds and pronounce them correctly. At three years old, children try to imitate the correct pronunciation of adults, but they do not always succeed. Thus, sounds difficult to pronounce are replaced by more accessible and easier ones: [p] to [l], [sh] to [s], [zh] to [z], [h] to JV], and other replacements are noted. Hard consonant sounds are often replaced by soft ones (“bunny” instead of “bunny”). As a result, children find it difficult to pronounce polysyllabic words, replace or omit individual sounds, rearrange syllables, and shorten words. For example: “lisapet” - bicycle, “pigin” - penguin, “tevelizol” - TV, “misanel” - policeman, “cafe” - candy.
The child’s vocal apparatus is not yet strong, so many speak quietly, although they use different intonations.

The fourth year of life is marked by new achievements in the development of the child. Children freely and often come into contact with children and adults on their own initiative, express the simplest judgments about phenomena and objects in the surrounding world. During this period, there may be sharp individual differences in the development of children's speech. Some children speak well by the age of three, pronounce all sounds correctly, some know all the letters and take their first steps in reading. The speech of other children of the same age is far from perfect; sounds are pronounced incorrectly, the syllabic structure of words is distorted, errors are made in agreeing words in a sentence, etc.

The fourth year is the age of “why”. Children constantly ask adults questions that cannot be ignored. We must patiently and easily answer all the “why?”, “why?”, “how?”, “what is this?” Sometimes, due to instability of attention, children are unable to fully listen to adults’ answers. Therefore, explanations should be short, simple and understandable.
The active vocabulary of children's speech becomes more diverse. The child must use almost all parts of speech, even function words: prepositions, conjunctions. A sufficient vocabulary gives the child the opportunity to communicate freely with others. Poverty of vocabulary causes difficulties in retelling a fairy tale, in maintaining a conversation with adults and peers, in conveying the content of someone else's speech, in telling a story about what he saw.
A good vocabulary helps enrich speech with sentences of different structures, simple and complex, and their correct construction.
At this age, almost all shortcomings in pronunciation of sounds disappear. Children begin to be critical of the speech of their peers and notice errors in sound pronunciation. This indicates the improvement of speech hearing in children.

How to teach a child to dress independently

You cannot suppress a child’s initiative. If he wants to try to dress himself, don't bother him. But don’t immediately demand from your child that he only dresses himself. Very often, parents simply cannot stand the slow pace of dressing the baby and, feeling that they are already late, they begin to hastily dress the child themselves, not allowing him to dress on his own. In this case, it makes sense to start getting ready a little in advance, taking into account the time for the baby to calmly master the dressing skills.

If the child does not want to dress himself, then try to push him a little, for example, by putting on his socks or pants not completely and asking the child to finish dressing himself.

Very often, the very design of a child’s clothes prevents him from quickly mastering the skill of dressing independently. If your baby’s clothes have a lot of zippers, lacing, and small buttons, then this makes the process of dressing much more difficult for him. Therefore, for the first time, it would be more appropriate to buy things for your child with large, comfortable fasteners, Velcro, or elastic bands.

There are special educational lacing games or simply any toys that can be unfastened and fastened. By playing these games, the child will develop fine motor skills and it will be easier for him to handle his clothes. Girls can learn their first dressing skills on dolls with their doll clothes.

You can play different games with your child that will help him learn how to dress. For example, let the trouser legs become tunnels, and the baby's legs become trains. Invite your little one to “drive trains into the tunnels.” Girls, and boys too, enjoy playing “fashion show” or “photo shoot” - this is an excellent opportunity to learn how to dress independently.

Children are happy to imitate the example of adults. Try organizing a race competition to see who can get dressed the fastest.

Tell your child what to wear. For many children, remembering the order in which to put things on can be a challenge. Together with your child, you can make a poster on which to place images of clothes in the correct sequence. This will help the child remember faster. In addition, so that the child does not confuse where the front and where the back of the clothes are, choose clothes with pockets or appliqués on the front, this will make it easier for the child to navigate

Young 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, and the objective world.

At 3-4 years old, children begin to learn the rules of relationships in a peer group, and then are indirectly controlled by adults.

MOTOR SKILLS
The child throws the ball over his head well and grabs it during the game when the ball rolls. Excellent at going down and up stairs, jumping on one leg, and can also stand for ten minutes on one leg. You can now easily push him on a swing, as he is able to maintain balance. You can start teaching your child how to draw, since the pencil and brush are held well in the fingers.
SOCIAL-EMOTIONAL DEVELOPMENT:
Your child already loves to share his toys with others and at the same time demands the same from others. Strives to communicate with others - both adults and children. At this age, skills of teamwork, play activities and helping adults begin to develop.
VISUAL-MOTOR COORDINATION:
The development of children aged 3-4 years includes the ability to trace objects and drawings along the contours, reproduce various shapes, including the complex shape of a hexagon, copy a cross, etc.
SPEECH COMPREHENSION:
Understands the names and definitions of colors: “Give me a green ball.” Already able to listen to longer tales and stories.
SPEECH DEVELOPMENT:
At this age, intensive speech development occurs. Your child can already easily determine the color, texture, shape, taste of objects using definition words. Understands degrees of comparisons (largest, closest). Counts to five. Uses past and present tenses in speech.
Speech development of a child 3–4 years old

The fourth year is the age of “why”. Children constantly ask adults questions that cannot be ignored. We must patiently and easily answer all the “why?”, “why?”, “how?”, “what is this?” Sometimes, due to instability of attention, children are unable to fully listen to adults’ answers. Therefore, explanations should be short, simple and understandable.
The active vocabulary of children's speech becomes more diverse. The child must use almost all parts of speech, even function words: prepositions, conjunctions. A sufficient vocabulary gives the child the opportunity to communicate freely with others. Poor vocabulary causes difficulties in retelling a fairy tale, in maintaining a conversation with adults and peers, in conveying the content of someone else's speech, in telling a story about what he saw.
A good vocabulary helps enrich speech with sentences of different structures, simple and complex, and their correct construction.
At this age, almost all shortcomings in pronunciation of sounds disappear. Children begin to be critical of the speech of their peers and notice errors in sound pronunciation. This indicates the improvement of speech hearing in children.

How to teach a child to dress independently.

If the child does not want to dress himself, then try to push him a little, for example, by putting on his socks or pants not completely and asking the child to finish dressing himself.

Children are happy to imitate the example of adults. Try organizing a race competition to see who can get dressed the fastest.

Tell your child what to wear. For many children, remembering the order in which to put things on can be a challenge. Together with your child, you can make a poster on which to place images of clothes in the correct sequence. This will help the child remember faster. In addition, to prevent the child from confusing where the front and back of the clothes are, choose clothes with pockets or appliqués on the front, this will make it easier for the child to navigate.

Age characteristics of children 4 – 5 years old

SOCIAL-EMOTIONAL DEVELOPMENT: A 4-5 year old child is still not aware of social norms and rules of behavior, but he is already beginning to develop generalized ideas about how he should (shouldn’t) behave.

A child can, on his own initiative, put away toys, perform simple work duties, and complete a task. However, following such rules is often unstable - the baby is easily distracted by what is more interesting to them, and it happens that the child behaves well only in the presence of the people who are most significant to him. Children are good at identifying non-compliance with norms and rules not only in the behavior of others, but also in their own and emotionally experience it, which increases their ability to regulate behavior.

At the age of 5, the child’s memory develops intensively - he can already remember 5-6 objects (out of 10-15). Concentration on his well-being appears, the child begins to worry about the topic of his own health. By the age of 4-5, a child is able to simply characterize his state of health and attract the attention of an adult in case of illness.

The behavior of a 4-5 year old child is not as impulsive and spontaneous as at 3-4 years old, although in some situations he still needs a reminder from an adult or peers about the need to adhere to certain norms and rules.

At this age, the child develops initiative and independence in communicating with adults and peers. Children have a need for respect from adults and their praise, so the child reacts to adults’ comments with increased sensitivity. Communication with peers is still closely intertwined with other types of children's activities (play, work, etc.), however, situations of pure communication are already noted.

At this age, children develop ideas about how girls should behave and how boys should behave (“I’m a boy, I wear pants, not dresses, I have short hair”), about the gender of people of different ages (a boy is a son , grandson, brother, father, man; girl - daughter, granddaughter, sister, mother, woman). By the age of 5, children have an understanding of the characteristics of the most common male and female professions, types of recreation, specific behavior in communicating with other people, individual female and male qualities, and are able to recognize and evaluate the emotional states and actions of adults of different sexes.

When organizing the safe life of a child, an adult should take into account the immaturity of volitional processes, the dependence of the child’s behavior on emotions, and the dominance of an egocentric position in thinking and behavior.

GAME ACTIVITIES : Children 4-5 years old continue to act out actions with objects, in accordance with reality: the child first cuts the bread and only then puts it on the table in front of the dolls. In the game, children name their roles and understand the conventions of the accepted roles. There is a separation between gaming and real relationships. During the game, roles may change.

At 4-5 years old, peers become more attractive and preferred play partners for the child than adults. From two to five children are involved in a common game, and the duration of joint games is on average 15-20 minutes, in some cases it can reach 40-50 minutes.

Children of this age become more selective in relationships and communication: they have permanent play partners (although they may change several times during the year), and a preference for games with children of the same sex is becoming more pronounced. True, the child does not yet treat another child as an equal play partner. The characters' remarks gradually become more complex, and children are guided by each other's role-playing statements. When resolving conflicts in play, children increasingly try to come to an agreement with their partner, explain their desires, rather than insist on their own.

GENERAL MOTOR SKILLS: At the age of 4-5, children are able to step over the slats of a gymnastic ladder, horizontally located on supports (at a height of 20 cm from the floor), keeping their hands on their belts; throw the ball up and catch it with both hands (at least three to four times in a row at a pace comfortable for the child).

Children enjoy stringing medium-sized beads (or buttons) onto thick fishing line (or thin cord with a hard tip).

MENTAL DEVELOPMENT: Perception: By age 5, children typically have a good grasp of basic colors, geometric shapes, and magnitude relationships. The child can already purposefully observe, examine and search for objects in the space around him. When examining simple objects, he is able to adhere to a certain sequence: identify the main parts, determine their color, shape and size, and then - additional parts. Perception at this age gradually becomes meaningful, purposeful and analytical.

In middle preschool age, the connection between thinking and action remains, but is no longer as direct as before. In many cases, no practical manipulation of the object is required, but in all cases the child needs to clearly perceive and visually imagine this object. The thinking of 4-5 year old children proceeds in the form of visual images, following perception.

By the age of 5, attention becomes more and more stable (engaged in interesting activities for 15-20 minutes) - if the child goes after the ball, he will no longer be distracted by other interesting objects. An important indicator of the development of attention is that by the age of 5, action according to the rule appears in the child’s activities. It is at this age that children begin to actively play games with rules: board games (lotto, children's dominoes) and mobile games (hide and seek, tag).

At the age of 4-5 years, imagination predominates, recreating images that are described in poems, adult stories, found in cartoons, etc. The features of imagination images depend on the child’s experience: they often mix the real and the fabulous, the fantastic. However, the images of a 4-5 year old child are fragmented and depend on changing external conditions. Children's essays generally do not yet have a specific purpose and are constructed without any preliminary plan.

An adult needs to understand that imagination helps a child to understand the world around him, to move from the known to the unknown. The development of imagination occurs in play, drawing, and design.

Children of middle preschool age can count freely within 5 and see geometric shapes in surrounding objects. They correctly name the seasons and parts of the day. There are right and left hands.

SPEECH DEVELOPMENT: To establish relationships, words and expressions reflecting moral ideas appear in the children's dictionary: words of participation, sympathy, compassion. In an effort to attract the attention of a peer, the child learns to use the means of intonation speech expressiveness: adjust the strength of the voice, intonation, rhythm, and tempo of speech depending on the communication situation. In the process of communicating with adults, children use the rules of speech etiquette: words of greeting, farewell, gratitude, polite request, consolation, empathy and sympathy.

By the age of 5, most children begin to correctly pronounce the sounds of their native language. The process of creatively changing native speech and inventing new words and expressions continues. Children’s speech includes artistic language techniques: epithets, comparisons. Of particular interest are rhymes, the simplest of which children easily memorize and then compose similar ones.

Speech becomes more coherent and consistent. With the help of an adult, children can retell short literary works, tell stories from pictures, describe a toy, and convey impressions from personal experience in their own words. The ability to establish cause-and-effect relationships is reflected in children's responses in the form of complex sentences.

At the age of 4-5 years, children use generalizing words (furniture, dishes, transport, etc.), combining objects into specific categories, name the differences between objects of similar types: jacket and coat, dress and sundress, vest and jacket; names animals and their young, professions of people, parts of objects.

If adults regularly read children's books to preschoolers, reading can become a sustainable need. Children willingly answer questions related to the analysis of the work and give explanations for the actions of the characters. Illustrations play a significant role in the accumulation of reading experience. At the age of 4-5 years, children are able to look at a book for a long time and talk about its contents based on the picture. They easily find their favorite book among others, they can remember the title of the work and the author, but they quickly forget them and replace them with well-known ones. They strive to bring book situations to life, imitate the heroes of works, and enjoy playing role-playing games based on the plots of fairy tales and short stories. Children often come up with their own plot twists. They also make their suggestions when dramatizing individual passages of the works they read.

IN MUSICAL, ARTISTIC AND PRODUCTIVE ACTIVITIES children respond emotionally to works of art that convey various emotional states of people and animals.

Interest in music and various types of musical activities is becoming more active. Children respond emotionally to the sound of a piece of music, talk about the nature of musical images, means of musical expression, relating them to life experience. Musical memory allows children to remember, recognize and even name their favorite tunes.

The development of performing activity is facilitated by the formation of motivation (sing a song, dance a dance, play a children's musical instrument, reproduce a simple rhythmic pattern). Children make their first attempts at creativity: create a dance, improvise simple march rhythms, etc. The formation of musical taste and interest in musical activity in general is actively influenced by the attitudes of adults.

By the age of 4, details appear in the drawings. The intent of a child's drawing may change as the image progresses. Children master the simplest technical skills: saturate the bristles of the brush with paint, rinse the brush at the end of the work, use color to decorate the drawing. The composition of the drawings changes: from the chaotic arrangement of strokes, strokes, and shapes, children arrange objects rhythmically in a row, repeating the images several times. Draws straight horizontal and vertical lines and colors simple shapes. Schematically draws a house, a person, a tree.

During the modeling process, children can roll out plastic materials with circular and straight movements of the palms of their hands, connect finished parts to each other, and decorate sculpted objects using a stack.

Design begins to take on the character of a purposeful activity (from the idea to the search for ways to implement it). They can make crafts from paper, a natural material; begin to master the technique of working with scissors; They make up compositions from ready-made and self-cut simple shapes.

WORK ACTIVITY: In middle preschool age, components of child labor such as goal setting and control and testing activities actively develop. This significantly improves the quality of self-service and allows children to master household work and work in nature.

At this age, children have well mastered the algorithm for the processes of washing, dressing, bathing, eating, and cleaning the room. Preschoolers know and use for their intended purpose the attributes that accompany these processes: soap, towel, handkerchief, napkin, cutlery. The level of mastery of cultural and hygienic skills is such that children freely transfer them into role-playing games.

ATTENTION - THIS IS IMPORTANT!

4-5 years is an important period for the development of children's curiosity. Children actively strive for intellectual communication with adults, which manifests itself in numerous questions (why? why? for what?), they strive to obtain new information of a cognitive nature. Don’t “brush off” children’s questions, because an inquisitive baby is actively mastering the world of objects and things around him, the world of human relationships.

Age characteristics of children 5-6 years old.

In older preschool age, intensive development of the intellectual, moral-volitional and emotional spheres of the personality occurs. A five-year-old child becomes increasingly active in learning. He gets to know the world, the people around him and himself, which allows him to develop his own style of activity, based on his characteristics and facilitating socialization.

Interaction between adults and children is an important condition for the formation of independence.

The general level of physical endurance increases, but increased physical activity, emotional excitability and impulsiveness of children of this age often lead to the child quickly getting tired.

Gross motor skills become more perfect. The development of fine motor skills helps to master self-care skills: the child dresses, undresses, and ties his shoelaces independently.

Success in mastering basic movements is largely due to the level of development of motor skills, which are formed much faster with repeated repetition of exercises with minor breaks.

Consolidation of the skills of basic movements is successfully carried out in outdoor games and relay races (subject to preliminary practice of the movements) in a group and on a walk. An adult, being close to children, monitors safety, takes care of changes in physical activity, and, if necessary, organizes space for outdoor games together with the children.

In older preschool age, memory capabilities increase, intentional memorization occurs for the purpose of subsequent reproduction of material, and attention becomes more stable. All cognitive mental processes develop. Children's sensory thresholds decrease. Visual acuity and accuracy of color discrimination increase, phonemic and pitch hearing develops.

Perception. At 5-6 years of age, the child continues to develop and the perception of color, shape, and size improves. The child can easily arrange up to 10 different objects in ascending and descending order and draw geometric shapes in a checkered notebook; highlights details in objects that are similar to these figures; oriented on a sheet of paper. He is also capable of listening to classical music. The number of simultaneously perceived objects is no more than two.

The presentation of educational material, as in middle preschool age, should be aimed at the child’s active perception of it. Orientation in space can still cause difficulties. The mastery of time is not yet complete.

Memory. The memory size changes insignificantly. Its stability improves. Arbitrary forms of mental activity and elements of its arbitrariness appear. Both involuntary and voluntary memorization are possible, but so far involuntary memory predominates.

Attention. Children's attention becomes more stable and voluntary. But the stability is still low (reaches 10-15 minutes) and depends on the individual characteristics of the child and the learning conditions.

Together with adults, a child can do a not very attractive, but necessary activity for 20-25 minutes. In addition to stability of attention, switching and distribution of attention develops.

Thinking. According to L.A. Wenger, in older preschool age, the first attempts at the hierarchy of concepts, the beginnings of deductive thinking, and a turning point in the understanding of causality appear. A higher level of generalization, the ability to plan one’s own activities, the ability to work according to a scheme (in construction, in storytelling) are characteristic features of a 5-6 year old child.

At the age of 5-6 years, visual-figurative thinking takes on leading importance, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.). Children resort to visual-effective thinking to identify the necessary connections.

The predictive function of thinking develops, which allows the child to see the perspective of events, to foresee the near and distant consequences of his own actions and actions.

The ability of a 5-6 year old child to generalize becomes the basis for the development of verbal and logical thinking. When grouping objects, older preschoolers can take into account two features: color and shape (material), etc.

Children of older preschool age are able to reason and give adequate causal explanations if the analyzed relationships are part of their visual experience.

Speech. Speech, according to the opinion of L.S. Vygotsky, begins to carry out the main burden in regulating the behavior and activities of children, and the ability to solve problems in the mental plane arises.

Thanks to actively developing memory, continued reading becomes accessible to a 5-6 year old child.

At the age of 5-6 years, the sound aspect of speech continues to improve. Phonemic hearing and intonation expressiveness develop when reading poetry in role-playing games and in everyday life. The grammatical structure of speech is improved, the vocabulary becomes richer: synonyms and antonyms are actively used. Coherent speech develops.

Imagination. The development of imagination allows children of this age to compose fairy tales, original and sequentially unfolding stories.

Productive imagination develops, the ability to perceive and imagine different worlds based on verbal descriptions: space, space travel, aliens, a princess’s castle, wizards, etc. These achievements are embodied in children's games, theatrical activities, drawings, and children's stories. The drawings contain more and more small secondary details (a hat on the head, clothes, shoes; the car has headlights, a steering wheel). The drawings are already filled with content; they reflect the real and magical world.

Thematic role-playing game also develops: in its process the child fantasizes, shows ingenuity, he already prefers to be a positive hero, since the game reflects real social roles.

By the age of five or six, these contacts culminate in the formation of groups - children's play associations with a variable composition. Individual and gender differences are becoming increasingly noticeable in the activities and communication of children.

Children's play associations have a variable composition, which is determined, as a rule, by the content of the game. At the age of 5, microgroups of 4-6 people are formed, mostly of the same sex, and only 8% of them are mixed.

The increasing need of older preschoolers to communicate with peers, to play and do things together leads to the emergence of a children's community. A system of interpersonal relationships, mutual sympathy and affection develops. Children often play with peers in small groups of two to five people. They become selective in relationships and communication.

Under the influence of the teacher, interest in cooperation and joint solution of a common problem becomes more active. Children strive to negotiate among themselves to achieve the final goal.

The interest of older preschoolers in communicating with adults does not wane. Equal communication with an adult raises the child in his own eyes, helps him feel his maturity and competence.

The leading activity of the child is a role-playing game, the main purpose of which, from the point of view of the formation of the subject of activity and communication, is the reproduction and interiorization of the most important conventional roles of adults of a given culture and the development of formal and informal communication skills.

Children of this age develop the ability to control their behavior in connection with situations of moral choice, the predominance of rational motives over impulsive ones, and the need arises to separate themselves from the outside world.

Children show creative plot development in their games. They imagine themselves and their actions in circumstances they have imagined. Thus, children create an image of themselves (often very far from the true objective characteristics). By the age of 5, a child expresses his attitude to reality in drawings, structures, poses and movements.

The age of 5-6 years is characterized by an “explosion” of all manifestations of a preschooler addressed to a peer, especially in terms of the intensity of communication. It is during the preschool period that the main emotional neoplasms are formed, acting as a certain result of the interaction of emotional and cognitive components of personality development.

The main emotional new development of this period is the formation of the process of voluntary emotional regulation. Gradually, according to the concept of L.S. Vygotsky, the intellectualization of children's feelings occurs. The forms of expression of feelings also change.

Age characteristics of children 6-7 years old

There is, perhaps, no other moment in a child’s life when his life changes so dramatically and radically as when he enters school. When sending their child off to first grade, parents for some reason think that he will automatically move to another age category. One famous song says “they called you a preschooler, but now they call you a first-grader.” The name is, of course, the name, but it will take more than one day or even one week before the child understands what it means to be a schoolchild. And the behavior of the parents largely determines what conclusions he will come to.

Knowledge of the main age characteristics of children 6-7 years old will allow not only to soberly assess the child’s level of readiness for schooling, but also to correlate his real skills with his potential capabilities.

Social development:

· children 6 years old already know how to communicate with peers and adults, they know the basic rules of communication;

· are well oriented not only in familiar, but also in unfamiliar surroundings;

· are able to control their behavior (they know the boundaries of what is permitted, but often experiment, checking whether it is possible to expand these boundaries);

· strive to be good, be the first, get very upset when they fail:

· react subtly to changes in the attitudes and moods of adults.

Organization of activities:

· children of six years of age are able to perceive instructions and carry out tasks according to them, but even if a goal and a clear task of action are set, they still need organizing help,

· they can plan their activities, and not act chaotically, by trial and error, but they still cannot independently develop an algorithm for complex sequential action,

· the guys are able to work with concentration, without distraction, according to instructions for 10-15 minutes, then they need a little rest or a change in activity,

· they are able to evaluate the overall quality of their work, while they are focused on positive assessment and need it,

· are able to independently correct mistakes and make adjustments along the way.

Speech development:

· children are able to correctly pronounce all the sounds of their native language,

· capable of simple sound analysis of words,

· have a good vocabulary (3.5 – 7 thousand words).

· construct sentences grammatically correctly,

· are able to independently retell a familiar fairy tale or compose a story based on pictures and love to do this,

· communicate freely with adults and peers (answer questions, ask questions, know how to express their thoughts,

· are able to convey various feelings through intonation, speech is rich in intonation,

· able to use all conjunctions and prefixes, generalizing words, subordinate clauses

Intellectual development:

· six-year-old children are capable of systematizing, classifying and grouping processes, phenomena, objects, and analyzing simple cause-and-effect relationships,

· they show independent interest in animals, natural objects and phenomena, are observant, ask a lot of questions,

· accept any new information with pleasure,

· have a basic supply of information and knowledge about the world around them, everyday life, and life.

Development of attention:

· six-year-olds are capable of voluntary attention, but its stability is not yet great (10-15 minutes) and depends on the conditions and individual characteristics of the child.

Development of memory and attention span:

· the number of simultaneously perceived objects is not large (1 – 2),

· involuntary memory predominates, the productivity of involuntary memory increases sharply with active perception,

· children are capable of voluntary memorization (they are able to accept and independently set a task and monitor its implementation when memorizing both visual and verbal material; they remember visual images much easier than verbal reasoning),

· are able to master the techniques of logical memorization (semantic correlation and semantic grouping), are not able to quickly and clearly switch attention from one object, type of activity, etc. to another.

Development of thinking:

· the most characteristic is visual-figurative and effective-figurative thinking,

· logical form of thinking is available.

Visual-spatial perception:

· are able to distinguish the location of figures, parts in space and on a plane (above - under, on - behind, in front - near, above - below, right - left, etc.);

· are able to identify and distinguish simple geometric shapes (circle, oval, square, rhombus, etc.),

· able to distinguish and highlight letters and numbers written in different fonts;

· are able to mentally find a part of a whole figure, to build figures according to a diagram, to construct figures (structures) from parts.

Hand-eye coordination:

· are able to draw simple geometric shapes, intersecting lines, letters, numbers in compliance with sizes, proportions, and stroke ratios. However, there is still a lot of individuality here: what one child succeeds in may cause difficulties for another.

Auditory-motor coordination:

· able to distinguish and reproduce a simple rhythmic pattern;

· able to perform rhythmic (dance) movements to music.

Development of movements:

· children confidently master the elements of technique of all everyday movements;

· capable of independent, precise, dexterous movements performed to music in a group of children;

· are able to master and correctly implement complex coordinated actions when skiing, skating, cycling, etc.;

· capable of performing complexly coordinated gymnastic exercises, capable of coordinated movements of fingers and hands when performing household activities, when working with construction sets, mosaics, knitting, etc.,

· capable of performing simple graphic movements (vertical, horizontal lines, ovals, circles, etc.);

· able to master playing various musical instruments.

Personal development, self-awareness, self-esteem:

· are able to realize their position in the system of relationships with adults and peers, strive to meet the requirements of adults, strive for achievements in the types of activities that they perform;

· self-esteem in different types of activities can differ significantly,

· are not capable of adequate self-esteem. It largely depends on the assessment of adults (teacher, educators, parents).

Motives of behavior:

· interest in new types of activities;

· interest in the world of adults, the desire to be like them;

· show cognitive interests;

· establish and maintain positive relationships with adults and peers.

Arbitrariness:

· capable of volitional regulation of behavior (based on internal motivations and established rules),

· able to show persistence and overcome difficulties.

As we see, different areas of a six-year-old child are developed unequally and it is, at least, imprudent to demand that a child conform to one or another of his or her own ideas. In addition, each child has his own individual pace of activity and development, and what works for your friends’ son will not necessarily work for your daughter.

For some reason, almost all parents are confident that their child will be an excellent student at school. When it turns out that their smart, relaxed, quick-witted child for some reason cannot cope with school requirements, many fathers and mothers feel disappointed and deceived in their expectations. A hail of reproaches falls on the child’s head: you are not diligent, you don’t try, you are dirty, you are a bungler... But not only the parents, but also the child himself assumed that he would study well. He himself is perplexed why nothing is working out for him, but here the closest people, on whose support he counts, scold and punish him. The child may get the impression that they have stopped loving him. That is, they didn’t completely stop, but if before he was loved, of course, simply for what he is, now he must deserve love. The attitude of parents should in no way change in connection with the successes or failures of the child; moreover, parents should try to emphasize the temporary nature of these failures and show the child that he still, no matter what, remains loved.

You have the power to instill in your child the will to win. Do not call your child a funny nickname if he does something badly (for example, “crooked chicken”), to avoid your ridicule, the child will stop writing altogether or put up with his nickname and will not want to learn to write beautifully. Praise your child more often for any victory and do not focus on failures.

In the first school year, problems arise in almost all children: kindergarten and “home” children, well prepared for school and barely reading, lively and shy, diligent and fidgety. Therefore, be vigilant, notice any changes in the baby’s behavior, mood, health condition and solve all problems as quickly as possible.

Prepared by: Ermolaeva O.M.

Parents raising their first child are often convinced that infancy is the most difficult stage in a child’s life: his reactions to the surrounding reality are incomprehensible, emotions are inexplicable, and clarification of the physiological state often requires the involvement of specialists. But by the age of three, most toddlers begin to surprise their parents with a vivid manifestation of their personality. Are all the problems behind us and is it easy to raise three-year-olds?

Age characteristics of children 3 years of age back at the beginning of the 20th century. German scientist Elsa Köhler, and then Russian psychologist Lev Vygodsky, identified it in a special stage, which was later called the “three-year crisis.” If just yesterday it was difficult for parents to teach their child to be independent, now more and more often he hears the words “himself!”, “I want/don’t want.” A child’s desire for independence is often accompanied by complex psychological manifestations: disobedience, negativism, stubbornness, and rebellion. During this difficult period, parents must build a new relationship with the baby, based on a calm response to his behavior, setting reasonable limits, encouragement and giving the right to choose. By ignoring this, you can cause serious harm to the child’s psycho-emotional development, which can only be mitigated by a psychotherapist.

Children 3 years of age have a wide range of emotions. They not only cry and laugh, but also feel sad, embarrassed, admired, and are often prone to daydreaming and thoughtfulness. Thanks to long-term improvement, three-year-olds become inquisitive and curious. He begins to distinguish beautiful from ugly, good from bad, show sympathy for other children and some adults, feel inexplicable fears, the cause of which is a rapidly developing fantasy, forcing him to think out what was seen in cartoons and books, and encountered in public places. Parents should react sensitively to this, kindly and convincingly “extinguish” any fears of the child.

Three-year-olds also change socially. Their ever-increasing independence often makes their attachment to their parents not as strong as before. Therefore, most children calmly attend kindergartens and early childhood development schools and stay with a teacher or nanny for a long time. Kids begin to “notice” other children, offering them still primitive role-playing games. Of course, a lot here depends on the psycho-emotional characteristics of each child: some prefer to play with themselves, others like to run and climb slides, and others project home situations in games. But be that as it may, parents must understand that social isolation from peers will not allow three-year-olds to fully develop.

The latter is in many ways possible only when the child physically and intellectually meets age standards.

Psychological literature provides parents with a detailed list of what a 3-year-old child should know and be able to do. By following the recommendations of experts and teaching your baby the necessary skills, you can avoid many difficulties in the future. So, What should a 3 year old child be able to do:

Productive and intellectual development is impossible without quality nutrition, so developing a sample menu child at 3 years old is one of the most important tasks of parents.

Principles of nutrition for 3-year-old children.

An approximate menu for a 3-year-old child is drawn up based on physiological needs. Animal proteins play a huge role in the formation of children's immunity. They participate in the “construction” of tissues, which ensures the growth of the child. A three-year-old child should receive at least 80 grams per day. lean meat, which is offered boiled, stewed or fried. There are also a lot of proteins in chicken eggs. One boiled egg or omelette is given to children every other day.

A child should consume about 500 ml of pasteurized milk or fermented milk products per day. It is important to give children oil (sunflower and olive in salads, butter on sandwiches). The average daily norm is 6 grams.

In order for the child to receive a sufficient amount of carbohydrates, he is offered porridge (up to 200 grams per day), flour (100 grams per day), pasta and bakery products. In addition, the baby should receive about 200 grams daily. sugar-containing drinks (juices, compotes).

A 3-year-old child’s menu must include fish, whose omega-3 fatty acids play an important role in activating mental activity and. The daily norm is 40 g. Fish (preferably sea) is offered boiled, stewed, or fried.

Sample menu for a 3 year old child.

Breakfast

buckwheat (corn, oatmeal, pearl barley) porridge, hard-boiled egg or omelet, bread with butter;
cocoa with milk or tea.

Dinner

first course: soup with meat/vegetable broth;
second: meat or fish dishes with stewed vegetable side dishes, as well as salads of fresh vegetables, seasoned with olive or sunflower oil, bread made from rye flour;
compote, tea.

Afternoon snack

curd dishes (for example, casserole, cheesecakes, curd mass);
milk.

Dinner

stewed vegetables, potato cutlets, meatballs, cabbage rolls, wheat bread;
tea with milk, kefir.

Psychophysical characteristics of children 3-4 years old.

Personality formation

Emotional development

Speech development

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Principles of nutrition for 3-year-old children.

Sample menu for a 3 year old child.

Breakfast

Dinner

first course: soup with meat/vegetable broth;

Afternoon snack

Dinner