We bring to your attention excerpts from the book " Psychological classes with preschoolers. "Flower-Semitsvetik"” Kurazheva N. Yu., Varaeva N. V. - St. Petersburg: Speech, 2005

Child development must begin with early age. The preschool period is sensitive for the development of many mental processes. Elementary moral ideas and feelings, the simplest behavioral skills acquired by a child during this period from “natural”, according to L. S. Vygotsky, should become “cultural”, that is, turn into higher psychological functions and become the foundation for the development of new forms of behavior, rules and norms.

Age features children

3 to 4 years

The leading need is in communication, in respect; in recognizing the autonomy of the child.

The leading activity is gaming. The transition from a manipulative game to a role-playing game.

The leading function is perception.

Age features:

1. Crisis of 3 years. Formation of the "I system".

2. The development of imagination through the development of the function of replacing one object with another.

3. Emergence of the semantic structure of consciousness.

4. The child achieves a new status, as a result of which he shows stubbornness and negativism.

5. Development occurs through communication. With an adult, communication becomes extra-situational and cognitive.

6. Holds attention for 7-8 minutes.

7. Can perform mental operations: analysis, synthesis, comparison, generalization.

8. When new activity step-by-step explanation needed (do as I do).

Goals and objectives for adults:

1. Help to master different ways interaction with adults and peers in the game and in everyday communication.

2. Contribute to the manifestation of all types of activity of the child.

3. Form the first "moral emotions": good-bad.

4. To form the ability to act according to the rules.

5. To form the ability to empathize, sympathize. Build emotional responsiveness.

6. Contribute to the formation of a positive self-esteem of the child in the process of communicating with an adult.

Neoplasms:

1. Assimilation of primary moral standards.

2. Self-esteem.

3. Emergence of elements of partnership communication.

4 to 5 years

Leading need - cognitive activity; need for communication.

Leading activity plot- role-playing game.

The leading function is visual-figurative thinking.

Age features:

1. Speech begins to perform a controlling function.

2. Volitional manifestations become more complicated (the ability to subordinate one's behavior to the rules in the game).

3. Increased cognitive activity.

4. The situational-business form of communication with a peer continues to be preserved.

5. Interest in another child as a reflection of himself. More often sees in another negative traits. There is a reflection of their actions through the reaction of another child.

6. Complication of the role-playing game.

7. The emergence of awareness of one's own actions.

Goals and objectives for adults:

1. Create conditions for development creative imagination.

2. Continue!, to form the ability to subordinate their actions to the rules, complicating the activity through an increase in the number of rules.

3. Create conditions for the manifestation of cognitive activity.

4. Promote the manifestation of emotional responsiveness.

5. Create conditions for the transition of children from complicity to cooperation in different types activities.

Neoplasms:

1. The controlling function of speech.

2. The emergence of elements of creative imagination in the role-playing game.

3. The appearance of elements of randomness.

4. The emergence of an extra-situational-personal form of communication with an adult.

5 to 6 years old

The leading need is the need for communication; creative activity.

Age features:

1. Manifestation of elements of arbitrariness of all mental processes.

2. Communication with an adult is extra-situational and personal.

3. In communication with a peer, there is a transition from a situational-business form to an out-of-situation-business form.

4. The manifestation of creative activity in all activities. Fantasy development.

5. Gender identification.

Goals and objectives for adults:

1. To form elements of the arbitrariness of mental processes in children in all types of activities.

2. Support and create conditions for development creativity child.

3. Promote the development of empathic manifestations.

4. Encourage children to show initiative and independent thinking in all activities.

5. Organize joint activities in order to develop elements of cooperation.

6. Teach children the ability to plan upcoming activities.

7. Use imagination as a prerequisite for the development of an internal plan of action in children and exercise external control through speech.

Neoplasms:

1. Anticipation of the result of activity.

2. Active planning function of speech.

3. Extra-situational-business form of communication with a peer.

6 to 7 years old

The leading need is communication.

The leading activity is a role-playing game.

The leading function is imagination.

Age features:

1. The manifestation of the arbitrariness of all mental processes. But educational activities of the school type have not been formed.

2. Transition to primary school age.

3. The manifestation of the crisis 7 years (whims, clowning, demonstrative behavior).

4. Hypersensitivity.

5. Complete trust in an adult, acceptance of an adult's point of view. Treating adults as the only source of reliable knowledge.

6. Visual-figurative thinking continues to be the leader.

Goals and objectives for adults:

1. Contribute to the formation of educational and cognitive motive.

2. Promote the development of thinking.

3. To form the arbitrariness of all mental processes.

4. Contribute to the retention of the internal position of the student.

5. To promote the formation of communication skills of cooperation in communicating with a peer.

6. Contribute to the formation of self-awareness and adequate self-esteem.

7. Contribute to the formation of an internal plan of action through the internalization of the activity structure.

8. Continue to form ethical ideas.

Neoplasms:

1. Internal plan of action.

2. The arbitrariness of all mental processes.

3. The emergence of subordination of motives.

4. Self-consciousness. Generalized and extra-situational attitude towards oneself.

5. Emergence of the first complete picture peace.

6. The emergence of educational and cognitive motive.

Age norms mental development child (performance criteria)

By 4 years

Perception

Memory

Visual figurative: volume - 4-5 objects Auditory figurative: volume - 3-4 sounds. Auditory verbal: volume - 4 words. Tactile: volume - 3-4 items.

Attention

Volume - 4 items. Stability - 10-12 minutes. Concentration: finding the contour of a known object in the drawing with a high hatching density, the contour of an unknown object - with a weak hatching.

Imagination

Analysis

Description of the subject according to known features.

Completion of tasks: "find the sixth" and "logical chains" (by one or two signs). Exception based on all generalizations studied.

visual synthesis

Of 3 parts without support on the sample and of 4 parts - with visual support or overlay on the sample.

Item Comparison

By color, by shape, by size, by location in space, by emotional state based on visual perception.

When comparing, the child should be able to independently identify 3 similarities and 3 differences.

Generalization- by color, shape, size, emotional state; - animals, toys, fruits, vegetables, clothes, shoes.

Performance instantiation operations

To the question: what animals do you know? (toys, fruits, etc.) - the child should be able to independently name 4-5 objects (for example, animals: cat, dog, tiger, giraffe, wolf).

Seriation

By color - 3 shades;

By size - 5 items;

By location in space - 3 positions;

A series of consecutive pictures to famous fairy tale- 4 pictures.

Classification

Based on the available generalizations on one basis - independently.

emotional sphere

Naming, recognition by pictogram of emotional states, joy, sadness, anger. Knowledge of some ways of expressing these emotional states (through drawing, vocalization, facial expressions, gestures and expressive movements).

Communication sphere

The ability to address a peer and an adult by name, to take on various roles in a game invented by an adult.

Will sphere

Accept and hold 2 rules in a game situation.

Psychophysiological sphere

The ability to paint over objects inside the contour.

The ability to string small objects (beads) on the wood.

The ability to mold small and large objects from plasticine or clay.

The ability to depict various emotional states with the help of facial expressions and gestures.

By 5 years old

Perception

Memory

Visual figurative: volume - 5 items. Auditory figurative: volume - 4-5 sounds. Auditory verbal: volume - 5 words. Tactile: the volume of 4-5 items.

Attention

Volume - 5 items. Stability - 15-20 minutes. Concentration: finding the contour of a known image in a drawing, having up to 4 small parts, with an average hatching density; selection in Figure 5 of the contours of objects partially superimposed.

Imagination

Reproductive with creative elements: drawing on a theme, changing a picture, modeling, group writing a fairy tale or a story from a picture.

Development of the intellectual sphere

Analysis

Description of the subject according to known features. Completion of tasks: "find the sixth" and "logical chains" of 3 items according to two signs. Exception based on all generalizations studied.

visual synthesis

Of 4 parts without a sample and of 6 parts - with visual support on the sample.

Item Comparison

According to all the properties studied, according to the material, according to the location in space based on visual perception, a comparison of two pictures. The child should be able to independently name 5 similarities and 5 differences.

Generalization

Based on the studied properties;

By material

According to the emotional state;

Seasons, months, days of the week, dishes, furniture, transport.

Performance instantiation operations based on existing generalizations.

Seriation

By color - 4 shades;

By the size of 5 items;

By emotional state - 4 cards;

By properties - 3 items.

Classification

Based on the available generalizations on 2 grounds with the help of an adult.

emotional sphere

Naming, recognition by the pictogram of emotional states: joy, sadness, anger, surprise, fear.

The ability to express your feelings.

Knowing how to express and change these emotional states.

Ability to identify emotional condition the heroes of the fairy tale.

Communication sphere

Ability to work in pairs with a peer on the instructions of an adult.

The ability to choose a role in a game offered by an adult.

Will sphere

Accept and hold 3 rules in a game situation and 2 rules in learning situation

By 6 years old

Perception

Shades of studied emotional states.

Memory

Visual figurative: the volume of 6 items. Auditory figurative: the volume of 6 sounds. Auditory verbal: volume - 6 words. Tactile: the volume of 6 items.

Attention

Volume - 6 items. Stability - 20-25 minutes. Concentration: being in the drawing famous image, having up to 10 small details, with an average hatching density; selection in Figure 7-8 of the contours of objects that are completely superimposed.

Imagination

Reproductive with creative elements (drawing your own mood, changing a fairy tale through the introduction of additional characters invented by the child himself, etc.)

Development of the intellectual sphere

Analysis

The ability to analyze the character traits of the heroes of a fairy tale. Completion of tasks: "find the ninth" and "logical chains" according to two criteria. Exception based on all generalizations studied.

visual synthesis

From 6 parts without a sample and from 7-8 parts - with visual support on the sample.

Item Comparison

Based on ideas and visual perception. The child must independently identify 7 similarities and seven differences.

Generalization

Wild and domestic animals; - plants (trees, flowers, mushrooms, berries);

Things (hats, clothes, shoes); fish, sports equipment, birds, insects.

Performing the concretization operation on the basis of all studied generalizations.

Series

By color - 5 shades;

In size - 7 items;

According to the emotional state (transition from one emotional state to another) - 5 degrees of severity;

By age - 4 age groups;

According to the degree of manifestation of the properties of objects - 5 degrees;

A series of 5 consecutive pictures.

Classification

On two grounds on the basis of available generalizations without the help of an adult.

emotional sphere

The child should be able to recognize but the pictogram and name emotional states: joy - delight, sadness, anger - rage, surprise, fear, confusion, calmness. The ability to express your feelings. Knowledge of at least three ways of expressing and changing these emotional states.

Communication sphere

Ability to pair up to work together. The ability, with the help of an adult, to distribute roles in the game and invent additional roles. Knowledge of the basic methods of non-verbal communication

Will sphere

Accept and hold 3 rules in a game situation and a training situation. Ability to follow verbal and visual instructions.

personal sphere

The formation of ideas about such personal qualities people as kindness and anger, greed and generosity, laziness, capriciousness. The ability to evaluate yourself, highlighting these qualities in your behavior. Manifestation of elements of reflection.

By age 7

Motivational readiness for school

Formation of sustainable cognitive, emotional and social motives.

Memory

Visual figurative: volume - 7-8 items. Auditory figurative: volume - 7 sounds. Auditory verbal: volume - 7-8 words. Tactile: volume - 7 items.

Attention

Volume - 7-8 items. Stability - 25-30 minutes. Concentration: find a known image with up to 5 fine details at high hatch density. The ability to see dual images.

Imagination

Creative (changing the plot of a fairy tale, writing your own fairy tale using characters invented by the child himself, transforming one object into another in the process of manipulating various materials, inventing various game plots).

Development of the intellectual sphere

Analysis

Ability to establish causal relationships.

Ability to find solutions to problem situations.

The ability to formulate the positions of various characters in a literary work.

The ability to build arguments for one's position, taking into account counterarguments.

Fulfillment of tasks: “find the ninth”, “logical chains” according to three or more signs.

Exception based on all generalizations studied.

visual synthesis

Of 9 parts without a sample and of 12 parts - with visual support on the sample.

Item Comparison

The child must independently identify 10 similarities and 10 differences, including significant features.

Generalization

The child should be able to perform first and second order generalizations:

Performing a concretization operation based on all available generalizations.

Seriation

For all properties of objects. The ability to build a series of 8-10 consecutive pictures.

Classification

According to essential features.

Will sphere

Accept and hold 5 or more rules in a game and educational situation.

Formation of final and step-by-step self-control.

Ability to plan your activities.

Ability to act in accordance with the social role.

personal sphere

The child must be able to be critical of his actions. The appearance of elements of reflection, the emergence of sustainable self-esteem.

Bibliography

Yakovleva N. Psychological help preschooler. St. Petersburg: "Valeri SG1D", 2001.

Kryukova S.V.. Slobodnyak N.P. I am surprised, angry, afraid, boasting and rejoicing. Programs emotional development preschool children: A practical guide. M.: Genesis, 1999.

Khukhlaeva O. V. Path to my Self: Program mental health in younger students. M.: Genesis, 2001.

Chistyakova M. I. Psycho-gymnastics. M.: Education, 1995.

Kryazheva N. J1. Development emotional world children. Yaroslavl: Academy of Development. 1996.

Semenaka S. I. Lessons of kindness: Correction and development program for children aged 5-7 years. M ARKTI, 2002.

Kalinina R. R. Training for the development of the personality of a preschooler: classes, games, exercises. St. Petersburg: Speech, 2001.

Boguslavskaya N. E. Kupina N. A. fun etiquette(development of communication skills of the child). Yekaterinburg: Litur, 2000.

Durova N.V. A very important conversation: Conversations - classes on the ethics of behavior with preschool children. Handbook for teachers, educators and parents. Moscow: Mosaic Synthesis. 2000.

Belaya A. F., Miryasova V. I. finger games for the development of speech of preschoolers. M LLC Publishing house ACT 2000 Shishova T. Fears are serious. M.: Seeker, 1997.

Lyutova E.K., Monina G.B. Training of effective interaction with children. St. Petersburg: Speech, 2001.

Lyutova E.K., Monina G.B. Cheat sheet for adults (work with hyperactive, aggressive, anxious, autistic children). St. Petersburg". Speech 2002.

Klyueva N.V., Kosatkina Yu.V. We teach children to communicate. Yaroslavl, 1997.

We bring to your attention excerpts from the book "Psychology elementary school student. Teaching aid for part-time students of teacher training faculties primary school" M. V. Matyukhina, T. S. Mikhalchik, K. L. Patrina, 2nd edition, corrected and supplemented - Moscow, Enlightenment, 1976

"Peculiarities psychological development children of 6-7 years of age " / Edited by D. B. Elkonin, A. L. Venger; Scientific Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR. - M .: Pedagogy, 1988. - 136 p.: ill. - ( Pedagogical science school reform).

The focus of the monograph is on qualitative developmental changes associated with the child's transition from preschool to primary school age. Leading psychological neoplasms in the motivational, emotional, and intellectual spheres have been identified; ways of their directed formation are characterized. Based psychological analysis age and individual features 6-year-old children outlined the tasks and ways of organizing their education and upbringing.

For specialists in the field of psychology and pedagogy, as well as public education workers.

Table 1 "Psychological characteristics of preschool children"

Each age has its own social situation development; leading activity in which the motivational-need or intellectual sphere of the personality develops; age-related neoplasms that form at the end of the period, among them is the central one, the most significant for subsequent development. Age boundaries are crises - turning points in child development.

The existence of individual differences between people is an obvious fact. The need for an individual approach is caused by the fact that any impact on a child is refracted through his individual characteristics, through "internal conditions", without which a truly effective educational process is impossible.

An individual approach is the most important psychological and pedagogical principle, according to which all the individual characteristics of each child should be taken into account in educational work with children. The very problem of an individual approach is creative, but there are key points in the implementation differentiated approach to children:

Knowledge and understanding of children;
- love for children;
- solid theoretical balance;
- the teacher's ability to reflect and analyze.

The teacher should not forget that the child is the subject of his own development, he is an end in himself. But children should always feel the support of the teacher.

personal development a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education. Each has its own opportunities and limitations in development.

The purpose of education is the education of a comprehensive, harmoniously developed personality with creative thinking, willpower, with a desire for everything beautiful.

BUT individual approach ensures this personal originality of the development of children, provides opportunities for the maximum development of all the characteristics of the child. Without taking into account the individual characteristics of children, any impact on them may not have the effect it was intended to have.

Among the individual characteristics of a person, which clearly characterize the dynamic features of her behavior, activities, communication, mental processes, a special place belongs to temperament. From an early age, children clearly show significant differences in general reactivity, depth, intensity, stability of reactions, emotional sensitivity and its modal orientation (anger, fear, joy, pleasure), energy and other stable dynamic features of the cognitive, emotional, volitional spheres and behavior generally.

Temperament is an innate quality, and it is impossible to change it!!!

The properties of temperament are connected into certain structures that form the types of temperament: choleric, sanguine, phlegmatic, melancholic. However, "pure" types of temperament are quite rare. Most often, a person combines traits different types, although the properties of the temperament of any one prevail.

With any temperament, there is a danger of developing undesirable properties: a sanguine person has a dispersion of interests; choleric - incontinence, harshness; in a phlegmatic person - lethargy, indifference to the environment; in a melancholic - isolation, insecurity, excessive shyness.

Plays independently, shows imagination. Likes to please others; imitates peers. Plays simple group games.

Learns to run, walk on toes, maintain balance on one leg. Squatting down, jumping down the bottom step. Opens the drawer and topples its contents. Plays with sand and clay. Opens lids, uses scissors. Paint with your finger. Strings beads.

VISUAL-MOTOR COORDINATION:
Can rotate the phone disk with your finger, draw dashes, play simple shapes. Cuts with scissors.

Looking at pictures. Disassembles and folds the pyramid without taking into account the size of the rings. Selects a paired image according to the sample.

MENTAL DEVELOPMENT:
listens simple stories. Understands the meaning of some abstract words (big-small, wet-dry, etc.). Asks questions "What is it?". Begins to understand the other person's point of view. Answers "no" to absurd questions. An initial idea of ​​quantity develops (more-less, full-empty).

SPEECH UNDERSTANDING:
going on rapid increase vocabulary. Understands complex sentences like: "When we get home, I will...". Understands questions like: "What do you have in your hands?". Listens to "how" and "why" explanations. Performs a two-step instruction such as: "First we wash our hands, then we will have dinner."

Age features of the development of children 3-4 years old

SOCIO-EMOTIONAL DEVELOPMENT:
Likes to give toys and take them from others. Likes to communicate with children and adults. Develop cooperative skills. Likes to help adults.

GENERAL MOTOR SKILLS, MOTOR HANDS:
Throws the ball over the head. Grabs a rolling ball, descends stairs using alternately one or the other leg. Jumps on one leg. Stands on one leg for 10 minutes. Maintains balance while swinging. Holds a pencil with fingers. Collects and builds from 9 cubes.

Outlines, copies a cross, reproduces shapes, including the shape of a hexagon.

PERCEPTION AND OBJECT-GAME ACTIVITY:
Disassembles and folds a six-part nesting doll. Lowers figurines into slots through targeted trials. Constructs from cubes by imitation. Folds a split picture from 2-3 parts by trial.

SPEECH DEVELOPMENT:
Intensive development of speech. Defines color, shape, texture, taste, using definition words. Knows the purpose of the main objects. Understands degrees of comparisons (nearest, largest). Determines the gender of people by role in the family (he is dad, she is mom). Understands tense, uses past and present tense. Counts to five.

SPEECH UNDERSTANDING:
Understands the names of colors: "Give me a red ball." listens long tales and stories. Executes a two-part instruction ("Give me a red die and a blue ball").

Age features of the development of children 4-5 years old

PERCEPTION AND OBJECT-GAME ACTIVITY:
Disassembles and folds a three-piece and four-piece matryoshka by trying on or visual correlation. Collects a pyramid taking into account the size of the rings by visual correlation. Adds a split picture from 2 and 3 parts by visual correlation.

MEMORY:
Performs an order in the form of 2-3 consecutive actions; at the request of an adult, remembers up to 5 words.

ATTENTION:
Engaged interesting activity within 15-20 minutes.

SPEECH:
Uses generalizing words; names animals and their cubs, professions of people, parts of objects. Retells familiar fairy tales with the help of adults, recites short poems by heart.

MATHS:
Uses the words many and one in speech, calls a circle, triangle, square, ball, cube. Can see geometric figures in surrounding objects. Correctly names the seasons, parts of the day. Distinguishes between right and left hand.

MOTOR DEVELOPMENT, MOTOR HANDS, GRAPHIC SKILLS:
Draws straight horizontal and vertical lines, colorizes simple shapes. Copies uppercase printed letters. He draws a simple house (a square and a roof), a person (2-3 parts of the body). Folds paper more than 1 time. stringing beads medium size on a thick fishing line or wire. Identifies items in a bag by touch. Jumps on one leg, alternately on one and the other leg, walks on a log. Throws the ball up and catches it with both hands. Sculpts from plasticine, laces shoes.

Age features of the development of children 5-6 years old

GENERAL MOTOR SKILLS:
He jumps well, runs, jumps over a rope, jumps alternately on one and the other leg, runs on his toes. Riding a two-wheeled bicycle, skating.

VISUAL-MOTOR COORDINATION:
Carefully cut out pictures. Writes letters and numbers. Adds missing details to the picture. Hitting a nail with a hammer. Reproduces geometric shapes according to the sample. Outlines the drawings along the contour, shades the shapes.

SPEECH DEVELOPMENT:
Uses synonyms, antonyms in speech; words denoting the materials from which objects are made (paper, wood, etc.). By the age of 6, he knows and is able to write printed letters of the alphabet. Determines the number of syllables in words, the number of sounds in words, determines the place of sound in a word (beginning, middle, end of a word). Defines stressed syllables, vowels. Understands the meaning of words sound, syllable, word. Distinguishes between vowels and consonants (letters), hard and soft consonants. Expressively tells poems, retells short stories.

Writes numbers from 0 to 10, correlates the number with the number of objects. He knows how to make equality out of inequality. Can write and use mathematical symbols. Able to lay out items (10 items) from largest to smallest and vice versa. Able to draw geometric shapes in a notebook in a cage. Highlights details in objects that are similar to these figures. Oriented on a sheet of paper.
Names the days of the week, the sequence of parts of the day, the seasons. Gives them a description.

MENTAL DEVELOPMENT:
Features of memory: Show the child in turn 10 pictures. The time of demonstration of each picture is 1-2 seconds. Normally, the child remembers 5-6 items out of 10. Read the child 10 words: table, notebook, clock, horse, apple, dog, window, sofa, pencil, spoon. Ask him to repeat the words. The child must remember at least 4-5 words.
Gives his name, surname, address, names of parents and their professions.

Age features of the development of children 6-7 years old
School readiness

MATHEMATICAL REPRESENTATIONS:
Determines the time by the clock. Names the colors of the rainbow. Names the days of the week, parts of the day, seasons, months. Can write numbers from 0 to 10, solves examples.

MEMORY:
Have your child memorize a series of numbers by ear (for example, 5 8 3 9 1 2 2 0). The norm for children 6-7 years old is the repetition of 5-6 digits.
Memorization of 10 words (for example: year, elephant, ball, soap, salt, noise, hand, floor, spring, son). The child listens to this series of words and repeats those that he remembered. After one presentation, a child of 6-7 years old must remember at least 5 words out of 10, after 3-4 readings he names 9-10 words, after 1 hour he forgets no more than 2 words.

THINKING:
Knows how to classify objects, name similarities and differences between objects and phenomena.

SPEECH DEVELOPMENT:
Independently reads the text and transmits its content. Can write simple words.

CONCEPTS ABOUT THE WORLD:
It is good if the child has ideas about nature - about wild and domestic animals, predatory and herbivores, about wintering and migratory birds; about herbs, shrubs and trees, about garden and field flowers, about the fruits of plants; about the phenomena of nature. A store of geographical knowledge is also needed - about cities and countries, rivers, seas and lakes, about planets. The child should be familiar with the professions of people, sports.

Sometimes parents think that if a child can read, write and count before school, then success is guaranteed to him. However, it is equally important that such cognitive processes as attention, memory, thinking, imagination, fine motor skills.

Psychological readiness for school includes the following components:

1. personal readiness
   includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, teachers, myself. A school-ready child is one who is not attracted to school. outside but the opportunity to acquire new knowledge. Personal readiness also implies a certain level of development of the emotional sphere. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and flow of educational activities is possible.
2. intellectual readiness
   presupposes that the child has an outlook, a stock of specific knowledge. Analytical thinking must be developed (the ability to highlight the main features, similarities and differences of objects, the ability to reproduce a sample), arbitrary memory, possession colloquial speech development of fine motor skills of the hand and hand-eye coordination.
3. socio-psychological readiness
   this component of readiness includes the formation of those qualities that allow you to communicate with other children, the teacher. The child must be able to enter the children's society, act together with others, be able to obey the interests and customs of the children's group.

Age features of the development of preschool children

All kids are completely different. And at the same time, there are features of physiological and mental development that are characteristic of a particular age. What are we talking about? For example, babies who are one year old begin to walk and try to master the first words, five-year-olds are cute why, children at the age of ten look at the world and those around them with a different, almost adult, look. Naturally, each age has its own advantages and disadvantages, limitations, losses. But let's look at the main age characteristics of children that distinguish this or that group.

The main children's age periods are considered to be:

1. infancy (0-1 year old)
2. early age (1-2 years)
3. before school age(3-5 years)
4. primary school age (6-11 years old)

Infancy is characterized by emotional communication, which at this stage is the leading activity. Everything that a newborn baby does happens unconsciously, on an instinctive level: he sucks at the breast or a bottle, cries when he is hungry or cold, makes movements with his arms or legs. It will take quite a bit, literally a few months, and he will consciously smile, say his first “aha” in response to his mother’s smile, purposefully reach for the toy. An important point in his mental development is the active functioning of the visual and auditory analyzers. By the age of six or eight months, the baby will begin to crawl and explore more actively. the world. Now he is already able to establish a connection between the word denoting an object and the object itself. The first words appear in his dictionary. By the end of the first year, the baby shows a desire to communicate with other people. What does he now show who he likes and who he prefers to avoid.

A two-year-old baby is already capable of independent actions: he eats with a spoon, he can put on panties. He is not bored with his toys, because he already has a tendency to fantasize. Great pleasure deliver him simple group games. Children of two or three years old are very mobile: they run, jump, walk on their toes, they can maintain balance on one leg. Buy your kid some finger paint! You see, he will like this occupation.

A two-year-old kid is already “writing” letters in full: he leaves dashes, circles, squiggles on paper. By the age of three, "calligraphy" is improving, and drawings are becoming more and more recognizable. Here is the sun, here is the house, and this is a flower. Praise the baby! Let him see that he was able to please you. In the future, this will play an important role and will not allow the baby to close in on himself and hide his talents.

At the age of two or three years, children show interest in the book and the printed word. They enjoy listening to poems, fairy tales, nursery rhymes. Many of them retell what they heard, sometimes they compose themselves. True, it happens that some babies are just now starting to talk and replenish their vocabulary. To rule out whether the child has any developmental disorders, contact a speech therapist and psychologist. They will let you know if there is cause for concern.

After three years, children begin to "yasamkat". Every now and then you hear: "I myself"! And this is quite natural. Now the kid has realized that he is a person, that he can like something, but not something. Right now, it is important for parents to explain to the baby that in life there are situations when “you don’t want to”, but you “need”, that everyone has their own responsibilities. Believe me, at this age the baby is already able to understand this.

At the age of three, children are still active and inquisitive, mastering a whole system of various skills and abilities.

At the age of four, the baby becomes his mother's assistant. He tries very hard, performing the task entrusted to him, and is very happy when he is praised. His gross and fine motor skills are improving. He easily throws the ball over his head, goes down the stairs, using alternately one or the other foot, jumps on one foot, maintains balance while swinging on a swing, traces along the contours, copies simple images. At this age, kids are good at making decisions. logical tasks. Place three colored cubes in front of the child (for example, red, yellow and blue). Tell him: “Give me a cube that is neither red nor blue” or “give me a cube the color of the sun.” The task can be made more difficult. For example, "give me a cube of the same color as our curtains" (let's say red). As a rule, kids easily solve this. A four-year-old easily masters the degrees of comparisons (the closest, the largest), understands time (uses the past and present). At least count to ten. Some children already know how to solve elementary examples like "1 + 1", "2 + 1", etc. As a rule, a four-year-old child is able to see geometric shapes in surrounding objects, correctly names the seasons, and distinguishes between the right and left hands.

At the age of five or six, children realize that soon they will go to school. They are especially proud that they are already such “adults”, and this motivates them to behave accordingly. They show independence and initiative. They argue with adults, and sometimes frankly create conflict situations if what you want doesn't match reality.

The child's skills and abilities are becoming more complicated: now he already knows how to ride a two-wheeled bicycle or skate, carefully cut out pictures, write letters and numbers, assemble complex puzzles, and fill in the missing details for the picture. Also improved speech development child: he uses synonyms, antonyms, words denoting the materials from which objects are made (paper, wood, etc.). By the age of six, the baby knows and can write printed letters of the alphabet. Determines the number of syllables in words, the number of sounds in words, determines the place of sound in a word (beginning, middle, end of a word). Expressively tells poems, retells short stories.

The leading activity of a preschooler is a role-playing game in which behavior mediated by the image of another person is formed.

Children 6-7 years old have their own age characteristics. Having become a first grader, such a child has moved to a significantly new stage of development. In the process of educational activity, the child not only acquires knowledge, skills and abilities, but also learns to set himself learning objectives(goals), find ways to assimilate and apply knowledge, control and evaluate their actions.

Such a baby is able to memorize a series of numbers by ear (for example, 2 4 8 3 5 1 9). The norm is if the child repeats either everything, or makes a mistake in 1-2 digits. Can also memorize 10 simple words. For example: chair, elephant, ball, floor, soap, salt, noise, hand, spring, son. After the first listening, the child must remember at least 5 words, after 3-4 readings by adults - 9-10. Many children of this age independently read the text and convey its content. At this age, the child has ideas about nature and its phenomena. Replenishes the stock of geographical knowledge (about cities and countries, rivers, seas and lakes, about planets). Knows the professions of people, sports.

With each subsequent year, the skills and abilities of the child are improved, knowledge is replenished, the experience of communicating with others is enriched. From 11-12 years old, a fundamentally new age stage begins - adolescence, which is characterized by its own characteristics, because the child is already becoming an adult for real. As a rule, adolescence is considered a "crisis". First of all, this is due to the biological changes occurring in the child's body and puberty.

Based on the above, do not forget that each age has its own characteristics, individual opportunities open up and therefore a special pedagogical approach is needed to educate children of a certain age. Moreover, keep in mind that raising children should not be formal. Parents should build deep relationships by communicating with kids (taking into account age potential), listening to their needs, taking a direct part in the experience that children are concerned about.

Remember, no matter how old your child is, he is a full-fledged member of the family, and not your property at all. Respect the child, encourage, and then a creative, successful, self-confident, purposeful person will grow out of him.

The age of 5-6 years is the senior preschool age. It is a very important age in the development of the cognitive sphere of the child, intellectual and personal. It can be called the basic age, when many personal aspects are laid in the child, all the moments of the formation of the “I” position are worked out. It is 90% of the laying of all personality traits of the child is laid at the age of 5-6 years. Highly important age when we can understand what a person will be like in the future.

At 5-6 years old, a child absorbs all cognitive information like a sponge. It has been scientifically proven that a child at this age remembers as much material as he will never remember later in his life. At this age, the child is interested in everything related to the outside world, expanding his horizons. the best way to obtain precisely scientific information is to read a children's encyclopedia, in which it is clear, scientific, in plain language, any information about the world around is described to the child. The child will get an idea of ​​space, ancient world, human body, animals and plants, countries, inventions and much more.

This period is called sensitive for the development of all cognitive processes: attention, perception, thinking, memory, imagination. For the development of all these aspects, the game material becomes more complicated, it becomes logical, intellectual, when the child has to think and reason.

Good at playing word games , since the child already uses synonyms, antonyms in his speech, distinguishes between vowels and consonants, can determine the number of syllables in words, the place of sound in a word (beginning, middle, end of a word).

Constructor well develops logical thinking. Here important point is folding according to the pattern - sample, starting with simple patterns. Cubes, various puzzles, mosaics must be laid out according to the picture, focusing on color, shape, size.

Develop all analyzers - visual, logical, verbal - variouslogical tables.All tasks based on the specific, thematic classification make attention work, visual perception and thinking of the child. For example, the game"The Fourth Extra"- the pictures show various objects, such as a bus, truck, trolley bus and tram. Of the four items, one is redundant. The child should think and choose this extra item and say why it is redundant. The child still has to name the remaining three objects in one word (in our case, passenger transport). And such pictures, united in a group by common ground may be a great many. The child should have a broad outlook, be able to analyze the situation and explain, argue his choice.

"Put it in order."A number of illustrations are offered, related to one topic, but decomposed incorrectly. The child must determine which of the illustrations depicts what happened earlier or later - that is, put it in order. Here the child must see the sequence, follow the logical pattern and justify.

"Who is more observant?"The child is given a table-exercise for memory, where objects and their schematic representation - symbols can be drawn. Some time is given for memorization, then the child must remember the sequence and reproduce the tablet as it should be.

Having correctly solved the exercise, the child rejoices, feels self-confidence and the desire to win. There are children who give up, do not believe in their own strength, and the task of parents or a psychologist is to develop in the child the desire to win. Importantly, the child must know that "I can." In such logic games, the personal aspect of the preschooler is also traced.

The main thing in the development of children 5-6 years old is their cognitive development, expanding horizons. And all games aimed at this will give a good result. Do not answer in one word - "yes" or "no". Answer the child in detail, ask his opinion, make him think and reason. Why is it winter now? Prove it. Why can't you make a fire in the forest? Justify. Children have a lot of unconscious information in their heads, sometimes they cannot accumulate it, sort it out. And the task of adults is to help them with this. An important indicator of this age of 5-6 years is the child's evaluative attitude towards himself and others. Children may be critical of some of their shortcomings, may give personal characteristics to their peers, to notice the relationship between an adult and an adult or an adult and a child. But parents continue to be an example for children. If parents carry positive information, if the child has a good soul, there is no fear, resentment, anxiety, then any information (personal and intellectual) can be put into the child.

Take care of the psyche of children!!!