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The main mental neoplasms of preschool children. Characteristics of the main neoplasms of the personality of a preschooler

The social situation of development in preschool age

Social situation of development- this is a kind of combination of what has been formed in the psyche of the child and those relations that are established in the child with the social environment.
As a result of the crisis of 3 years, the psychological separation of the child from the adult takes place, which creates the prerequisites for the creation of a new social situation of development. The child transcends his family circle and established relationships with the adult world. The center of the social situation is the adult as a carrier of a social function (adult - mother, doctor, etc.). At the same time, the child is not able to really participate in the life of adults. This contradiction permitted in the game, as in the leading activity. This is the only activity that allows you to simulate the life of adults and act in it.

Game as a leading activity of preschool age.
Other child activities

Other child activities
The game- the leading activity of a preschool child. The subject of gaming activity is an adult as a carrier of certain social functions, entering into certain relationships with other people, using certain rules in his activities.
The main change in behavior is that the desires of the child fade into the background, and the clear implementation of the rules of the game comes to the fore.
The structure of the role-playing game:
Each game has its own game conditions- participating children, dolls, other toys and objects.
- topic;
- Plot- the sphere of reality that is reflected in the game. At first, the child is limited by the framework of the family, and therefore his games are mainly connected with family, everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc.
In addition, the game on the same plot gradually becomes more stable, longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.
- role(main, secondary);
- toys, game material;
- game actions(those moments in the activities and relationships of adults that are reproduced by the child)
younger preschoolers imitate objective activity - cut bread, rub carrots, wash dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - for what and for whom they did it.
For middle preschoolers the main thing is the relationship between people, game actions are performed by them not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to put "sliced" bread in front of the dolls and will never mix up the sequence of actions - first dinner, then washing dishes, and not vice versa.
For older preschoolers it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them. Game actions are gradually losing their original meaning. Actually objective actions are reduced and generalized, and sometimes they are generally replaced by speech ("Well, I washed their hands. Let's sit down at the table!").
AT The development of the game is divided into 2 main phases or stages. For the first stage (3-5 years) characteristic is the reproduction of the logic of real actions of people; the content of the game are objective actions. At the second stage (5-7 years old) real relations between people are modeled, and the content of the game becomes social relations, the social meaning of the activity of an adult.
The role of play in the development of the child's psyche.
1) In the game, the child learns to fully communicate with peers.
2) Learn to subordinate your impulsive desires to the rules of the game. There is a subordination of motives - "I want" begins to obey "it is impossible" or "it is necessary".
3) In the game, all mental processes develop intensively, the first moral feelings (what is bad and what is good) are formed.
4) New motives and needs are formed (competitive, game motives, the need for independence).
5) New types of productive activities are born in the game (drawing, modeling, appliqué)

Development of mental functions in preschool age

1) Perception at preschool age becomes more perfect, meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search Children know the main colors and their shades, they can describe the object in shape and size. They learn a system of sensory standards (round like an apple).
2) Memory. Preschool childhood is the most favorable (sensitive) age for the development of memory. In younger preschoolers, the memory involuntary. The child does not set himself the goal of remembering or remembering something and does not own special methods of memorization. interesting for him events, if they cause an emotional response, are easily (involuntarily) remembered. In the middle preschool age (between 4 and 5 years), arbitrary memory begins to form. Conscious, purposeful memorization and recall appear only sporadically. Usually they are included in other activities, since they are needed both in the game, and when carrying out instructions from adults, and during classes - preparing children for schooling.
3) Thinking and perception are so closely related that they talk about visual-figurative thinking most characteristic of preschool age. Despite such a peculiar children's logic, preschoolers can reason correctly and solve rather complex problems. Correct answers can be obtained from them under certain conditions. First of all, the child needs have time to remember the task itself. In addition, the conditions of the problem he must imagine, and for this - understand them. Therefore, it is important to formulate the problem in such a way that it is understandable to children. The best way to achieve the right decision is to organize actions child, so that he draws appropriate conclusions on the basis of own experience. A.V. Zaporozhets asked preschoolers about physical phenomena little known to them, in particular, why some objects float while others sink. After receiving more or less fantastic answers, he suggested that they throw various things into the water (a small carnation that seemed light, a large wooden block, etc.). Previously, the children guessed whether the object would float or not float. After a sufficiently large number of trials, having checked their initial assumptions, the children began to reason consistently and logically. They have acquired the capacity for the simplest forms of induction and deduction.
4) Speech. In preschool childhood, the long and complex process of mastering speech is basically completed. By the age of 7, the language for the child becomes really native. Developing sound side speech. Younger preschoolers begin to realize the peculiarities of their pronunciation. Intensively growing vocabulary speech. As in the previous age stage, there are great individual differences: some children have a larger vocabulary, while others have a smaller one, which depends on their living conditions, on how and how much close adults communicate with them. We present the average data for V. Stern. At 1.5 years old, the child actively uses about 100 words, at 3 years old - 1000-1100, at 6 years old - 2500-3000 words. Developing grammatical structure speech. Children learn the patterns of morphological order (word structure) and syntactic order (phrase construction). A child of 3-5 years old correctly captures the meanings of "adult" words, although he sometimes uses them incorrectly. The words created by the child himself according to the laws of the grammar of the native language are always recognizable, sometimes very successful and certainly original. This childish ability for independent word formation is often called word creation. K.I. Chukovsky, in his wonderful book "From Two to Five", collected many examples of children's word creation (From mint cakes in the mouth - a draft; A bald head is barefoot; Look how it rained; I'd rather go for a walk, not eaten; Mom is angry, but quickly fertilizes ; crawler - worm; mazeline - vaseline; mokres - compress).

Features of the personality of a preschooler

emotional sphere. Preschool childhood is characterized by a generally calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions. But this does not at all lead to a decrease in the saturation of the emotional life of the child. The day of a preschooler is so filled with emotions that by the evening he can, tired, reach complete exhaustion.
changes during this period structure themselves emotional processes. In early childhood, vegetative and motor reactions were included in their composition (when experiencing resentment, the child cried, threw himself on the sofa, covering his face with his hands, or moved chaotically, shouting out incoherent words, his breathing was uneven, his pulse was frequent; in anger he blushed, shouted, clenched his fists, could break a thing that turned up under his arm, hit, etc.). These reactions are preserved in preschool children, although the outward expression of emotion becomes more restrained in some children. The child begins to rejoice and grieve not only about what he is doing at the moment, but also about what he has yet to do.
Everything that a preschooler is involved in - playing, drawing, modeling, designing, preparing for school, helping mom with household chores, etc. - should have a strong emotional connotation, otherwise the activity will not take place or will quickly collapse. A child, due to his age, is simply not able to do what he is not interested in.
Motivational sphere. The subordination of motives is considered the most important personal mechanism that is formed in this period. It appears at the beginning of preschool age and then gradually develops. If several desires arose simultaneously, the child found himself in a situation of choice that was almost insoluble for him.
The motives of a preschooler acquire different strength and significance. Already at a younger preschool age, a child can relatively easily make a decision in a situation of choice. Soon he may already suppress his immediate urges, for example, not responding to an attractive object. This becomes possible due to stronger motives that act as "limiters".
Interestingly, the most powerful motive for a preschooler is encouragement, receiving an award. Weaker - punishment, even weaker baby's own promise. Demanding promises from children is not only useless, but also harmful, since they are not kept, and a series of unfulfilled assurances and vows reinforces such personality traits as optionality and carelessness. The weakest is outright prohibition some child's actions not reinforced by others, additional motives, although adults often place great hopes on the ban.
The preschooler begins to learn ethical standards accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his behavior to these norms, he has ethical experiences.
Initially, the child evaluates only other people's actions - other children or literary heroes, not being able to evaluate their own. Middle preschool age the child evaluates the actions of the hero, regardless of how he relates to him, and can justify his assessment based on the relationship between the characters in the fairy tale. In the second half of preschool childhood the child acquires the ability to evaluate his own behavior, tries to act in accordance with the moral standards that he learns.
self-awareness formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood.
Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem ("I am good") and a rational assessment of someone else's behavior. The child first acquires the ability to evaluate actions other children, and then - own actions, moral qualities and skills. By the age of 7, the majority of self-assessment of skills becomes more adequate.
Another line of development of self-consciousness - awareness of one's feelings. At the end of preschool age, he is guided in his emotional states and can express them with the words: "I am glad", "I am upset", "I am angry".
This period is characterized gender ID, the child is aware of himself as a boy or a girl. Children acquire ideas about appropriate styles of behavior. Most boys try to be strong, brave, courageous, not to cry from pain or resentment; many girls are neat, businesslike in everyday life and soft or coquettishly capricious in communication.
Begins self-awareness in time. At 6-7 years old, a child remembers himself in the past, is aware of the present and imagines himself in the future: "when I was small", "when I grow up big."

Crisis 6-7 years old, the problem of the child's readiness for school

On the basis of the emergence of personal consciousness, a crisis of 7 years appears.
Main features:
1) loss of immediacy (between desire and action, the experience of what significance this action will have for the child is wedged);
2) mannerisms (the child builds something out of himself, hides something);
3) a symptom of "bitter candy" - the child feels bad, but he tries not to show it.
Psychological readiness for school- a complex formation, which implies a fairly high level of development of the motivational, intellectual spheres and the sphere of arbitrariness.
Usually, two aspects of psychological readiness are distinguished - personal (motivational) and intellectual readiness for school.
Intellectual readiness includes:
- orientation in the environment;
- stock of knowledge;
- development of thought processes (the ability to generalize, compare, classify objects);
- development of different types of memory (figurative, auditory, mechanical, etc.);
- development of voluntary attention;
Motivational readiness for school includes:
Intrinsic motivation (i.e. the child wants to go to school because it is interesting and he wants to know a lot), and not because he will have a new satchel or parents promised to buy a bicycle (extrinsic motivation).

The main neoplasms of preschool age are:

1. The emergence of the first schematic outline of an integral children's worldview. Everything that he sees, the child tries to put in order, to see the regular relationships in which the fickle surrounding world fits.

J. Piaget showed that a child in preschool age develops an artificalist worldview: everything that surrounds the child, including natural phenomena, is the result of people's activity (Cited by Smirnova E. O. 2003).

Building a picture of the world, the child invents, invents a theoretical concept, builds worldview schemes. Such a worldview is linked to the entire structure of preschool age, in the center of which is a person. D. B. Elkonin notices a paradox between a low level of intellectual abilities and a high level of cognitive needs (Elkonin D. B. 1998).

2. The emergence of primary ethical instances and, on their basis, moral assessments that begin to determine the emotional attitude of the child to other people.

3. New motives for deeds and actions arise, social in their content, associated with an understanding of the relationship between people (motives of duty, cooperation, competition, etc.). All these motives enter into various correlations, form a complex structure and subjugate the immediate desires of the child.

At this age, one can already observe the predominance of deliberate actions over impulsive ones. Overcoming immediate desires is determined not only by the expectation of a reward or punishment from the adult, but also by the child's own promise (the "given word" principle). Thanks to this, such personality traits as perseverance and the ability to overcome difficulties are formed; there is also a sense of duty towards other people.

4. Arbitrary behavior and a new attitude of the child towards himself and his abilities are noted. Arbitrary behavior is behavior mediated by a certain representation (Obukhova L. F. 1999).

D. B. Elkonin noted (1998) that at preschool age, the image orienting behavior first exists in a specific visual form, but then it becomes more and more generalized, acting in the form of a rule or norm. Based on the formation of voluntary behavior, the child develops a desire to control himself and his actions. Mastering the ability to control oneself, one's behavior and actions stands out as a special task.

5. The emergence of personal consciousness - the emergence of consciousness of one's limited place in the system of relations with adults. The desire to carry out socially significant and socially valued activities. The preschooler has an awareness of the possibilities of his actions, he begins to understand that not everything can (the beginning of self-esteem). Speaking of self-awareness, they often mean the awareness of one's personal qualities (good, kind, evil, etc.). “In this case,” emphasizes L. F. Obukhova, “it is about understanding one's place in the system of social relations. Three years - outwardly "I myself", six years - personal self-consciousness. And here the external turns into the internal” (Obukhova L. F. 1999).

Chapter 1

1.1 Sensation, perception, memory

1.2 Development of thinking

Chapter 2

2.1 The role of the game in the formation of neoplasms of preschool age

2.2 Development of cognitive processes of preschoolers in various forms of activity

Conclusion

List of used literature

Introduction

Relevance. Cognitive development is a complex process. It has its own directions, patterns and features. The child is by nature inquisitive and explorer of the world. Throughout preschool childhood, along with play activities, cognitive activity acquires great importance in the development of the child, which we understand not only as a process of mastering knowledge, skills and abilities, but mainly as a search for knowledge, the acquisition of knowledge independently or under tactful guidance. adult, carried out in the process of cooperation, co-creation.

Preschool age is the heyday of children's cognitive activity. By the age of 3-4, the child is "freed from the pressure" of the perceived situation and begins to think about what his senses do not perceive. The preschooler is trying to somehow streamline and explain the world around him, to establish some connections and patterns in it. From about the age of five, the flowering of the ideas of little philosophers about the origin of the moon, the sun, about the similarity of different animals, about the customs of plants, etc. gives direct perception. He thinks, for example, that the moon or the sun follows him during his walks: they stop with him or run after him when he runs away. The child considers his instantaneous perception to be the only possible and absolutely true one.

Jean Piaget, who studied the cognitive development of the child in the most detail, called this phenomenon “realism”. It is this kind of realism that does not allow considering things independently of the subject, in their internal interconnection. This "realistic" position of the child in relation to things must be distinguished from the objective one. The main condition for objectivity lies in the awareness of the relativity of one's position, in relation to one's point of view as one of the possible ones. Children up to a certain age do not know how to distinguish between their subjective and external world. The child identifies his ideas with the properties of the external world. As a result, an interesting paradox of children's thought arises: the child is closer to the direct perception of things, and therefore to the things themselves, than adults, but at the same time, he is more distant from reality.

The driving forces behind the development of the psyche of a preschooler are the contradictions that arise in connection with the development of a number of his needs. The most important of them are: the need for communication, with the help of which social experience is assimilated; the need for external impressions, resulting in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

Purpose of the study- to consider the development of cognitive processes of children in the main activities.

Research objectives:

To study the features of the cognitive development of preschoolers.

Consider the role of the game in the formation of neoplasms of preschool age

Determine the development of cognitive processes of preschoolers in various forms of activity.

Object of study- the main characteristics of the development of preschool age.

Subject of study- development of cognitive processes of younger preschoolers.

Theoretical basis This work was served by the works of such authors as: Smirnova E.O., Ignatieva T.A., Bozhovich L.I. and others.

Research methods: literature analysis.

Work structure: the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1

1.1 Sensation, perception, memory

At a younger preschool age, cognitive development continues in three main directions: the ways of orienting the child in the environment expand and qualitatively change, new means of orientation arise, and the child's ideas and knowledge about the world are enriched in content.

At the age of three to five years, qualitatively new properties of sensory processes are formed: sensation and perception. The child, engaging in various types of activity (communication, play, design, drawing, etc.), learns to more subtly distinguish between individual features and properties of objects. Phonemic hearing, color discrimination, visual acuity, perception of the shape of objects, etc. are being improved. Perception is gradually isolated from objective action and begins to develop as an independent, purposeful process with its own specific tasks and methods. From manipulating the object, children move on to familiarization with it based on visual perception, while “the hand teaches the eye” (the movement of the hand on the object determines the movement of the eyes). Visual perception becomes at preschool age one of the main processes of direct knowledge of objects and phenomena. The ability to consider objects is formed at a younger preschool age.

Examining new objects (plants, stones, etc.), the child is not limited to simple visual acquaintance, but goes on to tactile, auditory and olfactory perception - bends, stretches, scratches with a fingernail, brings it to his ear, shakes, sniffs an object, but often more cannot name it, designate it with a word. An active, varied, detailed orientation of the child in relation to a new object stimulates the appearance of more accurate images. Perception actions develop due to the assimilation of a system of sensory standards (colors of the spectrum, geometric shapes, etc.).

Speech acquires a leading role in the development of sensory processes in a preschool child. Naming the signs of objects, the child thereby highlights them. The enrichment of children's speech with words denoting the signs of objects, the relationship between them, contributes to meaningful perception.

The child is guided in the environment not only on the basis of perception. Memory images begin to play an important role in this process. Memory develops most intensively at this age. The child effortlessly memorizes many different words and phrases, poems and fairy tales. However, at the beginning of preschool age, memory has an involuntary character: the child does not yet set himself the goal of consciously remembering anything and does not use special means for this. Material is remembered depending on the activity in which it is included.

At preschool age, several types of activities should be highlighted in which the child's memory develops - this is verbal communication, the perception of literary works, and a role-playing game.

At this age, the child begins to use symbolic representations of objects and events. Thanks to this, he becomes more free and independent of the field of perception and direct contact with surrounding objects. A small child is able to represent objects with the help of bodily movements (imitation delayed in time), an older child uses memory images (when looking for a hidden object, he knows well what he is looking for). However, the highest form of representation is symbols. Symbols can represent both concrete and abstract objects. A striking example of symbolic means is speech.

The child begins to think about what is missing at the moment before his eyes, to create fantastic ideas about objects that have never met in his experience; he develops the ability to mentally reproduce the hidden parts of an object on the basis of its visible parts and to operate with the images of these hidden parts.

The symbolic function (a qualitatively new achievement in the mental development of a child of primary preschool age) marks the birth of an internal plan of thinking, which at this age still needs external supports - game, pictorial and other symbols.

1.2 Development of thinking

The thinking of the younger preschooler is distinguished by qualitative originality. The child is a realist, for him everything that exists is real. Therefore, it is difficult for him to distinguish between dreams, fantasies and reality. He is an egocentric, because he still does not know how to see the situation through the eyes of another, but always evaluates it from his own point of view. He is characterized by animistic ideas: all surrounding objects are able to think and feel, like himself. That is why the child puts the doll to sleep and feeds it. Considering objects, as a rule, he singles out one, the most striking feature of the object and, focusing on it, evaluates the object as a whole. He is interested in the results of the action, but he still does not know how to trace the process of achieving this result. He thinks about what is now, or about what will be after this moment, but is not yet able to understand how what he sees was achieved. At this age, children still find it difficult to correlate the goal and the conditions in which it is given. They easily lose their primary target.

The ability to set goals is still in its infancy: children experience significant difficulties when it comes to setting new goals on their own. They easily predict the course of only those events that they have repeatedly observed. Younger preschoolers are able to predict changes in certain phenomena in only one parameter, which significantly reduces the overall forecasting effect. Children of this age are distinguished by a sharply increased curiosity, the presence of numerous questions like “why?”, “Why?”. They begin to be interested in the causes of various phenomena.

At a younger preschool age, the child begins to form ideas about space, time, number. Due to the peculiarities of the child's thinking, his ideas are also unique and qualitatively different from the ideas of older children.

In older preschool age, cognitive development is a complex complex phenomenon, including the development of cognitive processes (perception, thinking, memory, attention, imagination), which are different forms of orientation of the child in the world around him, in himself and regulate his activity.

The perception of the child loses its original global character. Thanks to various types of visual activity and design, the child separates the properties of an object from itself. The properties or attributes of an object become an object of special consideration for the child. Named by a word, they turn into categories of cognitive activity, and the preschool child develops categories of size, shape, color, and spatial relationships. Thus, the child begins to see the world in a categorical way, the process of perception is intellectualized.

Thanks to various activities, and above all the game, the memory of the child becomes arbitrary and purposeful. He himself sets himself the task of remembering something for future action, albeit not very distant. Imagination is rebuilt: from reproductive, reproducing, it becomes anticipatory. The child is able to represent in a drawing or in his mind not only the final result of an action, but also its intermediate stages. With the help of speech, the child begins to plan and regulate his actions. Inner speech is formed.

Orientation in senior preschool age is presented as an independent activity that develops extremely intensively. Specialized modes of orientation continue to be developed, such as experimenting with new material and modeling.

Experimentation in preschoolers is closely connected with the practical transformation of objects and phenomena. In the process of such transformations, which are creative in nature, the child reveals ever new properties, connections and dependencies in the object. At the same time, the process of search transformations is the most significant for the development of creativity of a preschooler.

The transformation of objects by the child during experimentation now has a clear step-by-step character. This is manifested in the fact that the transformation is carried out in portions, successive acts, and after each such act, an analysis of the changes that have occurred takes place. The sequence of transformations produced by the child testifies to a fairly high level of development of his thinking.

Experimentation can be carried out by children and mentally. As a result, the child often receives unexpected new knowledge, new ways of cognitive activity are formed in him. There is a peculiar process of self-movement, self-development of children's thinking - this is characteristic of all children and is important for the formation of a creative personality. This process is most clearly manifested in gifted and talented children. The development of experimentation is facilitated by “open-type” tasks that involve many correct solutions (for example, “How to weigh an elephant?” or “What can be done from an empty box?”).

Modeling at preschool age is carried out in various activities - playing, designing, drawing, modeling, etc. Thanks to modeling, the child is capable of indirectly solving cognitive problems. In older preschool age, the range of modeled relationships expands. Now, with the help of models, the child materializes mathematical, logical, temporal relationships. To model hidden connections, he uses conditionally symbolic images (graphic diagrams).

Along with visual-figurative thinking, verbal-logical thinking appears. This is just the beginning of its development. Errors still remain in the child's logic (for example, the child willingly counts the members of his family, but does not count himself).

At preschool age, two categories of knowledge are clearly manifested:

Knowledge and skills that a child acquires without special training in everyday communication with adults, in games, observations, while watching television programs;

Knowledge and skills that can be learned only in the process of special training in the classroom (mathematical knowledge, grammatical phenomena, generalized construction methods, etc.).

The knowledge system includes two zones - a zone of stable, verifiable knowledge and a zone of conjectures, hypotheses, semi-knowledge.

Children's questions are an indicator of the development of their thinking. Questions about the purpose of objects, asked in order to obtain help or approval, are supplemented by questions about the causes of phenomena and their consequences. There are questions aimed at gaining knowledge.

As a result of assimilation of systematized knowledge, children form generalized methods of mental work and means of building their own cognitive activity, develop dialectical thinking, the ability to predict future changes. All this is one of the most important foundations for the competence of a preschool child, his readiness for productive interaction with the new content of schooling.

Chapter 2

2.1 The role of the game in the formation of neoplasms of preschool age

Preschool childhood is a completely peculiar period of human development. At this age, the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring lies in the fact that in the preschool age there is an internal mental life and internal regulation of behavior. If at an early age the child's behavior is stimulated and directed from the outside - by adults or by the perceived situation, then in preschool he himself begins to determine his own behavior.

The formation of internal mental life and internal self-regulation is associated with a number of neoplasms in the psyche and in the mind of a preschooler. L. S. Vygotsky believed that the development of consciousness is determined not by an isolated change in individual mental functions, but by a change in the relationship between individual functions. At each stage of development, one or another function comes first. So, at an early age, the main mental function is perception. The most important feature of preschool age, from his point of view, is that a new system of mental functions is being formed here, in the center of which memory becomes

The fact that memory becomes the center of the child's consciousness leads to significant changes in the mental life of a preschooler. First of all, the child acquires the ability to act in the piano of general ideas. His thinking ceases to be visually effective, it breaks away from the perceived situation and is able to act in terms of images. The child can establish simple cause-and-effect relationships between events and phenomena. He has a desire to somehow explain and organize the world around him. Thus, the first outline of a holistic children's worldview appears. Building his picture of the world, the child invents, invents, imagines.

Imagination is one of the most important neoplasms of preschool age. This process has much in common with memory - in both cases, the child acts in terms of images and ideas. Memory, in a sense, can also be seen as a "reproducing imagination." But, in addition to reproducing images of past experience, imagination allows the child to build and create something new, original, which was not previously in his experience. And although the elements and prerequisites for the development of the imagination are formed at an early age, it reaches its highest flowering precisely in preschool childhood.

Another important neoplasm of this period is the emergence of voluntary behavior. At preschool age, the child's behavior from impulsive and direct becomes mediated by the norms and rules of behavior. Here, for the first time, the question arises of how one should behave, that is, a preliminary image of one's behavior is created, which acts as a regulator. The child begins to master and control his behavior by comparing it with the model. This comparison with a model is an awareness of one's behavior and attitude towards it from the point of view of this model.

Awareness of one's behavior and the beginning of personal self-awareness is one of the main neoplasms of preschool age. The older preschooler begins to understand what he can and does not know, he knows his limited place in the system of relations with other people, he is aware not only of his actions, but also of his inner experiences - desires, preferences, moods, etc. At preschool age, the child goes through the path from “I myself”, from separating oneself from an adult to discovering one’s inner life, which is the essence of personal self-consciousness.

All these most important neoplasms originate and initially develop in the leading activity of preschool age - the role-playing game. A plot-role-playing game is an activity in which children take on certain functions of adults and, in specially created game, imaginary conditions, reproduce (or model) the activities of adults and the relationship between them.

In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity influences the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. In fulfilling a play role, the child subordinates to this task all his momentary, impulsive actions. The game has an impact on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in terms of images and ideas. In addition, in the game, performing various roles, the child "takes different points of view and begins to see the object from different angles. This contributes to the development of decentration - the most important mental ability of a person, which allows presenting a different view and a different point of view.

Role play is critical to the development of the imagination. Game actions take place in an imaginary, imaginary situation; real objects are used as others, imaginary; the child takes on the roles of imaginary characters. This practice of action in an imaginary space contributes to the fact that children acquire the ability for creative imagination.

Communication between a preschooler and peers unfolds mainly in the process of playing together. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication during this period.

In the game, other types of child activity are added, which then acquire independent significance. So, productive activities (drawing, design) are initially closely merged with the game. Only by the older preschool age does the result of productive activity acquire independent significance.

The data available in modern child psychology on the importance of play for the development of all mental processes and the personality of the child as a whole give reason to believe that this activity is the leading one at preschool age.

2.2 Development of cognitive processes of preschoolers in various forms of activity

In addition to the role-playing game, which is the main and leading activity of a preschooler, there are other types of games, among which are usually distinguished "director's games", "dramatization games" and "games with rules" (moving and board games).

Director's play is very close to role-playing, but differs from it in that the child does not act with other people (adults or peers), but with toys depicting various characters. Dolls, teddy bears, bunnies or soldiers become the protagonists of the child's game, and he himself acts as a director, managing and directing the actions of his "actors". Therefore, such a game was called a director's game.

In contrast, in a dramatization game, the actors are the children themselves, who take on the roles of some literary or theatrical characters. Children do not come up with the script and plot of such a game themselves, but borrow from fairy tales, films or performances.

Games with rules do not involve any particular role. The actions of the child and his relations with other participants in the game are determined here by rules that must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide-and-seek, tag, hopscotch, skipping ropes, etc. Board-printed games, which are now widely used, are also games with rules. All of these games are usually competitive in nature: unlike role-playing games, they have winners and losers. The main task of such games is to strictly follow the rules. Therefore, they require a high degree of voluntary behavior and, in turn, form a hundred. Such games are typical mainly for older preschoolers.

Special mention should be made of didactic games that are created and organized by adults and are aimed at developing certain abilities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers.

But play is not the only activity in preschool. During this period, various forms of productive activity of children arise. The child draws, sculpts, builds from cubes, cuts. Common to all these activities is the creation of one or another result, a product - a drawing, construction, application. Each of these activities requires mastering a special way of doing things, special skills, and most importantly, an idea of what you want to do.

Children's drawing attracts special attention of psychologists and teachers.

The visual activity of adults and children differs significantly. If for an adult the main thing is to get a result, that is, to depict something, then for a child the result is of secondary importance, and the process of creating a drawing comes to the fore. Children draw with great enthusiasm, talk and gesticulate a lot, but often throw away their drawings as soon as they are finished. In addition, children do not remember what exactly they drew.

Another important difference between children's drawings is that they reflect not only visual perception, but the entire sensory (mainly motor-tactile) experience of the child and his ideas about the subject. Therefore, the clothes of the depicted person may be "transparent", because the child knows that there are arms and legs under them, and some parts of the body that seem unimportant (ears, hair, fingers, and even the torso) may be completely absent. Younger preschoolers draw a person in the form of a "cephalopod", whose arms and legs grow directly from the head. This means that in the image of an adult, the main thing for him is the face and limbs, and everything else does not really matter.

Another form of productive activity of a preschooler is design - a purposeful process of creating a certain result. At preschool age, these are usually buildings made of cubes or various kinds of constructors. Constructive activity requires its own methods and techniques, that is, special operational and technical means. In the process of construction, the child learns to correlate the size and shape of various parts, finds out their constructive properties.

The following three types of constructive activity of the child are distinguished.

The first and most elementary is pattern design. The child is shown a model of a future building or shown how to build, and asked to reproduce a given model. Such activity does not require special mental and creative effort, but requires attention, concentration, and, most importantly, the acceptance of the very task of “acting according to the model”.

The second type is construction by conditions. In this case, the child begins to build his construction not on the basis of a model, but on the basis of the conditions that are put forward by the tasks of the game or by adults. For example, a child needs to build and fence two houses - for geese and for a fox. In carrying out this task, he must comply with at least two conditions: firstly, the fox's house must be larger, and secondly, the geese's house must be surrounded by a high fence so that the fox does not enter it.

The third type of constructive activity is design by design. Here, nothing limits the imagination of the child and the building material itself. This type of construction is usually required by the game: here you can build not only from a special building material, but also from any surrounding objects: furniture, sticks, umbrellas, pieces of cloth, etc.

All these types of construction are not stages that successively replace each other. They coexist and intersperse each other depending on the task and situation. But each of them develops certain abilities.

In addition to playful and productive activities, separate prerequisites for the child's learning activities appear in preschool childhood. And although in its developed form this activity develops only beyond the preschool age, some of its elements are already emerging. Unlike productive, learning activities are not aimed at obtaining an external result, but at a purposeful change in oneself - at acquiring new knowledge and methods of action. According to L. S. Vygotsky, the preschool education program must meet two basic requirements:

1) bring the child closer to schooling, broadening his horizons and preparing him for subject education;

2) to be the program of the child himself, that is, to meet his actual interests and needs.

At preschool age it becomes possible (and widely practiced in our country) purposeful teaching of children in the classroom. But it is effective only if it meets the interests and needs of the children themselves. One of the most common methods of including educational material in the interests of children is the use of play (particularly didactic) as a means of teaching preschoolers.

The ratio of play and learning activities of children is a big independent problem of preschool pedagogy, to which a lot of research has been devoted.

Thus, it can be seen that new activities of the child appear at preschool age. However, the leading and most specific for this period is the role-playing game, in which all other forms of activity of the preschooler originate and initially develop.

Conclusion

In preschool childhood, the most important mental neoplasms are formed. In the structure of mental functions, memory begins to occupy a central place. The cognitive interests of the child are expanding and the outline of the child's worldview is being formed. Voluntary behavior and personal self-awareness of the child develops.

The role-playing game is the leading activity of the preschooler, since the main mental neoplasms of this age are formed in it. In the traditions of the cultural-historical approach, which was most successfully developed by D. B. Elkonin, the game is considered as a specific way of mastering social reality. The role-playing game has a social character - both in its origin and in its content. The main unit of the game is the role, which is realized in game actions. It is necessary to distinguish between the plot and the content of the game. The plot is the area of reality that is recreated in a role-playing game. The content of the game is that the child singles out and reproduces as the main moment of the activity of adults.

In addition to the plot-role-playing, among the games of preschoolers, the director's game, the dramatization game, the game with the rules, and the didactic game stand out. At preschool age, productive forms of activity appear - drawing, modeling, application and design. At preschool age, elements of educational activity arise. But the main and leading activity during this period is a role-playing game.

List of used literature

Badanina L.P. Psychology of cognitive processes. – M.: Flinta, MPSI, 2008.

Bozhovich L.I. Personality and its formation in childhood. - St. Petersburg, Peter, 2008.

Volkov B.S., Volkova N.V. Child psychology. From birth to school. - St. Petersburg: Peter, 2009.

Ignatieva T.A. Child development. Mental, physical, intellectual abilities. - Rostov-on-Don: Phoenix, 2005.

Olshanskaya E.V. Development of thinking, attention, memory, perception, imagination, speech. Game tasks. – M.: First of September, 2009.

Semago N., Semago M. Theory and practice of assessing the mental development of a child. Preschool and primary school age. - St. Petersburg: Speech, 2010.

Smirnova E.O. Child psychology. Textbook for high schools. – M.: Vlados, 2008.

D. B. Elkonin attributed the following to neoplasms of preschool age.

1. The emergence of the first schematic outline of an integral children's worldview. A child cannot live in disorder, he needs to put everything in order, to see the patterns of relationships.

At a certain moment of preschool age, the child's cognitive interest becomes much more acute, he begins to torment everyone with questions. This is a feature of his development, so adults should understand this and not be annoyed, not brush off the child, but, if possible, answer all questions.

2. The emergence of primary ethical instances. The child tries to understand what is good and what is bad. Simultaneously with the assimilation of ethical norms, aesthetic development takes place, but the relationship between the ethical and the aesthetic in a preschooler is still largely naive, he proceeds from the generalized idea "Beautiful cannot be bad." The appearance of subordination of motives, the formation of an individual hierarchy of motives. Motives become out of situation, perseverance, the ability to overcome difficulties are formed, a sense of duty to comrades arises.
3. Formation of arbitrariness of behavior. Arbitrary is the behavior mediated by a particular representation. D. B. Elkonin said that at preschool age, the image orienting behavior first exists in a specific visual form, but then becomes more and more generalized, acting in the form of rules or norms. The child has a desire to control himself and his actions.

By the end of preschool age, play activity as a leading one exhausts itself. The child strives to take a more prestigious place in the system of social relations, to engage in socially significant and socially valued activities, and to enter into relationships with people precisely on this much more serious basis. Along with an increased cognitive need, this desire leads to a crisis of seven years, the result of which is the formation of the "internal position of the schoolchild."

The main features of this crisis are:

1) loss of immediacy. Between the emergence of a desire and the implementation of an action, a preliminary

thinking about what value this action will have and what result it will lead to. The child discovers for himself the fact that his internal experiences and external behavior do not coincide, and begins to use this: he has secrets, he begins to hide something from adults, consciously and thoughtfully using lies for his own purposes;

2) mannerisms, antics. The child behaves unnaturally, for example, walks with an elaborate gait, speaks not in his usual voice, pretends to be smart, strict, etc., looks for arguments why he does not want or is not obliged to do what adults say, and voices them in a capricious tone;
3) bittersweet symptom. The motive for observing the established rules becomes dominant in comparison with the motive for direct pleasure, and the child cannot enjoy the reward received by breaking the rules.

The appearance of these signs leads to difficulties in communicating with adults, although not as serious as it was during the crisis of three years.

At the heart of these problems lies the fact of the emergence of a special inner life of the child. The formation of an inner life, a life of experiences, is a very important moment, since now all behavior becomes conditioned by the child's personal experiences. The inner life no longer fully passes into the outer. The child is able to think first and then act.

The symptom of loss of spontaneity delimits preschool childhood and primary school age. According to L. S. Vygotsky, between the desire to do something and the activity itself, a new moment arises: orientation in what the child will bring the implementation of this or that activity. In other words, the child thinks about the meaning of the activity, about getting satisfaction or dissatisfaction from what place he will take in relations with adults, i.e. there is an emotional-semantic orientation of the basis of the act. D. B. Elkonin said that there and then, where and when an orientation toward the meaning of an act appears, there and then the child passes into a new age.

The course of the crisis will depend on how the onset of the crisis and the child's entry into school intersect in time. If the child comes to school after the crisis, then he will have to go through the following phases.

1. subcritical phase. The game is no longer interested in the child as before, it fades into the background. He tries

to make changes in the game, there is a desire for a productive, meaningful, adult-appreciated activity. The child begins to have a subjective desire to become an adult.

2. critical phase. Since the child is subjectively and objectively ready for schooling, and the formal transition is late, he becomes dissatisfied with his position, he begins to experience emotional and personal discomfort, negative symptoms appear in his behavior, directed primarily at parents.
3. post-critical phase. When a child comes to school, his emotional state stabilizes and inner comfort is restored.

Children who came to school before the onset of the crisis have the following phases.

1. The child at this stage is more concerned not with learning, but with the game: while it remains his leading activity. Therefore, he can only have subjective prerequisites for teaching at school, while the objective ones have not yet been formed.
2. Since the child has not yet formed the prerequisites for the transition from play to learning activities, he continues to play both in the classroom and at home, which leads to problems in learning and behavior. The child experiences dissatisfaction with his social position, experiences emotional and personal discomfort. Negative symptoms that appear in behavior are directed against parents and teachers.
3. The child has to simultaneously, on equal terms, master the curriculum and the desired gaming activity. If he manages to do this, then emotional and personal comfort is restored and negative symptoms are smoothed out. Otherwise, the negative processes characteristic of the second phase will intensify.

Lagging behind in learning in children who come to school early can be observed not only in the first grade, but also in subsequent grades, and lead to a general persistent failure of the child in school.

If at an early age the child's behavior is stimulated and directed from outside - by adults or by the perceived situation, then in the preschool age he himself begins to determine his own behavior.

The fact that memory becomes the center of the child's consciousness leads to significant changes in the mental life of a preschooler. First of all, the child acquires the ability to act in terms of general ideas. His thinking ceases to be visually effective, it breaks away from the perceived situation and is able to act in terms of images. The child can establish simple causal relationships between events and phenomena. He has a desire to somehow explain and organize the world around him. Thus, the first outline of a holistic children's worldview appears. Building his picture of the world, the child invents, invents, imagines.

Imagination is one of the most important neoplasms of preschool age. This process has much in common with memory - in both cases the child acts in terms of images and ideas. Memory, in a sense, can also be seen as a "reproducing imagination." But, in addition to reproducing images of past experience, imagination allows the child to build and create something new, original, which was not previously in his experience. And although the elements and prerequisites for the development of the imagination are formed at an early age, it reaches its highest flowering precisely in preschool childhood.

The child begins to master and control his behavior by comparing it with the model. This comparison with a model is an awareness of one's behavior and attitude towards it from the point of view of this model.

All these most important new formations originate and initially develop in the leading activity of preschool age - role-playing game. A plot-role-playing game is an activity in which children take on certain functions of adults and, in specially created game, imaginary conditions, reproduce (or model) the activities of adults and the relationship between them.

In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity influences the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. In fulfilling a play role, the child subordinates to this task all his momentary, impulsive actions. The game has an impact on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in terms of images and ideas. In addition, in the game, performing various roles, the child takes on different points of view and begins to see the object from different angles. This contributes to the development of decentration - the most important mental ability of a person, allowing him to present a different view and a different point of view.

Role play is critical to the development of the imagination.

Game actions take place in an imaginary, imaginary situation; real objects are used as others, imaginary; the child takes on the roles of imaginary characters. This practice of action in an imaginary space contributes to the fact that children acquire the ability for creative imagination.

In Russian psychology, the most prominent theorist and researcher of children's play is Daniil Borisovich Elkonin, who in his works continued and developed the traditions of L. S. Vygotsky. The content presented in this chapter is largely based on the material of his monograph "The Psychology of the Game" (Pedagogy, 1978).

“Preschool age,” as noted by A.N. Leontiev (1983), - the period of the initial actual warehouse of the personality. It was at this time that the formation of the main personal mechanisms and formations takes place, the emotional and motivational spheres closely related to each other develop, and self-consciousness is formed.

As the central neoplasms of preschool age (3-7 years), we can distinguish:

* positional role-playing actions (function of awareness (1st phase), function of attitude (2nd phase);

* positional mental actions (tendency to generalize, establish connections: the function of understanding (3rd phase), the function of reflection (4th phase of the functional-stage periodization Yu.N. Karandasheva, 1991).

The central personality neoplasm of preschool age is the subordination of motives and the development of self-awareness. In the process of mental development, the child masters the forms of behavior characteristic of a person among other people. This movement of ontogeny is connected with the development of an internal position.

The internal position of the child is manifested through:

* emotionally colored images;

* situational orientation to the learned standards;

* will, expressed in perseverance;

* other private psychic achievements.

D.B. Elkonin (1989) considered as the main psychological neoplasms of preschool age:

1. The emergence of the first schematic outline of an integral children's worldview. A child cannot live in disorder. Everything that he sees, the child tries to put in order, to see the regular relationships in which such a fickle world around him fits. J. Piaget (1969) showed that a child in preschool age develops an artificalist worldview: everything that surrounds the child, including natural phenomena, is the result of human activity. Such a worldview is linked to the entire structure of preschool age, in the center of which is a person. Research by L.F. Obukhova (1996) showed that children use moral, animistic and artifical reasons to explain natural phenomena: the sun moves to make everyone warm and light; it wants to walk and move, and so on.

Building a picture of the world, the child invents, invents a theoretical concept. He builds schemes of a global character, ideological schemes. D.B. Elkonin (1989) notes here a paradox between a low level of intellectual needs and a high level of cognitive needs.

2. The emergence of primary ethical instances is associated with the distinction between "what is good and what is bad." These ethical instances grow alongside the aesthetic ones.

3. The emergence of subordination of motives. At this age, one can already observe the predominance of deliberate actions over impulsive ones. Overcoming immediate desires is determined not only by the expectation of a reward or punishment from the adult, but also by the child's own promise. Thanks to this, such personality traits as perseverance and the ability to overcome difficulties are formed; there is also a sense of duty towards other people (Yu.N. Karandashev, 1987).

4. The emergence of arbitrary behavior. Arbitrary behavior is behavior mediated by a particular representation. D.B. Elkonin noted that at preschool age, the image orienting behavior first exists in a specific visual form, but then it becomes more and more generalized, acting in the form of a rule or norm. Based on the formation of voluntary behavior in a child, according to D.B. Elkonin, there is a desire to control himself and his actions.

5. Emergence of personal consciousness. D.B. Elkonin (1989) singled out the emergence of personal consciousness as one of the main psychological neoplasms of preschool age, i.e. the appearance of one's limited place in the system of relations with adults, the desire to carry out socially significant and socially valued activities (L.V. Finkevich, 1987). If you ask a child of three years: "What are you?", he will answer: "I'm big." If you ask a child of seven years: “What are you?”, He will answer: “I am small.”

The preschooler has an awareness of the possibilities of his actions, he begins to understand that not everything can (the beginning of self-esteem). Speaking of self-awareness, they often mean the child's awareness of his personal qualities (good, kind, evil, etc.). In this case, we are talking about awareness of one's place in the system of social relations. At the age of three, one can observe the external "I myself", at the age of six - personal self-consciousness: the external turns into the internal.

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