Age features of the development of children 4 5 years. Features of physical formation

The child, having passed the difficult crisis of three years, passes into the middle preschool age. At the stage there is a rapid mental and physical development. Parents are obliged to know how the development of a child of 4–5 years old is carried out in order to help the baby overcome the difficulties that have arisen.

Features of physical formation

At this age, the muscles and bones of the skeleton develop rapidly. Therefore, it is important to know the developmental features of children 4–5 years old. The child changes greatly externally and internally. The internal organs are shaped like an adult. This leads to the fact that the child makes more physical activity. It is important for parents to know the standard indicators of norms in order to help in unforeseen situations. Identify and correct any deviations.

General characteristics:

Important! At this age, it is necessary to explain and accustom to a healthy lifestyle. Follow the daily routine, perform morning exercises, regular walks in the fresh air. Nutrition should be balanced and appropriate for age.

mental development

Mental processes change a lot. They become stable, conscious. Volitional qualities begin to take shape. Knowing how the mental development of a child of 4–5 years old takes place, the correct form of education is built.

Children at the age of five want independence. They no longer need the help of their elders. Learn to make your own rules. But they are ready to empathize and be aware of the feelings of other people.

Creative inclinations are developing rapidly. The kid creates a fairy-tale world where he acts as the main character. Gives himself magical powers. Fantasies are associated not only with the beautiful, but also provoke fears.

Socialization takes place, in which there is a desire to be heard not only in the family circle, but also from peers. Play activity is changing. It expands, there is a storyline. In the gameplay, they learn to make friends, share things, help each other, quarrel and immediately put up.

They show curiosity about everything, which confuses adults by asking questions. They chat for hours without stopping for a minute. You should not interrupt, as you can discourage interest in learning new and unknown so far.

Emotionally, children are receptive. They understand praise and abuse, as they are expansively sensitive to words. Therefore, scolding, you need to choose expressions carefully. Unpleasant words will lead to the development of unwanted complexes that will persist for later life.

At the age of five, they are interested in gender differences between a girl and a boy.

Based on the mental characteristics of the development of children 4-5 years old, it is possible to correctly think over a way of holistic and harmonious education.

mental features

Curiosity leads to the formation of intelligence. You can't do without parental support. Do not dismiss the kids if they are asked to play or explain something. This provokes a delay in mental development. At an older age, it leads to a reluctance to learn. Necessary skills that need to be developed in a child. Parents often have the question of what a child should be able to do by the fifth year of life.

Mathematical ability

A child of five years of age should be able to:

1. Know the name of geometric shapes.
2. Compare items by quantity.
3. Find items.
4. Count within.

Logical thinking

The type of thinking is visual-figurative, where a practical character is manifested. Therefore, the following can be observed:

1. Memorization of a large amount of information.
2. Improving concentration.
3. Finding differences between two pictures.
4. Ability to name antonyms.
5. Recognition of errors in the image, explanation of the correct execution.
6. Completing tasks takes less time, while there is no reaction to foreign objects and actions.

Speech development

By the age of four, major changes in speech occur:

1. Build sentences with 9 words.
2. Use the plural.
3. They know their personal data - first name, last name, home address.
4. Name the professions of people.
5. Keep up the conversation.
6. They can learn a poem.
7. Search, find objects according to the description.

Everyday abilities

Apply self-care skills. Be able to string large beads on a fishing line. Draw straight lines on paper without lifting the brush from the surface. Color images neatly without leaving the margins. Know the right, left hand.

The world

Name the seasons. Know the names of pets. Be able to distinguish vegetables, fruits, berries.

Parents need to engage daily with the baby. The development of intellectual abilities of the fifth year of life is necessary to prepare for school. To avoid stressful situations in the educational process.

Advice! At this stage of development, instill respect for objects, courtesy, and join in joint work.

Emotional Features

Children are sensitive during this period of life. Able to empathize and empathize with those around them. However, many parents face tantrums. In most cases, the child is trying to attract attention or get the desired thing. Most often, moms and dads are faced with this problem, they don’t know how to behave with the baby. Children's tantrum appears when the child does not know the word "no". Or one of the parents allows, and the other forbids. This should not be. Consider a few examples from life where whims and stubbornness occur.

Situation #1

Mom went for a walk with her four-year-old son, on the way she met a friend. They started talking. The son immediately began to act up, pulling by the hand, while saying: “Mommy, let's go!” ...

What to do in this case?

Pay attention to the child immediately. In the environment, find something to do with the child. Invite him to swing on a swing or play in the sandbox. So, he will understand that his mother is showing attention to him. The child will be busy, and the mother will be able to continue calmly communicating with a friend.

Situation #2

The long-awaited daughter Olya appeared in the family. Adults took care of her, fulfilled all her whims. At the age of 5, they dressed and undressed her themselves. People around began to note that Olya became capricious, threw tantrums for any reason.

What's going on with Olya?

It's no secret that beloved children are often capricious. To avoid such a situation, it is necessary to remove the increased guardianship. Excessive attention leads to disobedience.

Situation No3

Nikita 4 years 5 months

Suddenly, a completely obedient child began to act up, throwing tantrums to his mother every day. He became stubborn and disobedient.

Not so long ago, there was an addition to the family. A boy was born prematurely. And the mother devotes a lot of time to the newborn. And Nikita's whims drive her mother crazy.

Why has Nikita changed so dramatically?

Due to increased employment, the mother stopped giving time to her eldest son. With his whims, he tries to attract attention. Try to show interest in relation to the baby.

Situation #4

Every day, after work, my mother would pick up four-year-old Slava at the preschool. Together we went to the supermarket, where he rolled hysterical cries, asking him to buy something. He immediately fell to the floor, began to beat his head and sob. Mother, finding no other way out, bought everything Slava wanted.

How to avoid such a situation?

• Eliminate for a while trips to those places where the baby arranges a tantrum.
• Ignore the action just walk away.
• Try to switch attention to something else at the moment of a tantrum in a 4-year-old child.
• Establish uniform standards for upbringing in the family.
• Be consistent with your requirements.
• Remain calm in the moment of a burst of tantrum.
• Leave the choice to the child.

The role of the family is of great importance in shaping the personality of the baby, and affects the emotional development.

Specialists have developed a memo of rules for parents, which will allow you to build the right relationship with your baby.

Don't set too many restrictions. The child is not able to master everything at once, as a result, hysteria is possible. Talk calmly about the experiences, about the feelings that you experience. React moderately to an outburst of anger. Deal with difficult situations in which the child finds himself. Try to praise more often than scold. Do not scare with horror stories, do not talk about death and illness. Ask about the child's interests. Let's play right with peers. Answer all questions. Read books. Spend leisure time together.

During this period, the main character traits are laid. Therefore, it is extremely important to take into account the developmental features of children 4–5 years old. First of all, physical and mental development is curled from parents. An important factor is the relationship attitude within the family. This is an impact on the future life of children.

IN gaming activity children of middle preschool age, role-playing interactions appear . They indicate that preschoolers begin to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Much attention is paid to the developmentcreative abilities children - in the game, in the visual, theatrical - performing activities. The attentive, caring attitude of the educator towards children, the ability to support their cognitive activity and develop independence, the organization of various activities form the basis for the proper upbringing and full development of children in the middle group of kindergarten.

Significant development isvisual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved.

Getting more complicated construction. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

Motor sphere of the child characterized by positive changes in fine and gross motor skills . Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

The physical abilities of children have increased: their movements have become much more confident and varied. Preschoolers experience an urgent need for movement. If this need is not met, active motor activity is limited, they quickly become overexcited, become naughty, capricious.

Emotionally colored activity becomes not only a means of physical development, but also a way of psychological relief for children of middle preschool age, who are distinguished by a rather high excitability. Seeing the overexcitation of the child, the educator, knowing the weakness of the inhibitory processes of children 4-5 years old, will switch his attention to a more relaxed activity. This will help the child regain strength and calm down.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms.

The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Starts to developcreative thinking. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops.

For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black circles made of paper and seven white circles made of paper and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

Continues to developimagination. Its features such as originality and arbitrariness are formed. . Children can independently come up with a short fairy tale on a given topic.

Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity . They successfully imitate the voices of animals, intonation distinguish the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.

Developing grammatical side of speech . Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

In the fifth year of life, the desire of children tocommunicationwith peers. If a three-year-old child is quite satisfied with the society of dolls, then the average preschooler needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become longer and more active.

New features appear in the communication of middle preschoolers with a teacher. Like children of the younger group, they willingly cooperate with adults in practical matters (joint games, labor assignments, caring for animals, plants), but along with this, they actively strive for cognitive, intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?” The developing thinking of the child, the ability to establish the simplest connections and relationships between objects arouse interest in the world around him.

A fifth-year-old preschooler is differenthigh activity . Therefore, if for some children a simple reminder of the necessary action, advice, is enough, then for others, a demonstration or joint action with the child is necessary. This is one of the characteristics of children in the middle group. During the fifth year of life, the educator becomes a witness to different rates of development of children: some retain the properties characteristic of a younger age for longer, the restructuring of their behavior and activities seems to slow down, while others, on the contrary, “grow up” faster and already from the second half of the middle preschool age begin to clearly show the features of the older age stage.

In children of the middle group, there is an awakening of interest inrules of conduct. It is by the age of five that numerous complaints-statements of children to the teacher begin that someone is doing something wrong or someone is not fulfilling the requirement. An inexperienced educator sometimes regards such statements of the child as "sneaking" and treats them negatively. Meanwhile, the “statement” of the child indicates that he has comprehended the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the educator about the “limits” of the rule.

Children of middle preschool age are highly emotional, express their feelings vividly and directly.

Relationships with peerscharacterized by selectivity , which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. Competitiveness, competitiveness appear. The latter is important for comparing oneself with others, which leads to the development of the image of the "I" of the child, its detailing.

Major Age Achievements associated with the development of gaming activities; the emergence of role-playing and real interactions. With the development of visual activity; design by design, planning; improvement of perception, development of figurative thinking and imagination, self-centeredness of the cognitive position. Development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competitiveness with peers, the further development of the image of the "I" of the child, its detailing.

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

The physical abilities of children increase: their movements become more confident and varied. Preschoolers are in dire need of movement. In case of restriction of active motor activity, they quickly become overexcited, become capricious.

The game is still the leading activity of the preschooler. In the middle preschool age, games become collaborative, more and more children are included in them, role-playing interactions appear. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. Game actions begin to be performed not for the sake of the games themselves, but for the sake of the meaning of the game. There is a separation of play and real interactions of children. Children confidently act in accordance with their role. Children's role-plays have various themes with which the child is familiar from his own life experience. The focus of the child's attention is the relationship of people associated with specific objective actions, thanks to which children learn human relationships. Same-sex play communication prevails. Girls prefer games on family and household plots, games of "princesses". Boys are interested in playing "military, builders, sailors." Many objects in the game are replaced by conditional ones, and a symbolic game appears. For example, a simple die can represent various items, depending on the theme of the game. Actions in the game become curtailed, short, repetitions disappear, one action is replaced by another. A special role in the game is assigned to the exact observance of the rules, here leadership appears for the first time.

The symbolic form of individual game activity of preschoolers is visual activity. In drawing, ideas and thinking are gradually more and more actively included. From the image of what he sees, the child gradually moves to the image of what he remembers, knows and invents himself. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic shapes, cut with scissors, paste pictures

Games also appear - competitions in which the most attractive moment for children is winning or success. In such games, the motivation to achieve success is formed and consolidated.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

Perception.

Children are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. They disassemble and fold a three-part and four-part matryoshka, a pyramid, add a split picture from 2 and 3 parts by visual correlation. Improved orientation in space.

The amount of memory is increasing. Children memorize 5-6 objects or pictures. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, and can learn a short poem.

Thinking.

In the middle preschool age, the most characteristic form of thinking for a child is visual-figurative, which determines a qualitatively new stage in his development. At this age, the child can already solve problems not only in the process of practical actions with objects, but also in his mind, relying on his figurative ideas about objects.

Visual-figurative thinking in preschool childhood is the main one, and by the older preschool age it becomes more generalized. Children can understand complex diagrams, represent a real situation based on them, and even create such images on their own. On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which enables the child to solve problems, to acquire more complex elementary scientific knowledge. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black paper circles and seven white paper circles and ask: “Which circles are more black or white? ”, the majority will answer that there are more whites. But if you ask: “Which are more - white or paper? ”, the answer will be the same - more whites.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. A remarkable feature of children is fantasizing. The brightness of fantasies expands the scope of the mental capabilities of children. Children can independently come up with a short fairy tale on a given topic. By the age of 4-5, planning is included in the process of imagination. The child plans one step of his actions, executes it, sees the result, and then plans the next step. It can be said that the systemic place of imagination in the general structure of the child's consciousness is changing. The preschool child becomes able to act in terms of general ideas.

Attention.

Increased attention span. The child is available focused. interesting activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

Speech becomes the subject of children's activity, the pronunciation of sounds and diction improves. Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. They use generalized words, name animals and their cubs, professions of people, parts of objects. Retell familiar stories with the help of adults. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational. The adult is now of interest primarily as a source of fascinating and competent information.

Communication with adults and peers.

The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting. Children at the age of 4-5 years are called inquisitive how-tos, they actively strive for cognitive, intellectual communication. Often a child repeatedly addresses the same question to an adult in order to get to the bottom of a topic that concerns him. Children of this age awaken interest in the rules of behavior, as evidenced by numerous complaints to the teacher, that someone is doing something wrong or does not fulfill some requirement. At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult.

The desire to communicate with peers is actively manifested. Selectivity in communication is characteristic, which is expressed in the preference of some children over others. There are permanent partners in the games. Children communicate about toys, joint games, common affairs.

Leaders begin to emerge in groups. Competitiveness, competitiveness appear, which influences the development of the child's self-image.

emotional sphere.

There is an active development and maturation of the emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others develops into a more complex feeling of sympathy and affection. Children are highly sensitive to the words, assessments and attitudes of adults towards them. Children develop a need for respect from an adult; for them, his praise is extremely important. They rejoice in praise, but they often react very emotionally to disapproval and remarks: outbursts of anger, tears, perceiving the remarks as a personal insult. The vulnerability of a child of 4-5 years old is not a manifestation of individuality, but a feature of age. In the fifth year of life, children show interest in gender issues, and awareness of their gender begins.

Childhood fears.

At the age of 4-5 years, many children are afraid of fairy-tale characters (Babu Yaga, Koshchei, imaginary monsters). These are age-related fears and are temporary.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of figurative thinking and imagination. Development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of the need for respect from an adult, vulnerability, competition with peers, the further development of the image of the child's self, its detailing.

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Age features of children of middle preschool age.

Each child develops differently, each has its own path and pace of development. But still there is something in common that allows us to characterize children, their age characteristics.

The age of 4-5 years is rightly called the average preschool. Closer to the age of 5, children begin to show features characteristic of older preschoolers. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior.

At the same time, instability of mood, attention, emotional vulnerability, imaginative thinking, passion for the game bring children of 5 years of age closer to younger preschoolers.

The physical capabilities of children of the fifth year of life have increased: their movements have become much more confident and varied. Preschoolers are in dire need of movement. In case of restriction of active motor activity, they quickly become overexcited, become naughty, capricious.

Emotionally colored activity becomes not only a means of physical development, but also a way of psychological relief for children of middle preschool age, who are distinguished by a rather high excitability. Seeing the overexcitation of the child, it is necessary, given the weakness of the inhibitory processes of children 4-5 years old, to switch his attention to a more relaxed activity. This will help the child regain strength and calm down.

Children actively show a desire to communicate with peers. If a child of three years is quite satisfied with the "society" of dolls, then at 4-5 years old he needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become more effective and efficient.

In his cognitive interests, the child begins to go beyond the specific situation. The age of the “why” is manifested in the numerous questions of children to adults: “Why? ", "For what? ", "For what? » The developing thinking of the child, the ability to establish the simplest connections and relationships between objects awaken a wide interest in the world around him. Often a child repeatedly turns to adults with the same questions in order to get to the bottom of the truth that excites him, and it takes a lot of patience from us to give answers again and again.

At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult. A serious mistake is made by an adult if he dismisses the child's questions, does not notice them, or answers with irritation, hastily, without a desire. The benevolent, interested attitude of adults to children's issues and problems, the willingness to discuss them on an equal footing helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in adults. This promotes a sense of respect for elders.

It has been noticed that children who do not receive answers to their questions from adults begin to show features of isolation, negativism, and disobedience towards their elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.

A child of the fifth year of life is highly active. This creates new opportunities for the development of independence in all spheres of his life. The development of independence in cognition is facilitated by the development by children of a system of various, exploratory actions, methods of simple analysis, comparison, and the ability to observe. The child is able to analyze objects simultaneously by 2-3 features: color and shape, color, shape and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. The educator specially saturates the lives of children with problematic practical and cognitive situations in which children need to independently apply the mastered techniques (determine whether sand is wet or dry, whether it is suitable for construction; select blocks of such a width that 2 or 3 cars pass through them at the same time, etc.) .

Paying attention to the development of children's independence, we widely use the methods of an individual approach, following the rule: do not do for the child what he is able to do on his own. But at the same time, it is necessary to proceed from the real level of skills, which can vary significantly among different children. Therefore, if for some children a simple reminder of the necessary action, advice, is enough, then for others, a demonstration or joint action with the child is necessary - this is one of the characteristics of children. The teacher becomes a witness to different rates of development of children: some retain the properties characteristic of a younger age for a longer time, the restructuring of their behavior and activities seems to slow down, while others, on the contrary, grow up faster and begin to clearly show the features of an older age level.

Children 4-5 years old show a clear interest in the game. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. Children confidently name their playing role, act in accordance with it. Same-sex play communication prevails. Girls prefer games on family and household plots, games "in princesses". Boys are attracted to games "in the military, builders, sailors." For the emergence and development of the game, children need appropriate game attributes: sets of toys, items for dressing up, symbols of uniforms.

The game continues to be the main form of organization of their lives. As in the younger group, we give preference to the playful construction of the entire lifestyle of children. During the day, children can participate in a variety of games - role-playing, directing, moving, imitation-theatrical, round dance, musical, educational. Some of them are organized and purposefully used by us as a means of solving certain problems. For example, games with ready-made content and rules are used to develop attention, memory, speech, the ability to compare, and act according to an elementary algorithm.

Considerable time is devoted to games of the choice of children. Our task is to create opportunities for variable gaming activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for gaming creativity, rational placement of gaming equipment.

A remarkable feature of children is fantasizing, they often confuse fiction and reality. The brightness of fantasies expands the scope of children's mental capabilities and is used to enrich children's gaming experience: inventing fantastic images of animals, people, and fairy-tale journeys in the game.

Game motivation is actively used by us in the organization of children's activities. All types of developing educational situations take place either in the form of a game, or are composed of game techniques and actions. Due to the peculiarities of the visual-figurative thinking of the average preschooler, preference is given to visual, playful and practical methods, the words of the teacher are accompanied by various forms of visualization and practical activities of children. Our motto:

Tell me and I will forget, show me and I will remember, let me try and I will learn.

In children of this age, there is an awakening of interest in the rules of behavior, as evidenced by the numerous complaints-statements of children that someone is doing something wrong or does not fulfill some requirement. Sometimes we regard such statements of the child as "sneaking" and treat them negatively. Meanwhile, the “statement” of the child means that he has comprehended the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the adult about the “limits” of the rule. Discussing what happened with the child, we help him establish himself in the right behavior. At the same time, the children's frequent statements-complaints should serve as a signal for us of miscalculations in his work on fostering friendly relations and a culture of behavior in the group.

In children, there is an active development and maturation of the emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others gradually develops into a more complex feeling of sympathy, affection. Supporting them, we specifically create situations in which preschoolers gain experience of friendly communication, attention to others. These are situations of mutual support and mutual assistance of children, showing attention to elders, caring for animals, caring for things and toys: “Help a friend”, “Share with others”, “Our animals are good with us”, “We are helpers in the group” and others. We awaken the emotional responsiveness of children, directing it to sympathy for peers, elementary mutual assistance.

Children are highly sensitive to the words, assessments and attitudes of adults towards them. They rejoice in praise, but they often react sharply emotionally to disapproval or remarks: outbursts of anger, tears, perceiving the remarks as a personal insult. The vulnerability of a child of 4-5 years old is not a manifestation of his individuality, but a feature of his age. Adults need to be very attentive to their words, to the intonation of speech when communicating with the child and evaluating his actions. First of all - to emphasize successes, achievements and aim at positive actions.

In the fifth year of life, children show interest in gender issues, and awareness of their gender begins. Children note the external difference between boys and girls. Our task is the gradual formation of ideas about the behavior of a boy or girl, their relationship. The fulfillment of such a task will successfully influence the intellectual and moral development of the child.

We attach great importance to the development of children's aesthetic feelings. We draw their attention to the beauty of nature, the sound of music, the variety of visual means. Children confidently hold a pencil in their hands, draw people, animals, surrounding objects, sculpt, design, and apply with pleasure.

Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones. It is at this age that children need to read a lot: they love it very much and quickly remember what they read. Every day it is necessary to find time for confidential, motherly communication with children, acquaintance with fiction, telling fairy tales, stories from personal experience, for listening to favorite musical works.

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Consultation for parents "Psychological characteristics of children of middle preschool age"

Psychological features of children of middle preschool age.

Your baby is already 4 years old. Is it a lot or a little? Is he small or big? How to treat him, what to teach, what to demand? Of course, parents who are worried about their child have many questions. Let's try to answer some of them.

From 4-5 years old, a new stage in the development of your baby begins - the stage of personality formation. At this age, the child already seeks to solve problems and problems on his own. More recently, he has resorted to your help in solving any of his difficulties. You constantly heard his requests to help get dressed, put on shoes, find pencils, fold toys, etc. And now you most often hear: "I myself!" Do not be afraid of this. The kid is not ignoring you, he just has his own opinion (about clothes, toys, choosing a movie or book). Parents should learn to listen to the opinion of the baby, to reckon with him. After all, the child wants to be heard. The kid is ready with pleasure to help his parents in cleaning the house or washing dishes and can complete 2-3 tasks at the same time. He can and does a lot. By the end of middle preschool age, the foundation of intellect has already been laid.

Therefore, we note one of the features of a middle-aged baby - the desire for independence. It is important for a child to do a lot on his own, he is already more able to take care of himself and needs less care from adults. There is an opportunity and need to help others .. The kid will feel important and needed by his family.

The second feature of a middle-aged baby is that the child begins to understand the feelings of other people, to empathize. At this age, basic ethical concepts begin to form, perceived by the child not through what adults tell him, but based on how they act. Therefore, dear parents, with the age needs of the child, the responsibilities of parents also grow. Nothing can teach a child like a parent's own example. Rudeness, cruelty, indifference, disrespect for others on the part of parents are absolutely unacceptable. Never sort things out in the presence of children, do not rush to conclusions regarding punishment. Before punishing or scolding, understand the essence of the act. In no case do not take out your evil on the child and do not splash out your negativity on him! Children always feel it. Do not, under any circumstances, lie. If you promised something to the baby, then be sure to do it. But if you are not sure, then it is better to keep silent about it. Honesty and trust are very important to your child. Do not protect your child from all problems and emotional upheavals. After all, the baby should gradually learn to separate good and evil, and adults should only help him navigate life correctly. This implies another feature - for children of middle preschool age, the child's need for joint activities with an adult is characteristic.

In parallel with this feature, another one develops. Let's call it peer relationships. The child develops a great interest in peers, and you will notice more and more how your baby moves from intra-family relationships to a broader relationship with the world. Already at the age of 4, he cannot do without peers. The whole life of the baby is now in the game. The joint game becomes more difficult, it has a variety of role-playing content (games in the hospital, in the store, in the war, playing favorite fairy tales). Children make friends, quarrel, make up, get offended, jealous, help each other. While playing, the child learns to cooperate and resolve conflicts, trying to resolve misunderstandings and quarrels. The game develops the child's self-esteem. Communication with peers occupies an increasing place in the life of a child. Moreover, we are increasingly noticing how our kids are drawn to older children. Don't be afraid, your child just wants to know more and learn more.

We go further. We cannot ignore another feature of middle-aged babies - active curiosity, which makes children constantly ask questions about everything they see. They are ready to talk all the time, to discuss various issues. Age 4 - 5 years - the age of "why". And, of course, cognitive interest is best quenched in an exciting conversation or an entertaining game. Beware, dear parents! After all, to answer the questions of the child, you need to know a lot. And children sometimes have very unexpected questions.

At 4-5 years of age, creative abilities develop. And this is another feature. The development of the imagination enters a very active phase. The child lives in the world of fairy tales, fantasies. He excels at drawing and sculpting. By the age of five, the vocabulary exceeds 2000 words. Abstract concepts (happiness, kindness, love) appear in it. The child can already clearly state his name, surname, his age and even the address of residence. By the end of middle preschool age, the perception of children becomes more developed. The amount of memory increases, imaginative thinking begins to develop, the stability of attention increases.

In the middle preschool age, the child begins to resemble a "perpetual motion machine". Sits only when doing something. He can move 24 hours a day, "exploring" everything that comes his way. Therefore, dear moms and dads, you need to think about the safety of your growing baby (or rather, you should never forget about it).

Let us highlight one more feature of the middle preschool age, which appears as a result of a developed imagination - fears. Middle preschool age is the heyday of fears. The child is afraid of fairy-tale characters, darkness, unpleasant dreams, dogs, depth. There are a lot of them, these childhood fears. And they should not be taken lightly. The child feels insufficiently protected before the big world. And here, as always, we adults should be there to support our baby.

Raising a child is a multifaceted process. In the world there is a huge number of benefits for education. But, unfortunately, none of them gives an exhaustive answer to all the questions of interest to parents. In addition, each child is very individual. Teachers can answer the questions of education only theoretically, and only loving parents know how to properly raise their child. Love your babies! Providing the baby with material benefits, do not forget that nothing can replace the love, attention and warmth of his beloved mom and dad in his life.

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Psychological and pedagogical characteristics of the middle preschool age.

Middle age is the most important period in the development of a preschooler.

The physical abilities of children have increased: their movements have become much more confident and varied. In the middle group, it is especially important to establish a reasonable motor mode.

The average preschooler needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become longer and more active.

Children easily unite into small subgroups based on common interests, mutual sympathy.

The main activity of middle-aged children is the game, and productive activities also appear: drawing, modeling, designing.

In story games, children easily use various substitute objects (for example, a cube as soap). It develops the fantasy and imagination of the child.

In the game, the relationship that exists between people is revealed to the child for the first time, the child himself can fulfill this or that role. The game develops the mental activity of the child.

Within the play activity, learning activity begins to take shape, which later becomes the leading activity. A preschooler begins to learn by playing - he treats learning as a kind of role-playing game with certain rules.

In the middle group, preference is given to the game construction of the entire lifestyle of children. During the day, children participate in a variety of games.

All types of classes either take place in the form of a game, or contain game situations and actions.

New features appear in the communication of middle preschoolers with a teacher. Children strive for cognitive, intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?”.

The ability of children to establish the simplest connections and relationships between objects awakens interest in the world around them.

The friendly, interested attitude of the educator to children's issues and problems, the readiness to discuss them with children on an equal footing helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in adults. This promotes a sense of respect for elders.

A preschooler of the fifth year of life is highly active. This creates new opportunities for the development of independence in all spheres of his life.

There is an awakening of interest in the rules of conduct.

The main thing is to anticipate the actions of children and orient them in advance to the correct behavior.

Middle-aged children are highly emotional, vividly and directly express their feelings.

The teacher awakens the emotional responsiveness of children, directs it to sympathy for peers, elementary mutual assistance.

The aesthetic sense of children develops.

They notice the beauty of nature, the sound of music. An adult helps the child with this. An attentive, caring attitude towards children, the ability to support their cognitive activity and develop independence, the organization of various activities forms the basis for the proper upbringing and full development of children in the middle group of kindergarten.

The educator gradually develops the gaming experience of each child, helps to discover new opportunities for the game reflection of the world, arouses interest in creative manifestations in the game and game communication with peers.

On this topic:

Material nsportal.ru

Methodical development on the development of speech (middle group) on the topic: "A fairy tale as a means of forming coherent speech in children 4–5 years old (middle preschool age)"

Focusing on the age characteristics of children of middle preschool age, work was carried out to develop coherent speech by means of fairy tales.

Target: to prove that fairy tales are an effective means of developing coherent speech in children of middle preschool age.

Fairy tales arouse in the child intense attention to enchanting descriptions of miracles, extraordinary events, and have a strong emotional impact. The child asks himself: who am I? Where did it come from? How did the world come about?

How did people and animals appear? These vital questions are comprehended by the child not in the abstract. He thinks of his own protection and refuge. Are there any other good forces around him besides his parents?

Fairy tales provide answers to these questions.

A total of 5 classes were held, which were held in the morning 1 time per week. The duration of the session was 20-25 minutes.

Fairy tales are fully used to develop children's imagination, thinking, coherent speech and education of good feelings.

When solving the problems of developing coherent speech, it is necessary to focus on the development of the general cognitive abilities of children: to teach to observe, make assumptions, explain the causes and consequences of events, etc. Thus, the perception of a fairy tale is a special type of activity for a child, and, therefore, fairy tales can influence the development of coherent speech.

All of the above served as the basis for choosing the theme of the pedagogical work "Fairy tale - as a means of developing coherent speech in children 4-5 years old." This is possible when using folklore material in the educational process.

Target: to form a coherent speech of children 4-5 years old with the help of a fairy tale.

Analysis of 5 lessons on the topic"A fairy tale as a means of forming coherent speech in children 4–5 years old (middle preschool age)"

1. Classes on this topic for children of the middle group did not cause difficulties. The exercise caused children's speech activity. Children were included in situations with pleasure, as everyone wanted to take part in a fairy tale, to tell about their favorite hero.

2. The following tasks were solved:

• Activate vocabulary, creative imagination, thinking, memory.
• Develop the ability to make a coherent statement.
• Develop thinking, memory.
• Cultivate the ability to listen to each other, not to interrupt.
• Practice creative problem solving.

3. Tasks that need to be worked out:

• The grammatical structure of speech is not well formed.
• Some children have monosyllabic speech that consists of only simple sentences. The inability to correctly and competently build a common sentence.
• Lack of speech. Poor vocabulary.
• Poor dialogue speech: the inability to ask a question in an accessible and competent way, to build a detailed or short answer, if necessary and appropriate.
• Inability to build a monologue: for example, a descriptive or plot story on a specific topic, retell the received text in your own words.
• Lack of speech culture: inability to use intonation, adjust the pace of speech and voice volume, etc.
• To form the ability to select words-names of qualities, objects, actions, parts of objects, verbs, adjectives; ability to use suffixes.

Source nsportal.ru

Synopsis of GCD on the development of speech with children of middle preschool age (4-5 years) "In the world of sounds"

Exercise children in clearly pronouncing the sounds "l" and "p" (in sound combinations, words, phrasal speech);

Develop auditory perception, attention, memory;

To educate the sound and intonation expressiveness of speech;

Cultivate a desire to help solve a problem situation.

Materials: Pinocchio toy, subject picture depicting a turkey, the painting "Wild Animals", toys - a doll, a spinning top, a boat, real objects - a lemon, onion, apple, spoon, fork, ladle

Lesson progress

Educator: Guys! Pinocchio came to visit us. For some reason he is very sad. What happened to him?

Pinocchio: - Hello, I'm sad because I was not accepted to school. They said that I pronounce the sounds incorrectly. What should I do guys?

V. - Poor Pinocchio. Guys, let's help Pinocchio, teach him to speak correctly. Please remember what songs our tongues can sing?

Children: - A song of water: s-s-s. Mosquito song: z-z-z. Titmouse song: ts-ts-ts. Song of the leaves: sh-sh sh. Beetle song: w-w-w. The little train song: ch-ch-ch. V.- Guys, my tongue has learned to sing a new song today.

He overheard this song from a turkey (shows a picture of a turkey). The turkey ran around the yard and angrily muttered: bl-bl-bl. How did the turkey mutter? (bl-bl-bl).

To make a turkey song, you need to puff out your cheeks and make the tongue run fast, fast: bl-bl-bl. Try it: release the tongue to bask in the sun, make it wide, lift it up and press it against the upper teeth. Puff out your cheeks and sing loudly: l-l-l. Take a rest.

Let's listen to how Katya turns out this song (I name 3-4 more children). The turkey has an angry song. When you sing it, your lips hit each other. Check if this is so (children repeat the exercise "Turkey"). But at the bell, the song is sung easily, gently: li-li-li.

Help me, bells (children). First girls, then boys. Now we will sing different songs. Some are like a song of a turkey, and others are like a song of a bell: la-la-la - la-la-la, ly-ly-ly - li-li-li, lu-lu-lu-lu-lu-lu-lu .And now I suggest you play interesting games.

D / and "Who was who"

Purpose: to automate the sound "l" in phrasal speech

The teacher shows a picture with images of wild animals. The children name the animals. Then the teacher asks the children to talk about the animals depicted here - who was who when he was little. (The fox was a fox, the elk was a calf, the wolf was a wolf cub, etc.)

The game "What is where?"

Purpose: to learn to navigate in space, to exercise in a clear pronunciation of the sound “l” in words

The teacher brings the children to the rack and shows them the items on the shelves: on the top shelf - a spinning wheel, a doll, a boat; on the middle - apple, onion, lemon; on the bottom - a spoon, fork, ladle. First, the children name what is on the top shelf, then on the bottom, then on the middle. The children then answer the following questions:

What is to the right of the doll?

What is to the left of the fork?

What is between an apple and a lemon?

What is under the boat? etc.

FizkultminutkaV. - And now let's remember how the hooves of horses on the pavement clatter loudly (Children clatter). Girls will be horses. Have them walk around the room with their feet high. And the boys, sitting on chairs, will clatter loudly.

Then, together with the boys, I will say to the horses: “Whoa!” They will stop and return to their stables. Then the boys will do the same. - A new song lives in the word whoa. This is the song r-r-r - the song of the aircraft engine.

Do you want to learn how to sing it? (Yes) . Lift the tip of the tongue up, behind the upper teeth. Say "r-r-r" softly, so that the tip of your tongue trembles.

Let's listen to how the motor of Sasha's plane, Katya's plane works (we name 2-3 more children). The growl of a dog is very similar to the song of the motor. Roar softly. Let Nikita growl, Nazar, etc. Now I will take a thin and narrow strip of paper from the table and I will pronounce "r" (breathing exercise), and the strip will run away. (I show, I call 2-3 children who pronounce the sound “p”, exhaling on the strip) And now we will play rhyme with you.

D / and "Say a word"

Purpose: to learn to select rhyming words, to automate whistling, hissing, and sonorous sounds

Q: - Guess and tell the last word in rhymes. (c) This is an elk, its horns Protect from ... (enemy).

Preschool age - Wikipedia

Social situation of development

At the stage of preschool age, the social situation of development is characterized by the disintegration of the joint activity of the child with the adult. The child discovers the world of human relations through a role-playing game.

In the game, the child repeats the actions of adults, through which he realizes the tendency to be and act like an adult. The circle of significant persons is gradually expanding, which now includes peers as partners in the game.

The leading activity at this stage is a role-playing game that determines the position of the child, his perception of the world and relationships. Through the plot-role-playing game, the development of various spheres of mental activity takes place. The game is a form of socialization of the child, contributing to the orientation of the child in social and interpersonal relationships.

The Soviet psychologist D. B. Elkonin identified 4 lines of influence of the game on the mental development of the child:

• The development of the motivational-required sphere is the development of functions, meanings, and tasks of human activity. The child strives for a socially significant and approved activity, the first subordination of motives takes place, which is the first step towards their hierarchy, which ensures psychological readiness for school.
• Overcoming cognitive "egocentrism", the child begins to correlate his own position with a different point of view, learns to coordinate his actions with the actions of others.
• The development of an ideal plan, characterized by a transition from external actions to actions in the internal plan.
• Development of arbitrariness of actions by means of obedience to rules.

Mental neoplasms

The central neoformation of preschool age is the formation of visual-figurative thinking, associated with the development of orienting research activities. There is a mastery of mnemonic means, the possibility of arbitrary memorization appears - memory becomes a mediated sign. Speech has the function of planning and regulating activity.

New formations of the emotional-personal sphere are associated with the subordination of motives, the formation of new motives. The development of self-esteem contributes to the differentiation of I-real and I-ideal. Emotions begin to be regulative in relation to one's own behavior.

Psychological readiness for school is the most important complex neoplasm of preschool age, which includes the arbitrariness of behavior regulation, personal and intellectual readiness.

Physical development

From a medical point of view, this stage is characterized by the first physiological acceleration of growth, the increase in body weight slows down, the length of the limbs clearly increases, and the relief of the face deepens. Milk teeth gradually fall out, and permanent teeth begin to grow.

The first acceleration of growth is observed in boys from 4 to 5.5 years, and in girls after 6 years. The length of the body increases due to the relative increase in the lower extremities. At the age of 3-5 years, body weight increases uniformly by 2 kg per year.

The annual increase in head circumference up to 5 years is 1 cm (at 5 years - 50 cm), and after 5 years - 0.5 cm per year.

The circumference of the chest increases by 1.5 cm annually.

Since the muscles are not yet sufficiently developed, incorrect body position, long standing, sitting, furniture that impedes growth can adversely affect the formation of the skeleton and lead to poor posture. Immune protection in the preschool period reaches a certain maturity.

Crisis of three years

At the age of 3 years there is a transition from early to preschool age. This transition is characterized by the so-called crisis of three years, described in its positive meaning by the Soviet psychologist L. S. Vygotsky. A fundamentally new system of social relations with the world is being formed in the child against the background of an increase in his independence.

The crisis is characterized by the emerging contradiction between the child's desire to take part in the life of adults and the disintegration of the former joint activity and the child's attempts to assert his independence. L. Vygotsky highlights the symptoms of a crisis that characterize this transitional period:

• Negativism;

Source en.wikipedia.org

Middle preschool age (child development standards)

Preschool age from 3 to 5 years is called middle. He seems to be on the transition from junior to senior preschool age. These children are characterized by some features of younger preschoolers (concreteness and imagery of thinking, instability of attention, interests and emotions, the predominance of game motivation, etc.). At the same time, the middle preschool age is characterized by the development of cognitive abilities, the development of the communicative, volitional and motivational aspects of the personality.

According to L. S. Vygotsky, children of middle preschool age develop completely new relationships between thinking and action, an internal plan of action appears that determines the meaningful behavior of the child.

Consider the age norms for the development of a child from 3 to 5 years. Their knowledge will help parents not to miss important milestones in the development of the personality of their children, notice a possible problem in time and correct it themselves or with the help of a specialist.

Preschool age from 3 to 5 has its own developmental standards:

The social and emotional development of the child is characterized by the activation of communication and joint games with children and adults. Children love to exchange toys. They show a desire to help adults, they are able to perform simple duties and errands around the house.

The development of general motor skills and fine motor skills of the hands becomes more complicated. Graphic skills are being developed. Children from 3 to 4 years old can throw the ball over their head, grab a rolling ball. They go down the stairs, alternately rearranging their legs.

They jump on one leg, can stand on one leg for several minutes. Maintains balance on the swing. Good grip on the pencil. Assemble structures from a large number of cubes (up to 8-9).

By the age of 5, a preschooler confidently 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.

Fine motor skills of hands in middle preschool age develop well by learning to fold paper several times (origami elements are available), stringing beads on a thick fishing line or wire, modeling from clay and plasticine. Self-service skills are consolidated: lacing up shoes.

Visual-motor coordination develops in subject-play activity. By the age of 4, children can trace along the contours, copy the cross, copy the figure in the form of a hexagon.

They disassemble and fold a six-piece matryoshka, insert the figures into the slots, fold the picture cut into 2-3 parts by targeted tests. Collect small constructions from cubes by imitation.

5-year-old children disassemble and fold the matryoshka (three-piece and four-piece) by trying on or visual correlation. The folding of the pyramid also goes by visual correlation and already taking into account the size of the rings. The picture cut into 2-3 parts is also formed.

Intensive speech development and understanding of speech is expressed in the fact that a child of 3-4 years old is able to identify and name color, shape, taste, using definition words. During this period of preschool age, the vocabulary increases significantly due to the names of the main subjects.

An understanding of the degrees of comparison is formed (the closest, the highest, etc.). The preschooler understands and applies gender-role differences in speech (he is dad, she is mom). Masters temporary concepts and uses the past and present tense. Can listen to rather long fairy tales and stories. Counts to 5. Follow two-part instructions (bring a red die and a blue ball).

By the age of 5, he masters 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.

By the age of 5, memory and attention develop significantly: the child remembers up to 5 words at the request of an adult; performs assignments consisting of 2-3 consecutive actions. Keeps attention on activities that are interesting for him for up to 15-20 minutes.

Mathematical concepts and counting skills are formed: by the age of 4-5, children count to 5. They use the words “many” and “one” in speech; call geometric shapes and forms (triangle, circle, square, cube, ball). Learn to identify geometric shapes in surrounding objects. They know and name the seasons and parts of the day (morning, afternoon, evening, night). Distinguish between right and left hand.

Thus, the middle preschool age is an important step in the progressive development of the child. He masters a lot of new knowledge, skills and abilities, which are extremely important for his further full development.

Material from the site www.kraskizhizni.com

Psychology of education of a child of preschool age. Portal about psychology "Family universe"

Parents of preschool children often turn to child psychologists with questions about how to properly raise their child. Preschool age begins at about 3 years, when the child begins to realize himself as a member of society, and lasts until the start of school education - up to 6-7 years.

It is difficult to overestimate the importance of the harmonious upbringing of a child of preschool age, because it is during this period that the worldview of the baby is actively formed, and his character is being formed. In this article, we will try to give specific advice to parents of preschoolers and hope that our recommendations will help you raise a healthy and happy child.

Education of children at primary preschool age (3-4 years).

At this age, the baby imitates the behavior of adults, absorbing, like a sponge, new words and manners. Therefore, it is so important for parents to monitor their speech and actions, involve the child in games that contribute to his knowledge of the world around him and read fairy tales that form the right values.

At about 3 years old, the baby learns to communicate with peers, you need to give him such an opportunity - to drive to the playground or go to visit parents with children of a close age. Often, just at the age of 3, the child goes to kindergarten, so parents should take care of the adaptation of the child in kindergarten.

At the age of 3, babies often become incredibly stubborn and even aggressive, striving for independence. It is important for adults, on the one hand, to encourage children's independence, on the other hand, to show firmness and not succumb to the manipulation of the child. If you do not know how best to cope with this difficult situation, the advice of a child psychologist, given in the article How to properly raise a three-year-old child, will help you.

Middle preschool age (4-5 years).

At this age, children prefer role-playing games, learn to build relationships with others. Toddlers already clearly formulate their desires, can evaluate their own and other people's actions and learn to understand what is good and what is bad.

At this age, it is important to teach the child to take into account the interests of other people. Focus the baby’s attention on the fact that the brother is sleeping, and therefore you can’t make noise, the grandmother is tired, and she needs help to set the table.

Also, 4-5 years is the most suitable age to teach a child to take care of toys and other things. It is during this period that many children show their creative abilities, so if your baby loves to draw, dance or sing, you can take him to the appropriate children's studio.

Senior preschool age (5-7 years).

At this age, the baby begins to be interested in many things that did not occupy him before - the device of the TV or the existence of aliens. Emotional attachments outside the family intensify, the first true friends appear.

Usually at the age of 6-7, a child especially strives to grow up as soon as possible, to become a schoolboy. At this time, parents should take care of the child's adaptation to school so that the new social role does not turn out to be too difficult for the baby.

Children of senior preschool age must be taught to be responsible for their actions and to predict their consequences. It is important to reinforce the habit of caring for others - family members, younger children, the elderly.

If your baby is a preschooler, then you live with him one of the most exciting periods of childhood growth. The correct development of a preschool child is of great importance for his successful and happy later life. If you have any problems in raising a baby that you cannot cope with on your own, you can seek advice from the specialists of our portal.

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middle preschool age

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change.

Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is an interaction of game and real interactions of children.

Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details.

The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.

The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop.

Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like.

They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.

The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems.

Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.

For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more of the past.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can make up their own story on a given topic.

Increased attention span. The child is available independent activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters.

Interest is caused by the rhythmic structure of speech, rhymes.

The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with adults it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader.

The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.

Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups.

There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of figurative thinking and imagination, self-centeredness of the cognized position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competition with peers, the further development of the image of the child's self, its detailing.

A child in the fifth year of life is strikingly different from what he was a year ago. And this is connected not only with the improvement of physical skills and abilities. The age-related features of the development of children aged 4-5 years are characterized, first of all, by the fact that the preschooler has already come to his senses after the recent crisis, therefore he is able to develop more fruitfully in the psycho-emotional, creative plan. The kid becomes much wiser, his analytical abilities are progressing.

General picture of age

The age of 4–5 years for parents is a time of relative calm: the “wars for power and territory” are over, now the child is more calm, collected, obedient. He no longer needs constant guardianship from adults and strives for external independence (although psychological closeness with his parents, especially with his mother, will be important for the child throughout at least his entire school life).

One of the main distinguishing features of this age is that the child begins to love relatives. Not just to say "I love", because it is customary to express feelings among his inner circle, but to truly love, understanding the full depth of this affection. It is important not to lose this valuable feeling, not to destroy it by the wrong actions of adults.

As before, mental development has a huge impact on the overall development of the child. At the same time, the characteristics of the age characteristics of the period of 4–5 years include the following aspects.

• Demonstration of independence and initiative to increase one's own importance in the eyes of parents. This means that the child strives to win the respect and appreciation of adults for his actions, expects praise from them for achievements and good deeds. Not receiving praise, the baby will react with resentment.
• Attention to your health and well-being. The kid can already quite accurately describe his condition and tries to inform his mother or caregiver if his health has worsened.
• ethical development. The kid begins to understand the sensations and feelings of other people (not only himself or his peers), learns to empathize with someone else's grief, find a way out of conflict situations when communicating with others.
• Active socialization. The circle of relationships only within the family for the child is finally broken. A preschooler is more and more immersed in the world of peers, more and more in need of not only their attention, but also approval, support, and respect. Children of five years of age do not just play together - they share their impressions of events, purchases, how their day went.
• , enhancing the role of fairy tales. In the fifth year of life, the child actively develops creativity and imagination. Toddlers often live in a fictional world where they play the main role, defeat evil, have strength, wisdom, seek recognition of their achievements, which are not sufficiently implemented in reality. In addition, the usual fairy tale now helps the child find a solution to many of his pressing psychological problems, offering a system of images, among which the child chooses the most impressive. He learns to distinguish between good and evil, to be positive.
• Indefatigable curiosity. A preschooler of this age is interested in everything in the world. He asks a wide variety of questions and expects full answers from adults. If at this moment he does not satisfy the need for such information, his craving for knowledge may disappear forever!
• Vulnerability and sensitivity. In the fifth year of life, preschoolers react painfully to comments and punishments. An awkwardly thrown phrase of an adult can give rise to a bouquet of complexes in a vulnerable child's soul that will prevent him from successfully realizing himself in adulthood.
• Fears and nightmares. The rapid development of fantasy may not always have a positive effect on the emotional state of the child, giving rise to a variety of fears and "bad dreams".
• Significant complication of gaming activity. The game at this age in children becomes much more complex, role-playing. Children play shop, daughter-mothers, hospital, war games. During games, kids develop the ability to interact, showing the whole gamut of emotions: they quarrel, make peace, help, be jealous, make friends.
• The difference between people by gender becomes much deeper. Now children can separate by gender not only clothes or hairstyles, but also, for example, behavior, professions, character traits, demeanor, family ties (girl - sister, daughter, granddaughter, boy - son, brother, grandson).
• Increased tendency to remember. Although memory is still involuntary, it is in the fifth year that the child tends to remember many different things with an intensity that he will not achieve in subsequent years.

At this age, deficiencies in upbringing can lead to the fact that bad habits or character traits of the child will be fixed for the rest of their lives, it will be very difficult to fix this. Correctly respond to the behavior of the child, in a timely manner "extinguish" all "hot spots". Instill in him norms and rules of behavior to avoid conflicts and disobedience. If necessary, contact a professional child psychologist.

Well, quite a happy picture, except for fears. But this is the important duty of parents - to respond in time to what is happening with their baby. Directing the fantasy in the right direction, captivating the child with an interesting conversation or a fun game, switching the baby to the positive, they can block fears.

The rapid development of speech

As you can see, the age-related features of the development of a child of the fifth year of life are characterized by an increase in socialization skills (especially in a children's team), emotional manifestations, and a real riot of imagination. All this leads to the active improvement of speech skills:

• the baby already uses from one to three thousand words related to different parts of speech;
• builds sentences of 6-10 words;
• understands the meaning of prepositions and uses them correctly in speech;
• uses the plural correctly;
• uses comparative and evaluative judgments in speech;
• correctly names his age, name, surname, address of residence;
• can support a conversation - answers questions in detail, correctly builds his own interrogative constructions;
• learns by heart children's poems, songs, nursery rhymes;
• knows the names and essence of several professions.

If the child is significantly behind the developmental guidelines given here, start leveling the position. Hone fine motor skills, coordination, read more to your child, surround him with an active speech environment - talk to him about everything that is happening or planned, discuss his feelings, impressions. Add emotions: praise, rejoice with the child, admire his achievements. After all, speech is the main tool of human communication, an indicator of the maturity of thinking, the level of development of the intellect, readiness to communicate with teachers at school (and there is not much left before it).

Logic, mathematical ability

Age-related curiosity and the desire to show the degree of one's "adulthood" at this stage of growth and development, together with the improvement of brain development processes, cannot but affect the level of intelligence in general and the expansion of the palette of logical and mathematical skills in particular. Now the amount of memory is rapidly increasing, attention is able to concentrate for a longer time. This is the period when a variety of knowledge can be put into the memory of a preschooler, which will be useful to him in the future.

The thinking of a child of this age is visual-figurative, and visualization is still in the first place, therefore his actions, including mental ones, are of a practical nature. Only by the end of the fifth year, thinking will gradually move into verbal-logical, built on logical reasoning. The child will master the complex mental operations of generalization, comparison, analysis, synthesis, classification, and will be able to draw logical conclusions. This will speak not only about the level of general development, but also about the degree of readiness of the child to study at school.

Now there is an active preparation for the transition to a new type of thinking. A child of this age already knows a lot and can:

• orients in the location of objects (front, back, middle, top, bottom);
• knows the basic ones (triangle, circle, square, oval, rectangle);
• counts up to 9, comparing the number of items with a specific number;
• can arrange numbers from 1 to 5 in direct and reverse order;
• when comparing objects, understands the concepts of "less", "equally" ("equal"), "greater";
• can find similarities and differences in an image;
• folds a picture cut into 2-6 parts;
• assembles according to the model of the structure without outside help (a pyramid of complex shape, figures from the designer);
• inserts the missing fragments of the image (puzzle);
• finds pairs of items, an extra item in the chain, can explain his decision;
• selects opposite words, understanding their meaning;
• can explain the discrepancy between the picture and reality, find unnecessary details;
• able to collect letters into syllables - you can start learning to read.

Other skills, outlook, physical development

In the interval between 4 and 5 years, the baby is quite confidently oriented in objects and events of the world around him. Now he can:

• name the groups of animals (birds, insects, fish, etc.), name their representatives and the main differences (paws, wings, whiskers);
• name groups of fruits, berries, vegetables, trees, flowers, shrubs, distinguish their types and characteristics;
• distinguishes domestic and wild animals, knows their names;
• distinguishes between cultivated and wild plants;
• understands the difference between products and dishes from them;
• orientated in the time of day (now morning, afternoon, evening, night);
• knows the basic structural features of a person, distinguishes his body parts from animals (paws and legs, hair and wool, nails and claws);
• knows what the seasons look like, what are their features, what kind of precipitation occurs at different times of the year, cold or warm.

In terms of self-service, a child of this age is already quite independent. He not only knows how to use hygiene products and a toilet, a fork, a spoon, but also to fasten buttons, Velcro, zippers, buttons. No longer confuses the right shoe with the left.


Fine motor skills are actively developing, which also indicates the preparation of hands for learning to write. The child can independently:

• string large beads on a thread;
• draw lines without taking the pencil off the paper;
• strokes the drawing with straight lines, without crawling out of the border;
• paints, without getting out of the edge, outlines along the contour.

In terms of physical development, a child in the fifth year of life is already more coordinated, it is easier to keep balance. All his actions become more confident, the baby becomes fast, dexterous, needs constant movement.

The physiology of children of this age requires adults to pay attention to the posture of the child, dosing loads, alternating them with rest.

The main physiological features of a child of the fifth year of life:

• rapid, but uneven growth of muscle mass, which leads to rapid fatigue;
• flexibility, because the ossification of the skeleton is not yet complete (therefore, strength exercises should be avoided);
• the development of children's farsightedness due to the fact that the lens takes on a flat shape;
• the volume of the lungs increases, the abdominal type of breathing gives way to the chest, which is why the need for oxygen in children of this age increases dramatically;
• increased sensitivity to sharp sounds and loud noise.

Parent, remember!

So, in the fifth year of life, all areas of development of a small person for the most part depend on child psychology. It is the psychological aspects - love, care, understanding, a sense of self-worth, authority among peers, a sense of harmony and well-being, self-confidence - that determine how successful a person will grow.

Therefore, it is important for parents to provide their child with the necessary psychological conditions for laying the foundation for a successful personality.

• Take care of the development of the child's play fantasy. Allow him to use not only “ready-made” toys for games. Let him play with your broken things, sticks, stones - everything that seems trash to you.
• Instill in the child diligence, involve in all household chores. At the same time, do them together, demonstrating your enthusiasm and satisfaction to the child.
• Optimize the number of laws, rules and, most importantly, prohibitions necessary to comply. If there are too many of them, the child will not be able to learn everything and will openly protest. If possible, replace the ban with an alternative (you can’t draw on the parquet, but please, on the drawing paper).
• Control your reaction if the child is justly offended. Do not take it out on the baby, do not hurt his psyche. Know how to admit to him that you were wrong and ask for forgiveness. Remember: he learns from your example.
• Share your feelings with your child. This will teach him to understand not only you, but also those around him.
• Analyze with the child all interpersonal conflicts that he gets into in the children's team.
• Do not put too much pressure on the child's conscience. A constant feeling of guilt can lead to insecurity, isolation, fears, and complexes.
• Protect from conversations or films that tell about scary stories, do not talk to him about death, serious illnesses. With his level of development of fantasy, this will only hurt.
• Be interested in all kinds of manifestations of the child's creativity, praise him for his successes, but do not scold, criticize or reproach him for failures. Help him, support him.
• Always answer the child's questions. Warm up in it craving for knowledge. Show that you care about his opinion.
• Provide maximum play space. Let your baby play a lot with peers, play with him at home, solve difficult problems and do household chores in a playful way.
• Read more children's books. Be interested in the opinion of what you read, ask to tell what you especially liked, to characterize, evaluate the characters.

The age of 4–5 years is the borderline between the crisis of 3 years and preparation for schooling. The success of the child in mastering the skills necessary for learning will largely depend on how this period passes. Therefore, the development of the baby must be given constant attention.

Children of the age of four are already preschoolers: the child acquires the first ideas about the world, which will expand with age.

Four years is a stage full of discoveries for parents and crumbs. And in order for the discoveries to be crowned with success, you should rely on the age characteristics of the child, helping him develop.

The psychological state of a 4-year-old child

The psychological feature of a four-year-old child is a vivid manifestation of "feelings and sensitivity." As the Soviet psychologist and teacher Mukhina V.S. notes, “at preschool age, especially at the age of three or four years, feelings dominate all aspects of a child’s life, giving them a special coloring and expressiveness. A small child still does not know how to manage experiences, he almost always finds himself in captivity of the feelings that capture him ”(Mukhina V.S. “Age psychology. Phenomenology of development”, 1999).

The scientist also focuses on the fact that "the feelings of preschool children of three or four years, although bright, are still very situational and unstable." Therefore, parents should not take seriously over-emotional reactions to events. Sometimes children play pranks on purpose in order to look at the reaction of others and understand what emotions leprosy causes in them. So the child learns to distinguish between positive and negative sides.

Now the children begin to realize what is happening more acutely. They have new emotions: shame, resentment, disappointment, sadness. Children at the age of 4 become sensitive: they catch the mood of a loved one and empathize. Moral qualities are formed: understanding, insight, kindness, responsiveness.

Intellectual features at 4 years old

The intellectual features of a child at 4 years old are explained by the level of his anatomical development. The brain is already almost commensurate with the brain of an adult. But the right and left hemispheres are developed to varying degrees: the right hemisphere, which is responsible for the manifestation of emotions and feelings, prevails.

The fourth year is a time of increased interest in the study of the world, manifestations of cognitive activity. A child learns the world not only through books and toys. It's time to consciously get to know the world while walking or attending a children's event.

It's time to introduce your son or daughter to the alphabet and prime numbers. Teach your child to do simple arithmetic and make words out of letters. You can also teach your child a foreign language. There are many schools offering foreign language programs for preschoolers. Or take classes at home.

It is important to exercise your memory regularly. For example, lay out cards with simple pictures and ask them to remember the sequence. Stir and invite the child to restore the order of the pictures from memory. Read small children's fairy tales and poems more often, offer to memorize them and tell them from memory.

The full physical development of a child at 4 years old implies the formation of fine motor skills of the hands. To train finger dexterity and prepare your hand for writing, sculpt from plasticine or clay, cut out large and medium-sized elements of various shapes with scissors. Also draw with different artistic tools (brushes, felt-tip pens, pencils, crayons, finger paints). Albums and coloring books will become assistants to the young artist. Keep collecting puzzles and constructors.

How to raise children of 4 years

What your son or daughter will become depends on parental upbringing. Therefore, the key rule for parents is to be attentive to the child. Spending time together brings people together and establishes an emotional connection. A child who feels the love and care of loved ones has the right example of family relationships.

• Cultural leisure. Attend cultural events to introduce your child to the world of art. Going to the cinema, puppet theater, circus, zoo, festive city festivities socialize and develop the imagination.
• Praise on small and big occasions. Praise even for small victories - this will give confidence and an understanding that they are proud of the child.
• Self-care skills. Teach them to follow the rules of personal hygiene, use cutlery, dress and undress, throw garbage into buckets, put toys away.
• Doctor's observation. Bring your child for routine check-ups, and even more so if you suspect a disease. The child should be regularly examined by a pediatrician, ophthalmologist, surgeon, ENT, cardiologist and endocrinologist.
• Healthy food. Eat a balanced diet that contains proteins, fats and carbohydrates. The frequency of meals for a child of 4 years old is 4-6 times a day.
• Mode. Set a daily routine: it’s easier for you to control his activities, and for him to get used to the regime.
• Useful games. Teach in a playful way: this way classes are more fun and easier.
• Living Encyclopedia. Don't ignore or get angry at a child who asks questions. Four years is the age of the "why-why" who wants to know everything. Explain phenomena with patience and understanding.
• Search for friends. Help to establish contacts with children: give tips on how to get to know each other, invite parents and friends of the crumbs to visit, spend leisure time together.
• Rules without exceptions. Establish rules and responsibilities in the family that all family members must follow. If a child breaks the rules, punish them, but without humiliation. Agree with relatives that in the event of punishment, you will all act according to the same scheme, without exceptions out of pity or misunderstanding. The kid must learn to be responsible.