Experience working with children of primary preschool age. Experience working with children of primary preschool age Specifics of teaching preschool children with hyperactivity

A child’s reading biography begins from preschool age. The foundations of creative reading are laid already at this age. A necessary prerequisite for this is a high level of speech development and children’s extraordinary sensitivity to words. And the active development of the preschooler’s recreating imagination contributes to the emergence of a verbal image and understanding of the characters’ actions. The cognitive activity of younger schoolchildren is characterized, first of all, by emotional perception. A picture book, an adult joke - all this causes an immediate reaction in them. Children are in the grip of a glaring fact; the images that arise from descriptions during an adult’s story or reading a book are very vivid. A 6-9 year old child most loves and remembers in books what is somehow familiar from everyday life, but is revealed with delightful detail, unexpectedly, in a new way. Readers perceive the actions of the hero and his actions much more keenly than the motives for actions and connections between actions and events. Children most often comprehend the ideological content of a work through the actions of the hero and episodes of the plot. The child empathizes with the hero of the work, shows sympathy for him, and is indignant if the hero is not treated fairly. And he is not ashamed of his tears about this. He admires the actions and adventures of brave and daring heroes.

The increased curiosity and cognitive activity of children determines their special interest, which is the origin and structure of objects and things surrounding the child, the world of animals and plants that are familiar to the child.

A young reader at this age is characterized by a “presence effect.” When a child reads a book, he is immersed in the environment that the writer describes, and, as it were, becomes one of the characters. Psychologists call this feature of perception active imagination. It is no coincidence that a child, after reading a book, willingly draws the characters of the books and comes up with a further continuation of the work. And another feature of the perception of younger schoolchildren is the ability to recognize themselves and others in the book they read. This is a very important skill - to think about others as about yourself, to compare yourself with others.

One of the favorite genres of younger schoolchildren is poetry. At this age, children are capable of emotional and aesthetic perception of a poem. In adolescence, this ability to perceive is gradually lost, which is why it is so important during primary school age to support the child’s love of poetry and help develop a poetic feeling.

In order to successfully guide a child’s reading, a librarian needs to be a welcome interlocutor and an authoritative adviser. A lot depends on the first meeting of a little reader with a librarian: you need to build a conversation like this. So that the child has vivid impressions of his first visit to the library, and has a desire to become its regular reader. Hence, library, bibliographic and information knowledge is carried out in the form of game activities. The first such event for younger students is their first visit to the library. For this purpose, the school library, together with the City Children’s Library, organizes events: “Dedication to Readers”, “Visit “Read-City”. The form of this event is varied: first-graders need to find their way to the library, for this, the heroes of the books leave signs for them (the heroes’ things - a log - Papa Carlo, a shoe - Cinderella, etc.). Following these signs, children safely get to the library. Where they are met by fairy-tale book heroes. The heroes of the books introduce the children to the library workers and play with them the game “Heroes of Favorite Fairy Tales.”

Children seem to find themselves in a fairy tale that is intertwined with reality. You can see how the kids show curiosity and interest. It is noticeable how colorfully decorated bookshelves and exhibitions in the library attract the attention of children. Books that interest the children are given to them at home.

Therefore, a book exhibition is of great importance for attracting readers. When organizing book exhibitions for primary school students, books are selected on topics that children can understand. At the exhibition, the librarian can introduce readers not only to books on a specific topic, but also to materials from children's periodicals. It is very important that the structure of the exhibition and the arrangement of books on it are so clear that the reader can navigate it independently. The exhibition helps the child to focus on a book. For an exhibition to be popular, it must meet the interests and capabilities of young readers. Only in this case will the exhibition achieve its goal.

When selecting material for exhibitions, you don’t need to chase a large number of books. For first-grade students, 4–5 books are exhibited; for exhibitions of second, third and fourth grades, the number of books gradually increases to 15 copies. When starting to organize an exhibition, first of all, you should determine its theme and the educational goals that are set for it. The clear, clear wording of the title makes the content of the exhibition understandable to primary schoolchildren, attracts them, and, in addition, helps the librarian to correctly select literature. The title, like other texts at the exhibition for primary schoolchildren, should be bright and expressive. Children perceive headlines well in poetic form. A laconic, expressive title and subtitles immediately attract the attention of children, giving them the opportunity to determine the theme of the exhibition and decide how close the books displayed are to their interests. To reveal the theme of the exhibition and the contents of the books, in addition to the title, you can use quotes, illustrations, and various objects (toys, products, crafts, etc.). It is necessary to take into account the small attention span of younger schoolchildren, its instability; the librarian must make the exhibition bright, colorful, and easily visible.

What makes an exhibition so special are the bright covers and illustrations in the books. If the cover is not interesting, you can open the book on the title page or on an interesting spread. The placement of material in a certain system and sequence is of great importance for the success of the exhibition.

Since, when arranging books in a certain system, the librarian takes into account their design. And books with covers that are similar in color will blend in and may be unnoticed by children. Illustrations, books, objects alternate with each other, there should be some distance between them. At the same time, striving for colorfulness and brightness of the exhibition, one must avoid diversity, which quickly tires the child and does not allow him to concentrate.

No matter how well the exhibition is organized and designed, its impact on the child will be more effective if the librarian conducts a review - a conversation about the exhibition. The review-conversation begins with the title of the exhibition being read out and the students being explained why it is called that way. This introduces children to the theme of the exhibition and helps them better navigate the material.

You can combine a story about a book with the illustration in question, you can invite schoolchildren to recite poems on the same topic by heart; younger schoolchildren enjoy reading poetry. Riddles and interesting questions help to interest and retain the attention of primary school students. It is necessary to teach children of this age to independently select books from the exhibition; for this, during a review-conversation, they are asked to recite poems on this topic by heart; younger schoolchildren love to recite poems with great pleasure. Riddles and interesting questions are of great help to the librarian, which help to mobilize and retain the attention of primary school students during the review. To teach children to independently select books from the exhibition, during the review they can be asked to determine the theme of the book by the illustration on the cover. Also pay attention to the author, remember other books by this writer.

Taking into account the age of the children, the review is carried out within 15–20 minutes. During the review, it is advisable for children to sit; this helps to keep all listeners in sight, ask questions to all children, giving each of them the opportunity to show their activity. When preparing for an exhibition, the librarian must remember that readers’ questions do not take him by surprise; for this purpose, all books selected for the exhibition are read.

Read additional literature on this topic. The conversation plan outlines where passages will be read from, what illustrations will be used, what additional material will be used during the conversation, what questions will be asked of the children.

But when introducing children to reading, the librarian takes into account that primary school students have not yet sufficiently mastered reading techniques. It should be noted that children who systematically borrow books from the library usually quickly master reading techniques, learn to read consciously, that is, penetrate into the meaning of words and sentences. The culture of reading and the skills of working with books are acquired by the reader gradually. This is the result of many adults - parents, librarians, teachers. By talking with children while exchanging books, the librarian gradually teaches the child to work with a book and use the library, which fosters a culture of reading.

When recommending books to primary school students, you need to use the technique of showing illustrations, teaching them to look and understand them. The role of illustration is very important both at exhibitions and when recommending books. Primary school students especially love the bright, expressive illustrations in the book, as they help them understand the text. A drawing awakens interest in the book and forces the child to overcome the difficulties that the reading process itself presents for him. It is useful to use illustrations in a book and when recommending non-fiction or popular science books. Visual perception contributes to better memorization and awareness of the material.

Guiding children's reading requires an individual approach to each reader. The librarian needs not only knowledge of the curriculum material and the characteristics of the student’s psychology, but also knowledge of the interests, requests and inclinations of each child. Young readers have different reading skills and perceive what they read. This is explained by the fact that reading is a deeply personal process that is inextricably linked with the mental growth of each student, his interests, inclinations, and abilities. In order to successfully guide a child’s reading, you need to structure the conversation in such a way that the child has a desire to communicate with the librarian and become a regular reader of the library. As the conversation progresses, you can show some books at the exhibition and get people interested in your story about them. An interesting form of recommendation is also a brief retelling of individual passages from the book, which makes the child want to know what will happen next.

At this age, children also receive their first skills in using the library: they learn to choose books for themselves at the exhibition, the rules of behavior in the library, they feel the silence, comfort, and calm atmosphere in the library. In communicating with young readers when issuing and accepting books, the librarian instills the skills of careful and cultural handling of books. Pays attention to the child’s behavior in the reading room and during the subscription. All this is also included in the content of individual work with children.

Schoolchildren willingly share their impressions of what they read and their attitude towards various school subjects. The librarian will also find out from these conversations whether the child has a home library and what genre books interest him most. But the conversation should be short, since the librarian has little time and a long conversation tires the reader himself. Therefore, two or three questions are quite enough to find out how the child understood the book. But the questions should be specific, not general. Paying attention to individual reading guidance, the librarian at the same time strives to unite children into a team of library readers. “Literary Fridays” are held where students not only read, but also work creatively. The magazine “Murzilka” helps with this. Students have fun making fake magazines.

The interaction of the Library with parents plays a big role in instilling reading in children. The school library is holding a literary competition “Me and my family, reading together.” The library marks this event to coincide with the significant anniversary of the children's writer. A book exhibition with the works of this or that writer and a list of recommendations is organized. Parents and children are given homework:

Prepare a business card, prepare a creative task - usually this means creating a new cover for children and parents together. During the event, these books are exhibited at the “Give a Book Cover” exhibition. Children and adults put so much creative skill and finesse into this work. The city children's library provides great assistance in selecting books for this event.

Readers contribute to the conduct of leisure activities in the school library. Younger schoolchildren willingly want to be active and love to participate in events held by the school library.

Activists provide great assistance in organizing events such as “Dedication to Readers” and “Children’s Book Week.”

“Children's Book Week” is a traditional holiday for schoolchildren. The purpose of this event is to widely promote books among young readers, increase their interest in books and independent reading, and identify their needs. Preparations for the Children's Book Week event take place throughout the entire school year. Various forms of work with books are used: literary conversations, quizzes, games, various book exhibitions dedicated to the anniversaries of children's writers and anniversaries. The “Children's Book Week” holiday is held at the Children's City Library during the March holidays. The school library develops events and theatrical performances together with the city children's library and active readers. Children's imagination has no limits. Colorful announcements about meetings with book characters are posted in schools, in children's libraries, and in the city. Invitation cards are printed indicating the date and time and the name of the events, this allows the young reader and parents not to forget about the holiday. Each day of Children's Book Week is dedicated to a specific topic. After the end of the holiday, children bring drawings of their favorite characters, write mini-notes and poems.

When carrying out mass work, the capabilities of not only young readers, but also the library itself should be taken into account. The work should use techniques that stimulate students’ cognitive activity, develop creative initiative and reading abilities.

Literature

1. Library and young reader: practical work. manual / Yu.V. Prosalkova, Kh.D. Khamrakulova. M.: Book Chamber, 1987. 231 p.

2. Guiding children's reading in the library: textbook. allowance / N.N. Zhitomirova, V.A. Voronets, N.S. Serova.

M.: Soviet Russia, 1964. 263 p.

3. Guide to reading for children and youth in the library: textbook. Manual / T.D. Polozova, G.A. Ivanova, G.P. Tuyukina et al. M.: IPCC, 1992. 232 p.

4. School librarian’s reference book / O.R. Starovoitova, S.M. Pleskachevskaya, T.D. Zhukova. Ed. Yu.N.Stolyarova. M.: School library, 2006. 448 p.

State budgetary educational institution of the Samara region

secondary school No. 1 "Education Center"

p.g.t. Construction ceramics of the municipal district of Volzhsky, Samara region

(GBOU Secondary School No. 1 “OTs” urban settlement Stroykeramika)

Structural unit "Kindergarten "Zvezdochka"

"Health work

with primary preschool children

age"

Completed by: teacher

First qualification category

Rezyapkina O.V.

Samara

The physical development of children of primary preschool age is an important indicator characterizing the state of their health, the level of development of the functions and systems of the body. The Federal State Educational Standard for preschool education pays great attention to the issues of physical development of preschool children. In the educational field “Physical development” it is defined the main task upbringing and education of children – harmonious development of pupils’ physical and mental health. In order to implement the tasks set by the Federal State Educational Standard for preschool education for the harmonious physical development of preschool children, physical education and health activities must be carried out in a preschool institution.

The introduction of new educational standards required changes in the organization of physical education and health activities in preschool educational institutions as a means of physical development of children of primary preschool age. The content of work on the physical development of preschool children is determined by the content of the educational field “Physical Development”, directly depends on the age of the children, and is implemented in certain types of activities. For children of primary preschool age, such types of activities are play and motor, musical and rhythmic movements.

Thus, physical development– this is the process of growth, biological maturation of the organism, which is determined by hereditary mechanisms, is implemented according to a certain plan under optimal conditions of human life and activity, and is also characterized by changes in three groups of indicators:

1) physique indicators - body length, body weight, posture, volumes and shapes of individual parts of the body - they characterize the biological forms (morphology) of a person;

2) health indicators - reflect morphological and functional changes in the physiological systems of the human body (the work of all organs and systems of the body);

3) indicators of the development of physical qualities (strength, speed abilities, endurance, etc.)

Within the preschool stage, a division is made into age intervals, one of which is junior preschool age - the period of child development from 3 to 4 years.The anatomical and physiological characteristics of children of primary preschool age are characterized by:

Uniformity of physical development without sudden changes with all its intensity;

Development of the musculoskeletal system, respiratory system, cardiovascular system and nervous system;

Active development of sensory organs and nervous system.

An important indicator of the health of children of primary preschool age is their mental development. Features of the mental development of children of primary preschool age are manifested:

In the active use of speech as a condition for broadening one’s horizons,

In the growth of mental endurance,

In increasing the need to gain new knowledge, impressions and sensations,

In the active development of fantasy.

But it is not only the age-related physical and mental developmental capabilities that distinguish the period of primary preschool age. At this age, children also have health risks.

Tasks physical development of younger preschoolers are:

1) formation in children of the need for physical activity, development of interest in participating in joint outdoor games and physical exercises;

2) development of physical qualities in children - speed, strength, as well as endurance, coordination, flexibility;

3) maintaining and strengthening the physical and mental health of children;

4) formation in children of initial ideas about a healthy lifestyle.

Physical education and health activities in preschool educational institutions include several activities: physical education classes, morning exercises and exercises after naps, physical education minutes, games and exercises between classes (dynamic pause), outdoor games and exercises while walking, hardening activities, as well as physical education holidays and leisure.

The main form of work with preschoolers is the organization GCD - this is the leading form for the formation of correct motor skills, helps to create optimal conditions for the assimilation of provisions and patterns when performing physical exercises, and assists in the development of children’s versatile abilities. GCD in physical education is carried out 2-3 times a week in the morning. Its duration, like the rest of the NOD in kindergarten, is 15-20 minutes.

Morning exercisesis one of the most important components of the motor regime. The content of morning exercises consists of basic movements, general developmental and drill exercises. Basic movements are movements that are vital for a child, which he uses in the course of his life: crawling, climbing, throwing, walking, running, jumping. It consists of a set of physical exercises that are carried out with moderate load and cover skeletal muscles.

To relieve fatigue, prevent fatigue and improve performancedynamic breaks or exercise minutes, which are included both in regime moments and in the organization of educational activities. A physical education lesson may be accompanied by text related or not related to the movement of the lesson. When pronouncing a text by children, it is necessary to ensure that they exhale when pronouncing the words of one line, and take a deep and calm breath before the beginning of the next line. After physical education, the child’s breathing remains calm. Motor warm-up during a long break between classes allows you to actively relax after mental stress and forced posture. A physical training session usually lasts 1-3 minutes and includes a set of 3-4 exercises, repeated 4-6 times.

Outdoor game also refers to forms of physical education and health activities for preschool children. To consolidate the healing effect, outdoor games and physical exercises are carried out while walking. Children's stay in the fresh air is of great importance for the health of the youngest preschooler. Walking is the first and most accessible means of hardening a child’s body. It helps to increase its endurance and resistance to adverse environmental influences, especially colds. During the walk, children play and move a lot. Movement increases metabolism, blood circulation, gas exchange, and improves appetite. As you know, regular physical exercise strengthens the body and improves immunity. In addition, children, unlike adults, are very mobile and active, so they simply need to periodically “let off steam”, and for this purpose, as well as for improving coordination of movements, physical education is suitable like nothing else. Properly organized and thoughtful walks help to achieve the goals of the comprehensive development of children. Outdoor games are complex motor, emotionally charged activities, determined by established rules that help to identify the final outcome or quantitative result. Outdoor games serve as a method of improving motor skills already mastered by children and developing physical qualities.

After a nap, it is important to improve the mood and muscle tone of each child, as well as take care of the prevention of posture and foot problems. This may be facilitated bygymnastics complex after nap, which is variable in nature, depending on this, its duration will also change (from 7–15 minutes).

In the system of physical education and health work of a preschool institution, a strong place is occupied byphysical education holidays, sports leisure, health days. Interesting content, humor, music, games, competitions, and a joyful atmosphere contribute to the activation of motor activity. When organizing active recreation, it is important to take into account climatic conditions, seasonal characteristics and natural factors. Positive results can be achieved through close cooperation between the preschool team and the family. Physical education holidays are an effective form of active recreation for children. The practice of preschool institutions has shown the importance of holidays in the active involvement of each child in physical education.

Thus, health work in a preschool educational institution is aimed at strengthening the child’s health, his physical development, forming the foundations of a healthy lifestyle and developing a responsible attitude of preschoolers towards their own health.

Let us pay attention to the implementation of the task of protecting and promoting the health of children of primary preschool age:

Creating conditions for developing cultural and hygienic skills;

The use of non-traditional methods of healing and hardening children in collaboration with the parents of pupils.

In order to prevent diseases as much as possible or shorten their duration and ease their course, it is necessary to combine traditional means of healing withunconventional, which allow you to diversify the educational process, arouse children’s interest in their health and create a desire to strengthen it. In addition, non-traditional means of healing allow for preventive work with children. By definition, disease prevention is a set of preventive measures aimed at preserving and strengthening the health of a child.

Most accessible for children of primary preschool age -gymnastics for the eyes. Modern production, with its dynamism, abundance of complex and subtle details, and a continuous flow of visual and auditory signals, places high demands on the nervous system and sensory organs. Gymnastics for the eyes is no less important than general physical exercise. Like any other type of gymnastics, eye exercises will only bring benefits if they are performed correctly, regularly and for a long time. Their goal is to include in dynamic work the eye muscles that are inactive during this work operation, and, conversely, to relax those eye muscles that bear the main load. This creates conditions for the prevention of eye fatigue and eye diseases. It can be included in complexes of morning exercises, exercises after sleep, and carried out in the form of physical education minutes.

One of the non-traditional forms of health-improving work with children of primary preschool age is self-massage . The main value of massage is that it, first of all, affects the baby’s nervous system, helps the child relieve general fatigue, and helps all organs and systems work smoothly and efficiently. All exercises should be performed against the backdrop of positive responses from the child. We must always remember the commandment of Hippocrates “Do no harm!” Positive results in the health improvement of preschool children are possible only if we understand the importance and significance of health work with children. Self-massage techniques are carried out in the following sequence: stroking, rubbing, kneading and vibration (shaking). The duration of self-massage for children is 5-7 minutes, depending on the task. The main task of self-massage is: creating sustainable motivation and the need to maintain one’s health, forming the habit of a healthy lifestyle, instilling basic skills in self-massage of hands, feet, head, face, etc. Self-massage can be taught in any type of activity, in the form of play exercises, imitation movements, which gives the most positive results.

Statistics show that the largest number of diseases in childhood are diseases associated with the respiratory system of the body. That's whybreathing exercisesin a children's institution has not only a preventive, but also a health-improving effect. Performing breathing exercises has 2 main goals:

Purposefully influence the respiratory system, increasing its functional reserves.

By influencing the respiratory system, make changes in functional systems and various organs.

When compiling breathing exercises complexes, the following are taken into account:

The effectiveness of each exercise for hardening and improving the health of children in a preschool institution;

An accessible degree of difficulty of exercises for children of different ages;

The degree of influence of exercises on strengthening the respiratory muscles.

Experts from different countries attributebreathing exercisesto the number of effective factors that promote health and increase the resistance of the human body to various diseases.

Recently, the attention of teachers has been drawn to the psychological component of children's health. One of the means of correcting the emotional state of preschool children ispsycho-gymnastics. Psychogymnastics is a course of special classes (studies, exercises and games) aimed at developing and correcting various aspects of the child’s psyche (both its cognitive and emotional-personal spheres). The main advantages of psychogymnastics:

The playful nature of the exercises (reliance on the leading activities of preschool children);

Preserving the emotional well-being of preschool children.

Hardening - the most important part of the physical education of preschool children. The best means of hardening are the natural forces of nature: air, sun and water. Hardening is understood as increasing the body's resistance mainly to low temperatures, since the cause of a number of diseases (diseases of the upper respiratory tract, pneumonia, nephritis, rheumatism, etc.) is cooling the body. In preschool settings, hardening is implemented as the creation of conditions for the development of cultural and hygienic skills.

Thus, non-traditional means of improving children's health can be actively included in different types of activities and combined with traditional means; they contribute to the diversity of health-improving activities and contribute to the development of children's interest in the process of improving health.

In order to prevent diseases as much as possible or shorten the duration and ease their course, it is necessary to combine traditional means of healing with non-traditional ones, which allow you to diversify the educational process, arouse children’s interest in their health and create a desire to strengthen it. In addition, non-traditional means of healing allow for preventive work with children.

The physical development of children of primary preschool age is assessed according to several indicators:

Anthropometric data (growth),

Changing the days the child missed due to illness,

Changes in indicators characterizing physical qualities (speed, strength, speed, agility).

Analysis of anthropometric data allows us to determine the correspondence of the indicators of a particular child in accordance with standard indicators.

Health-improving work with preschool children is planned in accordance with the principles of consistency, systematicity, comprehensiveness of the use of natural forces of nature and hygienic factors, as well as methods of health-improving orientation.

We came to the conclusion that physical education and health activities in preschool educational institutions in ensuring the physical development of children of primary preschool age are effective under the conditions that the age characteristics of children are taken into account, various forms of organizing this type of activity are used, and conditions are created for the organization of physical education activities for children.

Every year there are changes in the development of children. Each age determines the development of cognitive processes. Many scientists believe that it is very important to pay attention to the peculiarities of the development of cognitive processes, especially at the initial stage of learning. At primary school age, children have significant development reserves.

Junior school age (from 6-7 to 9-10 years) is determined by an important circumstance in the child’s life - entering school.

A child who enters school automatically takes a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Relatives, adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether freely or under compulsion) to study, like all children of his age. From the moment a child starts school, his emotional development depends more than before on the experiences he acquires outside the home.

The child’s fears reflect the perception of the world around him, the scope of which is now expanding. Inexplicable and imaginary fears of past years are replaced by others, more conscious: lessons, injections, natural phenomena, relationships between peers. Fear can take the form of anxiety or worry.

From time to time, school-age children become reluctant to go to school. The symptoms (headache, stomach cramps, vomiting, dizziness) are widely known. This is not a simulation, and in such cases it is important to find out the cause as quickly as possible. This could be fear of failure, fear of criticism from teachers, fear of being rejected by parents or peers.

In such cases, parents' friendly and persistent interest in their child's attendance at school helps.

During primary school age, the child begins to develop a new type of relationship with the people around him. The unconditional authority of an adult is gradually lost, and by the end of primary school age, peers begin to become increasingly important for children, and the role of the children's community increases. Educational activity becomes the leading activity at primary school age. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage.

The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated.

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child’s conscious activity. The development of verbal-logical, reasoning thinking, which occurs during the assimilation of scientific knowledge, rebuilds all other cognitive processes: “memory at this age becomes thinking, and perception - thinking." It is at primary school age that a child begins to experience his uniqueness and realizes himself as an individual. This manifests itself in all areas of a child’s life, including relationships with peers. Children find new group forms of activity. They learn the ability to make friends and find a common language with different children. They strive to improve the skills of those activities that are accepted and valued in an attractive company in order to stand out in it and achieve success. The motive for achieving success is the main motive for a child’s activity at this age. An age-related feature of the attention of a primary school student is the comparative weakness of voluntary attention. Involuntary attention at the beginning of learning requires the teacher to concentrate students' attention more on the subject being studied. Work should be organized in such a way that students use all types of analyzers.

The process of a child’s learning places certain demands on the child’s imagination. The main direction in the development of children's imagination, according to Gamezo, is the transition to a more correct and complete reflection of reality based on relevant knowledge. At first, the imagination of a primary school student is creative and arbitrary. As a rule, the realism of the imagination increases with age. A characteristic feature of the imagination of a primary school student is its reliance on specific objects. And only after some time begins to rely on the word, on the sounding name of the object without its visual image. In the middle of primary school age, the imagination reaches its necessary reality and reliability of ideas. He creates logically connected pictures. At primary school age, the child shows significant differentiation of perceived information. The image created by the first grader is still vague and full of details that he came up with himself and that were not indicated in the description. But already in the second grade, the student strictly limits his recreating image to real details and clearly places them. The created images appear in accordance with the task at hand. This is the main neoplasm of primary school age.

From the age of six, children spend more and more time with peers, almost always of the same sex. Conformity intensifies, reaching its peak by the age of 12. Popular children tend to adapt well, feel comfortable among their peers, and are generally cooperative.

Children still spend a lot of time playing. It develops feelings of cooperation and competition, and such concepts as justice and injustice, prejudice, equality, leadership, submission, devotion, and betrayal acquire personal meaning.

The game takes on a social connotation: children invent secret societies, clubs, secret cards, codes, passwords and special rituals. The roles and rules of children's society make it possible to master the rules accepted in adult society. Playing with friends between the ages of 6 and 11 takes up the most time.

Junior school age is sensitive for:

Formation of motives for learning, development of sustainable cognitive needs and interests;

Development of productive techniques and skills in academic work, the ability to learn;

Disclosure of individual characteristics and abilities;

Development of self-control, self-organization and self-regulation skills;

Formation of adequate self-esteem, development of criticality towards oneself and others;

Assimilation of social norms, moral development;

Developing communication skills with peers, establishing strong friendships.

Junior school age is a period of positive changes and transformations. That is why the level of achievement achieved by each child at a given age stage is so important. If at this age a child does not feel the joy of learning, does not acquire the ability to learn, does not learn to make friends, does not gain confidence in himself, his abilities and capabilities, doing this in the future (outside the sensitive period) will be much more difficult and will require immeasurably higher mental and physical costs.

“Junior school age is a period of absorption, accumulation of knowledge, a period of mastering primarily. The successful fulfillment of this important function is facilitated by the characteristic features of children of this age: trusting submission to authority, increased receptivity, attentiveness, a naively playful attitude towards much of what they encounter,” this is how N. S. Leites characterizes this age.

Full-fledged living of this age, its positive acquisitions are the necessary foundation on which the further development of the child as an active subject of cognition and activity is built. The main task of adults in working with children of primary school age is to create optimal conditions for the development and realization of children's capabilities, taking into account the individuality of each child and taking into account his interests.

A.I. Savenkov believes that interest is an active and positive attitude towards a cognitive object, which acts as a need for intellectual knowledge of it. T.S. Komarova says that interest contributes to the child’s creative expression and stimulates the development of artistic and creative skills. According to A.F. Volovik, interest in leisure activities acts as a dominant motive. A child’s leisure activity or passivity is determined only by the presence or absence of interest in it. Therefore, encouraging primary school-age children to engage in one or another type of leisure activity, as well as inclusion in it, should be based on taking into account the interests of the child, since unaccounted interest is an unsatisfied need. Interest not only contributes to the satisfaction of a need, but is also capable of generating it.

From the above approaches of domestic psychologists and teachers, it follows that a child, first of all, develops an interest in cultural and leisure activities that is caused by the need to understand the world around him. In this regard, at the initial stages of his development, parents take care of various impressions that have an emotional positive connotation. Here you can see a characteristic feature of a child’s cultural and leisure activities, which is that in primary school age emotional experiences dominate the cognitive process. At the same time, receiving a variety of emotions, both positive and negative, in the process of a pleasant pastime and being in a state of comfort, the child not only acquires additional knowledge, but also confirms himself in what he knows, knows how and can do on his own . This, naturally, affects his intellectual development, since his interest in understanding the world around him is satisfied. When an activity ceases to be of interest, the child refuses to perform it. Therefore, it is necessary to constantly intensify expressions of interest or create new interest, a new direction of cultural and leisure activities.

A person’s social well-being and his satisfaction with his free time largely depend on the ability to direct one’s activities during leisure hours to achieve generally significant goals, implement one’s life program, and develop and improve one’s essential powers.

DEVELOPMENTAL WORK WITH CHILDREN OF JUNIOR AND MIDDLE PRESCHOOL AGE (3-5 years old)

The level of mental and personal development of children 3-5 years old already allows them to conduct specially organized individual and group developmental classes, built in a playful form.

The child’s need for joint activities with adults varies significantly depending on the child’s age.

A significant number of children enter kindergarten between the ages of 2 and 3. And the teacher, working with children according to the standard program, often does not make allowances for differences in the level of mental and personal development of pre-preschool and junior preschool age, and yet this is where the border between the two age periods in the development of the child lies.

For children under 3 years old, the semantic center of any situation is an adult and joint activities with him. The general meaning of an action mastered by a child can only be realized if it is performed as shown by an adult.

However, at the border of early and preschool age, the relationship of joint activity comes into conflict with the new level of child development. Tendencies toward independent activity arise; the child develops his own desires, which may not coincide with the desires of adults. The emergence of personal desires transforms the action into volitional action, on the basis of which the possibility opens up for the subordination of desires and the struggle between them. This also becomes a prerequisite for the development of creative activities in preschool age, in which the child goes from his own idea to implementation.

Nevertheless, within certain limits, the child is already capable of independent actions and experiences an urgent need to realize this new ability. Accordingly, the child becomes available to games that require him to have a certain amount of independence. The participation of an adult in these games comes down to his presence next to the children and to minor assistance provided to them at their request. However, the complete elimination of an adult from the game leads to its cessation, and if we are talking about any productive activity, then to a sharp decrease in the quality of its implementation.

Children not only demonstrate the ability to play independently, but also feel the need for it. Play at this age can become a means of correcting a child’s behavior, performing a certain psychotherapeutic function. Experience shows that giving a child the opportunity to organize a game himself, which is of an object-manipulative nature, but still has some primitive plot basis, can remove or weaken the acute manifestations of the symptoms of a 3-year-old crisis. It is important that neither adults nor other children interfere in this game: the initiative for all plot twists and subject transformations should belong to the child himself.

Different age periods are sensitive for the development of certain mental functions.

Educational games for children under 3 years of age should be limited to a visually effective plan. Games that require reliance on a visual image are inaccessible to them (for example, a child can assemble a fairly complex cut-out picture by matching one element to another, but he is not able to do this based on a ready-made sample: he also cannot put together a mosaic pattern according to model, but will gladly post his own picture), games with complex rules that he is unable to remember and adequately apply. By the age of 4, most children begin to cope with such games, first very simple, and then more complex.

When organizing classes with children, a psychologist should take into account not only the child’s current capabilities, but also his “zone of proximal development.” The purpose of educational games is to advance the mental and personal development of the child. If the game is focused only on the developed forms of mental activity of the child, characteristic of the previous period of development, then only the consolidation of the stages already passed occurs. But too large a gap between the conditions of the game and the child’s current level of development will not bring the desired result - there will be no progress either.

The main criterion here is the child’s ability to cope with the game task with some help from an adult, and when the game is repeated, this help is gradually reduced until it is completely abandoned. If the child is still unable to refuse help, it can be assumed that this game, in its requirements, is outside the child’s “zone of proximal development” and does not contribute to progress in his mental development.

What game is new for the child compared to those with which he already copes?

• 1. It can be aimed at mastering new ways of acting with already familiar objects.
• 2. It may include objects unfamiliar to the child and more complex rules
• 3. You can also change the plot content of the game. Each such innovation makes its own demands on the child, activates and develops certain structures of his psyche. You should not complicate the game in 2 or more directions at once, because in this case it may turn out to be unexpectedly difficult for the child and will not have a developmental effect, i.e. will go beyond the “zone of proximal development.”

In addition, it should be borne in mind that there is wide compensation between the developmental influence of different types of activities. For example, modeling, designing, coloring, sewing, and mosaics all contribute to the development of fine motor skills. All this prepares the child’s hand for writing no worse, and maybe even better, than forcibly putting sticks and squiggles on paper. Therefore, preference should be given to those activities that can be better organized by adults and for which the child is more inclined.

mental development preschool immaturity

The level of mental and personal development of children 3-5 years old already allows them to conduct specially organized individual and group developmental classes, built in a playful form. It also becomes legitimate to develop specific development work programs, in the preparation of which it is advisable to take into account such aspects as:

- whether the child has a need for joint activities with an adult;

The sensitivity of this age period for the development of certain mental functions and personal qualities;

Zone of proximal development.

Let's look at them in more detail.

The child’s need for joint activities with adults varies significantly depending on the child’s age. A significant number of children enter kindergarten between the ages of two and three, that is, before they reach the “official” preschool age. And the teacher, working with children according to the standard program, often does not make allowances for differences in the level of mental and personal development of children of pre-preschool and junior preschool age, and yet this is where the border between the two age periods in the development of the child lies.

For young children (i.e., up to three years old), the semantic center of any situation is an adult and joint activity with him. The general meaning of an action mastered by a child can only be realized if it is performed as shown by an adult. This is true not only for mastering object actions, but also for the development of speech: the child learns the name of an object given by adults and the function that it performs in a given specific situation. During this period, the child’s actions are caused directly by objects, and desires have not yet become his personal desires. Adults replace one object that is attractive to a child with another and thus control his desires and actions.

However, at the border of early and preschool age, the relationship of joint activity comes into conflict with the new level of child development. Tendencies toward independent activity arise; the child develops his own desires, which may not coincide with the desires of adults. The emergence of personal desires transforms the action into volitional action, on the basis of which the possibility opens up for the subordination of desires and the struggle between them. This also becomes a prerequisite for the development of creative types of activities in preschool age, in which the child goes from his own idea to its implementation. True, while the child is still completely at the mercy of his desires, they control him, the child stubbornly insists on his desire, despite any clearly more attractive offer from an adult (Elkonin D. B., 1989).

However, within certain limits, the child is already capable of independent action and experiences an urgent need to realize this new ability. Accordingly, games that require a certain amount of independence from him become available to the child (Palagina N.N., 1992). The participation of an adult in these games comes down mainly to his presence next to the children and to minor assistance provided to them at their request. However, the complete removal of an adult from the game leads to its cessation, and if we are talking about any productive activity, then to a sharp decrease in the quality of its implementation.

Children not only demonstrate the ability to play independently, but also feel the need for it. Play at this age can become a means of correcting a child’s behavior, performing a certain psychotherapeutic function. Experience shows that giving the child the opportunity to organize the game himself, which, in essence, is of an object-manipulative nature, but still has some primitive plot basis, can remove or weaken the acute manifestations of the symptoms of the three-year-old crisis. It is important that neither adults nor other children interfere in this game: the initiative for all plot twists and subject transformations should belong to the child himself.

Preschool age is the period of emergence and development of plot and role-playing games. At this stage, it becomes possible to conduct more complex collective games that contribute to the development of various mental functions and personal qualities, the acquisition of communication skills and interaction with peers, and the development of arbitrariness.

Different age periods are sensitive for the development of certain mental functions. L. S. Vygotsky, speaking about the systematic nature of consciousness, he gave a clear description of the interdependence of mental functions in early and preschool childhood. He considered perception to be the main function of early childhood, while memory, attention, and thinking act as a specific moment in the act of perception, being its continuation and development. The child speaks and is spoken to only about what he sees or hears. In preschool age, memory begins to play a leading role, with the development of which imaginative thinking and the ability to break away from a specific situation appear. In accordance with this, educational games for children under three years of age should be limited to a visual and effective plan. They are not able to play games that require reliance on a visual image (for example, a child can assemble a fairly complex cut-out picture by matching one element to another, but he is not able to do this based on a ready-made sample; he also cannot put together a mosaic pattern according to the model, but will gladly lay out his own “picture”), games with complex rules that he is unable to remember and adequately apply. By the age of four, most children begin to cope with such games, first very simple, and then more complex.

When organizing activities with children, one should take into account not only the child’s current capabilities, but also “its zone of proximal development.”L. S. Vygotsky noted that only such training can be considered good, which creates a “zone of proximal development” and thereby goes ahead of it. The purpose of educational games is to advance the mental and personal development of the child.

To what extent can the conditions and requirements of a particular game outstrip the child’s capabilities?

If it is focused only on the developed forms of mental activity of the child, characteristic of the previous period of development, then only the consolidation of the stages already passed occurs. On the other hand, too large a gap between the conditions of the game and the child’s current level of development will not bring the desired result—there will be no progress either. The main criterion here is the child’s ability to cope with the game task with some help from an adult, and when the game is repeated, this help is gradually reduced until it is completely abandoned. If the child is still unable to refuse help, it can be assumed that this game, due to its requirements, is outside the child’s “zone of proximal development” and does not contribute to progress in his mental development.

What game is new for the child compared to those with which he already copes?

Firstly, it can be aimed at mastering new ways of acting with already familiar objects.

Secondly, it may include objects unfamiliar to the child and more complex rules.

Thirdly, you can change the plot content of the game. Each such innovation makes its own demands on the child, activates and develops certain structures of his psyche. You should not complicate the game in two or more directions at once, because in this case it may turn out to be unexpectedly difficult for the child and will not have a developmental effect, i.e. will go beyond the “zone of proximal development.”

Thus, When starting to develop a program of developmental work with preschool children, it is necessary to focus on knowledge of the basic psychological patterns of child development in different periods of childhood and take into account the individual characteristics of a particular child. In addition, it should be borne in mind that there is widespread mutual compensation between the developmental influence of different types of children's activities. For example, modeling, designing, drawing, coloring, sewing, and mosaics all contribute to the development of fine motor skills. All this prepares the child’s hand for writing no worse, and perhaps better, than the forced drawing of sticks and squiggles on paper. Therefore, preference should be given to those activities that can be better organized by adults and for which the child himself is more inclined.