Consultation for teachers
Brief description of the age characteristics of children middle group
Rybchenko S.R.
IN play activities children of middle preschool age role interactions appear. They indicate that preschoolers are beginning to separate from the accepted role. Roles can change during the game. 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.
The visual activity received significant development. The drawing becomes substantive and detailed. A graphic representation of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and details. The technical side is being improved visual activity... Children can draw basic geometric figures, cut out with scissors, stick images on paper, etc.
Construction becomes more complicated. Buildings can include 5-6 parts. Design skills are formed according to their own design, as well as planning a sequence of actions.
The child's motor sphere is characterized by positive changes in fine and gross motor skills. Agility and coordination of movements are developed. Children at this age, better than younger preschoolers, maintain balance, step over small obstacles. Ball games will become more difficult.
By the end of middle preschool age, children's perceptions become more developed. They turn out to be able to name the form that this or that object looks like. Can isolate simple shapes in complex objects from simple forms recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; highlight parameters such as height, length and width. Orientation in space is being improved.
The amount of memory is increasing. Children memorize up to 7-8 names of objects. Voluntary memorization begins to take shape, they remember the instructions of adults, they can learn a small poem, etc.
Figurative thinking begins to develop. Children are able to use simple schematized 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 to take the position of another observer and, in the inner plan, 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 the amount of volume and size. For example, if they are presented with three black paper circles and seven white paper circles and asked: "Which circles are more - black or white?", The majority will answer that there are more whites. But if you ask: "Which is more - white or paper?", The answer will be the same - more white.
The imagination continues to develop. Such features as originality and arbitrariness are formed. Children can independently come up with a small fairy tale on a given topic.
The stability of attention increases. Concentrated activity for 15-20 minutes is available to the child. He is able to keep in memory when performing any actions, a simple condition.
In middle preschool age, pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhyme are of interest.
The grammatical side of speech is developing. Preschoolers are engaged in word creation based on grammar rules. The speech of children when interacting with each other is situational, and when communicating with an adult, it becomes out of situational.
The content of communication with a child and an adult is changing. It goes beyond the specific 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 piques his interest. Children develop a need for respect on the part of an adult, for them his praise turns out to be extremely important. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Permanent game partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear. The latter is important for comparing oneself with another, which leads to the development of the child's self-image, its details.
The main achievements of age are associated with the development of play activities; the emergence of role and real interactions; with the development of visual activity; design by concept, planning; improvement of perception, development of figurative thinking and imagination, egocentricity 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.
MEDIUM GROUP (FROM 4 TO 5 YEARS)
AGE FEATURES OF CHILDREN.
In game activitychildren of middle preschool age appearrole interactions.They indicate that preschoolers are beginning to separate themselves from the accepted role. In the process of playing, roles can be lured. 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.
The visual activity received significant development. The drawing becomes substantive and detailed. A graphic image of a person is characterized by the presence of a torso, eyes, and mouth. Nose, hair, sometimes clothing and its details. The technical side of the visual activity is being improved.Children can draw basic geometric shapes, cut with scissors. Stick images on paper, etc.
Construction becomes more complicated. Buildings can include 5-6 parts. Design skills are formed according to their own design, as well as planning a sequence of actions.
The child's motor sphere is characterized by positive changes in fine and gross motor skills.Agility and coordination of movements are developed. Children at this age, better than younger preschoolers, maintain balance, step over small obstacles. Ball games are getting harder.
By the end of the middle preschool age, children's perception becomes more developed. They turn out to be able to name the form that this or that object looks like. They can isolate simple shapes in complex objects and recreate complex objects from simple shapes. Children are able to arrange groups of objects according to sensory characteristics - size, color; highlight parameters such as height, length and width. Orientation in space is being improved.
The amount of memory is increasing. Children memorize up to 7-8 names of objects. Voluntary memorization begins to take shape:children are able to accept a memorization task, remember the instructions of adults, can learn a short poem, etc.
Figurative thinking begins to develop.Children are able to use simple schematized 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 to take the position of another observer and, in the inner plan, 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 they
present 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 is more - white or paper?", The answer will be the same - more white.
The imagination continues to develop. Such features as originality and arbitrariness are formed. Children can independently come up with a small fairy tale on a given topic.
The stability of attention increases. Concentrated activity for 15-20 minutes is available to the child. He is able to retain memory while performing any actions, a simple condition.
In middle preschool age, pronunciation of sounds and diction improves. Speech becomes the subject of children's activity.They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. The rhythmic structure of speech, rhyme is of interest.
The grammatical side of speech is developing. Preschoolers are engaged in word creation based on grammar rules. The speech of children when interacting with each other is situational, and when communicating with adults it becomes extra-situational.
The content of communication between a child and an adult changes.It goes beyond the specific 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 piques his interest.
Children develop a need for respect from an adult, for them his praise turns out to be extremely important. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Permanent game partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear.The latter is important for comparing oneself with another, which leads to the development of the child's self-image, its details.
The main achievements of age are associated with the development of play activities;
the emergence of role and real interactions; with the development of visual
activities; design by concept, planning;
improvement of perception, development of figurative thinking and imagination, egocentricity of the cognitive position; development of memory, speech, cognitive motivation, improvement of perception; the formation of a need for respect on the part of an adult, the appearance of touchiness, competitiveness, competition with peers, the further development of the child's self-image, its detailing.
ORGANIZATION OF CHILDREN'S LIFE AND UPBRINGING. DAILY REGIME.
Preparing for breakfast, breakfast | |||
Games, independent activities | |||
9.10-9.30; 9.40-10.00 |
|||
Games, preparation for a walk, a walk (games, observation, work) | |||
Returns from a walk, a game | |||
Preparing for lunch, lunch | |||
Getting ready for bed, naps | |||
Gradual rise, air, water procedures
| |||
Preparing for an afternoon snack, afternoon tea | |||
Games, independent activities of children | |||
Preparing for a walk, a walk | |||
Return from a walk, game | |||
Preparation for dinner, dinner | |||
Games, taking children home |
qty | ||
Artistic creation Drawing Modeling Applique | ||
Physical Culture | ||
Total | ||
LIST OF THE MAIN TYPES OF ORGANIZED EDUCATIONAL ACTIVITIES.
Organized activities | qty | |
Cognition (Cognitive research and productive (constructive) activity. Formation of elementary mathematical concepts. Formation of a holistic picture of the world) | ||
Communication. Reading fiction | ||
Artistic creation Drawing Modeling Applique | ||
Physical Culture | ||
Total | ||
LIST OF THE MAIN TYPES OF ORGANIZED EDUCATIONAL ACTIVITIES.
Organized activities | qty | |
Cognition (Cognitive research and productive (constructive) activity. Formation of elementary mathematical concepts. Formation of a holistic picture of the world) | ||
Communication. Reading fiction | ||
Artistic creation Drawing Modeling Applique | ||
Physical Culture | ||
Total | ||
EXAMPLE INTEGRATED THEME PLANNING
Topic | Period | Options the final activities |
|
Knowledge day | To develop in children cognitive motivation, interest in school, books. | Holiday "Knowledge Day" |
|
Form friendly, welcoming relationships between children. Continue to introduce kindergarten as the closest social | organized by staff kindergarten with |
||
the environment of the child (pay attention | parents. Children |
||
the changes that have occurred; painted fence, appeared new tables), | no holiday is being prepared, but |
||
expand the understanding of the professions of kindergarten staff (educator, | are actively involved in |
||
educational assistant, musical | contests, |
||
supervisor, doctor, janitor, cook and | quizzes; demonstrate their abilities. |
||
Expand children's ideas about autumn. animate and inanimate nature (colder | Holiday "Autumn". Children's exhibition |
||
Butterflies disappeared, flowers faded, etc.), to carry out seasonal observations. To expand the understanding of agricultural professions, the profession of a forester. Expand knowledge of vegetables and fruits (local, exotic). Expand understanding of the rules of safe behavior in nature. To cultivate a respect for nature. Form elementary ecological | creativity. |
||
representation. | |||
I'm a man in the world | Expand ideas about health and a healthy lifestyle. Expand children's ideas about their family. Form initial | Open health day. Exhibition of family |
|
ideas about family relationships (son, daughter, mom, dad, etc.). Strengthen the knowledge of children of their name, surname and age; names of parents. To acquaint children with the professions of parents. Foster respect for the work of close adults. |
Topic | Expanded content of work | Period | Options the final activities |
To form a positive self-esteem, an image of me (to help each child as often as possible make sure that he is good, that he is loved). Develop children's ideas about their appearance. To foster emotional responsiveness to the state of loved ones, the formation of a respectful, caring attitude towards elderly relatives. | |||
My city, | To acquaint with the hometown, village. | Sports |
|
village, mine | Form initial ideas about | celebration. |
|
native land, its history and culture. To cultivate love for the native land. Expand understanding of the modes of transport and its purpose. Expand ideas about the rules of behavior in the city, elementary rules road traffic... Expand the understanding of the professions. Introduce some of the outstanding people who made Russia famous. | |||
Monitoring | Filling |
||
personal cards of children. |
|||
New Year | Holiday "New |
||
celebration | activities (gaming, | year". Exhibition |
|
communicative, labor, | children's |
||
educational and research, productive, musical and artistic, reading) around the theme of the New Year and New Year's holiday. | creativity. |
||
Expand children's ideas about winter. | Holiday "Winter". |
||
Develop the ability to install | Exhibition |
||
the simplest connections between phenomena | children's |
||
living and inanimate nature. Develop the ability to conduct seasonal observations, notice the beauty of winter nature. Introduce winter sports. Form an idea of \u200b\u200bthe safe behavior of people in winter. Generate exploratory and cognitive interest through experimentation with water and ice. Consolidate knowledge about the properties of snow and ice. Expand ideas about places | creativity. |
Expanded content of work | Period | Options the final activities |
|
where it's always winter, about the animals of the Arctic and | |||
Antarctica. | |||
Introduce children to the "military | Celebration, |
||
defender | professions (soldier, tanker, pilot, | dedicated |
|
Fatherland | sailor, border guard); with military equipment | Defender's Day |
|
(tank, plane, military cruiser); from | Fatherland. |
||
flag of Russia. To nurture love for | Exhibition |
||
children's |
|||
To carry out gender education (to form in boys the desire to be strong, courageous, to become defenders of the Motherland; to educate girls in respect for boys as future defenders of the Motherland). To acquaint with Russian history through acquaintance with epics about heroes. | creativity. |
||
Organize all kinds of nursery | Holiday "8 |
||
activities (gaming, | Martha". Exhibition |
||
communicative, labor, | children's |
||
cognitive and research, productive, musical and artistic, reading) around the theme of family, love for mother, grandmother. Foster respect for educators. Expand tender submissions. Involve children in making gifts for mom, grandmother, educators. | creativity. |
||
Getting to know | Expand perceptions of folk | Folklore |
|
folk | toy (Dymkovo toy, matryoshka | celebration. |
|
culture and | and etc.). introduce folk | Exhibition |
|
traditions | crafts. Continue introducing | children's |
|
oral folk art... Use folklore in the organization of all types of children's activities. | creativity. personal |
||
children's cards. |
|||
Expand children's ideas about spring. | Celebration |
||
Develop the ability to install | |||
the simplest connections between phenomena | Exhibition |
||
living and inanimate nature, lead | children's |
||
seasonal observations. Expand understanding of the rules of safe behavior in nature. To cultivate a respectful attitude towards nature. | creativity. |
Topic | Expanded content of work | Period | Options the final activities | |
To form elementary ecological concepts. Form an idea of \u200b\u200bthe work carried out in the spring in the garden and vegetable garden. To involve children in feasible work on the site of the kindergarten, in the flower garden. | ||||
Victory Day | Exercise patriotic | Celebration, | ||
education. To foster love for the Motherland. Form an idea about the holiday dedicated to Victory Day. Foster respect for war veterans. | dedicated to the Day Victory. Exhibition of children's creativity. | |||
Expanding children's ideas about summer. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Introduce summer sports. Form an idea of \u200b\u200bsafe behavior in the forest. | Holiday "Summer". Sports celebration. Exhibition children's creativity | |||
In the summer, the kindergarten operates on vacation |
CULTURAL AND LEISURE ACTIVITIES.
Aristova Alena Olegovna
Consultation "Age features of the development of children 4-5 years old in the middle group"
Age features of the development of children 4-5 years old(middle group)
In game activity children of middle preschool age role interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. Roles can change during the game. Game actions begin to be performed not for their own sake, for the sake of the meaning of the game. There is a separation of game and real interactions children.
Significant development gets pictorial 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 the visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, glue images on paper, and more. construction... Buildings can include 5-6 parts. Skills are formed designing on their own, as well as planning the sequence of actions.
The child's motor sphere is characterized by positive changes in fine and gross motor skills. Develops agility, coordination of movements. Children in this age is betterthan younger preschoolers, keep balance, step over small obstacles. Ball games are getting harder.
By the end middle preschool age, children's perception becomes more developed.
They find themselves able to name the formthat an object looks like. They can isolate simple shapes in complex objects and recreate complex objects from simple shapes. Children able to arrange groups objects on a sensory basis - size, color; highlight parameters such as height, length and width. Orientation in space is being improved.
Memory capacity increases... Children memorize up to 7-8 names of objects. Arbitrary begins to take shape memorization: children are able accept a memorization task, remember the instructions of adults, can learn a short poem, etc.
Starts develop imaginative thinking... Children find themselves capable use simple schematized images to solve simple problems.
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, in the inner plan, make a mental transformation of the image.
For children of this age especially the well-known phenomena of J. Piaget: preservation of quantity, volume and size. For example, if they are 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 ask: "Which are more - white or paper?", the answer will be the same - more whites.
Continues develop imagination... Such it is formed featuresas originality and arbitrariness. Children can independently come up with a small fairy tale on a given topic.
The stability of attention increases. The child is available focused activity for 15-20 minutes. He capable to keep in memory when performing any actions a simple condition.
IN middle preschool age pronunciation of sounds and diction improves. becomes a subject of activity children... They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. Interest is aroused by the rhythmic structure of speech, rhyme. Is developing grammatical side of speech. Preschoolers are engaged in word creation based on grammar rules. Speech children when interacting with each other, it is situational, and when communicating with an adult, it becomes extra-situational.
The content of communication between a child and an adult changes. It goes beyond the specific 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 piques his interest.
Have children the need for respect from the adult is formed, for them his praise is extremely important. This leads to their increased sensitivity to comments. Increased sensitivity is age phenomenon.
A child of 4-5 years old has an idea of \u200b\u200bhow to (do not) behave about features of sexual behavior... In the behavior of his peers and his own, he highlights his inconsistency with norms and rules. Emotionally worried when doing wrong "how to"... Mutual control is increasing children behind each other's behavior. Without a reminder, an adult is able to put away toys, perform work duties, and follow through. However, in the process of the activity itself, it can be distracted by more interesting activities. In interaction with others, shows (but not always) socially approved forms of behavior. Relationships with peers are characterized by selectivity, which is expressed in the preference for some children to others... Permanent game partners appear.
Major achievements age related to development game activity; the emergence of role and real interactions; from development visual activity; by design, planning; improving perception, development figurative thinking and imagination, egocentricity of the cognitive position; memory development, attention, speech, cognitive motivation, improvement of perception.
Related publications:
Age features of the development of children 5-6 years old "Age features of the development of children 5-6 years old" Each child develops in its own way, each has its own path and pace of development.
Consultation for parents "Age characteristics of the mental development of children 2–3 years old" In the third year of life, the child becomes more independent. Subject activity, situational-business communication of the child continues to develop.
Consultation "Age characteristics of the development of children" Age features musical development child. The child's musical abilities develop in the process of vigorous activity. And to.
Consultation "Age features of the development of children 3-4 years old" AGE PECULIARITIES OF PSYCHOPHYSICAL DEVELOPMENT OF CHILDREN Second junior group (from 3 to 4 years old) At the age of 3-4 years, the child gradually leaves.
Minutes No. 1 of the parent meeting in the second younger group "Age characteristics of the development of children 3-4 years old" From 09.09.2017 Present: 15 people. Absent: 6 people Reason: illness of children Invited: teacher - speech therapist Full name. Purpose:.
Christina Raskatova
Parents' meeting in the middle group "Age characteristics of children 4-5 years old"
Parents' meeting in the middle group:
« Age characteristics of children 4 - 5 years old»
purpose:
increased contact between educators and parents;
2. Choice parent committee.
parents.
4. Solution group questions.
Parents meeting
1. Introductory part.
Good evening dear parents! Today we will talk about how our children have changed and what is characteristic of their age.
The children turned 4 years old, they switched to middle group of kindergarten... And we, as educators, began to notice in their behavior and activities a number of new features manifested in physical development. Movement children became more confident and more diverse. In the case of limitation of active motor activity, they quickly become overexcited, become disobedient, capricious. Therefore, in this age it is necessary to establish a reasonable motor regime, filling life children various outdoor games. If you notice that your child is overexcited, shift his attention to a calmer activity. In that age in children communication with peers is actively manifested. Children willingly cooperate with adults in practical matters, more actively strive for knowledge, intellectual communication. At the level of cognitive communication, children experience an urgent need for respect from an adult. Have children 4 - 5 years old interest in the game is clearly manifested. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. Play continues to be the main form of life organization children... The teacher gives preference to the play structure of the entire lifestyle of preschoolers. The task of the educator is to create opportunities for variable play activity through the appropriate subject-development wednesday: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment. Notable peculiarity of children fantasy is, they often confuse fiction and reality. Dictionary children increases to 2000 words or more. In conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted by rhymes, the simplest of which children easily remember and compose like them.
Each child develops differently, each has its own path and pace of development. But there is still something in common that allows us to characterize children, their age features. Age 4-5 years old is rightly called middle preschool... Closer to 5 years old children traits typical of preschoolers begin to appear middle-aged: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the phenomena of interest in the surrounding life. Curiosity, the need for independence and activity, first of all, have a beneficial effect on the psyche and behavior. At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, enthusiasm for the game and game situations bring children fifth year with younger preschoolers.
It is very important in education to take into account individual features of the child... They are due to the type of nervous system.
MAIN OBJECTIVES OF WORK FOR 2014-2015 EDUCATIONAL YEAR: usually in our kindergarten three main directions of more extended work on the educational year:
Formation of children patriotic views through project activities. (Project activity involves working not only with children, but also interaction with parents).
I would also like to acquaint you with the GCD grid and regime moments. (Appendix 1, 2) GCD is held from Monday to Friday. Lesson time increased to 5 minutes compared to 2 younger group... IN middle group lessons are given 20 minutes. Breaks between classes are from 10 to 15 minutes. There are 2 lessons per day.
1. Cognitive development - we introduce children with concepts: “People - comparing people of different age and gender, different emotional states, features of appearance... Variety of occupations for adults (children learn to recognize and name people of certain professions).
2. Introduce children with the rules of culture of behavior, communication with adults and peers (call by name, patronymic, address elders at you)
3. Introduce the concept of family and family members.
3. Filling in information about children and parents.
4. Solution group questions.
Psychological and pedagogical work with pupils is built taking into account the age characteristics of the development of preschool children, which is necessary for the correct organization of the implementation of the educational process, both in a family setting and in a preschool educational institution.
Psychological and pedagogical work with pupils is built taking into account the age characteristics of the development of preschool children, which is necessary for correct organization the implementation of the educational process, both in a family setting and in a preschool educational institution.
Age characteristic, contingent of children 4-5 years old, brought up in an educational institution
By the age of five, a "psychological portrait" of a person is formed, in which an important role belongs to competence, especially intellectual (this is the age of "why"), as well as creativity.
At this age, the growth of all organs and systems continues, the need for movement ... Motor activity becomes purposeful, responds to individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child, the inability to complete it on demand, remains. The ability to regulate motor activity appears.Children develop an interest in knowing themselves, their body, its structure, capabilities.Children have a need to act jointly, quickly, dexterously, at the same pace for all children; observe certain intervals during movement in different formations, be the leader. The level of functionality is increasing.
Positive changes are observed in development motor skills ... Preschoolers better keep their balance stepping over small obstacles., String beads (20 pieces) of medium size (or buttons) on a thick fishing line.
At 4-5 years of age, children improve cultural and hygienic skills ( the algorithm of washing, dressing, eating is well mastered): they are neat while eating, know how to put on shoes correctly, put their clothes, toys, books in place. In elementary self-service (dressing, undressing, washing, etc.), the child's independence is manifested.
Social and personal development
By the age of 5, children have increased interest and need in communication, especially with peers , awareness of their position among them. The child acquires ways of interacting with other people. Uses speech and other means of communication to meet a variety of needs. He is better oriented in human relations: he is able to notice the emotional state of a close adult, a peer, show attention and sympathy.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 sensitivity is an age-related phenomenon. The ability to use established forms of polite treatment is improved.
In game activity role interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. In the course of the game, the roles can change. At this age, regular partners in the game begin to appear. The general game can involve from two to five children, and the duration joint games averages 15-20 minutes.
The child begins to regulate his behavior in accordance with the norms accepted in society; knows how to bring the work started to the end (build a structure, remove toys, rules of the game, etc.) - a manifestation of arbitrariness.
Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastering of the language of emotions (a range of experiences, moods). Emotionality a five-year-old child is distinguished by a variety of ways of expressing his feelings: joy, sadness, grief, pleasure. The child is able to show sympathy, empathy, which is the basis of moral actions. By the age of 5, in the elementary fulfillment of individual assignments (duty in the dining room, caring for plants and animals), independence .
Cognitive speech development
Content changes communication child and adult. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information a child receives through communication can be complex and difficult to understand, but it is interesting.
IN speech development children 4-5 years old improve the pronunciation of sounds (except for sonorants) and diction. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. The rhythmic structure of speech, rhyme is of interest. The grammatical side of speech is developing. Children are engaged in word creation based on grammar rules. The speech of children when interacting with each other is situational, and when communicating with an adult it becomes extra-situational.
In cognitive development 4-5 year old children are characterized by high mental activity. 5-year-old "why" are interested in causal relationships in different areas of life (changes in animate and inanimate nature, human origin), professional activities adults, etc., that is, an idea of \u200b\u200bvarious aspects of the surrounding world begins to form. By the age of 5, perception becomes more developed. Children turn out to be able to name the shape that this or that object looks like. They can isolate simple shapes in complex objects and recreate complex objects from simple shapes. Children are able to arrange groups of objects according to sensory characteristics - size, color; highlight parameters such as height, length and width. Orientation in space is being improved. The amount of memory is increasing. Children memorize up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept a memorization task, remember the instructions of adults, can learn a short poem, etc. Figurative thinking begins to develop. Children are able to use schematized images to solve simple problems. The stability of attention increases. Concentrated activity for 15-20 minutes is available to the child.
Complicated construction ... Buildings can include 5-6 parts. Design skills are formed according to their own design, as well as planning a sequence of actions.
Artistic and aesthetic development
In the fifth year of life, the child perceives works of artistic, visual and musical creativity more consciously, easily establishes simple causal connections in the plot, composition, etc., emotionally responds to actions, actions, events reflected in the work of art, correlates what he saw with his ideas about the beautiful , joyful, sad, evil, etc. The child develops a desire to share his impressions of encounters with art, with adults and peers. The imagination continues to develop. Such features as originality and arbitrariness are formed. Children can independently come up with a small fairy tale on a given topic.
Significant development receives visual activity . Drawings become substantive and detailed. At this age, children draw objects of a rectangular, oval shape, simple images of animals. Children can in a timely manner saturate the pile of the brush with paint, rinse at the end of the work. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. Children cancut out scissors in a straight line, diagonally, by the age of 5 they master the techniques of cutting objects of round and oval shapes.Sculpt objects of round, oval, cylindrical shape, the simplest animals, fish, birds.
By the age of 5, the child performs elementary dance movements (spring, jumps, whirling, etc.). Can sing long, while beginning and ending singing together. The development of performing activity is facilitated by the dominance of productive motivation at this age (to sing a song, dance a dance, play an instrument). Children make their first attempts at creativity.
State budgetary preschool educational institution kindergarten No. 43 Kolpinsky district of St. Petersburg
"Age characteristics of children 4-5 years old."
Participants:
Educators, parents.
September 2017
Abstract parent meeting: "Age characteristics of children 4-5 years old" from 12.09.17
Gr. "Teremok" educators: AI Efimova; Grigorieva E.V.
Objectives: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.
Tasks: consider age and individual characteristics children 4-5 years old; to acquaint parents with the tasks and features of educational work, the tasks of the preschool institution for the new academic year;
update the personal data of the families of pupils; teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; to intensify work on the development of children's speech.
Participants: educators and parents.
Carrying out plan:
1. Introductory part.
2. Age and individual characteristics of children 4-5 years old.
3. Features of the educational process in the middle group.
4. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.
5. Election of a new composition of the parent committee.
6. Briefly about different things.
Event progress
Preparatory stage.
Preparation of an article on the age and individual characteristics of children 4-5 years old; extracts from the annual plan work of preschool educational institution for the new academic year.
Organizational stage.
Parents come in, sit down arbitrarily. Music is played, helping to relieve fatigue, setting up for teamwork.
Introductory part.
Solemn music sounds.
Educator: Good evening, dear parents! We are very glad to see you in our cozy group! We would like to congratulate you on the new academic year. Your children have grown up over the summer and moved to the middle group of kindergarten. Our children have grown up and become a year older. During this year the children have learned a lot. They grew up, got stronger, became more independent. They also became very curious.
With the adoption of the Federal State Educational Standard, the kindergarten became the initial stage of the educational system in Russia. However, this does not mean that the kindergarten should teach the child to read and write by the time they enter school. The task of the kindergarten is to develop the child's desire to learn, to learn new things. An educator is not a teacher; a child acquires all knowledge by playing. Therefore, do not be surprised when your question: "What was your occupation today?" get the answer: "None." It is by playing that we observe, and talk, and sculpt, and work.
We try to present any even the most complex knowledge to the child in the game, where you can run, hear a fairy tale, and speculate.
We try to create conditions for every child to feel emotionally comfortable, psychologically protected, to feel loved and unique. We put a lot of effort so that children can choose some corner of the group room to play. Of course, without your help, dear Parents, we can't do it.
Children love you so much, are proud of you, imitate you in everything and we share their feelings.
We hope that it will be just as fruitful, we will continue our journey through the land of knowledge, and with the same wonderful teams we will come to our final destination - this is to graduation to school.
At the beginning, of our meeting, we want to express our gratitude to the parents who actively participated in the life of the group - our parental committee... Thank you very much for your help. And also to all the parents who always came to our aid. It is with great pleasure that we present to you - thanks, and we hope that the rest of the participants will also participate in the life of the group.
Educator: Do you know, dear parents, what are children aged 4-5?
Each child develops differently, each has its own path and pace of development.
The age of 4-5 years is rightly called middle preschool. Closer to the age of five, children begin to develop traits characteristic of older preschoolers: a certain arbitrariness of mental processes, an increase in cognitive interests and independence, attempts to explain the phenomena of life around them that are of interest to them. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior. These traits, for example, make it easier for a child of the fifth year of life to master norms. native language and speech functions.
At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for the game and game situations bring children of the fifth year of life closer to younger preschoolers. And the expanding opportunities for the upbringing and education of children at this age stage cannot be realized without knowledge and consideration of this duality of development. (V.V. Gerbova)
Features of the educational process in the middle group.
Dear Parents !!! We kindly ask you to bring your beloved children to kindergarten on time, without delay. On Mondays and Thursdays at 8.00 - 8. 10 am, morning exercises take place in the music hall, I want to see the kids doing exercises, on the rest of the days, exercises take place in a group. Many kids are late for breakfast and class. During classes, we will turn off the intercom, as the lesson breaks down, the kids are distracted and the teacher wastes time. If you are late and show up during class, wait until the dressing room class ends. This year we will continue to engage in physical education and music, and for this, children need sports uniforms and shoes and gym shoes.
Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.
Our garden works according to the program "From birth to school" edited by Vasilyeva.
In that academic year the development of children will also be carried out in the organization of all types of children's activities: play, communicative, elementary labor, motion, cognitive research, visual, constructive, musical, perception of fiction and folklore.
Organized activities of children are carried out according to the following educational areas:
"Social communicative development»,
"Cognitive development",
"Artistic and aesthetic development",
Election of a new composition of the parent committee.
Dear parents, to help organize all our joint events, we need to select the parent group of the group. (5 people)
The selection of the parent committee takes place by counting votes and announcing the results. There is a discussion of the personal composition of the parent committee of the group. The parent committee of the group is approved by direct voting.
In any team, understanding, good relationships, mutual assistance and mutual respect are very important. The conditions for harmonious relations between children and parents, children and teachers, teachers and parents are the ability to yield to each other, mutual tolerance.
Final part
We wish you success, interesting discoveries, fun games and real friends! Only forward!
Memo for parents: “ What a 4-5 year old child should know and be able to do "
Speech development:
Pronounce all the sounds of your native language correctly;
Use nouns denoting professions in speech;
Use nouns with a generalizing meaning: vegetables, fruits, berries, animals;
Match words in gender, number, case;
Use sentences with homogeneous members;
Retell short literary texts, compose a story based on plot picture, toy, objects;
Be able to answer questions about the content of the read;
Reproduce the content of works of art using the questions of the educator.
Cognitive development:
Compare 2 groups of items using the score;
Compare 5 items different lengths, heights, laying them out in ascending order in length, height;
Recognize and name a triangle, distinguish it from a circle and a square;
Distinguish and name the parts of the day;
Determine the direction of movement from yourself (right, left, forward, backward, up, down);
Know the right and left hand;
Know and name the main details of the building material (cube, bar, plate);
Learn to analyze a building sample: highlight the main parts and distinguish them in size and shape;
Be able to design from paper: fold a rectangular sheet of paper in half, aligning the sides and corners;
Be able to isolate the signs of objects (color, shape, size);
Determine the material from which the thing is made (wood, metal, paper, fabric);
Know the pieces of furniture, clothing, dishes, some fruits, transport (cars, train, plane, steamer) of the immediate environment;
Distinguish and name parts of the body of an animal and a person;
Recognize and name 3-4 trees, one shrub, 3-4 herbaceous plants;
Distinguish 3-5 types of vegetables and fruits by taste, color, size and shape;
Know 2-3 types of wild berries, mushrooms (edible and inedible);
Name insects;
Have an idea of \u200b\u200blife in natural conditions of wild animals (hare, fox, bear, wolf, squirrel, hedgehog): how they move, what they eat, how they escape from enemies, adapt to life in winter conditions;
To have ideas about pets and their cubs (about the features of behavior, movement, what they eat, what benefits they bring to people.
Artistic and aesthetic development:
Correctly convey in the drawing the shape, structure of objects, the arrangement of parts, the ratio in size;
Depict several objects in one drawing, placing them on one line, on the entire sheet, link them with a single content;
Create patterns on a strip, square, circle, rosette, rhythmically arranging elements;
Sculpt objects consisting of several parts;
Use the techniques of pulling, smoothing, indenting, pressing and smearing;
Have the skill of rational division of plasticine, use a stack in work;
Correctly hold and use scissors;
Cut a square and a quadrilateral diagonally, cut a circle from a square, an oval from a quadrilateral, make oblique cuts;
To lay out and stick objects consisting of separate parts;
Make patterns from plant and geometric shapes on a strip, square, circle, rosette, alternate them in color, shape, size and stick them sequentially.
Social and communicative development:
To be able to negotiate with children what to play, who will play whom;
Use "polite" words;
Have an idea of \u200b\u200bthe work of your parents;
Know the name of your homeland;
Know the name of the city, the village where they live, the street;
Observe the elementary rules of organized behavior in kindergarten;
Observe the rules of conduct on the street and in transport;
Know the rules of the road (the street is crossed in special places, go only to the green traffic light);
Observe the elementary rules of behavior in nature (methods of safe interaction with plants and animals, respect for the surrounding nature);
Have an understanding of the importance of adult labor;
He takes good care of what is done by human hands.
Physical development:
Walk and run, coordinating the movements of the arms and legs;
Jump on 2 legs in place and moving forward, jump in length from a place of at least 70 cm;
Take, hold, carry, lay, roll, throw the ball from behind the head, from the chest;
Throw objects with the right and left hands at a distance of at least 5 meters, hit the ball on the ground (floor) at least 5 times in a row;
Climb the ladder - a step-ladder, a gymnastic wall without skipping the rails, climbing from one flight to another;
Crawl, crawl under a tight rope, sprinkle over a log lying on the floor;
Form in a column one by one, in pairs, in a circle, in a line;
Ride a two-wheeled bike;
Navigate in space.
