The physiological immaturity of the baby is characterized not only by the lag in the development of physiological functions that have arisen already in the intrauterine period, but also a later weakening of their intensity compared to physiologically mature newborn.
For the first 7 years of life, the child passes the giant development path that determines the factors of which are environmental and education. Any educational process begins with respect for the child as an individual. It should be noted that human individuality is not only formed in childhood, but already existed at this age. Many of the foundations of individuality are determined by the peculiarities of the nervous system, congenital and inherited, age and acquired. It has been established that the properties of the nervous system are played a huge role in the development of the child. The age evolution of the child's brain is a complex and multilateral process. L. S. Vygotsky wrote that the development of a child is a single, but not a homogeneous, holistic, but not a homogeneous process.
The combination of the individual characteristics of the child is the "biological framework of a person," which not only becomes in the process of upbringing with social skills, but also is subject to change.
The development of motor functions has a huge influence on the development of a child and its nervous processes. Their maturation is associated with the activities of the motor analyzer. His development. Occurs on the basis of distant receptors - view and hearing, as well as a tactive-muscular analyzer and plays a crucial role in psychophysical Development Child.
At birth, the person's "automatic" actions are less than in animals, it is characterized by the greatest ability to learn. The specifics of the human brain consists in an unlimited ability to absorb new knowledge, the greatest susceptibility is not to biological heredity, but to "social inheritance", i.e. To the assimilation of various kinds of social traditions.
The development of the central nervous system of the child occurs on the basis of congenital without conditional reflexes. Physiologically mature newborn children have reflexes caused in response to irritation of various sections of the skin surface. First of all, it is a grabbing reflex (for example, a newborn, grabbed by the fingers of an adult, can be lifted, its grip is capable of withstanding body weight). The plantar reflex, which is caused by barn irritation of the surface of the skin of the inner edge of the sole, is characterized by extension thumb and bending the rest. The heel reflex, known as Reflex I.N.Arshavsky, is caused by moderate pressing on the heel bone and is expressed in the generalized motor activity, combined with a crying grimace, cry. The newborn baby also has a walking, clapper reflexes. They gradually coagulate and are remedied under the influence of education. The development of the nervous system occurs on the basis of other congenital reflexes: food, estimated, defensive, protective.
From the first week of the child's life, conventional reflexes on the most different stimuli (visual, auditory, etc.) arise.
The long-term use of any external stimuli in a certain sequence contributes to the formation of a holistic response system - a dynamic stereotype.
The formation of conditional reflexes in the child occurs in the relationship of the first and second signal systems.
The central nervous system of the child keeps traces of the long evolution of the animal world. Thus, the regulation of heart, kidney and other internal organs, automatic reactions to pain, temperature stimuli are carried out about the same nervous centers as in many animals. In the nervous system of the child, some groups of centers, evolutionary more ancient, perform relatively primitive functions. Evolutionary newer centers combine various organism systems and perform multifaceted complex actions. Thus, the center of the spinal cord regulates the operation of the organs within the individual segments of the body segments. The centers of the oblong brain control their breath and cardiac activity. Centers of the middle brain carry out a comprehensive reaction of the entire body in response to visual and auditory stimuli. In the area of \u200b\u200bthe intermediate and in subcortical nodes, the integration of all signals from the external and internal medium occurs. As experiments show, an emotional state is formed here - a sense of fear, tension, joy, aggressiveness. Physiologists have proven the presence of sections in subcortical centers, the irritation of which causes various emotional states: anger, bliss, fear, indifference.
A complex system of deep centers is controlled by the bark of large hemispheres. On the one hand, it cannot function without these structures, and on the other, it compares the signals received from them with individual experience and manages the activation or braking of individual nerve centers.
Thus, the functions of the cerebral cortex are the ability to finely analyze the situation, acquire and, if necessary, use individual experience. Some reactions are rigidly programmed in the nervous system and launched as an automatic sequence of actions, others - are not permanent and modified in the process of their implementation.
The age development of the child. Early age
Characteristic early age
Early age covers a period of 1 year to 3 years. During this period, the social situation of the child's development varies. By early early age, the child, acquiring the desire for independence and independence from the adult, remains associated with adults, for it needs its practical assistance, assessment and attention. This contradiction finds permission in the new social situation Development of a child who is cooperation or joint activities Child and adult.
The leading child's leading activity changes. If the baby does not allocate a method of action with the subject and its appointment, then on the second year of the life of the content of the subject cooperation of the child with adults, it becomes the assimilation of socio-developed methods for the use of objects. An adult not only gives a child to the object, but with the subject "transmits" the method of action with it.
In such cooperation, communication ceases to be leading activities, it becomes a means of mastering public methods Use objects.
At an early age there is intensive mental development, the main components of which are:
Subsection I. business conversation with adults;
Active speech;
Arbitrary behavior;
Forming a need for communicating with peers;
The beginning of a symbolic game;
Self-consciousness and independence
At an early age, there is a completely special attitude of the child to reality, this feature is called situitation. Sitizality is the dependence of the behavior and psyche of the child from the perceived situation. Perception and feeling are not yet separated from each other and are inseparable unity, which causes a direct action in the situation. Things have a special attractive force for the child. The child perceives the thing directly here and now, not bringing his plan and knowledge about other things into the situation.
Communication with peers
In infancy, the manifestation of the interest of one child to another dictated by the need for new impressions, interest in the living object.
At an early age, the peer acts as a partner in interaction. The development of the need for communicating with peers passes a number of stages:
Attention and interest in peer (second year of life);
The desire to attract the attention of peer and demonstrate their successes (the end of the second year of life);
The appearance of sensitivity to the attitude of peer and its impacts (the third year of life).
Communication of children with each other at an early age has the shape of an emotionally practical impact, the characteristic peculiarities of which are the immediacy, the absence of substantive content, non-denomination, mirror reflection of actions and partner movements. Through peers, the child highlights himself, realizes its individual features. At the same time, adults play a decisive role in organizing interaction between children.
Crisis of three years
To three years in the child appear own desiresOften, not coinciding with the desires of an adult, the trend towards independence, the desire to act independently of adults and without them. By the end of the early age, the famous formula "I myself" appears.
The sharply increased desire for independence and independence leads to significant changes in the relationship of the child and adult. This period in psychology received the name of the crisis of three years. Critical this age is because throughout the course of a few months the behavior of a child and his relationship with the surrounding people is significantly changing.
Symptoms of the crisis of three years:
Negativism (disobedience, reluctance to instruct an adult, the desire to do everything on turnover);
Stubbornness (the child insists on his own because he really wants something, but because he demanded it); Stropiveness (the protest of the child is directed not against a specific adult, but against the lifestyle; this is a riot against everything, with which he dealt earlier);
Honior (the child wants to do himself and achieves independence where little knows).
Not all children detect such sharp negative forms of behavior or quickly overcome them. At the same time, their personal development It happens normally. An objective and subjective crisis should be distinguished.
An objective crisis is a mandatory and legitur-of-the-leading stage in the development of the child's personality, which is always accompanied by negative behavior.
The most important personality education is the discovery of himself. From now on, he begins to call himself not in the third person ("Masha wants home"), and deliberately pronounces the pronoun "I". The resulting "system I" marks the transition from self-knowledge to self-consciousness. The emergence of the "system I" generates a powerful need for independent activity. Along with this, a child from the world, limited to objects, goes to the world of people, where his "I" takes a new place.
Separating from the adult, he comes with him to new relationships. A peculiar set of behavior is clearly manifested, which includes:
The desire to achieve the result of its activities;
Desire to demonstrate adult successes, get approval;
The acute sense of self-esteem, which manifests itself in increased contusion and sensitivity to the recognition of achievements, emotional outbreaks, barracks.
This complex was called "pride for achievements". It covers at the same time the three main spheres of the child's relations - to the subject of the world, to other persons and to themselves.
The essence of this neoplasm, which is the behavioral correlation of the crisis of three years, is that the child begins to see himself through the prism of his achievements recognized and evaluated by other people.
Preschool age
Characteristics of preschool childhood
Preschool childhood is a period of initial folding personality, the development of personal behavior mechanisms. According to A. N. Leontiev, the personal formation at this age is due primarily to the development of coented or hierarchy of motives. The activity of the child is usually encouraged and sent by no longer separated motifs that are replaced or enter into conflict among themselves, but by certain coenses of motives. If the relationship between motifs and the result of action is clear to the child, then it is before the start of action anticipate the value of the future product and is emotionally configured to the process of its manufacture. It is noteworthy that emotions can appear before performing an action in the form of emotional anticipation.
The departments of the child from an adult by the end of early age leads to new relations between them and the new situation of the child's development. Communication with adults acquires an incoming character and is carried out in two different forms - incoming-cognitive and incoming personality.
In the mind of the child, an image of an ideal adult appears, which becomes an example for his behavior and mediates his actions. The contradiction of the social situation of the child preschooler is just a gap between his desire to "be, as an adult" and the inability to implement this desire. The only activity that allows you to resolve this contradiction is the plot-role game.
Communication of preschoolers with peers
In the preschool age in the life of the child, other children are becoming more and more. About 4 years old, the peers is a more preferred partner for communicating than adult. Communication with adult distinguishes a number of specific features, including:
Wealth and diversity of communicative actions;
Emergency emotional saturation;
Non-standard and non-inflammatoryness;
The predominance of initiative actions over response;
A small sensitivity to the effects of peers.
The development of communications with peers in preschool age is a series of stages. At the first stage (2-4 years), the peers is a partner for emotionally practical interaction, the "invisible mirror", in which the child sees, basically itself. At the second stage (4-6 years) there is a need for situational business cooperation with peers; The content of communication becomes joint gaming activities; In parallel, the need for recognition and respect for the peer. At the third stage (6-7 years), communication with peers acquires the traits of incompatitution; Sustainable selective preferences are folded. By 6 years, the child begins to perceive himself and the other as a holistic person, insecable to individual qualities, thanks to which the personal attitude towards peers becomes possible.
Crisis of six years
the end before school age marked with a crisis. By this time there are sharp changes at the physical level: rapid growth, change in the proportions of the body, breaking the coordination of movements, the appearance of the first permanent teeth. However, the main changes are not in the change in the appearance of the child, but in the change of its behavior.
External manifestations of this crisis are mannerial, crumpled, demonstrative forms of behavior. The child becomes a hard-advisable, ceases to follow the usual standards of behavior. For these symptoms, it is worth the loss of immediacy. Furious, artificial, stretched behavior of a 6-7-year-old child, which is striking and seems very strange, is just one of the most obvious manifestations of the loss of immediacy. The mechanism of this phenomenon is that the intellectual moment is "inclined" between the experience and act - the child wants to show something with his behavior, invent new image, wants to portray what is really not.
Junior schoolchild
Characteristics of the younger schoolboy
From 7 to 10 years, the child begins new activities - educational. It is the fact that he becomes a student, a man of students, imposes a completely new imprint on his psychological appearance and behavior. The child does not just take possession of a certain circle of knowledge. He learns to learn. Under the influence of a new study activity, the nature of the child's thinking, his attention and memory is changing.
Now his position in society is the position of a person who is busy important and evaluated by society. It entails changes in relations with other people, in assessing itself and others.
The child is developing new rules of behavior that are socially directed in their own content. Following the rules, the student expresses its attitude to the class, the teacher. It is not by chance of first-graders, especially in the first days and weeks of stay at school, are extremely diligent in the fulfillment of these rules.
In school, the child first meets with a new way to interact with an adult person .. The teacher is not temporary "deputy parents", but a representative of a society with a certain status and the child has to master the business relationship system.
With admission to school there is a need to comprehend not only the appointment of objects and phenomena, but also their essence. From his own idea of \u200b\u200bthe object, he proceeds to the scientific idea of \u200b\u200bhim.
Features of communicating with peers and adults
When a child begins to learn, his communication becomes more focused, since the constant and active impact of the teacher appears, on the one hand, and classmates - on the other. The attitude of the child to comrades is very often determined by the attitude towards them, first of all - the teacher. The assessment of the teacher is adopted by students as the main characteristics of the personal qualities of a classmate. Especially significant teacher personality for establishing interpersonal relationship First-graders, as children still know each other badly, do not know how to determine the possibilities, advantages and disadvantages of both their own and their comrades.
Interpersonal relationships are built on an emotional basis, boys and girls represent, as a rule, two independent substructures. By the end of the initial training, direct emotional relations and relationships begin to be supported by the moral assessment of each of the guys, deeper aware of certain personal qualities.
Communication of a junior schoolboy with surrounding people outside the school also has its own characteristics caused by his new social role. He seeks to clearly designate his rights and duties and awaits the confidence of the elders to his new skills.
Teenager
Characteristic of adolescence
The theme of adolescent age in the age psychology occupies a special place. The importance of it is determined, firstly, a large practical value (out of ten classes high School At least five teenagers study); Secondly, it is at this age that the problem of the ratio of biological and social in man is most clearly manifested; Thirdly, the teenager obviously illustrates the multi-facetedness and complexity of the concept of "age".
When a child becomes a teenager, teenager - young men, young man - adults? On the "Poles" the question is more or less clear: no one will call 12-year-old boys, and a 20-year-old - adolescent. But as applied to 14-18 years, both of these terms are used, and this is not accidental. The edges of the transition from childhood to maturity are sufficiently conditional. Age categories always denote not only and not so much age and level of biological development as social status, social status of a person. In our time, the adolescence is considered to be age from and to 15-16 years. Transitional age includes two rows of processes:
Natural - processes of biological ripening of the body, including sexual maturation; Social - processes of communication, upbringing, socialization in the broad sense of the word. These processes are always interrelated, but not synchronous:
The rates of physical and mental development of different children are different (one boy in 14-15 years old looks an adult, another child); There are internal imbalances in the maturation of individual biological systems and psyche; Social perturbation in time is not identical to physical (physical maturation occurs significantly faster than the social - completion of education, the acquisition of profession, economic independence, civilian self-determination, etc.).
Teenage age is transitional, first of all, in the biological sense. The social status of the teenager is not much different from the children. Teenagers are still schoolchildren and are dependent on parents and states. Their main activity is study. Biological factors include puberty, as well as the rapid development and restructuring of all organs, tissues and organism systems. Do not explain the peculiarities of the behavior of children at this age only on the basis of changes occurring in the body of a teenager. Paul ripening as the most important biological factor affects behavior not directly, and indirectly.
The main psychological "mechanism" of a sharp change in behavior in adolescence Schematically can be represented as follows. The beginning of puberty associated with the appearance of new hormones in the blood and their influence on the central nervous system, as well as with a rapid physical development, increases the activity, physical and mental capabilities of children and creates favorable conditions for the appearance of their feelings of adulthood and independence.
Crisis of adolescence
A teenage crisis has always been particularly interested in scientists. This crisis is characterized by mood drops without sufficient reasons, increased sensitivity to the assessment of unauthorized appearance, abilities, skills. At the same time, the externally teenagers look self-confident, managing in judgment. Sentimentality sometimes gets tasty, and painful shyness - with a disconnection, disassembled independence, rejection of authorities and generally accepted rules, the adoration of random idols.
Theoretical development of this problem began at the turn of the XX century. At this time, the idea that the source of crisis and the specific characteristics of the teenager are biological moments, genetically predetermined changes. The emergence of new psychological characteristics was considered as an inevitable and universal phenomenon, that is, inherent in all adolescents. From this I followed the conclusion: difficulties should be pulled out, interference with the purpose of changing something inexpedient and useless.
However, the facts are gradually accumulated in science, testifying that the peculiarities of the adolescence are determined by the specific social circumstances of the life and development of a teenager, his public situation in the world of adults. Especially violently, the adolescent flows the transition period, if in childhood he learned what he was not useful as an adult, and not learning the necessary for the future. In this case, it turns out to be not prepared for the future to achieve a "formal" maturity.
German psychologist K. Levin stated that in modern society There are two independent groups - adults and children. Each has the privileges that are not different. The specifics of the advantage of the adolescent is that it is between these two groups: he no longer wants to belong to the group of children and seeks to go to a group of adults, but they still do not accept it. In this position, the unconsciousness of K. Levin saw a source of specific peculiarities of a teenager. He believed that the greater the gap between the two groups and, accordingly, the longer the period of the inconsistency of the teenager, the teenage period proceeds with great difficulties.
L. S. Vygotsky believed that the crisis transitional age associated with two factors: the emergence of a neoplasm in a consciousness of a teenager and a restructuring of relations between the child and the environment: this restructuring is the main content of the crisis.
According to L. I. Bajovich, the teenage crisis is associated with the emergence of a new level of self-consciousness, the characteristic feature of which is the appearance of adolescents and needs to know itself as a person who has only inherent in qualities. It gives rise to a teenager's desire for self-affirmation, self-expression and self-education
Many authors associate the concept of crisis development with the problem of "character accentuations". In adolescence, most characteristic types are formed, their traits are not yet smoothed and are not compensated by the subsequent life experience, as it often happens in adults. It is in adolescence that various typological options of the norms are most bright as "accentuations of character". A teenager from the type of character accentuation depends a lot: the very passage of the pubertal crisis, the manifestation of acute affective reactions, neuroses, a common background of behavior.
A. E. Persuko identifies the following types of adolescent accentuations: hypertension, cycloid, labile, asthenonevironment, sensitive, psychostenical, epileptoid, exteroid, unstable, conformal.
Knowledge of character accentuations is necessary to establish relationships with a teenager in the family, class, out-of-school groups.
High school student
Characteristics of early youth
The age of early adolescence - 15-17 years - was not always recognized as a special stage of personality development. It is not by chance that some scientists consider youth by a fairly late acquisition of humanity.
With the development of society, production, culture, the role of the youthful age increases, for social life becomes more complicated, the dates of education are growing, the age is increasing when people are allowed to participate in active public life. However, it would be mistaken to consider youth only as a period of preparation for adulthood. Each age is important in itself, regardless of communication with the subsequent age periods.
When using the concept of "Early Youth Age", it is necessary to distinguish:
Chronological age - the number of years lived by man;
Physiological age - degree physical development man;
Psychological age - a degree of personal development;
Social age is the degree of civil maturity.
These ages may not coincide with the same person: there is a law of uneven ripening and development. This unevenness is at the same time intrapersonal (heterochrony of the development of the same individual) and interpersonal (chronological peers can actually be at different stages of their individual development). Therefore, when a high school student meets, the question often arises: who are we actually dealing with - with a teenager, young men or an adult person? As a rule, it is solved in relation to some particular field of activity.
In addition to heterochronism and uneven development, it is necessary to take into account the existence of fundamentally different types Development:
Stormy and crisis, characterized by serious behavioral and emotional difficulties, conflict;
Calm and smooth, but to some extent passive with pronounced problems of independence;
The type of fast, hoppy changes that do not cause sharp emotional explosions.
Speaking of youthful age, it is necessary to keep in mind not just age-related, and sexual age features, for sexual differences are very significant and manifest themselves in the specifics of emotional reactions, in the structure of communication, in the criteria of self-assessment, in psychosexual development, in the ratio of stages and age characteristics of professionally labor and marriage-family self-determination.
And finally, giving the characteristic of early youthful age should be borne in mind that each generation of young men has characteristics that are inherent in the principle of youth itself, but specific gravity These characteristics of various generations may not coincide. In addition, there are also characteristics that are peculiar to one or another generation of young people and are due to external development factors.
Personal development of senior schoolchildren
The main psychological acquisition of early youth is the discovery of its inner world.
For a child, the only resentful reality is the outside world, which he projects his fantasy. On the contrary, for the young man, the external, physical world is only one of the possibilities of subjective experience, the focus of which he himself is. The "discovery" of its inner world is an important, joyful and exciting event, but it causes a lot of disturbing, dramatic experiences. The inner "I" may not coincide with the external behavior, updating the problem of self-control. It is not by chance that a complaint on the weakness is the most common form of youth self-criticism.
For youthful age, the processes of development of self-consciousness are especially important, the dynamics of self-regulation of images "I". Judging by the available data, all adolescents begin with a period of relative to diffuse, vague "I". Then they pass the stage of the "role moratorium", which may be unequal from different people and in different types Activities. The socio-psychological and personal self-determination is completed outside of school age, on average between 18 and 21 years.
The level of development "I" is closely related to the development of other personality features. Senior school age is the time of developing views and beliefs, the formation of the worldview, the ripening of its cognitive and emotional and personal prerequisites. During this period, it is not just an increase in the volume of knowledge, but also a significant expansion of the horizons of high school students. He has the need to reduce the diversity of facts to the few principles. A specific level of knowledge and theoretical abilities, as well as the latitude of interests, the guys are very unequal, but certain changes in this direction are observed in all - they are and give the impetus to the youthful "philosophizing". From here - a steady need to search for the meaning of life, determining the prospects for its existence and development of all mankind.
The characteristic feature of the early youth is the formation of life plans. The life plan arises, on the one hand, as a result of the generalization of the goals that the person sets, and on the other hand, is the result of concretizing the goals and motives. The life plan in the exact sense of the word occurs when the subject of reflection is not only the final result, but also how to achieve it becomes.
Unlike a dream, which can be both active and contemplative, life plan is a plan of activity. Professional plans of high school students are often not specific. It is quite realistic to assess the sequence of its future life achievements (promotion in service, wage growth, purchase of an apartment, car, etc.), high school students are excessively optimistic in determining possible terms of their implementation. Professional orientation - complex psychological problemassociated with socio-economic problems.
It is nice to note that today is actively conducted by professional counseling of schoolchildren and their parents on the problems of choosing a profession. The solution of the tasks of self-affirmation and self-determination in the youthful age depends on the need for achieving. The need for achieving is understood by a number of researchers As inherent in people, the desire to success in activities in competition with orientation to a certain standard of high quality performance. In early youth, there is an enhanced development of the need for achieving. It is implemented in different ways: in the sphere cognitive activity, others - in various kinds of hobbies, in third - in sports, etc. There is reason to believe that those high school students who have a particularly developed need for achieving is weaker than the need for communication. At the same time, it is in his youth that the need for achieving can be aimed at achieving success in communicating.
Need to communicate
Senior school age is the age of forming your own views and relationships, self-determination. It is now that the independence of the young man is now expressed. If teens see the manifestation of their independence in affairs and actions, the senior schoolchildren of the most important sphere of manifestation of independence consider their own views, assessments, opinions.
One of the peaks of development in a person needs to communicate is an early youth. A few reasons can be called that explains the increasing interest in expanding the sphere of contacts.
The most obvious of them is the constant physical and mental development of a schoolboy and related to this deepening of his interests. An important circumstance is the need for activities. It largely finds its expression in communication. In adolescence, the necessity is especially increasing, on the one hand, in the new experience, and on the other - in recognition, security and empathy. This determines the growth of communication needs and contributes to solving problems of self-consciousness, self-determination, self-affirmation. With age (from 15 to 17), the need for understanding is noticeably strengthened, and the girls are stronger than the young men.
Studying the features of communication of high school students, researchers pay special attention to the variety of functions. First, the communication of the high school student is a very important "channel of information". Secondly, this is a type of activity that has a significant impact on the development of the person. And, thirdly, this is the type of emotional contact that promotes development emotional sphere and the formation of self-esteem, which is so important at this age. In this regard, the need for understanding does not imply special rationality: understanding should be the character of emotional sympathy, empathy. Naturally, such a person mentioned the peer, which the same problems and the same experiences are tormented.
Boys and girls are in constant waiting for communication - everyone is important for them new person. Communication in adolescence is distinguished by special confidence, confession, which imposes an imprint of intimacy, passionality on relationships, binding high school students with close people. Because of this, in early youth so quickly experienced failures in communication. At this age, compared with adolescence, there is also a need for communication with adults, especially in the situation of uncertainty, the difficulty of an independent decision, that is, in some kind of problem situation. And the trust is more connected not with intimacy or secrecy of the transmitted information, but with the significance of the problem itself with which the high school student appeals to the adult. It is very important how young people appreciate the adult.
An indicative example is a relationship with teachers. The features of these relationships are determined primarily by individual qualities of teachers. The most strict evaluation by high school students are subject to such qualities as validity, the ability to understand, emotional response, as well as the level of teacher's knowledge and quality of teaching. Along with the need for communicating in youthful age, the need for extraction is clearly manifested. It can be the separation of the spheres of communication, and may be a striving for solitude.
The need for solitude performs a variety of functions in the development of high school students. It can be considered as a reflection of a certain stage of personality development, and as one of the conditions of such development. The knowledge of the beautiful, understanding of itself and others can be effectively only in solitude. Fantasies and dreams that lose roles and situations, allow you to compensate for certain difficulties in real communication. The basic principle of communication and mental life in general in the youthful age is a pronounced search for ways to peace through the finding path to itself.
Each child in his life overcomes several stages of development. In our article we will deal with what the stages are how they pass and how to help the child easier to cope with emerging difficulties.
The life of the baby begins long before his birth and appearance. The organism has a newborn, various physiological features depend on how it develops still being in the womb.
Scientists have established that all age periods can be considered mature and passed if the functions of the body correspond to the age of the baby and the conditions in which it developed.
Education is based on several age stages of the child's development. Consider each stage and talk about how to follow the harmonious to educate children for prosperous relationships in the family and in life.
The following main stages of the psychic and physical development of the child are distinguished:
- Intrauterine. This is the period from conception to childbirth and it occupies about 280 days or 38-40 weeks. During the intrauterine development, the human body is complete, all organs are laid, as well as future preferences and nature can occur.
- Neonatal. This is the period when the kid just appeared on the light and until he is a month or 4 weeks. During this period, your baby is extremely vulnerable, you need complete care and care. He learns to eat right, cachat, sleep, makes some first involuntary movements. During this period, it is important to maintain the most comfortable environment for a child.
- Babe. This period from month to the year of the life of the baby. At this time, he learns to manage his body, learns to sit, get up, crawl, walk and still a lot of things, also actively knows the world and studying the environment. Faster than the kid develops precisely in the first year of life. He appears first teeth and closer to the year it becomes more independent and partially separated from Mom. During this period, you need to carefully monitor the development and condition of the child, in time to undergo all surveys and attend doctors.
- Yasnel. This is the period from the year to three years. During this period, the child improves his skills, he learns to run, talk, make decisions and becomes even more independent. Speech and thinking becomes better, the child continues to actively grow and develop. At this time, many children are already beginning to go to kindergarten And there is a more complete separation from Mom. For most babies, this is a huge stress. And it is important to properly prepare a child for a campaign in a children's institution. The main acquisition of the children in the children is a game. They learn to interact with each other, communicate, make decisions on their own.
When children begin to actively communicate with each other, attend kindergarten, there is a big risk that they will be injured by various children's infectious diseases.
- Preschool. This is a period of 3 to 7 years. At this time, your child is laid in nature and is becoming becoming his personality. He has a manner of behavior and speech, much he copies from his parents, so it is very important to file a good example to bring a child. It is very actively developing, the child continues to learn to get along and in contact with peers. It also develops all psychological and physical processes. He grow rapidly, there is another age development of the child, the change of teeth, the physique and body structure changes, it becomes independent. Able to make logical conclusions and make decisions can stand up for itself.
- Junior school age. This is a period of 7 to 12 years old, that is primary School. The child becomes more attentive, responsible and increasingly begins to realize that he is a person and can safely make decisions on his own. Children learn to plan their further activities, they actively develop intellectual skills. There is a complete change of milk teeth to the indigenous.
- Senior school age. This is a period of puberty from 13 to 17 years. This is a huge horse racing and child development. He often becomes unmanaged, naughty and believes that he is already an adult and can make decisions on his own and do everything he wants. At this age stage there is an opening of the inner world of the child, their own views are formed. The child becomes completely adult and his more independent life begins.
The main stage of the development of the child can be called a crime, since it is this year that a child grows with a huge speed, and learns to walk. As parents are important to you to understand that every child is very individual and all stages can pass with their own characteristics.
Each child overcomes the steps moving from one to the other. The age stages are accompanied by the development of skills, skills, knowledge, personal qualities, characteristic features. The upbringing of the child should be based on the age stages of development, given the peculiarities of their flow.
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"Age stages of child development."
Each child overcomes these stages, moving from one to another. The age stages are accompanied by the development of skills, skills, knowledge, personal qualities, characteristic features.
The child's raising should be based on the age stages of development, given the peculiarities of their flow.
There are many classifications of age-related stages. We present the main and more common:
Age stages of child development
- The intrauterine age stage - from conception to birth, is about 280 days.
- Infancy - from birth to 1 year.
- Early age-related stage - from 1 year to 3 years.
- Pre-school age stage - from 3 to 7 years.
- Junior school age stage - from 7 to 12 years.
- Senior school age stage - from 12 to 16 years.
And now about every age-related stage in the development of the child, we will tell in more detail.
Intrauterine development of the child
This stage is very important. After all, it is during this period that the child is laid the foundations of organ systems, a child to learn to hear, to see, breathe. At week 14, the child remembers the voice of his mother and music. Therefore, experts recommend listening to calm classical music, talking to the baby, being pregnant.
Child development in infancy
Physiological indicators: growth - 48-55, weight - 3-4 kg.
Infancy can be divided in turn over the stage: newborn and infant. During the newborn period, the child is vulnerable and not protected from the external environment. It is very important here to carefully care for the child, follow comfort and amenities. In the infant period, the child begins to study the world, seeks to knowledge. The child learns to raise the head, crawl, sit, walk. Kid knows the world through tactile sensations, so he wants to touch everything and try.
From 6 months, the child pays attention to colors and shows interest in them. At this age, the perception of space is developing.
From 7 months, the baby can already shift the items from the box to the box, open the covers, fold the small items in large.
By year, the baby learns the rules for the use of objects
Early age-related stage
4 kg is added to weight, and 25 cm increases to growth.
This stage lasts from 1 to 3 years. The main thing in this stage is social interaction. Child learns to interact with children and adults, get acquainted, be friends. The kid has a desire for independence and independence from parents. The child is aware of the person in three years as a person. He learn to predict and evaluate the actions and situations. Loves to fantasize.
At this age, the child must be able to:
- build a tower from cubes;
- fold simple puzzles for this age;
- beat the ball
- show research actions (breaking something to break something in order to explore);
- perform the simplest requirements of adults;
- fold phrases out of 5 words;
- draw a straight vertical line;
- tell the quatrains and fun;
- know parts of your body and where they are located, show parts of the body on others;
- ask to the toilet;
- alone to drink from the cup and there;
- undress and dress with the help of parents;
- cut paper and try to keep scissors correctly;
- wash and wipe hands.
In three years, a child may have a crisis of three years. Each child is experiencing him in his own way. Someone exhibits negativism, stubbornness, aggression to others, and someone becomes compliant. Although it is extremely rare. These are the usual forms of behavior, characteristic of the crisis of this age.
Children of this age want their actions and acts approved adults and praised.
Children develop and improve speech, thinking. The game is the most important feature of this age. With the help of the game, the child will know the world, relations with people, learn to behave in different life situations.
Pre-school age-related stage in the child
This stage begins with 3 years and ends with the receipt of a child to school. During this period, the personal qualities of the child's nature are initially beginning to be laid, personal behavioral mechanisms are developing. The child seeks to be similar to his parents, so the example is very important here. If you teach the baby do not shout, and then scribble on it, then not your baby to learn. He will copy only you. Speech and communications with peers are actively developing.
During this period, the child is actively developing all mental processes: memory, attention, thinking, imagination, etc. The child is preparing for school, learn to take responsibility.
Children of this age are able to make logical conclusions from their observations.
In 6 years, children occur a crisis. The child begins to grow rapidly, the proportions of the body are changing, constant teeth appear, behavior changes radically. Children predominate a demonstrative form of behavior. The mood is changing hourly, the child is shred and mannifier.
The child of this age should be able to know:
- geometric figures;
- possess the concepts of magnitude, length, altitude;
- compare items in shape and color;
- comparing numbers;
- mathematical signs and letters;
- read straight and forth;
- find excess items among the objects of one type;
- make a story on pictures, observing the sequence;
- keep dialogue and monologue.
Junior School Age Stage Development of the Child
The child goes to the first class, so he feels already "adults". Parents lose their authority slightly, first teacher comes to replace them. Children at this age are learn to plan and predict their activities. Intellect is actively developing. Child learns to accept new social norms, fulfill the rules.
It should be remembered that every child is individual and unique. Each age stage takes place in its own way. Someone may be ahead of their peers, and someone on the contrary is required more time for the development of certain qualities and abilities.
Each child passes the age stages of development, which are accompanied by mental, physical, personal changes. In addition, along the go age Development The child is mastered new skills and skills, knowledge is acquired and character traits are formed. So that education was effective, it must comply with the age-related child development. Let's discuss the main rules for the development of the child.
Stages of the age of the child
- from conception to childbirth - the intrauterine age stage;
- from birth to a year - infancy;
- from year to three years - early age-related stage;
- from three to 7 years old - pre-school age stage;
- from 7 to 12 years old - junior school age;
- from 12 to 16 years old - senior school age.
Child development in infant age
Let's just say a little about the intrauterine development of the baby, since this period is of great importance and postpones the imprint on the other life of a person. It is in the intrauterine period that the foundation of systems and organs occurs, the baby learns to hear, to see and breathe. Already on the 14th week, the child remembers the sound of his mother's voice, hears music. For right Development A child in infancy, even during pregnancy, it is important to talk to him affectionately, listen to calm classical music.
The age development of the child in infant age is as follows:
- Physiological indicators at the moment of birth: weight 3-4 kg, height 48-55 cm.
- Newborn baby is strongly influenced ambient, vulnerable and not protected. Therefore, it is extremely necessary for it. correct careproviding comfortable and convenient conditions. In the infants, the baby begins to show interest in the world around the world, atmosphere in the room and close people, he seeks to knowledge. The main source of information for the baby are tactile sensations, he seeks to feel everything and try.
- In the second half of the year, the crumb draws attention to the colors, it is interested in bright items. Also, the baby perceives the space and begins to navigate it.
- With 7 months, the child is able to shift small items, and by the year it is already able to use objects for their intended purpose.
Age norms of child development 1-3 years
IN age period From 1 to 3 years old, the child grows by another 25 cm, and in the weight adds up to 4 kg. The main for the child during this period is social interaction. The kid not only learns to interact with peers and adults, but also develops ways to get acquainted, the principles of friendship, etc.
By three years, the crumbs show a desire for independence, he is trying to be independent of his parents. Also, the baby is already aware of himself as a separate person and learns to evaluate its actions and predict situations. Almost every three-year-old baby is a big videos.
In agreement with the norms of child development of 1-3 years, he must be able to:
- build a tower from cubes;
- beat the ball;
- fold large, simple puzzles;
- show research interest in subjects and surroundings (breaking toys for inspection of contents, etc.);
- fold simple sentences out of 5 words;
- perform uncomplicated adult tasks;
- draw a vertically straight line;
- call parts of your body and show them;
- tell the quarters;
- independently ask for a toilet;
- undress and dress with some help of parents;
- yourself eat from a plate and drink from a cup;
- cut paper with scissors;
- wash and wipe hands.
The indispensable stage of the development and age feature of a child of three years is the crisis of 3 years, which in each individual case can flow through its scenario. In most kids, the crisis is manifested by stubbornness, negativism and aggression to others, and complaints prevailing and compassion.
Three-year-old kids are in dire need of approval adults and praise. They actively develop speech and thinking. Most. an important stage The development and age feature of a child of three years is the gameplay through which the baby knows the world and assimilates the information.
Age norms of development of a preschooler
The pre-school age is the period from three to seven years. It is during this period that the personal qualities of the nature of the baby occurs, and personal behavioral mechanisms are formed. Most often he tries to be similar to his own parents. The child is in dire need of communicating with peers.
From three to seven years, a child has an active development of all mental processes: attention, memory, imagination, thinking, etc. Baby is preparing for school, practicing the fulfillment of various tasks, learns to take responsibility and fulfill the duties in the family.
Children during this period are able to logically think and make sure the conclusions.
An important stage of development and age feature of a child-preschooler is a crisis of 6 years. The child predominates a demonstrative form of behavior, his mood is unstable, negative and joyful emotions quickly replace each other, the child often manners and shrieks. Also during this period there is a rapid growth of the child, it is pulled out, the proportions of the body change, milk teeth are replaced.
The child at this age knows:
- geometric figures;
- differences of objects in color and form;
- concepts of length, height and magnitude;
- mathematical signs, numbers and letters;
- account up to 10 and back.
Also, the child is able to easily find unnecessary items, make up a story in the picture, lead a monologue and dialogue.
Junior School Age Stage
Age norms of development of school children are as follows:
- he feels "adults" and behaves accordingly;
- parents authority decreases;
- he is able to plan his activities, fulfill the rules and take new social order.
In the period of the senior school age step Development The child is preparing for entry into an adult life, but children's manners and deeds are still present in his behavior. Also, the age of puberty and the teenager in the body and the personality of the teenager occur in the body and the personality of the teenager, which requires understanding and participating from parents.
