Early childhood!
All childhood from birth to 18 years old is divided into a number age periods, each of them has quality features. Different researchers offer different classifications. In the USSR, most physiologists, psychologists and teachers (N.M.Schelovanov, Yu.A. Arshavsky, D.A. Elkonin, A.A.Lublinskaya, S.M. Grombakh, etc.) distinguish the first three years of life in a special period called the early childhood period. The period of early childhood has a number of qualitative physiological and mental characteristics that require the creation of special environmental conditions for children of this age, the whole way of life, nutrition... The content and methods of education are also excellent.
Anatomical and physiological features of early childhood
In the second year of life, the child's physical development is still quite fast. This is manifested in intensive growth and an increase in body weight, although not as significant as in the first year of life. In the first half of the year, body length increases by 6-7 cm, weight - by 1-1.5 kg. The maturation of various functional systems of the body continues. The chest grows, the diaphragm falls. The ribs take an oblique position, the muscles of the diaphragm become stronger. Simultaneously with the chest, the lungs develop, their function improves, the respiratory rate decreases due to an increase in tidal volume. The intensive development of the immune system continues, the adenoids and tonsils are relatively large. The heart grows, its work improves. The metabolism is increased, the digestive organs acquire the ability to digest a wide variety of foods. The child's body remains highly vulnerable and is susceptible to various diseases. Relative weakness and low mobility of nervous processes, a low limit of the efficiency of nerve cells in the cerebral cortex lead to rapid fatigue. In the first half of the second year of a child's life, his motor skills are improved. He can already walk for a long time without sitting down, changes position (crouches, bends over, turns, backs away), can step over a low obstacle. He can eat thick food with a spoon at first, and by 1.5 years and liquid food.
In the second half of the second year of life, the body's resistance to unfavorable environmental conditions increases significantly. The thermoregulation system becomes more perfect, the immune system more reliably protects the body from infection. The working capacity of the nervous system increases: if at the beginning of the second year, without being distracted, a child can study with a picture for only 1–2 minutes, then by the end of the second year this time increases to 7–8 minutes. Speech develops rapidly, vocabulary increases. By the end of the second year, the proportions of the baby's body change noticeably, especially due to the length of the arms and legs, the volume of the chest becomes greater than the volume of the head. The coordination of movements improves, the child is more dexterous, he can walk on a board 15-29 cm wide, raised 15-20 cm above the floor, stepping over obstacles in an alternating step. The eruption of all 20 deciduous teeth ends. During this period, children begin to control the act of defecation, and sometimes urination, it becomes possible to instill in the child hygiene skills.
During the second year of life, the child increases body weight by about 2-2.5 kg, length - by 12-13 cm.
In the third year of life, the child is still growing rapidly: his weight increases by 1.5-2 kg, his height - by 8-11 cm. Imperfection of neurohumoral regulation, immaturity of the circulatory, respiratory, digestive systems, combined with rapid growth, intensive development, vigorous activity make the child's body very vulnerable at this age. In addition, in the third year, as a rule, the baby's social circle expands, he moves more, explores more independently the world, in connection with which the likelihood of infection, injury, poisoning increases sharply. A child is inquisitive, active, communicative - this is great, it is necessary for his development, but in no case can one rely on his independence.
The child's nervous system continues to mature actively. It is more hardy than that of a two-year-old baby, but if the maturation of the cells of the cerebral cortex is already ending, then the medulla oblongata, which is responsible for the regulation of vital functions, is still far from perfect. Increased excitability of the subcortical regions, imperfection and weakness of the regulatory function of the cortex lead to the fact that the child's reactions are accompanied by strong emotions. In the third year of life, long-term memory begins to function, and its features are such that the events of early childhood are fixed in it most firmly, being preserved in adulthood, often in the subconscious, again "emerging" and disappearing last in old age. The second signal system is actively developing: the child's vocabulary expands, the child understands the speech of an adult better. By the end of the year, fluency in speech reaches a degree of automatism. As special studies have shown, the development of speech is closely related to the development of the motor analyzer: children who are fluent in speech are more active, more easily involved in games, and clearly associate the word with movement. It is especially important in the third year to develop small, precise movements of the hands and fingers, which have a direct stimulating effect on the development of the speech center and articulation apparatus.
A properly organized external environment is of enormous importance for a child at this age, especially unfavorable factors are the lack of conditions for vigorous activity and the limitation of sensory impressions. Restriction in movement impedes the physical development of the baby, reduces cognitive activity, lack of adequate information leads to a decrease in the child's excitability and susceptibility, and both together - to developmental delays. In connection with intense walking, climbing, and other active movements, the skeleton and muscles of the baby develop. By the age of three, a more or less characteristic configuration of the spine appears, although the constancy of the cervical and lumbar curvature will be established much later. The spine is very flexible, adverse influences easily contribute to the formation of incorrect posture. The development of the muscular system goes in parallel with the bone. In the third year, muscle volume increases, the amount of adipose tissue in them decreases, innervation and blood supply are improved. Sex differences in the development of the muscular system become perceptible - in boys, the muscles are stronger, their volume is larger. The development of the baby's motor function depends not only on the natural growth and development of muscles, the maturation of the nervous system, but the training of certain functions is of increasing importance. This applies not only to the development and improvement of movements, but also to the activities of all life-supporting systems: respiratory, circulatory, digestive.
Nervous system
In early and preschool age, the functional capabilities of the central nervous system, the main differentiation of nerve cells, are improved. In the process of interacting with the external environment, children develop skills and abilities, new, more complex conditioned reflexes are formed on the basis of existing ones. It is necessary to take into account the peculiarity of the child's central nervous system to preserve traces of the processes that took place in it. Hence, the ability of children to quickly and easily memorize the movements shown to them is understandable. However, to consolidate and improve what has been learned, multiple repetitions are necessary. High excitability, reactivity, high plasticity of the nervous system in children contributes to a better, and sometimes faster, than in adults, development of rather complex motor skills: skiing, figure skating, swimming. Moreover, it is very important from the very beginning to correctly form motor skills in preschoolers, since it is very difficult to correct them.
Locomotor apparatus
The development of the skeleton, articular-ligamentous apparatus in children under 7 years of age is not over yet. Compared to adults, the child's skeletal system is richer in cartilage and contains more organic matter and less mineral salts, so the child's bones, which are easily curved, can acquire an irregular shape under the influence of unfavorable external factors. Ossification of the skeleton occurs gradually throughout the entire period of childhood. At this time, almost each of the 206 bones of the skeleton continues to change significantly in shape, size and internal structure. The skeletal system of preschoolers is characterized by the incompleteness of the bone formation process and retains in some places the cartilaginous structure (hands, tibia, some parts of the spine), therefore it is very important to monitor the correct posture of children, the correct body position during sleep, preventing the occurrence of deformities of the spine, chest. noah cells, pelvic bones, limbs. It should be remembered that excessive loads negatively affect the development of the skeleton, cause curvature of the bones, and vice versa, moderate physical exercises that are available for a given age - running, climbing, jumping - stimulate the growth of bones, contribute to their strengthening. The formation of the skeleton continues until puberty.
Muscular system
It is much less developed in children than in adults. The total mass of musculature in a preschool child is 20-22% in relation to the body weight, i.e. 2 times less than that of an adult. The muscles of a child have a fibrous structure, and as it grows, along with lengthening, muscle growth occurs, mainly in thickness. The skeletal muscles of a child under 7 years old are characterized by poor development of tendons, fascia and ligaments. The abdominal press is poorly developed and is not able to withstand great physical stress. The fibers relax and hernias (umbilical) may form. In boys 6 years old, the inguinal muscle ring is poorly developed, therefore, excessive loads are unacceptable (the formation of inguinal hernias is possible). The large muscles of the trunk and limbs are well developed, however, the small muscles of the back, which are of great importance for maintaining the correct position of the spinal column, are less developed. That is why, already at this age, it is necessary to monitor the child's posture. Small hand muscles are relatively poorly developed, so children do not have precise coordination of finger movements. The mass of the muscles of the lower extremities in relation to the body weight increases more intensively than the mass of the upper extremities, which is associated with the high motor activity of the child. Despite the fact that already by the age of 5 the muscle mass increases significantly, the strength and performance of the muscles increase, however, children are not yet capable of significant muscle tension, for prolonged physical exertion. While systematically training the muscular apparatus, one must remember that activities with alternating tension and muscle relaxation are less tiring than those that require static efforts (prolonged standing or sitting). Given the rapid fatigue, it is necessary to avoid excessive physical effort when doing physical exercise. Studies show that depending on the state of the central nervous system (strong balanced nervous processes, strong unbalanced nervous processes, weak nervous processes, etc.), children master movements differently and only three movements are formed in all children at the same time:
1) raising and holding the head in an upright position (1-1.5 months);
2) raising the head from a prone position (4-5 months);
3) lifting the body with support on the forearms (5-6 months).
Psychological features of early childhood
1. The main feature of the early childhood period is the most intensive rate of development. By the age of 3, the child has mastered all basic movements (walking, running, climbing, throwing at a target, dancing movements) and fine finger movements. He acquires a lot of knowledge and ideas about the surrounding objects, orientates himself in the shape, color, size of objects. Of particular importance in mental development is the mastery of speech: a child, not being able to utter a single articulate sound at birth, by the age of 1 year uses about 10 words and understands the name of many actions and objects, and by the age of 3 his dictionary contains more than 1000 words. For 3 years, the child develops all the functions of speech, and with it thinking. Speech becomes a means of communication with others and a means of knowledge. The speech of adults is a means of education, with the help of speech it is possible to regulate the behavior of the child, his emotional state. Children develop thinking: they compare, establish similarities, generalize, make elementary inferences. Children quickly develop such mental processes as attention, memory, and in the 3rd year - and imagination. For 3 years, depending on the conditions of upbringing, various skills (both positive and negative) are quickly formed. Many activities are developing ( children's games , observation, constructive and visual activity, etc.). The emotional foundation of the personality is being laid: children react differently to everything, they have a different attitude towards their surroundings - they like one thing, cause a smile, joy, at the other they get angry, cry. In the behavior of a child, you can see the manifestations of many emotions characteristic of a person - joy, anger, fear, embarrassment, satisfaction, aesthetic feeling, shyness, resentment, etc. elementary moral qualities of a person. Thus, the first 3 years of life are a period of rapid formation and development of all the characteristics inherent in humans. 2. A characteristic feature of the early childhood period is the high plasticity of the whole organism, and, first of all, the plasticity of higher nervous and mental activity, easy learning. Any systematic impact quickly affects the development and behavior of the child. 3. A healthy child has rich development potentials (opportunities). By applying various special measures, one can obtain a significantly higher level of one or another line of development. So, for example, a child can be taught to distinguish all colors much earlier, to swim, to read, to memorize a long poem, etc. The task of upbringing is to make fuller use of the child's rich natural capabilities, but without prejudice to health and their nervous system, and to correctly select the most essential, meaningful for a given age of children. 4. In the first years of life, there is great interdependence and unity of physical and mental development. A child cannot develop well physically if he moves a little or is often in a negative emotional state, if there are no conditions for his vigorous activity. A strong, physically fully developing child is not only less susceptible to diseases, but also mentally develops better, and cheerful, mobile children develop better not only mentally, but are also physically more developed and enduring. At the same time, even minor disorders in the state of health of children cause changes in their general health - they become irritable or lethargic, quickly get tired. Conversely, any disease is easier if you manage to maintain a good emotional state of the sick child. 5. Of great importance in the development and behavior of the child is the emotional state of the child and his emotional relationship to the environment. All the behavior of a small child, his actions, stability of attention, performance depend mainly on whether he likes it, is interested, it gives pleasure or not. Only what the child perceives willingly, with interest, gives a good result. For example, dousing with water will only provide health benefits if the child is happy to run to the bathroom, and conversely, it is useless to douse the child if he cries every time. If the lesson conducted by the teacher is interesting to him, he engages for a long time, closely follows her actions and words, if not - it is boring or incomprehensible - then the children are distracted, do not listen, and such an activity is not useful. The leading importance of the emotional state remains throughout early childhood - it is equally important for both a 3-5-month-old child and a 2-3-year-old. A characteristic feature of early childhood is the lability of their emotional state, variability. As a result of the most insignificant reasons, the child's cheerful state can be replaced by crying, and vice versa, the tears of resentment have not yet dried up, as he is already smiling again. The suggestibility and subtle differentiation of the emotions of others is very great - even without understanding the words, the child already understands well early on whether they are angry with him or not. Children early grasp the nature of the relationship between loved ones, feel the mood of others and easily become infected with it. Stands in arena cry one child, how often another can cry. If the mother, when putting the child to bed, is agitated by something, then her mood is often transmitted to the child, and he cannot sleep longer. 6. A child is born with an innate sensorimotor need, ie, with the need to receive various (visual, auditory, tactile, etc.) stimuli, and with the need for various motor activity. From the moment of birth, the child shows an active search for these stimuli, a pronounced orienting reflex "what is it?" (IP Pavlov) or the "novelty" reflex. On the basis of this orienting reflex, with the correct attitude of adults, later, interest in everything around, especially new, appears, which then turns into a special orienting-cognitive activity, a desire to learn “what?”, “Why?”, “And how?”, “ where?" etc. The need for physical activity is also very high in children. They move a lot and in various ways, act in various ways and do something actively almost all the time. All this is a pronounced feature of a small child and contributes to his rapid physical and mental development. Restriction of the child's movements (physical inactivity), poverty and monotony of impressions from the environment lead to a sharp lag in mental development. 7. Very early (from the first months) a child develops a need for communication with an adult, which quickly becomes as strong as organic needs. At the end of the 1st and 2nd months, the face of the speaking adult is the most powerful stimulus, causing at first prolonged concentration, and somewhat later, great joy. Without frequent communication with an adult, it is impossible to ensure the emotional-positive state of children of this age, disturbances of excitability are inevitable, it is impossible to achieve timely mental development and the formation of moral qualities of the individual. 8. The role of direct influences of adults on the course of development is also different at an early age. A child is born extremely helpless, having almost no ready-made forms of behavior. Only after showing an adult can a child fold a pyramid, place a cube on a cube, pronounce words, draw, sculpt, etc. Young children need much more frequent direct teaching guidance from an adult. 9. For children early age characterized by instability and incompleteness of emerging skills. A 3-year-old child is capable of comparative stability of attention, but at the same time he is easily distracted for the most insignificant reasons (for example, the arrival of a stranger during an interesting lesson). 10. The physical and mental state of the child is unstable and very labile. Small children are physically and mentally vulnerable. Children of this age easily fall ill with minor mistakes in care and insufficient satisfaction of their organic needs. The state of excitability of their nervous system is also easily disturbed. Although over 3 years the duration of the period of continuous active wakefulness increases significantly and by 3 years it reaches 5 1 / 2-6 hours (that is, almost the same as in a preschooler 6 years old), however, a young child needs more frequent rest in the course of one segment of wakefulness in the form of a more frequent change of different types of activity. The periods of continuous productive activity in these children are shorter, they get more tired. 11. The development process is spasmodic and uneven. Abruptly, abruptly, in 1 year 5 months - 1 year 6 months, the working capacity is lengthened (the period of wakefulness is lengthened), the number of words in this period also abruptly increases. At 2 years 8-10 months, the transition to a qualitatively new type of game was abrupt - the transition from the game of reproducing surrounding actions to role play etc. The pace and significance of different lines of development in different periods of a child's life are not the same. Each age stage has its own "leading" (ie the most significant) lines of development. They are of the greatest importance for a given age, their timely development ensures the transition to a qualitatively new stage. So, for example, at the age of 7-8 months, the leading movement is crawling, since it is useful for general physical development and expands orientation in the environment. At the age of 1 year 6 months - 1 year 9 months, it is very important to master the ability to generalize objects according to essential features, as this will contribute to the further development of thinking, the formation of concepts. In 1 year - 1 year 5 months, there is a rapid development of understanding of speech, but the growth of active vocabulary is slower. Having learned a new thing, having acquired a new skill, action, for a certain period of time it becomes dominant in the child's behavior. So, for example, having learned to walk independently, the child almost stops playing, and walks "uncontrollably". Having uttered a word for the first time, he repeats it many times during the day. At different age stages, the child turns out to be especially sensitive to certain kinds of influences. "... Given the appropriate pedagogical conditions, certain mental processes and qualities develop most easily, which are very difficult to form at later age stages" (L. S. Vygotsky). 12. The reaction of young children has a longer latency period, that is, the time from the onset of the stimulus to the child's response. For example, when an adult asks a child 1 year 3 months - 1 year 5 months any question or offers to perform some action, then his response does not come immediately, but only after a while.
Early age is a period of rapid formation of all psychophysiological processes inherent in humans. Timely started and properly carried out upbringing of young children is an important condition for their full development. For physical. and neuropsychic development of children of the first two years life xn fast paced. During this period, the height and weight of the child increases intensively (especially in the 1st year), all functions of the body develop intensively. By the age of one, the child masters walking. In the 2nd and 3rd year of life, his basic movements are improved, he begins to coordinate his physical activity with those around him. The child makes great strides in mastering his native language. If in the active vocabulary of a one-year-old child, as a rule, there are 10-12 words, then by 2 years their number increases to 200-300, and by 3 - up to 1500 words. Development at an early age occurs against such an unfavorable background as the increased vulnerability of the body - its low resistance to diseases. Every disease suffered is denied. affects the general development of children. Therefore, caring for the protection and strengthening of the health of a small child is one of the most important tasks of education in early childhood. In the first years of life, the relationship is especially great. and mental development. A strong, physically complete child is not only less susceptible to diseases, but also develops better mentally. At the same time, cheerful, mobile, active children are physically more resilient. Minor health disorders cause changes in their general health - they become irritable and lethargic, play poorly, and get tired quickly. At an early age, children are characterized by great instability of emotions. states: for a seemingly insignificant reason, they often cry and cannot calm down for a long time; and vice versa, the tears do not have time to dry, as a smile appears to replace them. Good mood children are supported by the correct organization of their life - vigorous activity, interesting impressions and Ch. intelligently organized communication with adults. Providing positive emotions. the state of children, their balanced behavior, the protection of the nervous system, the prevention of fatigue are important tasks of early childhood pedagogy. When raising young children, one should take into account the predominance of their excitement over inhibitory processes: small child hardly tolerates waiting for food, restriction in movement, etc. Taking this feature into account, the principle of sequential, gradual implementation of all regime processes has been introduced in nurseries and groups of early age, which allows each child to be served individually. Conditioned reflexes quickly forming in the baby and manifesting in habits m. B. both expedient for health and development (to fall asleep and wake up at a certain time, to be actively awake), and impractical (to fall asleep when rocking, suck pacifiers, stay awake in the arms of an adult, etc.). Relatively easy to fix, habits are difficult to change. Re-education is an extremely difficult and harmful business for the activity of the nervous system. Therefore, it is necessary literally from the moment a child is born to ensure his correct upbringing. The results of purposeful upbringing appear already at 2 months: the baby falls asleep, wakes up, feels the need for food at a strictly defined time; slept and well-fed, he is calm, when communicating with adults he shows joy. With a high plasticity of the functions of the brain and psyche, the child has great potential for development, the implementation of which depends on the direct influence of the surrounding adults, on upbringing and training. Early childhood pedagogy outlines specific tasks and methods for the comprehensive education of children. In the content of educated. work on this age stage childhood includes the following sections: - observance of the daily regimen established for young children, that is, the correct distribution during the day and a clear sequence of sleep, feeding, wakefulness, a change in different types of activity; - the correct conduct of regime processes: feeding, hygienic care, bedding, dousing, etc.; - conducting individual and group lessons, games, entertainment, etc. Successful implementation of tasks educational work depends on the pedagogically grounded choice of its forms and methods, on the correct organization of the entire life of children.
DEVELOPMENT AND UPBRINGING OF EARLY CHILDREN
Early age is a period of rapid formation of all psychophysiological processes inherent in humans. Timely started and properly carried out upbringing of young children is an important condition for their full
development.
The physical and neuropsychic development of children in the first two years of life is characterized by a fast pace. During this period, the height and weight of the child increases intensively (especially in the first year), all body functions develop intensively. By the age of one, the child masters independent walking. In the second and third years of life, his basic movements are improved, he begins to coordinate his motor activity with those around him. The child makes great strides in mastering
native language.
If in the active vocabulary of a one-year-old child, as a rule, there are 10-12 words, then by two years their number increases to 200-300, and by three - up to 1500 words.
Development at an early age occurs against such an unfavorable background as the increased vulnerability of the body - its low resistance to diseases. Each illness suffered negatively affects the overall development of children. Therefore, caring for the protection and strengthening of the health of a small child is one of the most important tasks of education in early childhood.
In the first years of life, the relationship between physical and mental development is especially great. A strong, physically complete child is not only less susceptible to diseases, but also develops better mentally. At the same time, cheerful, mobile, active children are physically more resilient. Minor health disorders cause changes in their general health - they become irritable and lethargic, play poorly, and get tired quickly.
At an early age, children are characterized by greater instability of the emotional state. Ensuring a positive emotional state of children, their balanced behavior, protecting the nervous system, preventing fatigue are important tasks of early childhood pedagogy.
When raising young children, one should take into account the predominance of excitement in them over inhibitory processes: a small child can hardly endure waiting for food, restriction in movements, etc. regime processes, allowing to serve each child individually.
Conditioned, that is, acquired in the process of life, reflexes that underlie the child's behavior begin to form from the first days. So, a characteristic conditioned reflex, which can be observed in a child of the second week of life, is sucking - to the position for feeding. The early formation of conditioned reflexes is a convincing, physiologically substantiated evidence of the need for correct upbringing of children from the first days of life.
Conditioned reflexes that quickly form in a baby and are manifested in habits can be both expedient for health and development (falling asleep and waking up at a certain time, being actively awake), and impractical (falling asleep while rocking, sucking pacifiers, staying awake in the arms of an adult, etc.). ). Relatively easy to fix, habits are difficult to change. Re-education is an extremely difficult and harmful business for the activity of the nervous system. Therefore, it is necessary literally from the moment a child is born to ensure his correct upbringing.
The results of purposeful upbringing appear already at two months: the baby falls asleep, wakes up, feels the need for food at a strictly defined time; slept and well-fed, he is calm, when communicating with adults he shows joy.
With a high plasticity of the functions of the brain and psyche, the child has great potential for development, the realization of which depends on the direct influence of the surrounding adults, on upbringing and training.
One of the conditions for the timely and full development of children is their good, balanced mood. It is supported by the correct organization of life.
Early childhood pedagogy, the foundations of which were developed by N.M.Schelovanov, N. M. Aksarina and their students, outlines specific tasks and methods for the comprehensive education of children.
adherence to the daily regimen established for young children, that is, the correct distribution throughout the day and a clear sequence of sleep, feeding, wakefulness, a change in different types of activity;
the correct conduct of regime processes: feeding, hy-
hygienic care, putting to bed, dousing, etc.;
conducting individual and group lessons, games, entertainment;
creation of conditions for active and varied independent activities of children.
The successful implementation of the tasks of educational work depends on the pedagogically grounded choice of its forms and methods, on the correct organization of the entire life of children.
In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. But the content, techniques and methods of implementing these tasks are different than in working with preschool children.
They are determined by the age characteristics of babies. "
Of great importance in the upbringing of healthy and well-developed children is correct organization their lives during the period of habituation (adaptation) to a child care institution. The process of getting used to new conditions is difficult for the developing nervous system of the child. During this period, it is necessary to ensure the unity of educational methods used in the family and childcare.
DEVELOPMENT AND UPBRINGING OF CHILDREN OF THE FIRST YEAR OF LIFE
In the first year of life, significant changes take place in the physical development of the child. When proper care, rational feeding and education, it is intensively developing. In the first half of the year, the baby monthly gains 600-700 g in weight, in the second -400-500 g. For each month of life, the child grows by 2-3 cm. By the end of the year, his weight is 10.5 kg, and his height is 74 -75 cm. In a normally developing child at 7-8 months. milk teeth begin to erupt, by the age of eight they grow. During the first year, the performance of the nervous system is significantly enhanced. This is reflected in the increase in the time of active wakefulness of the child from 20-30 minutes in the first month of life to 3.5 hours by the end of the year.
For the successful upbringing of an intensively developing baby, the first year of life is conventionally divided into periods that are qualitatively different from each other: from birth to 2.5-3 months (including the neonatal period, that is, the first 3-4 weeks); from 2.5-3 to 5-6 months, from 5-6 to 9-10 months, and from 9-10 to 1 year.
Each period of child development is the foundation for
Education and development of young children. / Ed. G. M. Lyamina.
181 g h
M., 1981, p. 7. (22
subsequent and distinguished by leading reactions and changes. Leaders are those reactions and skills of a child that determine his development at a given age stage and are favorable prerequisites for further development. In the first three months of life, the leading, determining the development of the child are visual, auditory and emotional reactions. They make it possible to form active wakefulness, ensure the child's sensory development, expand his orientation in the environment, contribute to the development of hand movements, and in the future, general movements. Thanks to a positive emotional state, physiological processes (respiration, blood circulation, digestion) improve, and overall activity increases.
| Period from birth to 2.5-3 months |
A child is born with a ready-made system of unconditioned reflexes, which partially ensure his adaptation to the external environment. These are indicative reflexes, food, visual, auditory, etc. Food unconditioned reflexes are expressed in the appearance of sucking movements with irritation of the lips and oral cavity, in the ability to swallow, etc. The main reflexes of the visual and auditory analyzer are manifested in closing the eyes in bright light, flinching with harsh sounds. Some reflexes of the vestibular apparatus are also congenital, for example, when the child sways, it calms down, calms down. A newborn does not have a sharp border between sleep and wakefulness: 80% of the time of the day he sleeps, when he wakes up he is worried. The movements of the newborn are chaotic. Even during sleep, he makes impulsive movements. The arms and legs of the newborn are bent, pressed to the chest, because the extensor muscles are not sufficiently developed.
The development of the visual and auditory analyzer is essential during the neonatal period. At this age, the child is not yet able to fix his gaze on objects for a long time, and he perceives the object more easily if there are no other stimuli in his field of vision. Therefore, a child of the first month of life should be shown one bright toy, and not garlands of multi-colored rattles.
The ability to fix the gaze on an object, to focus on it, to listen to sounds develops in a child with proper upbringing by the end of the neonatal period. At the same time, convergence is also formed - the ability to bring the visual axes of both eyes on an object. By 2-3 months. children get used to following a moving object and everything that happens in their field of vision, they react to an invisible source of sound, for example, turn their head to a voice.
In order to develop visual and auditory reactions in a child during the first three months of life, they speak affectionately with him, achieving concentration on the face of an adult; show a bright game
a rushka, slowly move it in front of the child's eyes to trigger the tracking of the movement of the object. Children are usually awake in the arena; bright large rattles are hung on the stand of the arena at a distance of 40-60 cm from the child's eyes. From time to time, you should set the toy in motion so that the child learns to follow it.
The development of visual and auditory concentration contributes to the emergence of positive emotions in the baby. A smile appears at the end of the first month of life in response to the gentle voice of an adult. At first, it occurs rarely, with difficulty. At 2.5 months. the child already smiles often, shows joy at the sight of an adult and toys. By this age, the expression of joy in the baby has the appearance of a revitalization complex. The revitalization complex includes a number of reactions: emotional - a smile, vocal - sounds, motor - movements of arms and legs. The child's vocal reactions, which are part of the revitalization complex, are expressed in the form of gukaniya - an abrupt pronunciation of consonant sounds ge, khy. Hooking, which occurs against the background of a positive emotional state, serves preparatory stage development of speech.
In the first 2.5-3 months. the child begins to develop movements. If the baby is 4-6 weeks old during quiet wakefulness to take in his arms and, supporting him behind the back and head, give him a vertical position, then by 2 months. he masters the ability to keep his head in this position, examines the environment.
From the first weeks of life, the child should be taught to lie on his stomach. For this purpose, before feeding or at the end of wakefulness, the child is placed on his stomach, lightly stroked on the back. By 3 months. he already lies well on his stomach, resting on his forearms, raising his head high. This position is useful for developing breathing, circulation, and preparation for crawling. A child who has mastered the ability to keep his head in an upright position should develop leg support:
the baby is held in an upright position so that his feet are in contact with the arena or changing table, thereby causing a dance movement. However, you cannot put it on its feet yet.
Children of this age have perfect Period2.5-3 development of visual, auditory and vocal before 5-6month reactions, grasping movements of the hand arise and develop, preparatory movements for crawling. All this serves as a prerequisite for a stable emotional-positive state, the appearance of attachment to adults, and the formation of a variety of object-related actions and basic movements in the future.
During this period, significant changes occur in the mental development of the child: the ability to differentiate
quote sounds, color and shape of objects. The distinction between objects and phenomena of the external environment is especially clearly manifested in the selective attitude towards adults. If the child's senses are actively developed, then a three-month-old baby begins to recognize his mother, and at 6 months. at the sight of a familiar person rejoices, at the address of a stranger - frowns, turns away, sometimes cries.
Child at 5-6 months distinguishes the intonation of an adult's speech, reacts differently to a strict or gentle voice. So, the baby may burst into tears if they speak to him in a harsh tone.
To develop in children the ability to distinguish stimuli from the external environment, you need to select toys different colors and shades, different shapes and different sounding. By encouraging a child to look at such toys, to listen to the sounds they make, adults contribute to his sensory development.
Further development of the activity of the visual and auditory analyzers occurs in the process of the child's manipulation with objects, emotional communication with adults. However, in order for his hearing to develop normally, a favorable acoustic environment is needed in the room where children are awake. Loud conversation, the scream of other children, the constantly working radio receiver - all this not only interferes with the development of hearing, but also inhibits the formation of speech, disrupts the activity of the nervous system. A baby who is not accustomed from the first months of life to listen to the quiet voice of an adult will only react to loud sounds, an increased tone.
The development of a child's hearing, positive emotions, articulation apparatus (when pronouncing short guttural sounds, humming) contributes to the occurrence at 4-5 months. melodious humming (intoned vowel ah-ah and a combination of sounds a-gu), and at 6-7 months, babbling (the so-called repeated syllables: repeated pronunciations of one syllable -ba-ba-ba).
The singing sounds of humming are pronounced on a prolonged exhalation, which contributes to the formation of speech breathing. Babbling usually occurs under the control of hearing, so babies who are deaf from birth do not have it. A prerequisite for the appearance of humming and babbling sounds in children is the emotional-verbal communication with them of an adult. At the same time, in a conversation with children 3-4 months. melodious sounds should be used, with children 5-6 months old - syllables. There should be relative silence in the group room, so that purposeful speech communication between an adult and a child increases the vocal activity of all children in the group, and promotes imitation of speech sounds in them.
A prerequisite for the timely development of speech is the formation of a child's need for verbal communication. Already at 4-6 months. children use their ability to pronounce sounds to grab the attention of an adult.
Classes on the development of voice reactions should be carried out individually, although it is possible to unite 2-3 children with the same level of development. In the lesson, different techniques can be used sequentially: emotional-verbal communication, showing a toy in combination with an affectionate conversation, the silent presence of an adult, repeated emotional-verbal communication. Between each technique used, a pause must be made (about 30 s) to allow the child to react. Such a lesson can last up to 6 minutes. If in the classroom the teacher is limited only to an affectionate conversation, then its duration should not exceed 3 minutes, since the child gets tired of the monotony of impressions.
In children aged 3-6 months. hand movements gradually develop. At 3-3.5 months. the child usually accidentally bumps into a toy suspended low above him. At 3.5-4 months. captures, feels the toy hanging at arm's length. At 4.5-5 months. takes a toy from the hands of an adult. At 6 months. the child is already free to take the toy.
In order to form the child's ability to take and hold an object, at first they hang small toys that are convenient for grasping: rattles with balls on a ring. At 4-4.5 months. an adult teaches a child to take a toy from his hands. To do this, he brings a rattle to the child, accentuating visual concentration on it, then touches the child's hand with it, causing a tactile sensation and a desire to take the toy. Encouraging the child to active movements, there is no need to put a rattle in his palm. The child should be trained in the ability to take a toy, "" located on the side, above the face, hold two objects at the same time.
Learning to act with toys affects the development of some general movements in the baby: rolling over from back to side (at 4 months), on the stomach (at 5 months), from the abdomen to the back (at 6 months). So, a child, wanting to get a toy on the side of him, reaches for it and often himself, without the help of an adult or with little help, turns over on his side or on his stomach. The ability to roll over is the first movement through which the child independently, without the help of an adult, changes his position. This ability, as well as the ability to lie on your stomach leaning on the palms of your straightened arms (at 5 months), is a preparatory movement for crawling. At the end of the first half of the year, the child already stands evenly, steadily with the support of his armpit, which is a prerequisite for independent walking.
The timely development of children in the first half of life, along with the direct influences of an adult, is facilitated by the correct organization of wakefulness conditions. At this age, children are awake from 1.5 to 2 hours. The teacher cares
to keep the children in an active, active state throughout this time. During wakefulness, they must be placed in a playpen, where for children under the age of 5 months. various rattles are suspended, then small celluloid and rubber toys are laid out in the arena.
During wakefulness, toys in the arena should be replaced several times.
This period is characterized by the emergence
5-6 crawling period, babbling improvement, development
up to 9 months understanding the speech of surrounding adults. Crawling as the first type of active movement of a child contributes to the development of further skills to sit down, stand up, step over. From babbling sounds, on the basis of understanding the speech of others, the first meaningful words arise.
At 6.5-7 months. in the presence of favorable conditions for the development of movements, children begin to crawl: on their bellies, on all fours. Crawling is very useful for a child, as it develops and strengthens his musculoskeletal system, helps to expand the child's orientation in the environment, and makes the child more independent.
To teach a child to crawl at the beginning of the second half of the year, it is necessary to give him the opportunity to move freely, that is, to place him in the arena. For children who have learned to crawl, part of the group room should be fenced off with a barrier, the floor should be insulated.
Teaching a child to crawl, an adult encourages him to this movement with an interesting toy. If the child's attempt to move forward turns out to be unsuccessful, you need to create support for his legs, for example, put a palm in which the baby can rest his legs and push off. If adults do not help a child who has mastered crawling to move forward, he can begin to crawl back, not approaching objects, but moving away from them.
Having learned to crawl, the baby begins, clinging to the arena barrier, to get up and sit down. At 9-10 months. the child should be encouraged to stand up by hanging bright toys from the edges of the playpen. Then the child begins to step along the arena, holding on to his barrier. It is advisable to stimulate the child to move on legs, showing him an interesting toy and tenderly calling to him.
It is necessary to strive to ensure that, before the child begins to sit down, he learns to crawl on all fours, stand on his legs, step over. These movements will strengthen his musculoskeletal system. A child who has mastered these movements, has become physically stronger, will not slouch in a sitting position.
Teach a child to sit earlier at -9 months. harmful, as it can lead to curvature of the spine. In addition, early sitting teaches us to be passively awake; to the overall
dependence on adults, because in this position it is difficult for the child to get the rolled toy himself, change the position
body, etc.
The mental development of a child in the second half of the first year,
yes, life is associated with the formation of prerequisites for purposefulness. lazy actions with objects. At first, the child has a desire to repeat the actions of an adult: to pat objects with his hand, to shift a toy from one hand to another. Interest in such movements is associated with the strengthening of the orienting activity of the baby, who has learned by 5-6 months. consider objects, perceive their color, shape, sounds made
them, and other qualities.
The most effective techniques for teaching a baby to various actions are those that are supported by other stimuli of interest to the child. For example, a teacher, showing a child how to put a ball in a box, should put it so that a sound is heard.
Mastering purposeful effective actions prepares the child to perform more complex manipulations with objects, develops his attention, memory, visual-effective thinking, makes him active and independent.
By the beginning of the second half of the year, along with copying movements (such as tapping, waving), the child develops a desire to repeatedly pronounce some sounds. This phenomenon is based on the development of interest in the sounds of one's own voice. By 5-6 months. a baby in an emotionally positive state learns to pronounce repeated syllables, such as ta-ta-ta. The repetition of the pronunciation of sounds lies in | the basis of the development of self-imitation, and in the future - imitation * of the sounds of an adult's voice.
Forming babble in the child, you need to teach the baby to imitate, first familiar syllables, those that he already pronounces himself, later - unfamiliar, new for him. In a conversation with children, you should clearly pronounce sounds and make sure that the child sees the face of an adult, the articulation of sounds. When children learn to babble for a long time, you can organize roll call games, that is, support the babbling of individual children, pronounce sounds after them.
The close contact of the child in the second half of the year with the teacher leads to the development of understanding of the speech of adults. An indicator of the understanding of an adult's words is the child's specific motor reaction: turning the head towards a named object, a gesture indicating an object performing a movement named by an adult, for example, making goodies. At the beginning of this period, the child associates a word with some one specific object. For example, the word "lala" he refers not to any, but only to a certain doll. This means that the word has not yet acquired the function of generalization. The child begins to understand faster
the names of those objects that are interesting to him, therefore, teaching him the primary understanding of speech, one should use sounded, colorful, large toys, techniques of surprise - hiding and the appearance of toys.
At the age of 6-7 months. children to the question "where?" (lala, watch, cockerel) turn their head towards the named object. If the location of the object changes, the child cannot find it, because the word is associated for him not only with the object, but also with a certain place of its location. At 9-10 months. children find objects when naming, regardless of their location. Therefore, at first, objects must always be in certain places. By verbally designating objects, adults will make sure that the child not only looks at them, but also touches, listens to their sound. The more analyzers are included in the perception of a toy, the faster baby remembers its name.
To develop a child's understanding of words denoting objects, one and the same word should be repeated many times relating to a certain toy, bring the child to it or bring the toy to the child, give the baby the opportunity to examine it, feel, listen to its sound.
The ability to babble, as well as to correlate words with objects and actions is the basis on which the whole process is built in the future. speech development.
Period Great value for mental development
from 9-10 months children have skills that are formed in
up to one year in the last quarter of the year. These are the ability to walk independently, purposefully deal with toys, imitate the actions and speech of an adult.
The prerequisites for walking are the strengthening of the musculoskeletal system in the process of crawling, the development of skills to get up at the barrier, stand steadily, step over, holding onto the railing of the arena. At 9-10 months, having learned how to climb the barrier, children begin to step along it, enter the hill, holding per railings; at 11 months many kids stand on their own, walk, held by the teacher by one hand, and by the year - on their own. Independent walking frees the child's hands, which creates favorable conditions for the expansion of activities with objects, increases the opportunities for familiarization with the environment. Timely training of the baby to walk is necessary for his normal physical and mental development.
When teaching children to walk, adults should create conditions that would promote the development of this skill. Bright toys are laid out on the shelves along the barrier of the arena, which encourage the little ones to rise. The teacher, moving the toy along the edge of the barrier, stimulates the baby to step over after her. Children who have learned to crawl well are under-
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to walk and step along the barrier, placed in a fenced off part of the room. Here are the manuals necessary for the development of movements: a ladder with a slope, benches, a table-barrier. Furniture is arranged so that the baby can break away from one object, step over and immediately grab another.
An effective technique for teaching independent walking is the creation by adults of a situation that would force the child to take the first independent step. For example, the teacher calls the child, showing him an attractive toy, the child reaches for it and takes the first steps. In this case, children should be protected from a possible fall, since the fear of falling can slow down the development of walking.
In the period from 9-10 months. up to 1 year, there are qualitative changes in the activities of children with objects. Due to the complication of the coordination of hands and eyes, children acquire the ability to relate objects to each other: string rings on sticks, insert various inserts into the corresponding holes, bring a cup to the doll's mouth, etc. The importance of developing such skills of a child is enormous. Firstly, because in the process of mastering correlated actions, small muscles of the hand develop. Secondly, a clear coordination of the movement of the eyes and hands is established. Third, the child's activity with objects specially organized by adults leads to the development of visual-active thinking. The kid can string on sticks first rings from rattles, later - pyramid rings, “feed” not only the doll, but also the bunny and the bear. Fourth, the focus of actions on obtaining a certain result contributes to the development of their arbitrariness. And finally, a significant number of learned actions with objects serves as the foundation on which play activity is built in the second year of life.
When organizing the wakefulness of children at the end of the first year of life, the teacher should closely monitor the correct use of toys and aids, prevent the emergence of simple manipulative actions with them: tapping, waving objects, etc. Seeing that the child is tired of playing with toys, an adult should switch it to another activity such as viewing new toy... To maintain children's interest in toys and aids that are important for their development, it is necessary to periodically put them away for a while.
For play, children of this age can be given a variety of inserts: cups, molds for sand, inset cubes, bushings, mushrooms for sticking into holes, ball throws, plastic cubes, bricks for stacking on each other, as well as dolls and other shaped toys, scraps of fabric for wrapping them up. Pyramids, inserts, cubes and other play aids should be offered for independent play only after
how children learn how to properly handle these objects in the process of working with a teacher, otherwise the kids will get used to using them for other purposes.
There are several stages in teaching children to act. First, the passive movement method is used. The teacher takes the baby's hands in his own and does the learned actions with him, for example, open and close the nesting doll. Then the adult encourages the child to perform the action on the word, combined with the demonstration of the action. And finally, the child begins to perform the action only on verbal instructions: open the matryoshka, close the matryoshka. In the same way, children learn to do goodies, goodbye, show body parts on themselves and on the doll, etc.
The systematic individual communication of the teacher with the children expands the stock of words they understand. In the first year of life, the vocabulary understood by the child is broader than that used in active speech. In the passive dictionary of a one-year-old child, there are 20-30 words. These are words denoting parts of the body (eyes, nose, hand), actions (give, go, sit), toys (cockerel, lala, dog), etc. To develop understanding of the names of objects, you can conduct classes such as showing toys from a bag, using the sudden appearance and disappearance technique. The toy, the name of which is being unlearned, appears unexpectedly for children from a “wonderful bag”, a bright handkerchief. After doing one or two actions with the toy (the dog runs, barks, etc.), they hide it, prompting the children to call: go, go. Children have a pronounced orienting reaction to a toy that interests them. Children cannot look and call her at the same time, so they should be encouraged to call her when there is no toy. Such classes can be conducted with a small subgroup (3-4 children).
In order to learn the names of children, as well as the names of toys, you can play hide and seek. A beautiful transparent (so that the child can be seen from under it) a handkerchief is thrown over the baby's head. "Where is Alyosha?" - the teacher asks. Children pull off their scarf and accompany the appearance of the child with joyful exclamations. In the same way, toys are played up and their names are learned.
To form an understanding of speech, you need to use not only classes, but also everyday life: the light is on - ask where the light is, dropped the toy - say: “Bang, fell!”, The aunt leaves - “Wave your pen”, etc.
At the end of the first year, children should be brought to the primary generalizations of toys on essential grounds. To this end, you should select homogeneous toys that differ in appearance. At 10-11 months. children already know that Lyalya is not only the doll that sits on the shelf, but also, for example, a small rubber one, and a large one, which the teacher shows in the classroom
tiyah. Generalization of actions is facilitated by such instructions of the educator as “feed the dog, the dog, the duck,” etc. The child's performance of the same action in relation to different toys develops an understanding of the word denoting action with many objects.
At the end of the first year, there are words in the stock of words that children understand at the end of the first year, such as “can” and “not”. They begin to understand these words if an adult suspends an undesirable action, pronouncing the word “no” with the appropriate strict intonation, and, conversely, pronounces “it is possible” with permissive, benevolent.
Thus, already during this period it becomes possible with the help of speech to influence the behavior of children.
In the last quarter of the year, the child intensively develops vocal reactions, children babble a lot and in a variety of ways, by the year they pronounce the first words, easy to pronounce, consisting of repeating syllables: ma-ma, ba-ba, av-av, bah, dai, etc. In the active vocabulary of the child, up to 12 words are counted at this time.
The first spoken words arise on the basis of the available stock of understood, the ability to articulate sounds and imitation. During this period, it is important to teach children to easily imitate the sounds made by adults.
Remembering the need to form an active speech of kids, you should not immediately react and fulfill their desires, expressed by gestures, facial expressions, but you should invite them to express their request in an appropriate simple word. At the same time, it is imperative to support any speech of a child to an adult, even if it is incomprehensible. Adults usually guess about the true desire of children by looking closely at their behavior.
At the end of the year, the need for children to communicate with others increases. At the same time, a selective attitude towards them is increasing: children begin to single out those who show affection to them, play and study with them. Alertness or even a negative attitude towards unfamiliar adults is one of the reasons that babies who are admitted at the end of the first year of life to a child care institution find it much more difficult to get used to new conditions than younger children.
Child 9-12 months is interested in what other children are doing. Sometimes he begins to overlap with them, smiles, and by chance a joint game may arise (a child, at the sight of a crawling baby, quickly crawls after him, catches up - bothrejoice). But often at this age, negative relationships are also observed, usually they arise when you want to take a toy from another child.
In order to prevent negative relationships, one should strive to ensure that during waking everyone
the child was active and busy with a toy. When trying to take an object from another child, the baby should not be scolded or punished, he should be offered another object or distract his attention.
Children of the end of the first year of life need to cultivate a benevolent attitude towards each other, to form elements of sociability. For this purpose, several children should be united both in the classroom and in the course of their independent activities, to arouse common interest, common joy when showing entertaining toys.
The most important condition that ensures the rational organization of the life of children of this first year of age is the daily regimen. The regime provides for the distribution of the processes of wakefulness, feeding, sleep during the day, corresponding to the age and individual characteristics of children, and their alternation , as well as the change of types of activity during wakefulness.With the correct regime, not only the health of children is improved, but also their normal physical and neuropsychic development. It is precisely this circumstance that underlies the change in regimes in early childhood.
Scientists (N.M.Schelovanov, N.M. Aksarina, etc.) have developed and scientifically substantiated daily regimes for each age period in the development of a child in the first year of life: from birth to 2.5-3 months, from 2.5-3 up to 5-6 months, from 5-6 to 9-10 months, from 9-10 to 1 year 2-3 months. The most rational sequence of meeting the child's organic needs for wakefulness, sleep, and feeding has been established. Feeding should follow after sleep, and wakefulness after feeding. A slept child usually eats well, and a well-fed child is actively awake, which contributes to his full development. When prescribing a daily regimen, it is necessary to take into account not only age, but also individual characteristics children.
In the first year of life, the child needs individual service and training, so the group should be completed with children of different age periods so that there are at least two age subgroups in it, each of which is awake while the other is sleeping. This makes it possible to pay more attention to each child.
The room for a group of children of the first year of life should consist of a waking room and a veranda for sleeping. These babies do not walk, so their sleep should be organized in the air. The veranda is also necessary to comply with the daily routine, so that awake children do not disturb the peace of those who need to sleep at this time.
With the systematic implementation of the regimen, the child is 2-3 months old.
gets used to it, that is, falls asleep and wakes up at a certain time, eats with appetite, is calmly awake, deeply asleep.
Feeding children should be done as soon as they wake up.
It is important to develop a positive attitude towards feeding in children. For this, the child is taught to be active:
from 3.5-4 months put his hands on the bottle, teaching him to hold it, from 7-8 months - eat a crust of bread, from 10 months - hold the cup, by the year to drink from it independently. A positive attitude towards food is also supported by the adult conversation. is he names food, asks the child to bite off bread, open his mouth, etc.
Up to 7-8 months the child is fed in the arms of an adult. Children who have learned to sit are fed twos at a high combo table with pull-out armchairs.
When laying down children and getting up after sleep, it is important to observe individual approach... First of all, children who are easily tired are laid, then slowly falling asleep: having laid the first, you can pay more attention to the second. To prevent children from waking up at the same time, it is necessary to lay down for a nap slowly, not less than for 20-30 minutes. It is necessary to raise children after sleep gradually, as they wake up. The simultaneous rise of all should not be allowed. In this case, the children will have to wait for feeding. Every child who wakes up is immediately fed after the necessary toilet.
Dressing after sleep and during the day is used to communicate with the child, develop his movements, understand and form active speech.
Clothes for wakefulness consist of undershirts, blouses, sliders; after 8 months sliders are replaced by overalls, warm socks or boots are put on the child's feet.
Tidiness training should begin from the time when the child learns to sit independently, that is, from 8-9 months.
DEVELOPMENT AND UPBRINGING OF CHILDREN OF THE SECOND YEAR OF LIFE
Under the conditions of proper hygienic care, nutrition and educational measures, children of the second year of life for each month gain 170-190 g in weight, grow by 1 cm.By two years, the child's weight on average reaches 12-12.7 kg, height - 85-86 see. A two-year-old child has -20 milk teeth. The efficiency of the nervous system increases: in the first half of the year, children can be actively awake for 3-4 hours, in the second -4-5 hours. Accordingly, the daily sleep time decreases from 14 to 12.5 hours. 134
In the first 2-3 months. in the second year of life, the features of physical and mental development, characteristic of the previous stage, remain. The movements already acquired by the child, actions with objects, speech reactions are improved. At this time, the pedagogical work, which began with children at the end of the first year of life, continues.
The pace of mental and physical development children in the second year of life is less intense than in the first. Therefore, the kindergarten upbringing program provides for a change in the daily routine, tasks and methods of upbringing not quarterly (every 3 months), but half-yearly. "
The group of the second year of life is completed by children-organizations at the age from 1 to 2 years. Children in the life of children UNDER 1. ° years should be no more than 1/3 of the second-year list: if there are 18 kids in a group, then there should be about 6 children in the first half of the year, and 12 in the second.
In children of the second year of life, due to the increase in the duration of wakefulness, the number of segments of daytime sleep changes. Children of the first half of the year sleep twice during the day: 2-2.5 and 1-1.5 hours each; after one and a half years, once: 2.5-3 hours.
The transfer of children to a regimen with one daytime sleep is carried out gradually, over several months. First, at 1 year 3 months - 1 year 5 months, laying down for the first daytime sleep is postponed to a later time - instead of 9 hours 30 minutes by 10 hours. If children laid down for a second daytime sleep do not fall asleep for a long time, they 1 year 5-8 months (depending on the individual characteristics and state of health) are transferred to a one-time, longer nap. At first, children who are transferred to this daytime sleep mode feel good, but gradually they accumulate fatigue caused by an increase in the wakefulness interval: they eat poorly during lunch, sometimes fall asleep at the table, and become excitable. In this case, the children should be temporarily returned to the mode with two daytime dreams, and after about two weeks, again transfer to a one-time nap.
Acquiring a group with children of the first and second half of the year allows it to be divided into two subgroups: while one is awake, the other subgroup is merged. This makes it possible to pay more attention to children who still really need help from adults.
The implementation of the regime in the second year group has its own difficulties, therefore it is very important to clearly distribute responsibilities between the teacher and the nanny.
All regime processes should be carried out taking into account the principle of gradualness. This means that the teacher or nanny includes in the process as many children as they can serve at the same time, and each child should spend on a
the process as long as it takes him alone, and not for the whole group of children. The rest of the time he has to play.
Babies up to 1.5 years old are raised and fed gradually as they wake up, 3-4 people. Children after 1.5 years of age have breakfast, lunch and dinner all together.
During feeding, dressing, toilet, children are attracted to feasible independence. By 1 year 3 months they begin to use a spoon, at 1.5 years old they eat on their own, as the teacher reminds them to wipe their mouths with a napkin, slide the stool when leaving the table, etc. Children are taught to put their hands under the stream of water when washing, to take part in wiping their faces and hands, be active when dressing and undressing.
By the age of two, children should be able to eat all types of food on their own, know their place at the table, use a napkin correctly, move the chair back and forth when leaving the table. When changing clothes, children take off their tights, pants, boots. They carry out these actions under the guidance and with the help of an adult.
By the end of the first year of life, the child begins to walk, talk, and act with objects. These prerequisites determine its development in the second year of life. Therefore, the leading skills are: improving walking, developing actions with objects, the emergence of a plot game, the formation of speech and, on its basis, the formation of relationships with adults, then with peers.
An important role in the development of movements in children Movement of the second year of life is played by the organization of special conditions of wakefulness, outdoor games, gymnastic exercises.
The leading type of movement at this time is independent walking. The child has a great need for her, so she gives him positive emotions. Walking gives the baby the opportunity to better navigate the world of objects, to learn about their properties, relationships, etc.
The active movements of the child, expanding his orientation in the environment, stimulate the development of mental functions (sensations, perception, memory, attention, visual-active thinking).
As the child's walking becomes more and more automated, the prerequisites for vigorous hand activity are created. He can, without fear of losing balance and falling, carry objects in his hands, carry them. By the end of the second year, walking is so automated that the child accelerates his steps, freely overcomes obstacles on his way, and runs.
However, the automation of walking and the coordination of arm and leg movements are determined special conditionswhich are created by adults. Furniture, manuals are placed along the walls so that
so that the middle of the group room is free, while carpets, paths should be removed. To avoid injury, a number of items and places in the group room (batteries, cupboards with dishes, toilets, etc.) must be out of reach of children.
Along with the provision of free space, it is necessary to have special equipment for the formation of various types of physical activity in babies (a slide with a ladder, a platform and a slope onto which they could enter and descend from it, etc.). It is advisable to place the slide by the window so that children, having climbed onto the platform, can observe what is happening outside the window. In addition, groups should have tables with chairs according to their height; sofas, objects for the development of movements (boxes, a log for climbing, climbing, etc.).
To develop the coordination of movements of the legs and arms, it is necessary to have a set of toys that children could carry in their hands (large soft toy animals, dolls, balls, baskets, buckets, bags, etc.), carry them by braid (cars, strollers, etc.) .) carry pushing forward (wheelchairs, large toys on wheels, etc.).
The teacher, directing the independent activities of children, is obliged to ensure that they are all active, active. It is important to provide a change in movements in children, preventing possible fatigue with repetitive manipulations. The regulation of motor activity, the urge to ensure that children not only walk, but also perform other movements (sitting down, entering a hill, etc.) is an important condition for their physical development. To prevent fatigue of scattered children, you need to seat some of them at tables for quiet games.
It is obligatory to conduct outdoor games, which are of great pedagogical value. Emotions of surprise, joy experienced by children during outdoor games contribute to a better assimilation of movements. So, in hide-and-seek games, children, looking for hidden toys, perform a wide variety of movements: they stand on their toes to look at the shelf suspended from the wall, bend over and look under the furniture, etc. When organizing outdoor games, children should not be obliged to walk in pairs or in formation. Their level of development of voluntary movements is still low, and they cannot move in an organized way, for example, holding hands, walk in one direction.
Of significant value for the general development of children are outdoor games with musical accompaniment: tapping, squatting, etc. to the beat of the music contribute to the education of a sense of rhythm, harmony of movements.
Gymnastics plays an important role in the formation of the motor activity of a child of the second year of life. They are carried out using special equipment (step ladders for climbing, benches for walking, etc.). This equipment is for classroom use only and is not provided for independent use by children.
Gymnastic exercises are valuable because in the process of their implementation the child learns such types of movements and their individual elements that he cannot master on his own (walking on an inclined board, stepping over a rope lying on the floor or raised to a height of 5-15 cm, etc.).
The methodically correct organization of the walk is of great importance for the formation of clear movements and coordinated walking. In the cold autumn-winter time and in early spring, the walk is assigned only to children who have learned to stand firmly on their feet and walk. Those who do not know how to walk well in a warm outerwear (felt boots, leggings, fur coat, hat, scarf), those living on a regime with two daytime naps are recommended to replace a walk with a sleep in the fresh air (on the veranda or in the walking room).
In warm seasons, when children can be outdoors in light clothes, it is possible to organize a walk for those who are just starting to walk. Moving on uneven ground, overcoming obstacles (bumps, pits, thick grass, etc.) contribute to the development of coordination of movements, strengthen the sense of confidence in children when walking. In warm weather, it is possible to organize outdoor games and gymnastic exercises with all children on the site.
Considering the great need for movements in children of the second year of life and organizing a special environment for this, it should be remembered that physical activity should not interfere with the formation of concentration, the ability to calmly deal with toys. It is important to follow the correct alternation of movements and quiet activities. It is necessary to satisfy the children's need for movement, but so that it does not go to the detriment of other types of their activities.
In the second year of life, the child, with the help of the actions of adults, masters the ways of using a number of things, objects with objects. In addition to subject
actions related to everyday activities, a large place during this period is given to teaching children how to handle didactic toys (pyramids, cubes, inserts), as well as tool actions - the ability to use simple objects-tools: a stick to bring a distant object closer to you, a net for fishing for floating toys, shovel and shovel in a game with sand and snow.
In the process of mastering actions with objects, the sensory development of children occurs, the perception of objects and their properties (shape, size, color, position in space) is improved. First, according to the model, and then according to the word, the child can choose one of the required color from two or three colored balls or choose the smallest from two or three nesting dolls of different sizes (sharply contrasting). The perception of the environment becomes more accurate. For example, a baby 1 year old, 6-7 months old. can correctly estimate the distance, it no longer stretches, as before, to high
located toy, and asks the teacher to get it. At the suggestion of an adult, he can take a familiar object out of the bag by touch.
In solving problems of sensory development, an essential role is played by the selection of toys and aids of different colors, shapes, materials. You should select items that are contrasting in one of the signs, but similar in others (for example, balls, cubes of the same color, but different in size). The variety of objects and their properties attracts the attention of children, and the emphasized difference and similarity of features deepens and clarifies perception.
During the wakefulness of children, didactic toys should be placed on tables so that one type of didactic game is placed on each of them. It is important to ensure that small groups play at the tables - 2-3 children each, and each of them should be given a similar set of didactic toys. The inability of children of this age to play together and an increased interest in novelty can lead to conflicts if the game situation is not thought out by the teacher.
When organizing the substantive activity of children, it is necessary to ensure that each type of didactic aid is used by the child for its intended purpose; if he does not have the ability to act with a toy, the teacher teaches him using the method of passive movements. In order to avoid fatigue of children who are engaged with the same toy for a long time and perform the same memorized actions at the same time, they should be switched to activities with other toys.
Teaching new actions, making them more complex, switching to other types of activity are the main moments of the teacher's organization of children's substantive activity. "
The second year of life is a crucial period of speech development. On the basis of speech skills, a one-year-old child in the course of training and upbringing develops an understanding of the speech of adults and active speech. The rate of development of these aspects of speech activity is different. In the first half of the year, understanding of speech develops most intensively, in the second (more precisely, in the last quarter of the year) - active speech.
| Speech |
Comprehension of the speech of others develops quite easily. It is enough to designate an object or action with the word several times, as the child remembers their names. This is due to his increased motor activity: he moves well around the room and on the site, collides with a large number of objects, things, goes through, examines them. The teacher's work on the development of speech and orientation of the child in the environment should take place simultaneously. To do this, you must use the actions of adults, various furnishings,
"The method of teaching actions with objects will be disclosed in the section" Lessons ".
the processes of feeding, toilet, etc. In communication with a child, one should name everything that surrounds him, is of interest and is understandable. When feeding, you need to talk about food, when dressing, name parts of the body, clothes. It is important that everything that is talked about with the child is supported by his feelings, perception, actions.
Children in the second year of life should be taught to find the objects they need. For this in the classroom them teach to choose the named subject from several: "I will hide, and you look." The complication of the task consists in increasing the number of objects, among which the child needs to find the required one; in distinguishing, recognizing somewhat similar objects: by the sound of the name (ball, scarf), by appearance (duck, chicken); in the selection, grouping of objects of the same name, but having different external signs (large, small, green, red cars). These tasks, depending on the complexity, are given to children throughout the second year.
After 1 year 6 months. kids master the ability to understand the plot or several interrelated actions. To teach this, they use dramatization shows. "You should talk with children not only about what they are seeing at the moment, but also about what they know well from past experience, for example, about what they saw on a walk. connections and combinations (“The cat is sleeping and the girl is sleeping. The cat is sleeping on the rug, and the girl is in the crib.”) This enriches the semantic content of words, helps to compare and generalize.
At this age, it is also important to teach a child to fulfill the instructions of an adult, whose speech should gradually become a regulator of children's behavior.
In the second year of life, children begin to develop the ability to generalize. This is a mental separation of the common in objects and phenomena of reality and their mental unification based on this. First, children generalize objects according to their outward, more vivid signs: a cat is called a kitty, any soft toy and everything fluffy (fur coat, hat). Gradually, in the process of activity and under the influence of the explanations of adults, the ability to generalize develops: at the end of the second year of life, children combine objects not only by external signs, but also by their purpose, even if these objects are shown in the picture. Many action names also become generic. The ability to generalize objects and actions based on essential features is an indicator of the development of thinking in children.
The development of the generalization function is facilitated by the presence in the group of homogeneous toys that differ in color, size,
"See: Didactic games and activities with young children / Under the editorship of S. L. Novoselova, 4th ed. M., 1985, p. 71.
material: cloth dolls, celluloid, rubber, large, small; machines are different in size, color, appearance, etc.
In a conversation with a child, adults should emphasize the characteristic signs of objects and actions with them: a bird flies, a ball rolls, a dog barks, etc. The ability to generalize is formed if a child, hearing the name of an object or action, perceives them simultaneously with different analyzers: he sees, hears, touches , does various actions himself.
At the beginning of the second year of life, children still have many
Active speech
babble. Their babbling is varied, emotionally
expressive and accompanies almost all actions. Imitation of sounds and sound combinations at this age is improved, which contributes to the gradual increase in the vocabulary. According to the indicators of the development of children adopted in our country, by the age of one and a half, the active vocabulary is 30, and by two - 200-300 words. The development of an active vocabulary reflects the individual characteristics and conditions of education.
By the age of two, the lightened words are replaced by the usual ones. In the speech of children, words appear that denote not only objects and actions, but also the qualities and relationships between objects (for example, adverbs) that are accessible to their understanding. By the end of the second year of life, the child uses personal pronouns without much difficulty.
Children's first sentences usually consist of one word. Included in the objective situation, it replaces the sentence. Shout "mom!" in one case it means “take me in your arms”, in the other - “give me the ball”. With the word "bang" the baby accompanies the falling of the toy and, referring to the adult, complains when he falls himself. At the end of the second year, sentences can contain up to 3-4 words. Children begin to change words in number, gender and some cases, although they still make many mistakes.
For the development of active speech, it is necessary to improve the child's ability to imitate audible sounds and words. It is necessary to educate him to listen and reproduce what is heard. To do this, you should, as in the first year, support the baby's babbling, arranging a roll call with him with sounds, call him to imitate light sound combinations (“top-top”) and to persuade him (“shh-uu, flew,” “geese-goose- ha-ha-ha "), teach him to answer at the request of an adult:" How does the clock tick? Tick \u200b\u200btock. Say "Tick tock." To make the child imitate words, you can give him samples of lightened words, but pronounce them accompanied by the correct ones, for example: "Sleep, lyalya, buy-bye." When the child is able to imitate, (from about 1 year 3-4 months), you need to go to the usual correct speech. After a year and a half, a child needs to be addressed with instructions, giving a role model: "Go call Galya, say:" Galya, go for a walk. "
The child's active speech will develop, provided that he has a need for communication with adults. It occurs when an adult, often and on various occasions addressing a child, talks to him. In this case, the baby is in emotional contact with adults. This contact is helped by funny games, reading nursery rhymes (“Let's go, let's go”, “Magpie-white-sided”). But it is impossible to reduce everything to just emotional communication. Activity-based communication is valuable: while playing, manipulating objects, or observing others.
It is important to support each child's speech to an adult, we must try to understand and satisfy his request. And vice versa, do not respond to the appeal with a gesture, facial expressions. In this case, you need to ask: “What do you want? A car? Say: "Machine." It is necessary to put the child in a position that forces him to say something.
In the conditions of a children's institution, it is impossible to ensure the diversified development of all children in a group, using only individual communication in the process of their independent activity. In this case, it may turn out that children who are more active, often turning to an adult on their own initiative, will learn more, and less active and often in need of attention will be "on the sidelines. Therefore, for the full development of children, organized activities should be conducted that are economical ( united several children) and an effective form of education.
In the second group of early age (from 1 to 2 years), classes are planned separately for two age subgroups. In the first half of the year, one lesson is held every day and mainly individually or with a small number of children (5-6 people); in the second, classes are planned in subgroups, taking into account a five-day week, two a day.
The number of children participating in a class depends on a number of conditions. The entire age subgroup of children (6-12 people) can participate in the lesson in a relaxed way of organizing it (group tour); in the case when the actions of children are based on imitation (musical), as well as if the leading activity - visual perception (dramatization with toys, organized observation of the environment). Teaching children about objective activity, speech lessons (looking at pictures), classes with physical education aids, where there is a moment of waiting, are carried out with half of each age subgroup (3-6 children).
The duration of the classes also depends on their content. Classes with a change of types of activity can last up to 10-15 minutes; requiring focused attention, from 5 to 8 minutes.
The level of development of children, united in one subgroup,
should be about the same. Newly enrolled children are gradually attracted to classes. In addition to specific tasks, in all types of activities, the goal is to teach children to practice: listen, respond, maintain a working posture.
In the classroom with didactic toys, the tasks of motor and sensory character toys are taught. In work with children under 1 year 3 months. and construction, first of all, the tasks of a motor character are set: to teach children to roll balls, string rings on a rod, put bricks on top of each other and in a row, transfer objects (in bowls, buckets), open and close boxes, nesting dolls, etc. (Assembled toys should be easy to open, disassemble; their size should be such that a child can easily grasp them with his palm.)
In view of the poorly developed coordination of movements, the low level of sensory and especially motor speech, learning object actions should be predominantly individual. It is advisable to repeat the same activities with children 5-8 times. The repetition frequency is determined by the content of didactic tasks and the degree of mastering the program material.
As children develop, tasks of a sensory, constructive, subject-instrumental nature are included in the classes, which gradually become more complicated. First, babies learn to string rings in two contrasting sizes: the largest and the smallest. Then medium-sized rings are added, and finally the children assemble a pyramid of 5-6 rings of adjacent sizes. In a similar way, they learn to act with a matryoshka.
Explanation of an adult, naming objects, actions, qualities, relationships, showing using methods of passive movements is essential in conducting classes.
With proper training in actions with objects, the child develops skills in generalized ways of using them. is he plays with pyramids of different sizes, balls of different colors, using their properties: rolling the ball, stringing wheels, placing cubes on top of each other. The baby learns to imitate the actions of adults and by the end of the second year of life he performs them quickly and easily. This helps him learn the ways of using various objects not only in play, but also in everyday activities.
The gradual increase in the complexity of tasks is also observed when acquainting children with color. First, a single-color material is given, later a choice of two colors (put red sticks in a red cup, blue to blue), then objects of three colors. At two years old, children should be able to choose an object of the desired color from four different colors: red, blue, yellow, green.
In classes with building material, kids learn to put blocks, bricks on top of each other (tower), next to (track, train, fence). Children are taught to place cubes, kir-
pichiki in different spatial relation to each other (stairs, bed, sofa). Buildings of different shapes are gradually introduced (table and chair together). At the final stage, children are taught to make ceilings (bench, gate, house). At the end of the lesson, each time they receive plot toys (dishes, dolls, nesting dolls, cars) to play around with buildings. "
This type of training is planned taking into account the Classes development of understanding and active on speech development speech in children in the first and second half of the year
ATthe higher nervous activity of a young child has its own characteristics. Conditioned reflexes arise in children relatively quickly, but are fixed slowly. Many conditioned reflexes, and, consequently, skills, habits, learned rules of behavior, even by the age of three, are not sufficiently stable. And if they are not reinforced, they are easily destroyed.
Higher nervous activity in young children is characterized by an imbalance of two main nervous processes. Excitation processes prevail over inhibition processes. Positive conditioned reflexes are developed faster than inhibitory ones. It is much easier to teach a kid to do something than to teach him to refrain from unwanted action. Inhibited conditioned reflexes require more repetitions than positive conditioned reflexes.
It is precisely because of these features that it is very difficult for a small child to maintain an inhibitory state for a long time (for example, calmly stand near the mother and wait for her to discuss all the problems with the friend she meets). It is necessary to begin to form inhibitory conditioned reflexes, which retard the child's activity to the word “no,” at the end of the first year of life. In the second or third year, it is necessary to explain to the baby why it is impossible to take this or that object, why it is necessary to stop acting. The peculiarities of the higher nervous activity of children include the relatively weak mobility of nervous processes. Children cannot quickly start or slow down any action. Therefore, one cannot require them to quickly switch from one type of activity to another:
This is the period of the most rapid physical and mental development of the child. Features of this period are precisely the general development of the child, which serves as the foundation for the acquisition of any special knowledge and skills in the future and the development of various types of activity. One of the features of preschoolers is that they are very fond of share with each other their knowledge and skills. This feature is explained by the activity of the child's nature, as well as the fact that mentally a child is always closer to another child, so he can explain more easily than an adult. Preschool children usually remember what they hear easily, often remember mechanically, without thinking about the meaning of what they heard, as a rule, without understanding it. Involuntary attention is characteristic, they are easily distracted and cannot be focused on any one object or phenomenon for a long time.
Sensory education tasks. Content of sensory education.
Taskssensory education for preschool children:
1) the formation of a system of perceptual (examination) actions in children;
2) the formation of a system of sensory standards in children;
3) the formation in children of the ability to independently apply the system of perceptual actions and the system of sensory standards in practical to cognitive activity.
The content of sensory education is a range of properties and qualities, relationships between objects and phenomena that must be mastered by a preschool child. Successful implementation of practical actions depends on preliminary perception and analysis of what needs to be done. The ability to perceive objects, analyze them, compare, generalize is not formed by itself in the course of this or that activity; requires special training for a specific system. So, it is important in objects to highlight the shape, size, color, materials, parts and their spatial relationship, the speed and direction of movement of the object relative to others, the ratio of objects in size, the remoteness of objects, etc. Methods of examining objects are also included in the sensory education program, for example: stroking to highlight smoothness or roughness; squeezing, pressing to determine hardness or softness; weighing in the palm of your hand to determine mass, etc. The sensory education program includes and Sensory reference system are generalized ideas about the properties, qualities and relationships of objects. These are standards of color (spectrum colors), shapes (geometric planar and volumetric forms), spatial position and directions (top, bottom, left, right, etc.), size standards (meter, kilogram, liter, etc.), time duration ( minute, second, hour, day, etc.), sound standards, speech sounds, pitch intervals (tone, semitone), etc. A child in life is faced with a huge variety of shapes, colors and other properties of objects. Mastering the system of sensory standards and their verbal designations makes it easier for the child to orientate in the world around him, helps to see the familiar in the unfamiliar, to notice the features of the unfamiliar, to accumulate new sensory experience. The child becomes more independent in cognition and activity, rises to a new, higher level of knowledge - generalized and systematized.
54. Stages and methods of sensory education of pupils.
The prerequisites for sensory education in kindergarten are:
1.intelligent, effective activity of children.
Productive activity (drawing, sculpting, application, design) because only creates favorable conditions for the development of sensations and perceptions, but also causes the need to master the form, color, spatial orientations;
2... use in the didactic process of various means and forms of organizing training: classes, didactic games, didactic exercises.
In sensory education methodology preschoolers can be divided into several stages.
The goal of stage I is an attracting children's attention to that sensory feature that must be mastered. To do this, the teacher invites the children to draw something, dazzle, build, make an object that should look like a sample or meet certain requirements. If children do not have sufficient sensory experience, they begin to complete the task without analyzing the sample, without selecting the necessary material. As a result, the drawing or building is different. The inability to achieve a result in activity puts the child in front of the need for cognition, highlighting the features of objects, material. An adult helps children see, highlight, and realize the property that should be taken into account in the activity. This moment is the starting point for teaching children how to highlight the properties, features of objects.
Stage 2 goal - training children perceptual actions and the accumulation of ideas about sensory signs. In the process of teaching, the teacher shows and names the perceptual action and the sensory impression that was the result of the examination. He invites the children to repeat it all. The most important thing is to organize repeated exercises in highlighting different qualities. In this case, it is important to monitor the accuracy of the way the child uses, the accuracy of verbal designations.
The goal of the 3rd stage is the formation of ideas about the standards ... At an early age, a child learns sensorimotor pre-standards, when he displays only individual features of objects - some features of the shape, size of objects, distance, etc. At the age of 5 years, the child uses subject standards, i.e. images of properties of objects correlates with certain objects. For example: "an oval is like a cucumber", "a triangle is like the roof of a house." In older preschool age, children learn a system of generally accepted standards, when the properties of objects themselves acquire a standard value in isolation from a specific object. During this period, the child already correlates the quality of objects with the mastered generally accepted standards of objects: green grass, an apple like a ball, the roof of the house is triangular, etc. Children are taught to apply the mastered standards of qualities for the analysis of objects, they are taught to compare an object with a standard, to notice similarities and differences.
The goal of the 4th stage is to create conditions for independent use by children of the acquired knowledge and skills in the analysis of the surrounding reality and in the organization of their own activities. Here, a system of knowledge is important, requiring an independent analysis, taking into account certain qualities, properties, relations, when performing them. For example, the selection of materials and tools for labor, etc. All types of activities are widely used both in the classroom and in everyday life.
55 Formation of early childhood pedagogy.
Pedagogy of the RD started the release. in myself. field of knowledge at the beginning of the XX century. The views on RD pedagogy were initially formed in the context of ideas about vo-and children from birth to school entrance. A number of scientists and educational practitioners, emphasizing the importance of the first years of life for the subsequent time of a person, argued that the best conditions for learning and teaching young children can only be in a family.
J. Comenius (1592-1670) in his work "The Great Didactics" laid the foundation for the system of public education, formulated general orders. phenomena, outlined the main problems of pedagogy - goals, objectives, content, methods, organizational forms of education, identified 4 stages of development of the younger generation - childhood, adolescence, youth, maturity.
J.-J. Russo (1712-1778). He believed that "the parents themselves should raise the children," but educated. the process should be brought in line with the nature of the child and the natural laws of his time
I. Pestalozzi (1746-1827). He argued that the purpose of vos-i is "to reveal the true humanity ", and that to the realization of their connection with as a human race, everyone comes in the process of family love. In the "Book for Mothers" he wrote about how a mother should develop a child from an early age, lead him to the knowledge of ecruzh. peace, revive love for people, instill labor skills. Pestalozzi pointed out that in societies. vos-and you should use those advantages, cat. has a homemade flavor.
F. Frebel (1782-1852) attached paramount importance to raising a small child in a family.
M. Montessori (1870-1952). She was a supporter of free will, her system was based on the idea that the child has an innate need for freedom and spontaneity .. Montessori developed a standardized autodidact. materials that themselves encourage children, freely choosing a particular activity, to perform actions as the teacher intended. Acting with cubes-inserts, frames with clasps, keyboard boards, etc., the child acquires knowledge and skills, develops observation, patience, will, and is able to discover and correct his own
errors. Montessori pedagogy makes it possible to teach children not through direct influence on them, but through the organization of specials. images. Wednesday.
Humanistic ideas developed in the works of J. Comenius, J.-J. Russo, I. Pestalozzi, formed the basis of the theory and practice of Western European and Russian pedagogy. A great contribution to the development of the system of social education of children was made by such outstanding teachers as F. Frebel, K.D. Ushinsky, P.F. Lesgaft and others.
The first institutions public education young children were shelters; mass nurseries and kindergartens began to be organized in the 20th century. in connection with the involvement of women in production. The transition of educational functions to the jurisdiction of the state led to the need to create special image programs. In Russia, the first image. programs for the eighth children of the RD were created in the 30-50s of the XX century. In the 60s, a typical "Education program in a school" was created and introduced into practice, a component of which was a program for educating young children. Within the framework of this program, the tasks, content and methods of working with children were developed, aimed at physical, mental, aesthetic and moral development. This program was based on the principles of authoritarian pedagogy.In the 1980s and 1990s, in connection with the education reform, there was a turn towards personality-oriented pedagogy, aimed at creating the most favorable conditions for the disclosure and development of the abilities of each child, respect for his personality, dignity, and ensuring full value his life at every age stage. The implementation of the principles of democratization and humanization of education presupposes the variability of education, i.e. a variety of organizational forms of education and educational programs.
56. The value of social moral education preschoolers. Features of social and moral education and development of preschool children. MORAL EDUCATION of preschoolers is a purposeful activity of the educator to form moral feelings, ethical ideas in children, instilling norms and rules of behavior that determine their attitude towards themselves, other people, things, nature, society
MORAL DEVELOPMENT of preschoolers is a process of positive qualitative changes in moral ideas, feelings, skills and motives of children's behavior.
The foundations of a highly moral personality are laid in preschool age, as evidenced by the studies of A.N. Leontiev, V., S. Mukhina, S.G. Yakobson, V.G. Nechaeva, T.A. Markova and others.
AT preschool years under the guidance of adults, the child acquires an initial experience of behavior, attitudes towards close people, peers, things, nature, learns the moral norms of the society in which he lives. Preschool age characterized by great opportunities for the moral education of children: in various developing types of their activities, some methods of conscious control of their behavior, activity, independence, initiative are successfully formed. In a peer society, positive relationships are established between preschoolers, goodwill and respect for others are formed, a sense of camaraderie and friendship arises. Correct upbringing prevents the accumulation of negative experiences by the child, prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.
Pivovar V.A., educator kindergarten №17
Alekseevka, Belgorod region
Early age is a period of rapid formation of all psychophysiological processes inherent in humans. Timely started and properly carried out upbringing of young children is an important condition for their full development.
The physical and neuropsychic development of children in the first two years of life is characterized by a fast pace. During this period, the height and weight of the child increases intensively. (especially in the first year), all functions of the body are developing intensively. By the age of one, the child masters independent walking. In the second and third year of life, his basic movements are improved, he begins to coordinate his motor activity with those around him. The child makes great strides in mastering his native language.
If in the active vocabulary of a one-year-old child, as a rule, there are 10-12 words, then by two years their number increases to 200-300, and by three - up to 1500 words.
Development at an early age occurs against such an unfavorable background as the increased vulnerability of the body - its low resistance to diseases. Each illness suffered negatively affects the overall development of children. Therefore, caring for the protection and strengthening of the health of a small child is one of the most important tasks of education in early childhood.
In the first years of life, the relationship between physical and mental development is especially great. A strong, physically complete child is not only less susceptible to diseases, but also develops better mentally. At the same time, cheerful, mobile, active children are physically more resilient. Minor health disorders cause changes in their general health - they become irritable and lethargic, play poorly, and get tired quickly.
At an early age, children are characterized by greater instability of the emotional state. Ensuring a positive emotional state of children, their balanced behavior, protecting the nervous system, preventing fatigue are important tasks of early childhood pedagogy.
When raising young children, one should take into account the predominance of excitement in them over inhibitory processes: a small child can hardly endure waiting for food, restriction in movement, etc. Taking this feature into account, the principle of sequential, gradual conduct of all regime processes, allowing to serve each child individually.
Conditioned, that is, acquired in the process of life, reflexes that underlie the child's behavior begin to form from the first days. So, a characteristic conditioned reflex, which can be observed in a child of the second week of life, is sucking - to the position for feeding. The early formation of conditioned reflexes is a convincing, physiologically substantiated evidence of the need for correct upbringing of children from the first days of life.
Conditioned reflexes that quickly form in the baby and appear in habits can be both expedient for health and development (fall asleep and wake up at a certain time, be actively awake)and impractical (fall asleep while rocking, suck on pacifiers, stay awake in the arms of an adult, etc.)... Relatively easy to fix, habits are difficult to change. Re-education is an extremely difficult and harmful business for the activity of the nervous system. Therefore, it is necessary literally from the moment a child is born to ensure his correct upbringing.
The results of purposeful upbringing appear already at two months: the baby falls asleep, wakes up, feels the need for food at a strictly defined time; slept and well-fed, he is calm, when communicating with adults he shows joy.
With a high plasticity of the functions of the brain and psyche, the child has great potential for development, the implementation of which depends on the direct influence of the surrounding adults, on upbringing and training.
One of the conditions for the timely and full development of children is their good, balanced mood. It is supported by the correct organization of life.
- adherence to the daily regimen established for young children, that is, the correct distribution throughout the day and a clear sequence of sleep, feeding, wakefulness, a change in different types of activity;
- correct carrying out of regime processes: feeding, hygienic care, putting to bed, dousing, etc .;
- conducting individual and group lessons, games, entertainment;
- creation of conditions for active and varied independent activities of children.
The successful implementation of the tasks of educational work depends on the pedagogically grounded choice of its forms and methods, on the correct organization of the entire life of children.
In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. But the content, techniques and methods of implementing these tasks are different than in working with preschool children.
They are determined by the age characteristics of babies.
Of great importance in the upbringing of healthy and well-developed children is the correct organization of their life during the period of habituation (adaptations) to the children's institution. The process of getting used to new conditions is difficult for the developing nervous system of the child. During this period, it is necessary to ensure the unity of educational methods used in the family and childcare.
