The upbringing and development of children from 6 to 8 years is due to the beginning of the so-called crisis period, when the kid shows a recalcity, disobedience, wants to demonstrate its independence from the mother's guard.

Education and development of children:

1. Education and development of children 6 years.
2. Education and development of children of 7 years.
3. Education and development of children 8 years.

Education and development of children 6 years

IN six-year-old age There is a period of puberty of the child. Boys can notice a few enlarged testicles, this is due to the active growth of the body and its sexual ripening. But in the girls the process begins later - in 9-11 years.

Therefore, at the age of six, they do not change so quickly as boys. Often the boys begin to eat more, even if the child's appetite was bad. If the child went well, then perhaps it would be worth even a little restrain the child.

At the age of six, very important physical activity. The body grows, he is full of strength and energy. Take a child with moving games.

The most important issue for pile parents is to give a child to school. Everything is very individual. Is the baby ready, does he have certain skills? Even if Kroch knows how to read and write, it is worth paying attention to his mental development.

If parents cannot independently determine the readiness of the crumbs, it is worth showing his psychologist. It will easily determine whether the crumb is ready to become first.

If the child is not ready for school, it is possible to spend a year to seven years to study a foreign language. At this age, the child is ready to study various languages \u200b\u200band absorbs new knowledge as a sponge.

As an option, you can sign up for developing circles or sections for preschoolers, where the child learn to be with peers in society and make an independent decision. This will help the baby to get acquainted with the new team, will prepare it psychologically and give new useful knowledge that it will be easier for him in the first grade.

Do not hurry to burden the baby school. And remember that the development of crumbs is very individual.

Education and development of children of 7 years

The child became a first heartland, but this does not mean that he has already become an adult. He is still restless, curious, playing, he lacks the perfection to sit in the lessons, I want to run and communicate with friends.

You should not load the crumb to the additional classes. New school atmosphere and routine and so unusual for him. It's better to let the baby after classes lead an active lifestyle. Having fun with friends, spends more time on the street, chases the ball, riding a bike.

Sleep and nutrition mode is still needed to monitor. In the evening, the baby must go no later than nine in the evening. Rest is extremely important for the child.

School - stress for the kid. Some children experience nervous disorder a few weeks before the start of classes. And if he is physically ready for a new school life, he may be very difficult to morally.

Conflicts may have conflicts in school, it is important that the baby understands what can appeal to parents with any question, and most importantly, he will receive an objective assessment and helpful advice. In no case cannot inspire the fear of the child or suppress his confidence.

Everything you taught the child earlier will come in handy now to him as never. He grabs all unfamiliar on the summer. But although it seems that the kid is already an adult, he is not so many years. Do not pass the baby from the same life. Better to gradually enter new image Life to the familiar for schoolboy.

And toys already buy more adults and useful. Such sets as the "young chemist" or "young physicist" will cause interest among first grades and give the knowledge that he can apply at school.

Education and development of children 8 years

Eight summer child - Personality is very contrary. At eight years, the child has a number of authorities: a teacher, parents and his own opinion. The psychology of the child is 8 years old is that it becomes more attentive to contradictions.

Sometimes it happens that the child read something in the book and after discussing his discovery with his parents met with the denial of a new fact. The same applies to the difference in the opinions of the teacher and parents. For a child of 8 years, the teacher is more authoritative than Mom and Dad, because, no matter how cool, the teacher opens the door to the door to those knowledge that parents can only clarify.

Before you deny something, check with the child, where he took this information. Even if you disagree with something, do not hurry to impose your opinion with your child. Involve the eight-year in the discussion is sometimes quite difficult, in the psychology of children 8 years old stubbornness and the desire to stand on their own. Therefore, in communication with the tea, try to be patient and reasoned. Do not be afraid to recognize children's rightness.

If the child is trying to tell you something, listen to him carefully and do not be afraid to seem stupid, asking questions. Sometimes inquisitive kids open those facts that are not known to parents or forgotten forgotten, so they accept the fact that even the 8th summer child is able to teach you something.

So, one day I am in working time called younger sister, just eight years old with an unprecedented discovery: "Do you know that the leader has 25,000 teeth?". The Lidochka is a girlfriend's sister, my indignation was not the limit, and in view of the fact that there was a lot of work, nothing smarter than to reveal on the baby and ask to stop carrying heresy, I did not invent. As a result, the hysteria in the form of a roar and resentment lasts until the evening. As it turned out, I was led by a hearing, and in fact 25,000 teeth are not at the Lidochka, but by snail. This is your question about care, listen to the child, ask if something is not clear to you and correct it errors. The psychology of the child is 8 years old does not accept the categorical denial of his words.

The psychology of the child is 8 years old permits critical thinking. 8 years is considered one of transitional agesThe child becomes less naive and immediate. It is very important to motivate an eight-year-old child. Teach it to the fact that the purpose of study at school is by no means obtaining good estimates, but the acquisition of knowledge.

Education and development of children: video

The country camp attend children, starting with six-seven years. Leaving to the camp, the younger schoolchildren often for the first time for such a long time partitioned with close people, with the familiar conditions, need special care for adults. They are very directly in manifestation of their feelings: some quickly get used to new circumstances and a new environment, to collective life, others become closed, they eat badly and sleep badly, often cry. And those and others, especially at first, it is simply necessary to truly maternal care: remind you of the need to change clothes, help bring order in the bedside table, before going to bed, put a blanket, whisper affectionate words and just stroke your head.

Younger schoolchildren are distinguished by mobility, curiosity, great activity and foulness. They cannot hold attention on any subject, thoughts, so the time of their occupations in one type of activity should be short. The guys do not perceive long reasoning, reading notations - they just switch very quickly and cease to hear, to delve into what adult says. Children of this age love to play, with the game plot they perceive very seriously, identifying themselves with a fictional hero, experiencing sincere all the events of gaming action.

The experience of collective activity among younger students is small, the desire for independence is not supported by the necessary skills, therefore it is important to teach children to act together, take care of each other, be kind, attentive as each other and to the elders.

In working with children of younger school age, an adult must be the initiator (invent everything), and the organizer, and the leader (distribute instructions and control their implementation), and the performer, and their assistant. But with all this it is necessary to remember the desire of children to independence. All of them must be taught, smaller to scold, to praise more with all. Children of this age more than anyone need to feel necessary and protected.

Physical features

§ Children of this age are very mobile, energetic. The child grows very quickly, but its growth is uneven. Since the heart does not grow in proportion to his body, it cannot bear long periods of hard activities.

§ The child can focus his attention for 15 minutes. But his arbitrary attention is not firmly: if something interesting appears, then attention is switched. Actively reacts to all new, bright.

§ Loves to listen to the speech of an adult, but it must be borne in mind that the threshold of hearing and acuity of hearing has not yet reached its largest quantities (this will happen in adolescence).

We offer:

§ Recreation periods are needed, quiet games, drawing, manual work.

§ The greatest value is not verbal explanation, but showing: a bright picture or slide, action. It is remembered much stronger.

§ It is important to follow your speech: "Not to swallow endings", clearly utter all the sounds, be accurate in emotional color, and most importantly - remember that the tempo of speech is available and understand.

Intellectual

§ The child lives, mostly real. He has a limited understanding of time, space and numbers.

§ Our words the child can understand literally. It is difficult to understand abstract words and concepts.

§ Loves asking questions: "Why?", "Is it true?"

§ The child remembers the facts, information, poems. Beautiful age to memorize. More easily remembers the words than thoughts.

§ Especially well remembers something that is motivated, significantly.

We offer:

§ Approach the language to the conversational. Avoid words with double meaning, prefer simple words. Explain the meaning of difficult words. Avoid long, confusing offers.

§ need to be well prepared. To give answers to questions or by personal research, or helping the child to independently find an answer with the help of leading issues.

§ to memorize each time something new (verse, song, etc.). At the same time, constantly repeat passed.

Emotional

§ The rating system begins to develop, but emotions often obscure the objectivity of the assessment. An adult authority is still so great that the assessment often flashes the assessment of an adult.

§ It can rather appreciate and anticipate the alleged adult response. Perfectly knows when and with whom you can afford.

§ The child needs love and care.

§ Trying to help the courteous.

We offer:

§ Help the child to correctly evaluate yourself, your qualities, your own opportunities, successes and failures. Show not so much of his failures and difficulties (this child sees and feels himself), how much help the child see their capabilities, let them still not implemented: create the conditions in which he can believe in his forces.

§ Be constant in your requirements. The child should know what is waiting for him - after all, as a rule, he really likes to be "good."

§ Do not hide your love. Generously splashing it to children, hug them: Hands - heat conductor.

§ Try everyone to have their small duties. Let me understand that you need their help.

Social

§ Children of this age are friendly. They like to be together and participate in group activities and games. It gives every child a sense of self-confidence, since his personal failures and shortcomings of skills are not as noticeable on a general background. I like it to make crafts, but more often the child works better at the beginning than when the completion of this work. The boys like energetic games more, but they can play with toys with girls.

§ The child is proud of his family, wants to be with his family.

We offer:

§ Try to come to each child a place in the game or in labor. To reveal its strengths and weaknesses and inequality were inconspicuous. Production of crafts finish at the same occupation.

§ Plan joint events all together. Ask to talk about parents, brothers, sisters.

Psychological

§ The child disassembles that good and that bad. It begins to completely clearly distinguish well and evil. Deeply feels his guilt. Knowing your own mistakes, the child seeks psychological safety.

Age Features of children 9 - 10 years

Younger teenagers are more independent and do not need permanent adult care. They are usually active and cheerful, willingly support friendly relations. Children of this age most of all appreciate the surrounding physical strength, dexterity, speed, loyalty to friendship, they are important to express themselves. It is at this age that they try to unite in the microGroup: boys - girls. Moreover, as a rule, these two "camps" compete with each other.

Psychologists note in children of this age a great interest in the world around the world, curiosity. They can do everything, want and try to do: compose, sing, draw, etc. And here the lead is important not to suppress their activity with careless comment or evaluation. Any negative, dismissive attitude, especially manifested by the elders, is very injured by younger teenagers.

Younger teenagers also love to play, but their games are already acquired by another character - often competitive. The victory and defeat they are experiencing very emotionally, for a long time they cannot calm down, switch. Therefore, a leader should be as attentive and fair when summing up, discussing and analyzing the case in general. The guys of this age still do not know how to restrain in the manifestation of emotions, boys often find out their relationships in scuffle. The reason for such cases can be completely insignificant, therefore, not always an adult should be unconditionally defended by one and publicly accuse the other, sometimes it only aggravates the conflict. Girls sometimes carry offeads longer, complain about the girlfriends, looking for protection from older from real or imaginary offenders.

Especially favorably time in the camp for the development of junior teenagers work skills and skills. Here, without the help of the elders, you need to follow your clothes, on duty, clean the territory and others. The leader needs to remind more often and learn how to do everything better.

The guys of this age are happy to engage in various creative circles, love contests, quizzes, visits, etc.

Physical features

§ The child of this age is very active. Loves adventure, exercise, games.

§ can neglect its appearance.

We offer:

§ Training a child personal hygiene, care for their clothes, room, teaching punctuality.

Intellectual

§ Like to explore everything that is unfamiliar.

§ Understands the laws of sequence and consequences. It has a good historical and chronological sense of time, space, distance.

§ Good thinks and his understanding of the abstract grows.

§ Like to make collections. Collects anything. For him, the main thing is not quality, but the quantity.

§ "Golden age of memory"

We offer:

§ learning through research. Specify your "Why?"

§ to put questions, the answers to which the child can find independently. Suggest making collections on a given topic.

§ Teach a child to know and love reading books. Encourage to memorize as much as possible of interesting information.

Emotional .

§ sharply expresses their feelings. First speaks, and then thinks.

§ Freely expresses its emotions. Emotionally quickly turns on in disputes.

§ Begins to develop a sense of humor. Wishes to tell funny stories.

§ hidden fears. He would like to look fearless.

We offer:

§ Learn self-control: when to be serious and calm, and when to be fun.

§ Teach tolerance and self-control. Consider all the facts before making a decision. Teach to respect the rights and feelings of other people.

§ Teach to laugh. Do not pronounce those jokes that will insult other people.

§ learn freedom from fear.

Social

§ The child begins to be independent. Adapts to society outside the family circle. Looking for a group of peers of the same sex, because For girls, the boys are "too noisy and violent", and for the boys the girls are "too stupid."

We offer:

§ learning friendliness. Encourage a child not to isolate yourself from peers.

Psychological

§ The child is looking for heroes, choosing those people he sees about which he reads, admires those who do what he would like to do. Wishes to like the authorities chosen to them.

§ Like exciting stories.

We offer:

§ to tell exciting stories.

Age Features of children 11 - 13 years

Middle teenage years

At this age, the guys occurs intensive formation of self-consciousness, intelligence develops, brighter the tendency to classes of a certain type: Sport, drawing, technology, music, dances, etc. In the detachments of adolescents, the separation of leaders and "everyone else" is brighter. Unfortunately, sometimes leaders in their work relieve only leaders, the role of performers is given to others. And this often leads to conflicts between children. At this age, almost every child wants to be a leader at least in some kind of business.

Pupils of this age group Usually already own organizational skills, experience of collective activities, so they can trust independently conducting certain cases. In most cases, older is more expedient not to control and patronize, but only unobtrusively express their opinion, advise.

Relations between boys and girls are beginning to acquire a new character (especially this is manifested by girls). They begin to coexist, selectively treat each other, check what impression is their actions and words. Boys can brave them with their strength, courage, to draw attention to themselves, can grow, sad and even offend girls. Those, in turn, can start loudly discuss whose advantages or shortcomings, not to laugh loudly. From therapy requires a manifestation of a large pedagogical tact in the formation of intravaluctive relationships.

It is necessary to remember that the guys of this age are emotionally less stable, unexpected mood differences are possible. They love to compete, fantasize, arrange evenings, concerts. It is important for them to be seen in the team of peers and a marked praise senior.

Age Features of children 14 - 16 years

Senior teenagers are full of desire to independently solve the issues of their lives and activities in the detachment and camp. Completely do not tolerate petty custody. They will perform the regime, organize and participate in various matters, help others, but only when they will be ashamed of their activities. Pupils of this age group own many organizational abilities, have a considerable experience of public life, each of them has determined more or less permanent social status. Often, many of these adolescents are already spent one summer together, which has its own positive and negative sides.

The guys of senior detachments love to argue, discuss major problems, their interests are brighter differently. As a rule, they are the organizers of many common camp for the entire camp. Elder adolescents, especially in a country camp, when there are no parents, and they do not feel children, the desire to prove their independence, independence, to defend their rights, is pronounced. And since their life experience is still insufficient, it is difficult for them to understand this or that situation, hence injustice, categorical, excessive straightness of judgments, and sometimes emotional stiffness. They want a relationship with adults "on equal", jealously relate to the opinion of themselves, although it may not be shown.

In the older detachments, the relationship of sympathy and antipathy between boys and girls appear brighter. Sometimes the first love begins. The problems of relationships "with him" or "with her" can take all the thoughts of the guys, and all their actions can only be explained by this. Adults to all this must be treated very seriously. The basis of the relationship between adults and senior adolescents is mutual respect and goodwill. But good knowledge of age features is only a prerequisite for success in work.

Also very often with such children there are problems associated with smoking and alcohol.

Physical special

§ Growth at this age is not only fast, but also uneven. Therefore, it often feels tired, clumsy. Thinks that attracts all attention, feels awkward.

§ begin to appear signs of puberty. Shows interest in the opposite sex. Girls are manifested earlier.

§ Girls usually look older than boys.

§ Most have a big appetite.

§ Sometimes it may seem lazy (a natural way to protect its body from excessive voltage).

We offer:

§ Teen needs a special type of adult, with whom he can communicate, who will understand him, even when the teenager does not understand himself who will love him and show tolerance, even when it seems that no one else loves him.

§ It is necessary to give the right knowledge about it. The correct concept of the family. At the same time, such conversations are carried out separately with boys and separately with girls.

§ Try to resort to their help more often, attract them to work with kids, raise their significance.

§ Clear day of the day.

Intellectual .

§ There are changes in thinking. Requires facts and evidence. He no longer accepts everything they say, and exposes it all criticism. Especially critized to authoritations. Does not like to divide the same beliefs with others. It is difficult for him to take those considerations that come against his desires.

§ Begins to think abstractly, but usually finds everything only extreme "contrasting" explanations. Either sees everything in black or in white color.

§ increasing the ability to logical thinking.

§ Capacious to the complex perception of time and space.

§ Able to the manifestation of creative imagination and creative activity.

§ able to predict the consequences of their actions.

§ has a developed reading skill.

We offer:

§ to provide it with the necessary materials that will help him prove to themselves by the very truths in which he doubts. Do not be afraid strongly if the teenager expresses severe criticism, especially the address of those who most about him take care of.

§ Let's more "food" for reflection.

§ Encourage creative activities, show the need for his help, but do not overload.

§ learning to answer honestly for your actions, I myself can admit a lie in yourself.

Emotional

§ sharp mood change in accordance with its physical condition.

§ often exhibits hot-tempered. Created to show restraint when it finds it necessary.

§ gradually begins to gain confidence.

§ possesses enthusiasm.

§ has a sense of humor.

§ inclined stubbornly adhere to his views, argued them everywhere.

We offer:

§ These age characteristics should be treated with understanding, but not to indulge peaks.

§ Be tolerant to the manifestation of hot spirits.

§ NOT GASY in adolescent enthusiasm. Inspire him to good deeds, learn to endure failures.

§ Carefully watch the sense of humor without rearranged into mockery mockery and offensive jokes - do not let those themselves.

Social

§ Separation of family connections. There is a desire to be friends with a group of peers. Wishes to be independent of his family.

§ Wants to become an adult as soon as possible.

§ It is sensitive to the opinion of adults, thirsty of understanding on their part.

§ Begins to gain communication skills.

§ Associated by extreme means to seek approval of their peers.

§ Carries out competitive activities.

§ Girls are friends with their peers, but usually interested in older boys. Boys at this age may not be interested in girls, but they will all like to have special friends of their own and age.

§ may be subject to influence. Easily fond of fashionable.

We offer:

§ learning to build relationships in the atmosphere of goodwill and complete trust.

§ Develop the ability to sacrifice the championship, to give up, do not envy.

§ Apply all the efforts so that the relationship of adolescents can be impartial. Thieving them compassion and mercy to all people. Be always tidy, modestly and purely dressed. In general, remind that it is important not an external decoration, but its internal content.

Psychological .

§ Teen is inclined to criticize the value system of adults. He begins to form its own system of views and values.

§ In the peers and adults, first of all appreciates honesty.

§ Begins to assess the views and accepts those of them that seem reasonable to him.

§ knows what is good and that is bad, but he lacks will and the ability to do what is good.

We offer:

§ Encourage honest and open relationships.

IN kid `s camp Kids ride aged 6 to 16 years. There is the following division of children by the ages: § Junior - 6-8 years old § Middle Younger - 9-10 years old § Middle - 11-12 years old § Middle Seniors - 12-14 years old Olders - 14-16 years Junior age: Movable, scattered, inquisitive, active, need adult care. Can not do the same occupation for a long time, love games. Very cute, require a lot of attention, often ask questions. May be bored at home. Average age: Bright, initiative, try to show themselves leaders. Emotionally unstable, ambitious, are quite independent, unlike younger, begin to show interest in the opposite sex. Senior Age: They consider themselves adults, independent, love to argue, discuss serious questions. Actively show sympathy for the opposite sex. Lazy, love to put themselves above others. There may be problems with alcohol and smoking.

Conflictology

The conflict is a collision of oppositely directed, incompatible needs, motives, interests, feelings, acts of behavior. Leaks with high emotional glow. Conflicts can be hidden or explicit, but they always have a contradiction between two or more parties.

Basic behavioral strategies in conflict situations:

1. Rivalry. The desire to achieve his own, by all means to defend its own point of view, to force others to take exactly this vision of a solution to the problem, the opinion of another is not interesting.

2. Cooperation. A joint solution to the problem that has breeding the conflict, conflict participants recognize each other's right to their own opinion and are ready to understand it that it gives them the opportunity to analyze the causes of disagreement and find an opportunity to all.

3. Compromise. Removal of contradictions is carried out on the basis of mutual concessions. There is a possibility that after some time there may be dysfunctional consequences of a compromise solution, dissatisfaction with "half solutions" may appear, in addition, the problem that has breeding the conflict is not permitted.

4. Avoiding. Evasion from the resolution of the conflict, its ignoring. This strategy can be appropriate if the situation can be resolved by itself and if there are no conditions for its permission, but soon they will appear.

5. Device. One-sided concessions, their own interests are sacrificed for the sake of the opposite side. Negative emotions do not splash, but accumulate.

Types of conflicts in the camp
1. Department - Department

Causes: Separation of the spheres of influence, love of children, psychological discomfort, non-fulfillment of official duties.

Conflicts between counselors in the camp concern and interpersonal relationship, and solutions for business issues in organizing an event. Therefore, it is better to find out in advance, with whom will have to work on one squad, chat and get to know more about each other. And try to solve all business questions in advance before performing or holding an event. Conflicts arising between you and your partner, it is easier and easier to find out immediately, calmly, without bringing to mutual offense, and naturally, not when children !!!

If, after all, you happened that you can't even see your partner, and it happens, then you still work better to work until the end of the shift, squeezing your teeth and portraying a peace-loving expression on the face.

So far the partner for interaction. Determine your overall work goal with him, coordinate work with a partner (make up your overall work plan for the day), indicate the importance and positive effect of your partner of interaction.

Never put in front of you the goal - like children more than your partner. Children should equally love and respect both leaders.

If you fail to agree together, resort to the help of older warfare.

Another way to find out all the problems and difficulties in the work is to hold therapy sep.

There is a law in therapy work: if everything is fine in therapy pair, then everything is fine and in the squad itself! Remember it! Make more often gifts to your partner and please it.

2. Department - Administration, Personnel

Causes: Separation of power, uncertainty of official duties.

In this regard, as it is impossible, by the way, the words "lucky" or "not lucky" are applicable. Therefore, just in case, it is better not to have problems with the bosses, carefully fill out all the "papers" and the application, walk on the planennies, etc. Still, you are at work and you have duties.

What does the administration want from the Wenty?

§ Disciplines

§ gratitude from parents

§ to be in good light in front of higher authorities

§ Relax

§ to prevent them with problems

§ Save material resources

§ Conservation of the material base

§ Good relationships

§ worship.

What does the leader want from the administration?

§ organization of life and material base;

§ Respect as a colleague

§ so as not to interfere, did not interfere during the workflow

§ Psychological support and approval

§ maintaining the status of the head

§ mutual protection

Anyway, you will have to fulfill the orders of the camp administration. This is your bosses, your employer, who for failure or improper performance of your job responsibilities is entitled to dismiss you. When making a job, read your job description And your official duties. Before the start of the season on General Planer, find out the requirements of the camp administration and their expectations from your work. Try to find a common language with camp staff. Especially pay attention to your relationship with the crown, the headolane, honey. personnel. These are those people a good relationship With which it can greatly facilitate your work in the camp.

3. Department - Child

Causes: Exceeding the authority, restriction of freedom, accretion of self-assessment, lack of attention, antipathy.

It is conflicts between the counselors and children make up most of the problems that can happen from you on the detachment. They arise most often on the initiative of children. When a child comes to the camp, he counts on much greater freedom of action than at home, and the regime moments that you will focus on the first day, perceive them in the bayonets. The main task in resolving such conflicts is to identify the reason, try to figure out why the child refuses to fulfill the requirement, and in no case will it be forcing it.

Therefore, in order to understand why the child comes so, and not otherwise you need to recognize and understand the true cause of the conflict.

The conflict is easier to warn anything !!! Remember this, and from your work only the most joyful and bright memories will remain.

Try more time to communicate with children, earn this authority, make sure that the children are respected and trusted you. Then the conflicts of the type "lead-child" will be much smaller.

4. Department - Parent

While working in the camp you will be with children all the time. But sometimes this pleasure will be deprived of parents visiting children. After such dates, parents love to ask the leader various questions, for the most part relating to the household side of stay in the camp. If it sounds in the form of claims, then without your excerpt and understanding it will be difficult to avoid conflict.

When talking with parents you need:

§ be sure to answer questions, or at least to say to whom you can seek explanation

§ in no case in children do not justify

§ Try to talk with parents on an equal footing, because you are an adult, and not a teenager who is a teenager, and you wish to children only good

§ if possible, walk with parents on the territory, or sit apart opposite each other; It will put you in equal conditions, and you can quietly discuss the problems that have arisen.

Parents almost always defend their child. Parents want:

§ Children did not spoil after the camp

§ individual attention to the child

§ hear that their child is very good

§ Kids rested well, because Dear Pourevka

§ The children had perfect food, living conditions, a rich program, so that children were not bored and they did not ask for home.

§ To the child no one offended.

It is necessary to explain to parents that in the camp there is regime and discipline. Trying to find a solution to the problem with your parents.

5. Child - child

Causes: domestic resources, jealousy, clarification of social significance,

In cases of conflicts between children, the counselor should find out the cause of the conflict and the position of each child. To attempt to resolve the conflict, it is necessary to talk separately with each child, and then, if necessary, talk to both children together.

Possible solutions:

§ If one child is clearly weaker, help him.

§ If the sides of the conflict are approximately equal, adhere to the neutral position

§ show respect to two sides

§ learning to resolve conflicts

§ watch conflict from within

§ limit the number of conflict participants (only interested in conflict, and the witness conflict is not a participant)

§ To give joint work Under supervision

§ Sometimes you can disconnect children if their influence on each other is very bad

§ rapidly solve small situations so that there are no large

§ Translate energy to another channel

Key of age. The arbitrary behavior and mental processes is crucial for the success of school learning, because it means the ability of the child to subjugate its actions to the requirements of the teacher. In school, as you know, the child does not do what I want, but makes every effort to achieve the goals, which put the teacher. The difficulty in achieving and retaining such goals is that not all learning content, even with the most successful technique, will be spectacularly interesting for all children. Therefore, the child should not only solve the task of the content, for example, to carefully write sticks, but also be able to make himself engage in writing sticks when in fact he wants to draw something else, for example, a plane.

Emotions. Improved ability to control the manifestations of immediate emotional shares.

A system of sustainable senses and relationships is developing - deep and conscious love of loved ones, including sometimes pets; Sustainable friendship relationships, including empathy.

Perception. Arbitration of perception is improved. It becomes an independent process. A child can arbitrarily set the tasks of perception and use specific techniques for this.

Memory and attention. The arbitrariness of memory and attention is formed, which becomes one of the important components of the school readiness. The arbitrary of these processes is expressed in the fact that the child can memorize the content that he

this moment is not interesting and not needed, and be attentive.

The psychological difference of arbitrary memory and attention from earlier forms of these processes is that earlier children remembered what "self-memorized", and were attentive when something has attracted their attention. Now the child places special goals - to remember or be attentive - and strives for their implementation. Children also seize the special techniques for managing their memory and attention.

Speech. In the seventh year of life, the child practically seizes with all sides of the native language: sound composition, vocabulary, grammar Build. The development of the voice apparatus of the child gives him the opportunity to correct all the sounds of the native language. In the active dictionary of the child of the seventh year, there are almost 3000-3500 words. A rather developed is the grammatical side of the speech of the child. Children seize the system of morphological means of registration grammatical categories, assimilate the types of declosion and hidings, ways of wordinity; Increases the volume of complex proposals.

Specialists note the sensitivity of children to language phenomena; For example, it manifests itself in their ability to understand and use new words, their forms and combinations by analogy with previously learned words, forms and their combinations. Teachers in working with the children of the seventh year of life it is important to use this language a little, and when solving some tasks to make a bet on it (for example, the exercise of children in word formation, in the use of nouns in the parental case, etc.).

So in speech development The child of 6-8 years the emphasis is moving to the formation of a conscious attitude to the language, as well as to the further development of the connected speech of the child, both dialogic and monologic. Mastering the child diverse skills of a connected speech allows him to carry out full-fledged communication with peers and adults, makes it possible to share accumulated knowledge and impressions with them, as well as receive the necessary information. Svyaznoy speech seems to choose all the achievements of a child in mastering the native language: the assimilation of sound and vocabulary, grammatical system.

Thinkingthe child after 5 years, as already noted, distinguishes the ability to keep in the presentation of a chain of interrelated events. On this basis, ideas are formed about changes in the signs of objects, as well as their quantity. Children 6-8 years can operate with quantities, increase and reduce them, correctly describe these situations in the language of mathematics as an action of addition and subtraction.

The child acquires the ability to assess the amount of quantity in one situation or another. So, when overflowing water from one vessel to another total, the amount of water does not change, and when casting or tossed, it decreases or increases.

Most children of this age have a highly developed spatial imagination compared to older children.

Arithmetic tasks for addition and subtraction within the first tensham Many children also solve on the basis of imagination and operating in the mind described in the condition of the task of groups. At the same time, if we are talking about pies, they will answer the question, with which these pies (although the condition has not been mentioned), they are either fried, large or small and what form. Of course, each child represents its pies - notes the fact of detail the details of detail, arising in the view of children's images.

By the end of the preschool childhood, children are formed by the primary holistic image of the world in which they live, reflecting its main patterns.

Activity. Arbitrary control skills are improved at all stages of activities. The arbitrariness of attention and memory is formed. Arbitrary attention is necessary in operation, one way or another associated with any other way or another.

sample - visual or as specified in the form of verbal instructions. Creative work Without a sample, it is done if desired and at will and therefore does not require additional efforts to organize your own attention.

The child learns to take the tasks set in front of him adults, which gradually prepares it for the adoption of the student's position. Orientation not only on internal motives, but also on external requirements - an important stage of the formation of activities and general socialization.

The individual story and directorial game continues to develop, which also contributes mental Development child, developing his informative sphere, symbolic and vividly creative thinking.

At the same time, the leading role in the development of children still belongs to the joint storyline. The real relationships that occur in children in the game carry out a significant role in the development of the communicative and social competence of the child. The game is based on the active cooperation of children requiring the establishment of contacts and the establishment of mutual understanding, on the overall orientation of the child to peer.

Partnership and interaction in the game stimulate deployment of planning, regulation and control joint activity And thereby ensuring an increase in time coming to a joint game compared to the In-Mon-Uniform.

Gaming planes of children 6-8 years are noticeably different from gaming plates of children of middle preschool age His novelty, wealth and originality. Despite the fact that household plots remain, they acquire a few different character. In addition, romantic, heroic, fantastic plots appear. The emergence of such plots is due to the fact that, firstly, a really accumulated gaming experience in children has enriched significantly; Secondly, children acquired many knowledge and ideas about the world around them and what is beyond it; Thirdly, after 6 years of life, children are able to operate their ideas, images, realizing them in different interconnected events. That is why in the games of children of this age, the event side of the plot is pronounced.

The following feature is that a noticeable expansion of knowledge of the environment, especially human actions and relationships, leads to an increase in the role of roles necessary, from the point of view of children, for a full-fledged game. Therefore, the playing groups of children expand from two or three to five-seven participants. The increase in the number of roles complicates role relations, strengthens the need for clear coordination of the actions of all participants in the game.

Alone, without the involvement of adults, children in general can discuss the design of the game, distribute the roles and play them. In the game of senior preschoolers there is always a leader that "moves" the plot. The rest of the game participants usually "adapt". Disagreements about the further deployment of the plot of the children of this age (in contrast to young children) we settle without adults. Children who do not share the point of view of the leader are trying to find the argued evidence of their own, in their opinion more correct, proposals for the further development of the plot, attempts to defend their point of view, coordinate it with the point of view of other partners in the game.

Since the senior preschoolers are confident and independent in the game, they are completely different to participate in the adult game. If junior preschool children The gaming experience was still imperfect and they almost always took a great pleasure in the game of an adult with his ideas, even the main roles were inferior to him, then six-year-old children ourselves willingly occupy the main roles. An adult suits them as a counsel that does not take direct participation in the game, but in time helping to overcome plot or organizational difficulties.

Children form educational backgrounds.

Consciousness. Changes are characterized by the development of the so-called internal action plan - the ability to operate in the mind, and not only in a visual plan of various ideas.

Further development and complication of these entities creates favorable conditions for the development of reflection - the ability to realize and pay out of their own purposes, ways to achieve them, obtained results, experiences, feelings and motivations; For moral development. This period largely predetermines the future moral appearance of a person and at the same time extremely favorable for pedagogical impacts.

According to many authors, the children of the seventh year of life are quite available full moral behavior, i.e., compliance with the norms in the absence of external control and coercion and contrary own desires and interests. Many children have or develop those internal mechanisms that allow them to be held from the temptation to violate the norm and freely make the right moral choice.

The first condition for compliance with the norms is knowledge and understanding of the children of moral prescriptions and requirements, that is, what is good and what is bad. They are the basis for evaluating the actions from the point of view of their compliance with the requirements of morality - the actions of others and oneself. And the assessment involves not only knowledge about how the phenomenon should be assessed, but also such a subjective moment as the attitude towards the fact that

it is estimated whether a person has a disgust for violation of the norm or, on the contrary, looks at it condescending.

The first feature of the moral consciousness of children of the seventh year of life is the discrepancy between the knowledge of the norms and personal attitude to their observance and violation. Therefore, the emergence of the correct moral assessment of others requires the formation of a personal negative relationship from the child, sincerely condemns the facts of violation of the norms and the same personal, sincere approval of the facts of disinterested compliance with the same norms.

Personality. The development of the personality is characterized by the formation of a differentiated attitude to peers and to many adults, one of which the child is indifferent to others, he loves the third to be disliked. The child has an attitude towards literary heroes and some works of art, to natural phenomena and subjects of technology, to the actions of other people, to themselves and more. This relationship can be clearly pronounced and conscious or almost no manifest itself; may be emotionally painted or rather rational; positive or negative, etc.

Attitude towards me. The image of the child continues to form its image. Ya develops and the image of me-potential, i.e., what kind of child wants to see himself. The child seeks this image to be positive. Each child needs support for adults beliefs that there are a lot of good things, as well as adults to report his advantages to other children, parents. An important pedagogical task becomes the upbringing of each child a sense of confidence that adults (educators, parents) are respected.

The image of I-potential is a psychological prerequisite for the formation of educational motivation. The fact is that learning the child encourages not only and not so much interest in the disciplines studied. It is hardly a truly discharge of sticks and letters can be of particular interest to children. Movement to the teaching, mastering new knowledge and skills is the desire to see yourself "smart", "knowledgeable", "can". You may have paid attention to the fact that some children brag up to how many they know how to count how many letters know and how willingly they are ready to learn something else. The reason for the child's relationship to his own opportunities lies in the fact that he seems to see himself in the near future, more intelligent, knowledgeable and competent than at the moment. In other words, in his image "himself", as he would like to become, the ownership of new knowledge and skills. And this desire to see yourself more advanced and perfect and thereby meet their idea of \u200b\u200bhow it can and wants to become, is a powerful motivation of educational activities.

Attitude to peer. Thanks to pedagogical efforts, conditions are created to educate the benevolent relationship of the child to other children, respect for the rights of peers, an installation for cooperation is formed. Children seize the skills of joint activities, understand its advantages.

Attitude to adults. Changes attitude towards adult as unconditional authority. An adult is accepted by children as a counselor, an equal partner and appreciates children for the ability to solve organizational issues, invent interesting plots for games, organize an interesting thing. Respect for an adult authority is supported precisely by its abilities.

Planned results as a landmarks for mastering the primary educational program preschool education

1.2.1 Targetlights formulated in GEF pre-school education(GEF to chapter IV "Requirements for the results of the development of OOP to", Poop to paragraph 1.2.)

Presentation of pre-school education are socio-regulatory age characteristics Possible achievements of the child at the stage of completion of the level of pre-school education.

Specificity of preschool childhood (flexibility, plasticization of the child's development, high scatter of its development options, its immediacy and involuntary), as well as systemic features of pre-school education (optional level of pre-school education in Russian Federation, the lack of the possibility of imputing a child for any responsibility for the result) makes informative requirements from a child of preschool age specific educational achievements and determine the need to determine the results of the development of the educational program in the form of targets.

Targets are not directly evaluating, including in the form of pedagogical diagnostics (monitoring), and are not grounds for their formal comparison with real achievements of children. They are not the basis of an objective assessment of compliance with the established requirements. educational activities and the preparation of children. The development of the program is not accompanied by interim certification and the final attestation of pupils.

These requirements are guidelines for:

a) solutions to the tasks of the formation of the program; Analysis of professional activities; interactions with families of pupils;

b) studying the characteristics of the education of children aged 2 months to 8 years;

c) informing parents (legal representatives) and the public regarding the goals of pre-school education, common to the entire educational space of the Russian Federation.

Targetlights cannot serve as a direct basis in solving management tasks, including:

certification of pedagogical personnel;

assessing the quality of education;

evaluation of both the final and intermediate level of development of children, including within the framework of monitoring (including in the form of testing, using methods based on observation, or other methods for measuring the effectiveness of children);

an assessment of the implementation of the municipal (state) task through their inclusion in the quality indicators of the task;

distribution of the stimulating department of remuneration of workers Dow.

Program targets are the basis of the continuity of pre-school and primary general education. In compliance with the requirements for the implementation of the Program's conditions, these target landmarks suggest the formation of prerequisites in children's prerequisites at the stage of completion of pre-school education.

The following social and regulatory age-related characteristics of possible achievements of the child include target orientations of pre-school education:

• Education targets in early age.
• Targetlights at the stage of completion of pre-school education.

1.2.2 Early Education Landmarks:

· The child is interested in the surrounding objects and actively acts with them; Emotionally involved in action with toys and other objects, seeks to show perseverance in achieving the result of its actions;

· Uses specific, culturally fixed objective actions, knows the appointment of household items (spoons, combs, pencil, etc.) and can use them. Owns the simplest self-service skills; seeks to show independence in domestic and game behavior;

· Owns an active speech included in communication; can handle questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

· She strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces adult actions;

· Exhibits interest in peers; Watching their actions and imitates them;

· Shows interest in poems, songs and fairy tales, viewing the picture, seeks to move to the music; emotionally responds to various works of culture and art;

· The child has a large motility developed, he seeks to master various types of movement (running, climbing, stirring, etc.).

1.2.3 Targetlights at the stage of completion of pre-school education:

· The child takes on the main cultural ways of activity, manifests the initiative and independence in different types activities - game, communication, educational and research activities, design, etc.; able to choose a deal of classes, participants in joint activities;

· The child has a positive attitude towards the world, to different types of labor, other people and oneself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. It is able to negotiate, take into account the interests and feelings of others, to empathize and rejoice in the success of others, adequately manifests their feelings, including the feeling of faith in oneself, tries to resolve conflicts;

· The child has a developed imagination, which is implemented in different activities, and above all in the game; The child is owned different forms and the types of the game, distinguishes the conditional and real situation, can obey various rules and social standards;

· The baby owns a well-speaking speech enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, building a speech statement in a situation of communication, can allocate sounds in words, the child has literacy prerequisites;

· The child has a large and small motorika; It is moving, straining, owns the main movements, can control his movements and manage them;

· The child is capable of volitional efforts, can follow the social norms of behavior and rules in different activities, in relationship with adults and peers, may comply with the rules of safe behavior and personal hygiene;

· The child shows curiosity, asks questions to adults and peers, is interested in causal relations, it is trying to independently invent explanations of nature phenomena and actions of people; inclined to observe, experiment. He has initial knowledge of themselves, about the natural and social world in which he lives; familiar with the works of children's literature possesses elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; The child is capable of making his own decisions, relying on its knowledge and skills in various activities.

In accordance with GEF, it is independently choosing tools for pedagogical and psychological diagnostics of children's development, including its dynamics.

Age features of children from 6 to 8 years

In plot games, children prepared to school groups are beginning to master the complex interactions of people reflecting the characteristic significant life situations, such as the wedding, the birth of a child, illness, employment, etc. Gaming actions of children become more complex, acquire a special meaning,

which does not always open with an adult. Gaming space is complicated. It may have several centers, each of which supports its storyline. At the same time, children can track the behavior of partners throughout the game space and change their behavior depending on the place in it. So, the child is already referring to the seller not just like a buyer, but as a buyer-mother or buyer-driver, etc. The performance of the role is focused not only by the role itself, but also in which part of the game space this role is reproduced. For example, by performing the role of the bus driver, the child commands passengers and obeys the traffic police inspector. If the logic of the game requires the appearance of a new role, the child can take on the game new role, while maintaining the role taken earlier.

Children can comment on the execution of the role of one or another participant of the game.

Images from the surrounding life and literary works transmitted by children in

fine activities, get harder. Figures acquire more

detailed character, their color gamut is enriched. More explicit become

differences between the drawings of boys and girls. Boys willingly depict the technique,

cosmos, military actions, etc. Girls are usually painted female images: Princesses, ballerinas, models, etc. There are often household plots: Mom and daughter, room, etc, the image of a person becomes even more detailed and proportional. Fingers appear on their hands, eyes, mouth, nose, eyebrows, chin. Clothes can be decorated with various details.

With the right pedagogical approach in children form artistical

creative skills In the visual activity. Children prepared to school of the group largely mastered the design of the construction material. They freely own generalized ways to analyze both images and buildings; Not only analyze the main design features of various parts, but also determine their form on the basis of similarity with familiar volumetric subjects. Free buildings are becoming symmetrical and proportional, their construction is based on visual orientation.

Children quickly and correctly pick up required Material. They definitely imagine their sequence in which the construction will be carried out, and the material that will be needed for its implementation; Able to perform various buildings in the degree of complexity, both on their own intent and conditions.

At this age, children can already master the complex forms of addition from a sheet of paper and invent their own, but they need to be specifically trained. This type of activity is not simply accessible to children - it is important for deepening their spatial representations. Complete design is complicated natural material. Preschoolers are already available holistic compositions on the preliminary intent, which can transmit complex relationships, include figures of people and animals.

Children continue to develop perception, but they can not always take into account several different signs at the same time. Developed figurative thinking, however, the reproduction of metric relations is difficult. It is easy to check by offering children to reproduce a sample on a sheet of paper, on which nine points are drawn, located not on one straight line. As a rule, children do not reproduce metric relationships between points: when attaching drawings on each other point children's drawing Do not coincide with the sample points.

The skills of generalization and reasoning continue to develop, but they are largely limited to visual signs of the situation.

Imagination continues to develop, however, it is often necessary to state

reducing the development of imagination at this age in comparison with senior group. This can be explained by various influences, including the media, leading to the stereotype of children's images.

The attention of preschoolers continues to develop, it becomes arbitrary. In some activities, arbitrary concentration time reaches 30 minutes.

Preschoolers continues to develop a speech: its sound side, grammatical system, vocabulary. A coherent speech is developing. The statements of children are reflected both the expanding dictionary and the nature of communication that are formed at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc. As a result of properly organized educational work, preschoolers develop dialogic and some types of monologic speech.

The preparatory for school the group ends the pre-school age. Its main achievements are associated with the development of the world of things as objects of human culture; development of forms of positive communication with people; The development of sexual identification, forming a schoolboy's position.

By the end of preschool age, the child has high levels Cognitive and personal development, which allows him to continue to successfully learn from school.

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