The main criteria for the development of preschool children include:

1. Social-emotional.

2. Motor skills of hands and general motor skills.

3. Visual-motor.

4. Perception, subject-play activity.

5. Psychological.

6. Understanding speech.

Preschool development of a child up to 3 years is as follows:

1. The child must be able to play independently, fantasize, make friends with other children, imitate adults and peers.

2. At the age of 3, a child can run, stand on tiptoes, maintain balance, stand on one leg, squat and jump from a small height. It is necessary to teach the child to handle small objects: string beads on a thread, sculpt figures from plasticine, sort out cereals.

3. The child learns to draw small and large parts of various shapes, cut with scissors.

4. It is necessary that the child be able to play with the pyramid, find the given paired image.

5. It is important for a child to listen to books and formulate simple questions.

6. At this time, there is a significant replenishment of the vocabulary, complex sentences begin to take shape.

Features of the development of preschool children from 3 to 4 years old are as follows:

1. A child in these years can share toys, give them to other children and take them in return, likes to help adults. Knows how to play various group games.

2. The child should be able to throw the ball, walk up and down the stairs using both feet, jump on one foot, hold a pen and pencil with his fingers, and collect a picture from the cubes.

Able to trace contours, draw a hexagon.

4. The child knows how to play with a six-piece nesting doll, take it apart and assemble it again, knows how to play with a sorter, distributes the figures into the necessary slots, is able to assemble simple puzzles or a house of cubes.

5. The child has a large vocabulary, listens a lot. Can name the purpose of the main objects, understands comparative degrees (the smallest - the largest), can name the gender of a person (male, female, he, she), understands time and can count to five.

6. Knows colors, perceives long tales and stories by ear, follows instructions.

The development of preschool children from 4 to 5 years old implies mastering the following skills:

Perception and play activity. During these years, the child should be able to disassemble and assemble a nesting doll of four components by comparing the size and shape, assemble a pyramid according to the size of the rings, small puzzles by comparison and visual comparison.

Memory. At the request of an adult, he must perform several sequential actions, memorize at least 5 words.

attention. Able to concentrate on time up to 20 minutes.

Speech. Must be able to name animals and their children, various parts of objects, professions, retell short tales, memorize and recite poems.

Maths. Knows the meaning of words a lot and a little, can name geometric shapes, knows the seasons, distinguishes the time of day.

Motility, motor improvement. Can draw long lines, able to draw a house and a person, can copy and draw block letters. Can name an object by touch, can jump on one leg, walk on a log, can lace up shoes.

The ability of a child from 5 to 6 years old is as follows:

Motility. He knows how to move well, run, jump on one or the other leg, mastered a bicycle with two wheels, skates.

Visual motor development. Can accurately cut various shapes, knows how to write block letters, numbers. Able to reproduce geometric shapes according to a given pattern, can shade and outline a contour.

The speech of preschool children plays an important role in the overall life of the child. Up to 6 years old, a child usually speaks well, uses synonyms and antonyms, words that indicate a sign of an object, can determine the number of syllables, the place of sounds in a syllable, stressed and unstressed syllables, distinguishes between vowels and consonants, highlights hard and soft consonants. Tells with the expression of a poem, retells fairy tales.

Fundamentals of mathematics. Knows and writes numbers up to 10, can count the number of objects, knows simple mathematical signs, knows how to draw geometric shapes. Can name days of the week, seasons, parts of the day.

Psycho-emotional development. Can memorize a sequence of pictures, repeat words. Knows his first and last name, home address, mother's and father's names, as well as their professions.

Features of children from 6 to 7 years old:

Fundamentals of mathematics. At this age, the child should be able to determine the time by the clock, name the season, month, day of the week, time of day. Knows how to count from 0 to 20 and can solve simple examples.

Memory. Must memorize words and numbers. Of the 10 words mentioned, you must be able to repeat 5-6.

Thinking. The child should be able to name the same features and differences of objects.

The world around the eyes of a child. It is good to distinguish between domestic and wild animals, to understand that there are predators and herbivores. The child already has an idea about various natural phenomena, knows most of the plants. Understands that there are continents, countries and cities.

The ability of preschool children directly depends on the desire of parents to engage with them. Experts distinguish between two factors that determine a child's readiness for school. The first is psychological readiness, the second is intellectual readiness. In order for the child to do well at school, to quickly adapt to new conditions, it is necessary to pay attention to both of these factors.

The upbringing of a preschool child has distinctive features associated with its growth and development.

Preschool children grow incredibly fast (but not in the same way as in the earliest years of life). From 3 to 7 years old, they grow by about 6 cm and gain about 2 kg in weight per year. These figures may fluctuate somewhat depending on various reasons. In case of a significant lag in annual growth and weight gain, parents should be wary and show the child to the doctor.

The growth and development of a preschooler is expressed not only in an increase in the size of his body.

The central nervous system at this age is at a higher level of development compared to young children. Conditioned reflexes are more complex, diverse, richer in content. The life experience of the baby is expanding, and this is reflected in his behavior and interests. The preschooler begins to take a deeper interest in everything that surrounds him, asks more questions, and listens with pleasure to explanations. His speech develops more and more rapidly. Slowly the vocabulary increases. For older preschoolers, it already consists of 3000-4000 words. A preschooler understands logical speech, and this should be used in the development of useful skills.

The younger the child, the explanation should be simpler, shorter, clearer. preschool age has an exceptional ability to keep traces of the processes taking place in it - thanks to this, preschoolers are very receptive, they easily learn a lot. But it should be noted that the traces of the impressions received are not fixed immediately, and the child's skills at first are fragile, easily violated.

It would seem that he has already learned to dress himself, make his own bed, and after the game put the toys back in their place. But it is worth weakening attention, stop checking how he does it, or do it several times instead of him, as the acquired skill is lost. Only after many repetitions the acquired skills become stable skills.

Much attention should be paid to the preschooler. The skeleton, which serves as a support for movement and protection for the internal organs, is still far from completed in its development. It, like that, has a lot of cartilage tissue. This makes it possible for further growth, but at the same time it speaks of the relative softness and suppleness of the bones.

Incorrect body position, unilateral weighting (for example, carrying heavy objects in one hand) can lead to skeletal curvature. If the kid uses unsuitable furniture, draws for a long time at a table that is high for his height, he raises his shoulders to put his elbows on the table. Soon he gets tired of the uncomfortable position and lowers one arm - while the spine assumes an incorrect curved position.

And if, for example, the table is low, then you have to bend over it, tilt your head and shoulders down - this can cause myopia, stoop, "round back", especially in those children who sit a lot, move little. Their muscles, which hold the body in a straight position, are weak, underdeveloped. Gradually, the hunched position of the body becomes habitual, muscle flaccidity increases. These children are said to have "bad posture".

The life of a preschooler should be adjusted so that he spends as much time as possible in the air and that there is always clean air in the room. It is very important to carry out preventive (warning) measures against cases of diseases of the upper respiratory tract, provide timely medical assistance if the child falls ill, gradually and carefully harden the child's body. Along with this, physical exercises are also needed.

There are two ways to train a child in full breathing: firstly, to increase the need for deep breathing (it occurs when large muscle groups work, for example, when running, jumping), and secondly, to teach children to breathe correctly during outdoor games or simple gymnastics.

It is also useful to sometimes offer children games that require increased exhalation: games with fluffs, light paper products that rise into the air from the breath, blowing soap bubbles.

Sufficiently loud, distinct speech or singing is also a good exercise in breathing.

Hygiene of preschoolers

Moms and dads need to constantly take care of the cleanliness of the child's skin, its integrity, to strengthen its protective properties.

Great attention should be paid to the cleanliness of hands, feet, hair. There is more dust and dirt. On the hands, especially under the nails, along with the dirt, worm eggs can also fall and from there enter the mouth, and then into the gastrointestinal canal. Microbes that cause contagious diseases can also get in this way.

Development of movements

Speaking about the characteristics of the child's body and about the changes that occur in it during the years of preschool childhood, it is important to dwell on how the movements of children change. We are talking about the movements that every healthy child uses in his everyday life and in games (walking, running, jumping, climbing, throwing).

The movements of a three-year-old child are significantly different from those of a five-six-year-old.

In three-year-olds, you will not see a smooth, clear walk, easy measured running. At this age, children often lose their balance and fall. The pace of movement when walking is uneven. They run mostly in small steps. Many children do not push off the ground well, they run on the whole foot. It is difficult for a three-year-old child to raise his body at least to a small height, which is necessary for a jump - therefore, high jumps through obstacles, as well as jumps on one leg, are still inaccessible to him. Do not be surprised if the baby is unable to jump over the rope, stretched even at a height of 5 cm from the floor.

Preschool children love. But there is no consistency in their movements, the eye is poorly developed - therefore it is difficult for them to catch the ball, hit the target. Three-year-olds fail to throw a ball or a pebble far.

At three years old, preschoolers quickly get tired of monotonous movements. Their attention is extremely unstable, they are quickly distracted.

By the age of five, coordination appears in the movements of the child. He is better at bouncing, jumping over small obstacles, throwing and catching the ball. Throwing at a distance, especially at a target, causes the greatest difficulty: it requires a good eye, muscle strength, which is still not well developed in children of this age.

The movements of six-year-olds are more dexterous and precise. At this time, new simple skills of movements are formed, the ability to apply them in activities is acquired. Lightness, rhythmic running develop, posture is leveled when walking, unnecessary movements, lateral swings, which are so common in young children, disappear. During rapid movement in most children of this age, one can already notice the separation of the feet from the ground (“flying”) - a characteristic sign of running.

Children 6 years old can jump in height, in length (for example, through two drawn parallel lines, through a groove), on one leg. They develop an eye; throwing objects at a distance and at a target does not present any particular difficulty for them.

The social situation of development.

Role-playing game as a leading activity.

Neoplasms.

Crisis of 7 years.

Social situation of development

Preschool age (3-6/7 years) is a period of active development of social space. The child comprehends the peculiarities of human relations through communication with close adults, through play relationships and communication with peers.

In relationships with other people - adults and peers is now the source of the child's experiences. A preschooler is extremely dependent on the attitude of others towards him. If they treat the child affectionately, show attention to him, he feels a sense of confidence, security. This is of decisive importance for the normal mental and personal development of the child, the development of his positive qualities and a benevolent attitude towards others. According to E. Erickson, the psychosocial crisis will unfold through the contradictions of initiative - guilt (strength - goal).

Changes in social situation development significantly distinguish it from the conditions of the previous stage for two reasons:

there is an orientation towards joint activities with a peer;

the quantity and quality of the demands on the part of adults for the behavior of a preschooler increases: compliance with the rules and norms of public morality.

The claim to recognition on the part of an adult is manifested in the fact that the child begins to watch the adult vigilantly: what kind of attention he gives to him, and what attention to his peer or brother. A child at the age of three comprehends his place in the system of relations within the family and society and experiences a strong shock from his discovery: he is not the center of the universe, he is not even the center of his family. He is especially shocked by the discovery that dad loves mom, and mom loves dad. Prior to that, he unconsciously felt himself to be the center of the family, sensed that it was around Him, about him, that emotional outbursts in the family took place. And now he sees and hears that parents can communicate with each other without his participation. A frustrated baby begins to act up, show aggression, discontent (V.S. Mukhina).

Role-playing game as a leading activity

The role-playing game becomes the leading activity in preschool age. The structure of the game is:

roles that children take on (for example, a driver, a salesman, a passenger, a doctor, a mother, a daughter, etc.);

game action, through which children realize the assumed roles of adults and the relationships between them;

game use of objects, in which real objects are replaced by play ones (for example, a chair - a train, dolls - children, pieces of paper - money, etc.);

real relationship between playing children, expressed in a variety of remarks, remarks that govern the entire course of the game.

The central moment (and unit) of the game is the role that the child takes on. All other aspects of the game are determined by the role and the actions associated with it. For the playing children themselves, the main thing is the correct fulfillment of the role taken on. They carefully refer to the performance of actions, in which the role taken by each of the children is embodied (D.B. Elkonin).

The plot becomes a characteristic feature of children's games after three years. The plots of younger preschoolers are fragmentary, illogical, unstable. At senior preschool age (6-7 years), the plot of the game represents the logical development of a topic in images, actions and relationships.

The plot in children's games is the reality they face.

Along with the plot, it is necessary to distinguish the content of the role-playing game. The content of the game is what the child singles out as the main point of adult activity. During the day of younger preschoolers, the main thing in the game is to reproduce the real actions of adults, for the middle - the relationship between people, for the older - obedience to the rules arising from the role.

There are two types of relationships in the game - game and real. Game reflect the relationship of children by role and plot. Real - this is the relationship of children as partners performing a common task, which requires a certain form of communication and special skills (coordinate actions, create a plot plan, measure their desires and capabilities). Children agree on the plot, assign roles, discuss questions and misunderstandings that arise during the game.

A toy is a powerful means of influencing various aspects of a child's personality. A special place among toys is occupied by dolls and soft toys: images of a hare, a monkey, a dog, etc. Initially, a child performs with a doll only those actions that an adult shows him: shakes the doll, carries it in a stroller, puts it in a crib. These are, first of all, imitative actions, and not a depiction of adult relationships. In the future, the child learns to patronize, show care, empathize with the toy in all the ups and downs of its puppet life, which the child himself creates and in his imagination based on his own experience. The doll is of particular importance for the emotional and moral development of the child.

Productive activities of the child - drawing, designing - at different stages of preschool childhood are closely related to the game. So, while drawing, the child often plays out this or that plot. The animals drawn by him fight among themselves, catch up with each other, people go to visit and return home, etc.

Neoplasms

The game as the leading activity of a preschool child has the following impact on development.

The arbitrariness of mental processes begins to form. First of all, voluntary attention and memory develop. The need to communicate with a peer forces the child to strictly follow the rules of the game, and this requires special efforts and focus.

The development of thinking - a transition is made from thought in action to thought in terms of representations. Acting with a substitute object, the child learns to think about a real object.

For the development of imagination, the game is of decisive importance, since in the game activity the child learns to replace one object with another and "try on" various roles, their images and actions.

The influence of the game on personality development lies in the fact that in it the child masters the relationship between people in the image and likeness of adults, thus acquiring communication skills and ways of volitional regulation of his behavior.

The sign function of speech develops in the game (object-sign-its name).

The game contributes to the development of reflection as the ability to correlate one's actions, motives, deeds with universal human values. In play, this opportunity opens up because the child is in a double position - playing a role and controlling the quality (correctness) of its performance.

Productive activities continue to develop in the game, elements of educational and labor activities appear.

Preschool age is a period during which there is a colossal enrichment and streamlining of the child's sensory experience, mastery of specifically human forms of perception and thinking, the rapid development of the imagination, the formation of the beginnings of voluntary attention and semantic memory.

The formation of a child's personality is closely connected with the formation of the emotional-volitional sphere, with the formation of a sphere of interests and behavioral motives. And this, in turn, is determined by the social environment and, above all, by the realization of the child's relations with adults, typical for a given stage of development.

Already at the very beginning of preschool age, a fundamentally new relationship arises between a child and an adult. The child begins to separate himself from the adult. "I want" - he realizes his desire. “Here I am,” he points to his photographic portrait. Separating from the adult, differentiating himself as a kind of independent human being, the child begins to single out his activity and the activity of the adult as something different. The child, as it were, moves away from the adult and singles him out as a role model, he strives to act "like a big one." Orienting one's behavior according to the model of an adult forms the arbitrariness of actions, since at least two desires constantly collide here: to act directly, as it comes out, and to act according to the model, according to the requirements of an adult. The assimilation of patterns of behavior leads to actions in accordance with social norms. At preschool age, a new type of behavior appears, which is called personal behaviour.

Self-esteem is the most complex product of the development of a child's conscious activity. Children tend to communicate with adults not only about their external actions, but also about internal states and experiences. Understanding of one's own experiences arises through speaking out loud and comprehending their meaning for oneself. The child now not only rejoices, is embarrassed, offended, but also states: “I am glad”, “I am ashamed”, “I am offended”. He is aware of what he is experiencing.

The development of self-esteem and self-awareness is one of the main neoplasms of preschool age. Self-consciousness turns the individual into an independent personality.

Central neoplasms preschool age are the subordination of motives (the predominance of the motive "I must" over "I want"), the development of self-esteem; the assimilation of ethical norms of behavior.

The motives of behavior change throughout preschool childhood: their content changes, new types appear, their hierarchy develops - some motives become more important than others.

The subordination of motives is the most important neoformation of age, because the emerging hierarchy of motives underlies the entire behavior of the child, allows him to independently build his behavior in accordance with the tasks and control it.

The moral development of a preschooler is determined by the formation of the following components: knowledge of norms, habits of behavior, emotional attitude to moral norms and the internal position of the child himself. The assimilation of moral norms implies that:

firstly, the child gradually begins to understand and comprehend their meaning;

secondly, in the practice of communicating with other people, the child develops behavioral habits (if the child goes beyond the usual behavior, he experiences discomfort);

thirdly, the child is imbued with a certain emotional attitude to these norms.

Often a child emotionally identifies himself with an image that made a great impression on him with its artistic expressiveness, regardless of the moral position of the hero.

By the age of three, the child has the prerequisites for the development of self-esteem: he begins to more clearly imagine the consequences of his actions, to distinguish how other people treat him, and to evaluate his qualities and capabilities. That is, the child gets used to assess their achievements or failures.

Crisis of 7 years

A crisis always takes place, in any normally occurring child development. When the internal course of child development has completed a certain cycle, the transition to the next cycle will necessarily be a turning point. This moment comes in every child around the age of seven.

The child begins to behave, act up; deliberateness, artificiality, fidgeting, clowning, clowning appear, as opposed to the immediacy and naivety that were inherent in a preschooler. The loss of immediacy by the child JI.C. Vygotsky connects with the interference in the actions of an intellectual moment that wedged between the experience and the act, which is the opposite of the naive and direct action characteristic of the child.

The crisis of seven years in the sphere of experiences is characterized by the following changes:

the seven-year-old reveals the very fact of her experiences,

a seven-year-old child develops a meaningful orientation in his own experiences;

5) experiences acquire meaning (an angry child understands that he is angry).

Thus, the very nature of the experiences is rebuilt. As a result, the child has:

a new attitude towards yourself;

new connections between experiences;

struggle of experiences;

conflict of experiences;

When a child understands his experiences, when an inner relationship arises to what is experienced and how, then a change in experiences takes place. Consequently, a new unity of environmental and personal moments arises, which make possible a new stage of development - school age.

Generalization of experiences. For the first time, the phenomenon of generalization of experiences appears, which becomes the basis of the logic of feelings. Example: mentally retarded children, each time losing, finding themselves in failure, nevertheless do not feel a sense of their own low value. A thousand separate failures, but there is no general feeling of little value. A normal child of primary school age has a generalization of feelings, i.e., if a situation has happened to him many times, he has an affective reaction associated with experiencing failure.

Restructuring needs, motives, reassessment of values. A new attitude of the child to the environment. For a child, a change in attitude to the environment means that the environment itself has changed. This means that the whole course of the development of the child has changed. A new era in development has come, interests and goals of activity are changing.

Generalized attitude towards oneself. There is an understanding of one's human value and self-respect. The level of requirements to oneself, to one's own success, position is increasing. There is an active formation of self-esteem.

Generalized attitude towards others. The social position in relation to the surrounding people, the authority of the mother and father is being rebuilt.

The whole set of changes leads to a phenomenon called a personality crisis, when a child performs a series of actions, the motive of which is associated with the manifestation of his personality, and not with an instant desire, i.e. the motive is differentiated from the situation.

Every parent wants to see their child as a smart, beautiful, happy and well-developed person. Therefore, no one would like to let the process of children's development take its course: we all strive to somehow help the child develop.

We tell him poems, sing songs with him, come up with different games, communicate, teach him to read and write. However, in this case it is very important to act competently and consistently. It would be unwise to demand from a child what he is not yet able to do due to his age characteristics.

And it would be very correct to develop in him those abilities that it is high time to pay attention to. And in order to properly educate your young children, it is very important to know what features and abilities they have at certain age stages of development.

During this period, the most important thing your child needs is care, attention and affection. This is the period when parents fulfill all the desires of their children and think little about teaching them anything. The main task of parents is to provide the most comfortable, loving and cheerful atmosphere in the house. But this does not mean that the development of children should not be given attention.

The fact is that a person from his very birth begins the process of knowing the world around him. The ability to hear sounds and separate one sound from another is formed. Also, the child's brain learns to separate the visual image that enters it into various objects, focus on one of them and remember it.

By six months, children show a special interest in colors and the process of developing the perception of space begins to take shape. After just a month, the baby begins to interact with objects with pleasure: he puts them in boxes, opens the lids, distinguishes small objects from large ones.

The very first stage in the formation of a person's personality. It is at this age that the deepest, most durable and indestructible properties of a person's personality are laid. It is believed that those character traits and personality traits that were acquired at this age are practically not amenable to correction throughout life. Therefore, it is important for parents to understand that a very important stage has come when the full-fledged upbringing of children begins.

Early age can be divided into three additional periods, each of which has its own age-related features of development:

From a year to a year and a half. The period of formation of independence of children. Now the child does not wait for the parents to fulfill all his requests. He tries to do a lot on his own. He crawls a lot around the house to get to the objects of interest to him. He often falls, fills himself with bumps, but continues to diligently explore the living quarters.

The first sounds or even words full of meaning, the child usually begins to pronounce during this period of his development. And although the child cannot yet correctly pronounce the whole word or phrase, parents are already beginning to understand what he means. There is an active phase of memorizing words. The child listens carefully to what the parents say. And, despite the fact that he does not even try to pronounce most of the words he hears, they are nevertheless deposited in his memory.

Despite the fact that the child is not yet able to answer his parents and fully talk with them, it is very important to devote a lot of time to communicating with him during this period. Because right now his vocabulary is actively replenished. Parents can name the objects around the child, tell what they are for.

One and a half to two years. He continues to develop the age-related skills acquired earlier, begins to realize his place in the world around him, the first traits of his character are born. That is, it is already becoming obvious which personality traits are likely to prevail in his character throughout his life. This is the period when parents, figuratively speaking, begin to get acquainted with their child. By this time, most children begin to actively participate in the process of dressing themselves.

It is important that parents be patient and give him this opportunity. You should not forbid the child to try to put on something on his own just because you are in a hurry somewhere. It is a great relief to parents that the children begin to go to the potty. Sometimes during the game, having carried away, the baby can still go “under himself”, but such cases occur less and less often.

You should never forbid children to pick up objects of interest to them and examine them. If an object is dangerous for the baby, then the best solution is to make sure that it does not come into his eyes at all. Otherwise, by numerous prohibitions, parents can instill in children the fear of learning something new, develop complexes in them that interfere with their ability to learn in adolescence and throughout their lives. Don't let your child dig through cupboards. He really likes to open various drawers and pull out all the items and all the clothes from them.

This important feature is beneficial for the development of children. Thus, the baby shows a natural need to know the world and ordinary curiosity. You shouldn't let him do it.

From two to three years. The child has already learned to walk, interact with objects, he has fully developed vision and other senses. The turn of the most active phase of mental development has come. Now the baby shows a little less physical activity than it did before. But he becomes the most sociable. He likes to talk with adults, and you need to give him this opportunity. It is important to remember the rule: the more communication, the better mental development.

During this period, endless questions begin. It is very important to patiently answer each of them. In no case do not dismiss the child by saying "leave me alone!". At this age, love for music begins to instill. When the child is at home, let there always be music. And let this music be diverse. Music has a beneficial effect on the concentration of the baby, because rhythm is taken as its basis. Rhythm is at the heart of everything in life.

Junior preschool age (3-4 years)

This age is difficult for parents and their baby. Because during this period the first crisis of a person's personality occurs. Parents observe a sharp restructuring of the character and personality of the child. This period is called by some the “I myself” period. What do parents need to be prepared for?

Age personal stages of children during this period: negativism, stubbornness, obstinacy, self-will, depreciation, protest-rebellion, despotism. All these negative manifestations of personality eventually give rise in the child to the realization that he is a separate independent person with his own views and desires. In order to avoid many sharp corners and allow the child to develop harmoniously, it is important to support his initiative to be independent. There is an interest in such activities as construction, modeling and drawing. The child begins to independently evaluate events and people's behavior. He himself tries to distinguish good from bad.

During this period of development, it is important to realize that the stages of manifestation of the negative properties of the child's personality do not mean at all that he becomes bad and ill-mannered. You should not severely punish him every time for incorrect behavior. Now it is much more important to avoid situations that would form a constant feeling of guilt and complexes associated with it. Real mastery is expected from parents, which will help not to encourage bad behavior, but at the same time will not disturb the psyche of the baby.

Middle preschool age (4-5 years)

During this period, there is a significant change in relationships with peers. They become more and more attractive to the child and begin to take up a lot of space in his life. Now the child consciously prefers to play not with adults, but with children of his own age. And if before the children were just next to each other, but everyone was doing their own thing and playing their own game, now they are starting to interact with each other and play together.

Thus, the skills of cooperation between people are formed. The age stages of development of communication with peers intensively follow one after another. Children during the game begin to coordinate their actions and achieve one common goal. At this age, the child begins to understand well the non-verbal signs of attitude towards himself.

The kid is in dire need of recognition and respect from the people around him. He understands very well whether he is happy or not, paid attention to him or turned out to be indifferent. Against this background, resentment often appears that the child openly demonstrates. The preschooler begins to compare himself with others and forms an opinion about himself. Moreover, if earlier the child watched other people in order to find something in common with them, now he opposes himself to them.

The task of parents is to help form a positive self-esteem, but at the same time adequate. Right now it's time for active role-playing games. It is necessary to teach children to independently invent an interesting plot, distribute roles and maintain constructive relationships with the participants in the game process.

Senior preschool age (5-6 years)

Significant development of relationships with peers and adults occurs during this period of time. Children are able to communicate at the level of adults. If earlier all communication was built around the events taking place at the moment, for example, around the game process, now children are developing the ability to communicate out of situation.

For example, they talk about what happened to them during the day, talk about their preferences, or discuss the actions and qualities of other people. Communication takes place separately from the game. It may turn out that the children just talk to each other and do nothing else at this moment. The period of resentment and negativism passes.

There comes a time of friendly attitude towards others and emotional attachment to them. Now children know how to sympathize with people. Vivid rivalry is replaced by a desire to help friends, even if it is contrary to the rules of the game. Interest in others is also manifested in the fact that children now not only talk about themselves and share their stories, but begin to ask questions, sincerely interested in how others are doing, what they like and what they would like to do. Closer to six years, there is a desire to share and give gifts.

It is important that parents support these right initiatives and set a good example for their children.

The age stages of the formation of a social personality in a child are manifested especially intensively at this age. Interest groups are starting to appear in the kindergarten. Children begin to relate differently to different peers, highlighting among them those who are closest to them in character. Often there are disagreements about who is friends with whom or hangs out. If the child is not accepted into the campaign where he would like, he can be very worried about this.

It is important for parents to learn how to identify this and help them emotionally experience this problem. Right now it is time for the child to become someone to whom you can tell about your experiences and receive sympathy.

Of course, every child is an individual. And not all children develop equally quickly and equally well. Some personality traits may begin to appear earlier, some later. However, a general understanding of what stages of development are inherent in the child helps parents to correctly understand the ongoing changes in the behavior of their child, they will better understand his feelings and capabilities. This will help to provide the necessary assistance in a timely and competent manner and will contribute to the formation of healthy relationships between parents and children.

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