Psychological characteristics of children before school age depend on the emergence of needs, among which can be distinguished: communication, emotions, impressions, physical activity. By establishing communications, physical activity, the child gradually learns new skills and abilities. As a result, the process of socialization does not take place in a passive way, but through proactive cognition.

The driving forces of the formation of the baby's psyche

Receiving new emotions, impressions stimulates the development of mental activity. Acquaintance with the world around us not only contributes to obtaining positive emotions, but awakens interest.

In children aged 5–6 years, the desire for development is great, which leads to an increased interest in learning new skills. In 1–2 years, the lack of knowledge will be filled in at school.

Features of the psychological development of the child

As a rule, preschoolers include children aged 4–7 years. Until this moment, the child will face a crisis. three years of age... This is a difficult time for the baby and his parents, because the baby behaves badly, is capricious, and shows stubbornness. The period is characterized by the separation of the child as an independent personality, in which the character, opinion, views are formed. For the crisis to pass as successfully and calmly as possible, adults should show respect, restraint, not belittling their beloved baby. He must feel that he is being listened to and understood.

At the end of the crisis, the preschooler becomes one step higher in relations with adults. He feels like a separate unit of society. He needs to be brought up to date with his responsibilities, the rules established in the family. Most children from 3-4 years old go to kindergarten, where they contact with peers, educators.

The kid wants to seem more mature than he is. Therefore, he tries to repeat after adults (words, movements, intonation). Some parents are allowed to observe themselves in this way and understand what the child learns from them. Adult behavior should be indicative. This applies not only to the behavior of family members. Children often bring to life what they see on TV. You should be attentive to what cartoons, films the kid watches.

Role-playing games and neoplasms

The psychology of the preschooler is at an early stage. He begins to show interest in the world around him, asks many questions. Development affects memory, mind, neuropsychic side, hidden talents. If parents were able to learn the features mental development crumbs, then they will be able to establish harmony in the family, raise the baby correctly.

Kid in game form learns social norms of behavior, establishes contact with others. He wants to distance himself from adults, creates a situation in his head in which he acts as the master of what is happening. However, in real life he is not able to fully participate in adult life, which is explained by insufficient mental, mental, physical development... To feel important, the child resorts to role-playing game, in which he builds a certain plot, conditions:

• repeats after adults;
• imagines a situation in which toys act as real things;
• reality is symbolic;
• the game assumes compliance with the established rules, prohibitions.

This state of affairs contributes to psychological health, emotional and intellectual development.

There are several psychological characteristics, which are characteristic of preschool children:

• ability of figurative problem solving;
• deliberate use of mental processes, the ability to manage, control the reaction to the surrounding situation, the ability to assess it, predict;
• the formation of self-esteem;
• active formation of the speech apparatus;
• conscious perception of established behavioral and social norms;
• preparedness for educational process at school on a psychological level.

By the age of 7, to a greater or lesser extent, you can notice the presence of certain neoplasms.

Problems arising in the mental development of a preschooler

Despite the desire to learn about the world, excessive activity, curiosity, difficulties may arise on the path of mental development:

• poorly developed thinking (lack of attentiveness, problems with the perception of educational material);
• personal and emotional difficulties (stress, anxiety, fear, passivity);
• behavioral problems (aggression, secrecy, ill will, anger);
• communication problems (excessive emotionality, feelings of superiority, isolation);
• neurological difficulties (insomnia, constant weakness, laziness).

Possible problems require immediate consideration and finding ways to deal with them.

Despite the fact that it may seem serious and negatively affect the child, the psyche of children is able to independently adapt and cope with possible difficulties, omissions in the educational process.

Younger preschoolers

Crumbs at the age of 3-4 years begin to assert themselves. You can often hear from them “I will do it myself”, “I know”, “I can”. Often this leads to the fact that children begin to brag, praise themselves and what they are doing.

At this age, the child has developed right hemisphere the brain, which makes the auditory and visual perception heavier, which, in turn, helps to form a picture of what is happening into a single whole.

Fine and gross motor skills are actively developing. Running, stretching arms and fingers, jumping, coordination exercises will be beneficial.

The memory is still involuntary: his attention is attracted by bright, intense moments. At the age of 3, the active formation of the speech apparatus stops in younger preschoolers, and about 1000 words have already been deposited in the child's memory, the meaning and meaning of which he understands.

Older preschoolers

At 5-6 years old, the behavior and thinking of children is significantly different from younger preschoolers. Understanding, harmony is established between the parents and the child, it becomes easier to communicate, to understand each other. It is at this age that children especially need love, care, begin to feel affection, love for other people.

It is easier to establish communication with peers, to feel the leadership qualities of other children, to accept the established orders and rules in games. In the eyes of a child, an adult looks like an assistant, a teacher who, at a difficult moment, is ready to help, to solve the problems that have arisen.

Creative skills begin to emerge. He understands what kind of music he likes and dislikes, starts dancing, singing, playing any instrument, playing sports. Memory is no longer involuntary; one's own desire manifests itself in actions.

The following features are inherent in the thinking of an older preschooler:

1. Egocentrism. The kid can analyze what is happening subjectively, without examining the situation from the outside.
2. Animism. The child transfers his "I" to the surrounding objects, as a result of which the moving is perceived as animate.
3. Syncretism. The crumb is able to see the whole in separate elements, but cannot perceive the individual details as a whole.

At the age of 5-6, a preschooler can take part in the dialogue of others, delve into the meaning of what is being discussed, express a well-grounded opinion. At this age, the vocabulary expands to 3-4 thousand words.

Children of older preschool age begin to feel guilt before others and responsibility for their actions, show interest and initiative. Sometimes six-year-olds are consciously willing to go to school to learn.

Emotionally, the baby shows more firmness and stability. If we talk about mental activity, then there is the ability to concentrate on certain things, perceive what is said by ear, and navigate the terrain.

Impulsiveness fades into the background, the preschooler tries to think before doing something, say, understands what the consequences may be. How older child, the more he sees the comic in what is happening. Fun and laughter can be triggered by unusual colors or shapes. Adult preschoolers are more attracted to games in a comic form.

By the age of 6, an individual character is actively formed, manners are manifested. The kid can hide a bad mood or state, gets upset if he is praised just like that or, even worse, for what he did badly or not well enough. Thus, he begins to soberly assess what is happening.

The formation of a preschooler's personality

At the age of 4–6, the actual development of the personality begins. Self-esteem is formed, feelings are manifested, anxiety for what is happening, for how he looks in the eyes of others. The child begins to set himself small goals, to motivate himself to achieve them.

The emotional side of the personality

Children from 5 years old become more balanced, calm, do not show emotions and quick temper for no reason. It remains in infancy. The child responds adequately to problems, difficulties, stops dramatizing, falling into panic fear of the unknown.

The preschooler begins to feel and perceive situations more deeply as his range of emotions expands. Despite a very young age, the baby is able to show sympathy, can be sad with others, understand that a person is bad.

Motivational side of personality

In preschool age, one of the main levers of personality is formed - the subordination of motives. Changes are taking place in the motivational sphere, which gradually develop in the future.

Children's motives have different strengths and significance. Formed motives associated with the achievement of successful results, and motives aimed at the knowledge of morality, ethical standards. At this time, the formation of its own system of motivation takes place.

Self-awareness of a preschooler

By the age of 6, self-awareness is formed, which is achieved through mental activity, character. Self-awareness is considered the main neoplasm of the crumb. At first, a preschooler analyzes the actions of others, compares, evaluates actions, moral behavior, and skills.

The child fully understands gender. Along with this, changes in habitual behavior occur.

The preschooler begins to be aware of himself at different times. Recollecting moments from the past and dreaming about something in the future.

Self-esteem is equally important. Self-knowledge is built on the basis of the attitude of the parents to the baby. The main thing is for mom and dad to show support in any endeavors, to be true friends to children. It is worth talking to children more often on a friendly note, asking for their opinion, asking for advice. The kid will learn to speak openly and will not be afraid of it.

Hello dear visitors of our blog! The topic of our next article: "Features of the psychology of preschool children." Let's talk about the peculiarities of a child's development from the age of three. How his perception of the surrounding reality changes. Find out what parents of a growing baby should pay attention to. Find out the details by reading the full article!

Features of the psychology of preschool children

Preschool age is determined by psychologists from three to seven years. At the age of three, the child experiences the first age crisis. Seven years is also a period of crisis. That is, preschool age is the period of a child's life from the first to the second crisis of life.

A three-year-old baby already feels like a person. For the first time, he begins to understand that he is a person, a full-fledged member of the family. He learns to fulfill family responsibilities, to help adults. Tries to make decisions on his own. This is the age of the greatest perception of the surrounding reality. The development of the child is very fast. During these five years of preschool age, he needs to have time to reorganize from play to educational activities.

Parents' help is to provide the necessary knowledge, skills and abilities.

The main activity in preschool age is play. At three or four years old, the child masters the role-playing game, but so far at the level of imitation. He takes toys and replays situations that he saw in life or in cartoons. If this does not happen at this age, the task of the parent is to teach how to play.

Psychology of a senior preschool child

At the age of five or six, role-playing games are no longer imitative. The kid himself comes up with the plot of the game, the names of the heroes. These can be both life stories (shopping in a store, a trip on the train), and fantastic ones. In the game, the child learns to interact with people, socialization takes place. The child tries himself in the role of an adult, learns to make decisions at the level of the game. Therefore, it is very important not to miss this period.

If at a younger preschool age a little man most often plays himself, then at the age of five or six years the kid chooses peers with whom he would like to interact. Children gather in small groups of two or three and play.

At this age, the child begins to be interested in drawing, modeling, listening to fairy tales. He is not interested in studying, although elements of educational activity in the form of a game can be introduced from the age of four. It is important to support the child in all his endeavors. Try all kinds of activities: applique, modeling, drawing, and design. The kid is interested in trying everything. And this is important to support. This is a future interest in learning, which is the key to successful schooling.

How the psychology of young preschool children is changing

Thinking at this age is visual-figurative. This is important for parents to know. The kid cannot remember from words, it is important for him to see the picture, examine the object by touch. Visualization and fantasy are limited by the knowledge of the child. He cannot imagine what he has never seen. Therefore, it is important to give new sensations, new emotions. What can parents do for the full development of preschoolers?

• Trips to other cities (countries)
• Visiting a museum, exhibitions
• Going to the theater
• It is important not only to watch the performance, but to discuss with the child what he learned new, what was interesting to him.

At this age, memory develops intensively. The kid remembers everything: from advertising on TV, ending with random phrases said by his parents.

Memory development in preschool age plays a huge role. Several recommendations for developing memory in a playful way.

1. In the evening before going to bed, the parent reads a fairy tale. In the morning he discusses with the child who the main character was, where he went, what he did. You can ask leading questions, but it is important that he himself remember.

2. Place three or four toys on the table. For half a minute, let the baby remember the location of the toys. Then cover them with a handkerchief and swap the two toys. Open the scarf and ask the child to name what has changed.

3. After watching any cartoon, discuss. What was happening in it. What were the names of the main characters.

4. In the evening, remember with the baby what happened during the day consistently (provided that the parent was present and knows how the day went).

We examined the issues of the peculiarities of the psychology of preschool children. We also recommend reading the article "Features of the psychology of preschool children." We will tell you how to deal with the problem of helplessness and develop the child's ability to make decisions on their own. Details in the article!

The preschool period is a significant stage in life. What are the main features of preschool psychology? At this stage, social boundaries are significantly expanded (from the family to the street, the first children's group, the whole city, and even the country). The child studies the world of human relations, their various types of activities, social roles, seeks to participate in them to the best of their ability. But at the same time, he also wants to be independent. This contradiction (to participate in public life and to exercise independence) is expressed in role-playing games. On the one hand, this is an independent activity, on the other, it simulates adult life.

The leading activity is a game

So, play plays a major role in the mental development of preschool children. Going through certain age stages, it transforms depending on the degree of development of the baby:

• 3-4 years - director's game;
• 4 - 5 years - the game becomes figurative and role-playing;
• 5 - 6 years - the game acquires a plot-role orientation;
• 6 - 7 years old - preschoolers play according to the rules established for each game.

Each game, to one degree or another, reflects a certain field of activity, as well as relationships. The game gradually ceases to be manipulative - using only objects. Its essence is transferred to a person, to his activities. Therefore, the child perceives the actions of adults as an example not only objective, but also subjective.

The game is of great developmental and educational value. In the process of playing, children learn to fully communicate with each other: share, negotiate, help, conflict. The game develops the motivation as well as the needs of the little ones. In a role-playing game with complex plots and actions, preschoolers are actively developing their creative imagination. The game helps the child to improve voluntary memory, perception, thinking, intellectual activity. All this contributes to its further development, becomes the basis for preparing for training.

Mental functions in preschool age

These include perception, speech, memory, thinking. The mental processes of preschoolers go through big way improvement.

• Development of speech.

By school age, most children complete the formation of speech and mastery of its capabilities. Speech helps the child communicate with others, think. Language becomes a subject of study - preschoolers learn to write and read. Vocabulary is growing rapidly. If a one and a half year old baby can use up to 100 words, then by the age of 6 there are already about 3000 of them. Grammatical proficiency in speech is also developing. The child creatively masters the possibilities of the native language. He masters various forms of contextual and oral speech: learns to retell, monologue, story. Conversational speech also becomes brighter, more expressive. It contains assessments, instructions, moments of coordination of actions. Speech helps the preschooler to plan their actions, as well as to regulate them.

• Development of perception.

The main feature of perception is that it gradually loses its original emotionality: perception and emotions are separated from each other. Perception by the beginning of school age is more and more meaningful, it becomes purposeful, arbitrary, analyzing.

• Development of thinking.

Perception is closely related to the thinking of the child. So much so that in preschool psychology it is customary to distinguish visual-figurative thinking as the most characteristic of age. However, there is a systematic transition from visual-active thinking to it, when the child needs to rely on manipulating objects when constructing inferences. The final stage will be the transition to verbal thinking. That is why it is so important to pay attention to the development of a preschooler's speech. At this stage, the baby learns to generalize, search and establish connections between processes, objects, actions. This is important for correct development intelligence in the future. True, generalization can still be made with errors - children, not having sufficient experience, often focus only on external signs (for example, a large object cannot be easy).

• Memory development.

Memory in preschool age is the main function, it contributes to the formation of personality. Neither before nor after the preschool period, the child can not so quickly and easily memorize so much of the most diverse information. The memory of preschoolers has its own specifics. So, in the younger preschool age, the child's memory is involuntary. He remembers only what interested him, aroused emotions. By the age of 4–5, voluntary memory begins to develop. True, conscious memorization is shown only occasionally so far. Finally, arbitrariness will be formed by the older preschool age. The first childhood memories are usually preserved from 3-4 years old.

Formation of personality

One of the important aspects in the psychology of preschool age is the process of developing a small personality: its emotions, motivation, self-awareness.

• Emotional sphere.

The period of preschool childhood is relatively stable and calm emotionally: there are practically no special outbreaks or conflicts, with the exception of the crisis of 3 years, when the child is just aware of himself as a little social personality... Stable development emotional sphere promotes the development of the child's ideas. Views allow him to switch from a specific situation, so the difficulties that arise do not seem so significant. However, the experiences themselves are gradually becoming more complex, deeper, more diverse, the spectrum of experienced emotions increases. For example, empathy for another appears. The child learns to feel and understand not only his I. Emotional coloring is acquired by all images in the child's imagination, all his activities (and this, first of all, play) is saturated with vivid emotions.

• Motivation.

The beginning of the formation of a personality is associated with the formation of such an important personal mechanism as the subordination of motives. They have different meanings for a preschooler. It is possible to single out the motives of self-esteem (rivalry, achievement of success), motives associated with the formation of moral, ethical norms, etc. In the preschool years, the individual motivational system of the child begins to build, which will be of great importance for his further success.

• Self-awareness.

It is considered to be the main neoplasm of the period. The formation of self-awareness is facilitated by an active personal and intellectual development... Self-esteem is formed in the middle preschool age, initially from one's own assessment (necessarily positive), and then from the assessment of the behavior of others. What is characteristic: the baby learns to evaluate the actions, skills or behavior of other children first, and then his own.

At this stage, gender identification occurs. Children realize themselves as representatives of the male or female sex - a girl or a boy, learn the features of appearance, clothing, character, behavior, social roles of different genders. By the senior preschool period, the child begins to perceive himself in time: he remembers what he was in the past, realizes himself “here and now,” and can also imagine what he will become in the future. The kid knows how to correctly express these ideas in speech.

What affects the development of the psyche of a preschooler?

Undoubtedly, the development of such a complex structure as the psyche is influenced by many different factors. These include, first of all, biological and social factors.

• Biological factors are heredity, characteristics of the course of pregnancy and intrauterine development baby (presence of diseases, infections, etc.), especially childbirth (complex, rapid, cesarean section), the degree of maturity of the child at the time of birth, respectively - the degree of biological maturation of all his systems and organs.
• Social factors include, first of all, environmental factors: natural and social. The natural environment affects the development of the child only indirectly. Climatic and geographical conditions determine certain types of work activities as well as culture. This leaves an imprint on the characteristics of education and upbringing. The social environment is the direct influence of society. It has a significant impact on the mental development of a child on two levels. It is a macro and micro environment.
• Macroenvironment is a society in the broadest sense. That is, a society with its cultural traditions, the level of development of culture, art, religion, ideology, mass media ... The child is included in various forms activities, knowledge and communication in accordance with accepted human culture and social experience. The program of mental development is formed by society and is embodied through the system of education and upbringing in the surrounding social institutions.
• The microenvironment is the child's immediate environment (his parents, family, neighbors, friends, teachers). The microenvironment has a significant impact on the early stages of a child's mental development. Exactly family education plays crucial role in the formation of a small personality. It determines many important aspects: features of communication and activities, self-esteem, creative and intellectual potential. Outside the social environment, no child can develop fully.

Try to create a favorable psychological microclimate in the family. This will contribute to the harmonious development of the baby's psyche. Frequent scandals, constant stress and nervous tension are a powerful brake on this path.

Another important factor is the child's involvement in various activities - play, work, as well as communication and learning.


Throughout life, interpersonal communication is of paramount importance for the mental development of a person. Through communication with adults, training and education, the transfer of experience takes place. Through communication, not only speech develops, but also voluntary memory, thinking, perception, attention, important personality traits (character, temperament, behavior).

While playing, children reproduce characteristic ways communication, as well as the interaction of people. The game helps the child to develop his cognitive, moral, personal qualities, to assimilate important social roles and methods of activity, the interaction of people in society. In the game, the socialization of a small personality takes place, the self-awareness of the baby, his will, emotions, motivation, needs develops.

The process of mental formation is inseparable from labor. The child's involvement in work affects all areas of the psyche.

Thus, in order to ensure the correct mental development of a child, it is important to take into account his biological characteristics, the specifics of the surrounding society, as well as give the opportunity to be realized in play, study, work, communication with people around him.

1. Physical and mental development of a preschooler.

2. Development of the personality of a preschooler.

1. Physical and mental development of a preschooler

Chronological framework (age boundaries) - From 3 to 6-7 years old.

Physical development. During this period, anatomical formation of tissues and organs occurs, an increase in muscle mass, ossification of the skeleton, development of circulatory and respiratory organs, and an increase in brain weight. The regulatory role of the cerebral cortex is enhanced, the rate of formation of conditioned reflexes increases, and a second signaling system develops.

Social situation. The child has a great desire to comprehend the semantic basis of the actions of adults. The child is suspended from active participation in the activities and relationships of adults.

Leading activity Role-playing game... At 2-3 years old, children have pronounced "single games", the child is focused on his own actions. Gradually, children begin to "play side by side", uniting purely outwardly, since everyone should have their own toy.

At 3-5 years, "short-term associations" appear, the duration of communication depends on the ability to create and implement a game concept and on the possession of game actions; the content of the game is not yet conducive to sustainable communication.

At 4-6 years of age, there are “long-term associations of those who play,” the child strives to reproduce in the game the actions of adults and their relationships. The child needs to have a partner. In the game, it becomes necessary to negotiate with each other, to organize together a game with several roles.

Mental development. The development of differentiated sensitivity is noted. Development in progress sensory standards, the formation of perceptual actions. At 3 years old, the child manipulates an object without attempting to examine it, they call individual objects. At 4 years old, the child examines the object, highlights the individual parts and features of the object. At 5-6 years old, the child systematically and consistently examines the subject, describe it, establish the first connections. At the age of 7, the child already systematically, systematically examines the object, explains the content of the picture

Is developing perception space, time and movement, the child perceives works of art.

Social perception develops as the ability to perceive and evaluate relationships with other people.

The stability of attention depends on the nature of the perceived objects. This age period is characterized by a different ratio of involuntary and voluntary attention in different types activities. There is a formation of stability and concentration of attention.

Develops representations as the basis of figurative memory. There is a transition from involuntary to voluntary memory. The productivity of memorization is influenced by the attitude and nature of the activity. Children develop eidetic memory. The past and the future appear in the structure of the child's self-awareness.

For thinking characterized by the transition from visual-effective to visual-figurative thinking (4-5 years), the formation of the simplest forms of reasoning (6-7 years), in six years old causal thinking appears. There is a mastery of the techniques of mediation, schematization, visual modeling(6-7 years old). At 4 years of age, thinking is formed in the process of objective actions. At the age of 5, thinking precedes objective action. At 6-7 years old, children transfer a certain method of action to other situations, elements of verbal-logical thinking appear.

Development imaginations depends on the experience of the child, imagination affects the creativity of children. Imagination is accompanied by a bright emotional color. Playroom and visual activity affects the development of imagination.

There is a development of speech as the main mechanism of the child's socialization. Phonemic hearing, active and passive vocabulary develops, vocabulary is mastered and grammatical structure language. At the age of 5, the understanding of the sound composition of the word occurs, at the age of 6, children master the mechanism of syllabic reading.

2. Development of the personality of a preschooler

Personal development... Self-awareness is developing, it is formed due to intensive intellectual and personal development. Arises critical attitude to the assessment of an adult and a peer. Peer assessment helps you assess yourself. In the second half of the period, on the basis of an initial purely emotional self-assessment and a rational assessment of someone else's behavior, self-esteem. By the end of preschool age, the correct differentiated self-esteem, self-criticism develops. At 3 years old, the child separates himself from the adult; about himself, about his qualities still does not know. At 4-5 years old, he listens to the opinions of other people, evaluates himself on the basis of the assessments of his elders and his attitude to assessments; strives to act in accordance with their gender. At the age of 5-6, assessment becomes a measure of norms of behavior, evaluates on the basis of accepted norms of behavior, evaluates others better than oneself. At the age of 7, the child tries to assess himself more correctly.

There is a development of the arbitrariness of all processes - one of the most important moments of mental development. The volitional behavior of a preschooler is largely due to the assimilation of moral attitudes and ethical standards. Whims, stubbornness and negativism in crisis periods of development do not indicate a weak development of will.

At this age, children are characterized by variability in the manifestation of temperament, the maturation of the properties of the nervous system, the type of temperament affects behavior in various types of activity. Basic personality traits develop, personality traits are formed under the influence of self-awareness, imitation influences character development. In various types of activities, they are intensively developing capabilities, giftedness is manifested in activity. Creativity is formed as a basic characteristic

In preschool age, communication motives develop. There is a formation of subordination (hierarchy) of motives. Children are guided by the assessment of adults, this serves as the basis for the development of motives for achieving success.

Major development impact emotions and feelings has one of the neoplasms of age - self-awareness ( inner world). The inner experiences of the preschooler become more stable, feelings develop. Participation in play and other activities contributes to the development of aesthetic and moral senses.

Communication with adults makes a difference in different ages: in 3-5 years, communication is out-of-situ-cognitive (objects and phenomena of the surrounding world are learned). At the age of 5-7 years - extra-situational-personal (the peculiarities of the relationship between peers and adults and the peculiarities of one's personality are realized). Communication with peers has the character of play cooperation, children learn empathy.

Neoplasms in school age. The beginning of the development of arbitrariness. Ability to generalize experiences. Moral development... Ability for perceptual modeling. Socialized speech. The development of visual-figurative and the emergence of verbal-logical thinking. The emergence of "inner peace".

Crisis 7 years - it is a crisis of self-regulation, reminiscent of the crisis of 1 year. According to L.I. Bozovic is the period of birth of the child's social "I". The child begins to regulate his behavior with rules. Basal requirement- respect. Loss of childlike spontaneity (demeanor, antics). Generalization of experiences and the emergence of internal mental life. The ability and need for social functioning, in taking a significant social position.

Self-study assignments

1. Get acquainted with current research on the problem of preschool childhood. List the main issues considered by the author of the article you like.

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19. Senko T.V. The relationship of personal behavior, emotional-need-sphere and sociometric status of the senior preschooler // Adukatsya i vyhavanne. - 1997. - No. 3. - S. 35-44.
20. Korosteleva M.M. - 2004. - No. 10. - P.28.
21. Lebedeva I.V. Psychological analysis of the manifestation of aggression and anxiety in a preschooler // Adukatsya i vyhavanne. - 2004. - No. 11. - C.3.
22. Ermakov V.G.On the problems of developing education in the field of mathematical education of preschoolers // Adukatsya i vyhavanne. - 1996. - No. 8. –S.9-19.
23. Abramova L.N. Features of the relationship of preschoolers in joint activities// Adukatsya and vyhavanne. - 1996. - No. 10. - S.43-55.
24. Abramova L.N. Influence of the nature of contacts between an adult and a child on the behavior and emotional manifestation of complaints of a preschooler // Adukatsya I vyhavanne. - 1998. - No. 4. - P.24-30.

2. Answer the following questions:

a) why, when communicating with peers, even dull ones, does the child expand his vocabulary much better than when communicating with his parents ?;

b) films were shown to children 5-6 years old. In them, men and women performed work that is usually done by members of the opposite sex. The man was the nanny, and the woman was the captain of a large ship. After watching the film, the question was asked: "Who was the nanny and who was the captain?" Give a forecast of possible answers;

c) in children early age behavior is rigidly determined by the situation they perceive. Each object pulls the child to be touched, touched. Objects dictate to him what to do and how. Thus, the door can be opened and closed. This continues until about 3-4 years. How to teach a preschooler to perform an objective action consciously and voluntarily?

1. Darvish O.B. Age-related psychology: Tutorial for students of higher. study. institutions / Ed. V.E. A piece. - M .: Publishing house VLADOS-PRESS, 2003.
2. Kulagina I.Yu., Kolyutskiy V.N. Developmental Psychology: The Complete Life Cycle of Human Development: A Textbook for Students of Higher Educational Institutions. - M.: TC "Sphere", 2001.
3. Mukhina V.S. Age psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - 5th ed., Stereotype. - M .: Publishing Center "Academy", 2000.
4. Obukhova L.F. Developmental psychology. - M .: "Rospedagenstvo", 1989.
5. Shapovalenko I.V. Developmental psychology (Developmental psychology and age-related psychology). - M .: Gardariki, 2004.

You should never forget that the psychology of children, their perception of others is significantly different from adult perception. To understand why the child is doing this and not otherwise, to help him, if necessary, to correct his behavior in better side, the materials collected in this thematic section will help to reach his consciousness and get the desired results from upbringing. All publications are systematized according to relevant topics. Such as psychological preparation and adaptation to school, hyperactivity, typical children's psychological crises and conflicts, fears and aggression. Much attention is paid to various methods of psycho-gymnastics and relieving nervous tension: isotherapy, fairy tale therapy, relaxation, sand therapy, issues of competent encouragement and (where without it!) Punishment.

Contained in sections:
Includes sections:

• Psychology of preschoolers. Consultations and recommendations for psychologists
• Hyperactivity. Hyperactivity disorder in children, attention deficit
• Psycho-gymnastics and relaxation. Relief of emotional stress

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Showing publications 1-10 of 4904.
All sections | Psychology of preschoolers

Abstract of the event within the framework of the week of psychology "Friendship of peoples" Summary of the event within the week psychology on the topic : "Friendship of the people" Prepared and conducted educator: Osipkina K.A. Relevance b: Preschool education is the first step in the education system and it is in childhood man, like a sponge absorbs ...

Psychology presentation "Development of sustainable attention in preschool children" 1 slide Theme: Developing sustained attention in children preschool age 2 slide The relevance of the project is due to the fact that attention is mental state of a person, on the characteristics of which the success of educational activities depends preschooler... According to L. S. Vygotsky, ...

Psychology of preschoolers - Psychological diagnostics "Study of the level of temporal competence and loyalty among teachers"

Publication "Psychological diagnostics" Study of the level of time ... " PSYCHOLOGICAL DIAGNOSTICS / PSYCHOLOGICAL DIAGNOSTICS Investigation of the level of temporal competence and loyalty among teachers Diagnostic tools are used to study the loyalty and temporal competence of teachers. The most effective is ...

Purpose: to develop associative thinking, reproductive imagination, logical thinking, memory and self-regulation; educate independence, accuracy. Equipment: pictures with a certain plot, cards with object images, geometric shapes. Course of the lesson ...

A psychologist's lesson in the middle group with elements of fairy tale therapy: "The mood of my day" Purpose: - creating a positive psychological climate among preschoolers; - learning to understand your own mood; - development of a sense of collectivism. - to establish friendly, trusting emotional contacts between adults and children. - to form the ability freely ...

"Organization of a zone of psychological relief and a zone for removing aggression" Kindergarten privacy corner Adaptation to kindergarten may not be as painful as psychologists and some parents describe it. Fortunately, there are many tools designed to facilitate the child's process of getting used to a new team, walls, daily routine. One of these ...

Psychology of Preschoolers - Essay "Why Do I Work as a Psychologist?"

ESSAY “Why I Work as a Psychologist” “We all come from childhood,” said Antoine de Saint-Exupery in his “The Little Prince”. And I agree with him, because all my childhood aspirations were embodied in that adult person whom I see in the mirror every day. I wanted to heal people ...