Christina Raskatova
Parent meeting in the middle group " Age features children 4-5 years old "

Parent meeting in the middle group:

« Age features of children 4 - 5 years old»

Target:

expanding contact between teachers and parents;

improvement of pedagogical culture parents;

give knowledge parents about the average age of children and their distinctive

features.

Implementation plan

1. Introductory part. introduce parents with age characteristics of children 4-5 years old, features educational process.

2. Choice parent committee.

parents.

4. Solution group questions.

The course of the parent meeting

1. Introductory part.

Good evening dear parents! Today we will talk about how our children have changed and what is typical for them. age.

The children were 4 years old, they moved to middle group of kindergarten. And we, as educators, began to notice in their behavior and activities a number of new features that manifest themselves in physical development. movements children became more confident and varied. In case of restriction of active motor activity, they quickly become overexcited, become naughty, capricious. Therefore, in this age it is necessary to establish a reasonable motor mode, filling life children variety of outdoor games. If you notice that your child is overexcited, switch his attention to a quieter activity. In that age in children active communication with peers. Children willingly cooperate with adults in practical matters, more actively strive for knowledge, intellectual communication. At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult. At children 4 - 5 years of age, interest in the game is clearly manifested. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. The game continues to be the main form of organizing life children. The teacher gives preference to the game construction of the entire lifestyle of preschoolers. The task of the educator is to create opportunities for variable gaming activities through the appropriate subject-developing Wednesday: a variety of toys, substitute items, materials for gaming creativity, rational placement of gaming equipment. notable feature of children is fantasy, they often confuse fiction and reality. Dictionary children increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones.

Each child develops differently, each has its own path and pace of development. However, there is something in common that allows us to characterize children, their age features. Age 4-5 years is rightly called secondary preschool. Closer to 5 years children traits characteristic of preschoolers begin to appear middle-aged: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the interesting phenomena of the surrounding life. Curiosity, the need for independence and activity, first of all, have a beneficial effect on the psyche and behavior. At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for the game and game situations bring together children fifth year of life with younger preschoolers.

It is very important in education to take into account individual features of the child. They are due to the type of nervous system.

MAIN OBJECTIVES OF WORK FOR 2014-2015 EDUCATIONAL YEAR: usually in our kindergarten three main directions of more extended work on the educational year:

upbringing preschool children respectful attitude to the professional activities of adults with the help of a role-playing game; (expansion of knowledge children about professions with the help of a role-playing game).

The development of preschoolers' motivation to healthy lifestyle life through the interaction of kindergarten and family; (you see that these tasks imply joint activities on healthy lifestyles)

Formation children patriotic ideas through project activities. ( Project activity involves working not only with children, but also interacting with parents).

I would also like to introduce you to the GCD grid and regime moments. (Appendix 1, 2) NOD is held from Monday to Friday. The time of the lesson has increased to 5 minutes compared to the 2nd junior group. V middle group 20 minutes are allotted for the lesson. Breaks between classes are 10 to 15 minutes. There are 2 classes per day.

1. Cognitive development - we introduce children with concepts: "People - a comparison of people of different age and gender, different emotional state, appearance features. Variety of adult occupations (children learn to recognize and name people of certain professions).

2. Acquaintance children with the rules of a culture of behavior, communication with adults and peers (call by name, patronymic, address elders to you)

3. Let's get acquainted with the concept of family and family members.

4. Get familiar with the concept « Native city» - we learn to name some city objects, transport, we learn poems about the city, we make applications and crafts on the topic "Town"

Mathematical development

1. In middle group children should know: the colors of the spectrum should name 2 shades - light green, dark green, geometric figures, recreate them from parts;

2. compare objects by shape, size, color, thickness, identify signs of difference and similarity, describe objects, naming 3-4 main properties of objects.

3. children must know the score within the first ten.

Promote harmonious physical development children;

It is advisable to develop speed, speed-strength qualities, endurance, flexibility, development of coordination and strength.

Compliance and control of the rules in outdoor games.

Ability to navigate in space.

Development of skills to evaluate movements children from a scientific point of view. Children learn that it is possible to perform general developmental exercises at different paces, learn the basic requirements for the technique of catching and beating the sword, learn new sports exercises, while swimming they learn to hold their breath, exercising exhalation in the water, moving their legs alternately.

2. Choice parent committee.

Your suggestions: leave parental committee in the same composition, partially replace, elect a new one. All proposals were heard and by voting selected parental committee .

3. Filling in information about children and parents.

4. Solution group questions.

Aristova Alena Olegovna
Consultation "Age features of the development of children 4-5 years old in the middle group"

Age features of the development of children 4-5 years old(middle group)

In play activities children of middle preschool age role interactions. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, for the sake of the meaning of the game. There is a separation of game and real interactions children.

Significant development receives pictorial activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. Improved technical side visual activity. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc. Gets more difficult construction. Buildings can include 5-6 parts. Skills are being formed construction according to their own design, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Develop dexterity, coordination of movements. children in this aged better than younger preschoolers, keep balance, step over small obstacles. Ball games become more difficult.

By the end middle preschool age children's perception becomes more developed.

They turn out able to name a form which an object resembles. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children able to organize groups objects on a sensory basis - size, color; select parameters such as height, length and width. Improved orientation in space.

Increasing memory capacity. Children remember up to 7-8 names of objects. Arbitrary begins to take shape memorization: children able accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Starts develop imaginative thinking. Children are able use simple schematized images to solve simple problems.

Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.

For children of this age especially the well-known phenomena of J. Piaget: Preservation of quantity, volume and magnitude. For example, if they are presented with three black paper circles and seven white paper circles and ask: "Which circles are more - black or white?", most will answer that there are more whites. But if ask: "Which more - white or paper?", the answer will be the same - more whites.

Continues develop imagination. Such peculiarities as originality and arbitrariness. Children can independently come up with a short fairy tale on a given topic.

Increased attention span. The child is available focused activity for 15-20 minutes. He able keep in memory when performing any action a simple condition.

V average preschool age improves pronunciation of sounds and diction. becomes a subject of activity children. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. Developing grammatical side of speech. Preschoolers are engaged in word creation based on grammatical rules. Speech children when interacting with each other, it is situational in nature, and when communicating with an adult, it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.

At children a need for respect from an adult is formed, for them his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is age phenomenon.

A child at 4-5 years old has an idea of ​​​​how to (no need) behave about characteristics of sexual behavior. In the behavior of peers and his own, he highlights his inconsistency with norms and rules. Gets emotional when it doesn't work "how to". Strengthening mutual control children for each other's behavior. Without a reminder from an adult, they are able to put away toys, perform work duties, and finish the job. However, in the process of the activity itself, it can be distracted by more interesting activities. Shows in interaction with others (but not always) socially approved forms of behavior. Relationships with peers are characterized by selectivity, which is expressed in the preference for some children to others. There are permanent partners in the games.

Main achievements age is associated with development gaming activities; the emergence of role-playing and real interactions; With development visual activity; design by design, planning; improving perception, development figurative thinking and imagination, self-centered cognitive position; memory development, attention, speech, cognitive motivation, improvement of perception.

Related publications:

Age features of the development of children 5–6 years old“Age features of the development of children 5-6 years old” Each child develops in his own way, each has his own path and pace of development.

Consultation for parents "Age features of the mental development of children 2-3 years old" In the third year of life, the child becomes more independent. The subject activity, situational business communication of the child continues to develop.

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Consultation "Age features of the development of children 3-4 years old" AGE CHARACTERISTICS OF THE PSYCHO-PHYSICAL DEVELOPMENT OF CHILDREN The second younger group (from 3 to 4 years old) At the age of 3-4 years, the child gradually leaves.

Protocol No. 1 of the parent meeting in the second junior group "Age characteristics of the development of children 3-4 years old" From 09.09.2017 Present: 15 people. Absent: 6 people reason: illness of children Invited: teacher - speech therapist Full name. Target:.

Age and individual characteristics children, middle group.

Psychological and pedagogical work with pupils is built taking into account the age characteristics of the development of preschool children, which is necessary for the proper organization of the implementation of the educational process, both in a family setting and in a preschool educational institution.

Age characteristic, a contingent of children 4-5 years old, brought up in educational institution

By the age of five, it develops psychological picture"personality, in which an important role belongs to competence, especially intellectual (this is the age of the "why"), as well as creativity.

Physical development

At this age, the growth of all organs and systems continues, the need formovement . Physical activity becomes purposeful, meets individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child remains, the inability to complete it on demand. The ability to regulate motor activity appears.Children have an interest in knowing themselves, their body, its structure, capabilities.Children have a need to act jointly, quickly, deftly, at the same pace for all children; observe certain intervals while moving in different formations, be the leader. The level of functionality is increased.

Positive changes are observed in the developmentmotility . Preschoolers keep their balance better by stepping over small obstacles., stringing beads (20 pcs.) Of medium size (or buttons) on a thick fishing line.

At 4-5 years old, children improvecultural and hygienic skills ( the algorithm of washing, dressing, eating is well mastered): they are careful when eating, know how to put on shoes correctly, put their clothes, toys, books in their place. In elementary self-service (dressing, undressing, washing, etc.), the independence of the child is manifested.

Social and personal development

By the age of 5, children have increased interest and needin communication, especially with peers awareness of one's position among them. The child learns ways to interact with other people. Uses speech and other means of communication to meet a variety of needs. He is better oriented in human relations: he is able to notice the emotional state of a close adult, a peer, to show attention and sympathy.Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon. The ability to use the established forms of polite address is being improved.

In play activities role interactions. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. At this age, regular play partners begin to appear. From two to five children can be involved in a common game, and the duration of joint games is on average 15-20 minutes.

The child begins to regulate his behavior in accordance with the norms accepted in society; knows how to bring the work begun to the end (build a structure, remove toys, rules of the game, etc.) - a manifestation of arbitrariness.

Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastery of the language of emotions (a range of experiences, moods).Emotionality A five-year-old child is distinguished by a variety of ways to express his feelings: joy, sadness, grief, pleasure. The child is able to show sympathy, empathy, which underlies moral actions. By the age of 5, in the elementary performance of individual assignments (canteen duty, caring for plants and animals),independence .

Informative- speech development

Content changescommunication child and adult. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

Vspeech development children 4-5 years old improve the pronunciation of sounds (except for sonorants) and diction. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

V cognitive development 4-5 year old children are characterized by high mental activity. 5-year-old "why-why" are interested in cause-and-effect relationships in different areas life (changes in animate and inanimate nature, the origin of man), the professional activities of adults, etc., that is, an idea of ​​​​the various aspects of the surrounding world begins to form. By the age of 5, perception becomes more developed. Children are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space. The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc. Imaginative thinking begins to develop. Children are able to use the sheets of schematized images to solve simple problems. Increased attention span. The child is available concentrated activity for 15-20 minutes.

Getting more complicatedconstruction . Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

Artistic and aesthetic development

In the fifth year of life, a child perceives works of artistic, visual and musical creativity more consciously, easily establishes simple causality in the plot, composition, etc., emotionally responds to the actions, deeds, events reflected in the work of art, correlates what he sees with his ideas about beautiful, joyful, sad, evil, etc. The child has a desire to share his impressions of meetings with art, with adults and peers. The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

Significant development isvisual activity . Drawings become substantive and detailed. At this age, children draw rectangular objects, oval shape, simple images of animals. Children can timely saturate the bristle of the brush with paint, rinse at the end of work. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. Children canto cut scissors in a straight line, diagonally, by the age of 5 they master the techniques of cutting objects of a round and oval shape.Sculpt objects of round, oval, cylindrical shape, protozoa, fish, birds.

By the age of 5, the child performs elementary dance movements (spring, jumps, whirling, etc.). Can sing long, while starting and finishing singing together. The development of performing activity is facilitated by the dominance of productive motivation at this age (sing a song, dance a dance, play an instrument). Children make their first attempts at creativity.

The age of four to five years is the average preschool period. He is very milestone in a child's life. This is a period of intensive development and growth. child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children 4–5 years old according to the Federal State Educational Standard, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.

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Age features of children of the middle group (4-5 years old)

The age of four to five years is the average preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children 4–5 years old according to the Federal State Educational Standard, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.

Physical Capabilitiesthe child increases significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motor skills are actively developing, in general, the average preschooler becomes more dexterous and faster than the younger ones. It should be noted that the age characteristics of children 4–5 years old are such that physical activity must be dosed so that it is not excessive. This is due to the fact that the muscles in this period grow, albeit quickly, but unevenly, so the child quickly gets tired. Therefore, babies need to be given time to rest. As for the pace of physical development, from 4 to 6 years they do not change significantly. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body.

mental developmentA child aged 4–5 years develops rapidly various mental processes: memory, attention, perception, and others. An important feature is that they become more conscious, arbitrary: strong-willed qualities develop, which will definitely come in handy in the future. 5 things you shouldn't be ashamed of. The type of thinking that is characteristic of the child now is visual-figurative. This means that basically the actions of children are of a practical, experimental nature. For them, visibility is very important. However, as one grows older, thinking becomes generalized and, by the older preschool age, gradually passes into verbal-logical. The amount of memory increases significantly: he is already able to remember a small poem or an assignment from an adult. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes). Taking into account the above age characteristics of children aged 4–5, preschool teachers create conditions for productive work and harmonious development of the child.

Role of the game: Playing activity still remains the main one for the baby, however, it is significantly more complicated compared to early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children 4-5 years old are such that they are more inclined to communicate with peers of their gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play sailors, soldiers, knights. At this stage, children begin to arrange the first competitions, strive to succeed.

Creative skills:Middle preschoolers are happy to master various types of creative activities. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. The age characteristics of children 4–5 years old according to the Federal State Educational Standard suggest that at this stage the preschooler is already mastering fine motor skills, which allows you to draw in detail and pay more attention to details. Drawing becomes one of the means of creative self-expression. Average preschooler can compose a short fairy tale or a song, understands what rhymes are, and uses them. Vivid fantasy and rich imagination allow you to create entire universes in your head or on a blank sheet of paper, where the child can choose any role for himself.

Speech development: During the middle preschool period, there is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children 4–5 years old make it possible to express their thoughts more clearly and fully communicate with their peers. The child is already able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children acquire grammatical structure language: understand and correctly use prepositions, learn to build complex sentences, and so on. Connected speech develops. Communication with peers and adults In the middle preschool age, contacts with peers are of paramount importance. If before the child had enough toys and communication with parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication, as a rule, is closely connected with other activities (play, joint work). The first friends appear with whom the child communicates most willingly. In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. The child regards his parents as an inexhaustible and authoritative source of new information, so he asks them a wide variety of questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related features of children 4–5 years old.

Emotional features:At this age, there is a significant development of the sphere of emotions. This is the time of the first sympathies and affections, deeper and more meaningful feelings. The child can understand state of mind an adult close to him, learns to empathize. Children are very emotional about both praise and comments, they become very sensitive and vulnerable. By the age of 5, the child begins to be interested in questions of sex and their gender. As already mentioned, one of distinctive features This age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears. The child may be afraid of a fairy tale character or imaginary monsters. Parents do not need to worry too much: this is not a problem, but only the age characteristics of children 4-5 years old. Psychology knows many ways to deal with such fears, but it is important to remember that these are just temporary difficulties that will go away with time if parents do not focus on them or use them against the child in educational purposes. Teaching children aged 4–5 years Employees of preschool institutions during training take into account the psychological and age characteristics of children aged 4–5 years. According to the program "From Birth to School", currently used, the emphasis is on the formation and comprehensive development of the individual. At the same time, children are thematic classes on which the rules of behavior in a team, at home and in public places are explained, the basics of safety, speech develops, hygiene skills are improved, and so on. Wherein studying proccess builds on the game. Teachers introduce the child to new concepts and rules through an accessible and attractive type of activity for him, taking into account the age characteristics of children 4–5 years old. At this age, it is necessary to expand the horizons of the child and his knowledge about the world around him.

Upbringing: Speaking about the upbringing of children of this age, it must be remembered that at this stage the character changes significantly. The crisis of three years passes safely, and the child becomes much more obedient and docile than before. It is at this time that children need full communication with their parents. The main function of adults now is to explain in as much detail as possible and show by personal example. The child absorbs everything like a sponge, with the curiosity of a discoverer, he is drawn to new knowledge. Parents should carefully listen to numerous questions and answer them, because in the family children draw the first knowledge about the world around them and their place in it. Right now it is necessary to lay down moral qualities, to develop kindness, politeness, responsiveness, responsibility, love for work in a child. At this stage, the child has the first friends, so it is very important to teach how to communicate with peers: to give in, to defend one's interests, to share.

The role of preschool institutions:It should be noted that the best success in education can be achieved in the case of close and trusting cooperation between the family and preschool, since kindergarten employees take into account the age characteristics of children 4–5 years old. Counseling for parents is one of the ways of such interaction. Adult family members should have at least minimal training in psychology in order to better understand their child. Another way to characterize the age characteristics of children 4–5 years old is parent-teacher meeting. On it, educators and a child psychologist, together with adult family members, can outline the basic principles of education and discuss all interesting and controversial issues.

Family - this is the main thing. According to practicing child psychologists, the family plays essential role in the development of a child's personality. The relationship between parents is the first thing a growing baby sees, this is the standard that he considers the only true one. Therefore, it is very important that the child has a worthy example in the face of adults. Parents should remember that it is at preschool age that such character traits as kindness, justice, truthfulness develop, life values ​​and ideals are laid. Therefore, it is so important to take into account the age characteristics of children 4–5 years old. Assistance in the education of individual character traits should also be carried out in accordance with the sex of the preschooler and the roles of adults in the family. So, the mother teaches the child to find a common language, seek a compromise, affection, care and love come from her. The father is the personification of order, protection, this is the first teacher of life, which helps to be strong and purposeful. Relationships within the family are the most important factor influencing the upbringing of the child and his entire subsequent life.

Age features of the development of children 4-5 years old

The physical abilities of children increase: their movements become more confident and varied. Preschoolers are in dire need of movement. In case of restriction of active motor activity, they quickly become overexcited, become capricious.

The game is still the leading activity of the preschooler. In the middle preschool age, games become collaborative, more and more children are included in them, role-playing interactions appear. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. Game actions begin to be performed not for the sake of the games themselves, but for the sake of the meaning of the game. There is a separation of play and real interactions of children. Children confidently act in accordance with their role. Children's role-plays have various themes with which the child is familiar from his own life experience. The focus of the child's attention is the relationship of people associated with specific objective actions, thanks to which children learn human relationships. Same-sex play communication prevails. Girls prefer games on family and household plots, games of "princesses". Boys are interested in playing "military, builders, sailors." Many objects in the game are replaced by conditional ones, and a symbolic game appears. For example, a simple die can represent various items, depending on the theme of the game. Actions in the game become curtailed, short, repetitions disappear, one action is replaced by another. A special role in the game is assigned to the exact observance of the rules, here leadership appears for the first time.

The symbolic form of individual game activity of preschoolers is visual activity. In drawing, ideas and thinking are gradually more and more actively included. From the image of what he sees, the child gradually moves to the image of what he remembers, knows and invents himself. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic shapes, cut with scissors, paste pictures

Games also appear - competitions in which the most attractive moment for children is winning or success. In such games, the motivation to achieve success is formed and consolidated.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

Perception.

Children are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. They disassemble and fold a three-part and four-part matryoshka, a pyramid, add a split picture from 2 and 3 parts by visual correlation. Improved orientation in space.

The amount of memory is increasing. Children memorize 5-6 objects or pictures. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, and can learn a short poem.

Thinking.

In the middle preschool age, the most characteristic form of thinking for a child is visual-figurative, which determines a qualitatively new stage in his development. At this age, the child can already solve problems not only in the process of practical actions with objects, but also in his mind, relying on his figurative ideas about objects.

Visual-figurative thinking in preschool childhood is the main one, and by the older preschool age it becomes more generalized. Children can understand complex diagrams, represent a real situation based on them, and even create such images on their own. On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which enables the child to solve problems, to acquire more complex elementary scientific knowledge. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black paper circles and seven white paper circles and ask: “Which circles are more black or white? ”, the majority will answer that there are more whites. But if you ask: “Which are more - white or paper? ”, the answer will be the same - more whites.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. A remarkable feature of children is fantasizing. The brightness of fantasies expands the scope of the mental capabilities of children. Children can independently come up with a short fairy tale on a given topic. By the age of 4-5, planning is included in the process of imagination. The child plans one step of his actions, executes it, sees the result, and then plans the next step. It can be said that the systemic place of imagination in overall structure child's consciousness. The preschool child becomes able to act in terms of general ideas.

Attention.

Increased attention span. The child is available focused. interesting activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

Speech becomes the subject of children's activity, the pronunciation of sounds and diction improves. Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. They use generalized words, name animals and their cubs, professions of people, parts of objects. Retell familiar stories with the help of adults. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational. The adult is now of interest primarily as a source of fascinating and competent information.

Communication with adults and peers.

The content of communication between a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting. Children at the age of 4-5 years are called inquisitive how-tos, they actively strive for cognitive, intellectual communication. Often a child repeatedly addresses the same question to an adult in order to get to the bottom of a topic that concerns him. Children of this age awaken interest in the rules of behavior, as evidenced by numerous complaints to the teacher, that someone is doing something wrong or does not fulfill some requirement. At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult.

The desire to communicate with peers is actively manifested. Selectivity in communication is characteristic, which is expressed in the preference of some children over others. There are permanent partners in the games. Children communicate about toys, joint games, common affairs.

Leaders begin to emerge in groups. Competitiveness, competitiveness appear, which influences the development of the child's self-image.

emotional sphere.

There is active development and maturation emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others develops into a more complex feeling of sympathy and affection. Children are highly sensitive to the words, assessments and attitudes of adults towards them. Children develop a need for respect from an adult; for them, his praise is extremely important. They rejoice in praise, but they often react very emotionally to disapproval and remarks: outbursts of anger, tears, perceiving the remarks as a personal insult. The vulnerability of a child of 4-5 years old is not a manifestation of individuality, but a feature of age. In the fifth year of life, children show interest in gender issues, and awareness of their gender begins.

Childhood fears.

At the age of 4-5 years, many children are afraid fairy tale characters(Babu Yaga, Koshchei, imaginary monsters). These are age-related fears and are temporary.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of figurative thinking and imagination. Development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of the need for respect from an adult, vulnerability, competition with peers, the further development of the image of the child's self, its detailing.

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Age features of children of middle preschool age.

Each child develops differently, each has its own path and pace of development. But still there is something in common that allows us to characterize children, their age characteristics.

The age of 4-5 years is rightly called the average preschool. Closer to the age of 5, children begin to show features characteristic of older preschoolers. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior.

At the same time, instability of mood, attention, emotional vulnerability, imaginative thinking, passion for the game bring children of 5 years of age closer to younger preschoolers.

The physical capabilities of children of the fifth year of life have increased: their movements have become much more confident and varied. Preschoolers are in dire need of movement. In case of restriction of active motor activity, they quickly become overexcited, become naughty, capricious.

Emotionally colored activity becomes not only a means of physical development, but also a way of psychological relief for children of middle preschool age, who are distinguished by a rather high excitability. Seeing the overexcitation of the child, it is necessary, given the weakness of the inhibitory processes of children 4-5 years old, to switch his attention to a more relaxed activity. This will help the child regain strength and calm down.

Children actively show a desire to communicate with peers. If a child of three years is quite satisfied with the "society" of dolls, then at 4-5 years old he needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become more effective and efficient.

In his cognitive interests, the child begins to go beyond the specific situation. The age of the “why” is manifested in the numerous questions of children to adults: “Why? ", "Why? ", "For what? » The developing thinking of the child, the ability to establish the simplest connections and relationships between objects awaken a wide interest in the world around him. Often a child repeatedly turns to adults with the same questions in order to get to the bottom of the truth that worries him, and it takes a lot of patience from us to give answers again and again.

At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult. A serious mistake is made by an adult if he dismisses the child's questions, does not notice them, or answers with irritation, hastily, without a desire. The benevolent, interested attitude of adults to children's issues and problems, their readiness to discuss them on an equal footing helps, on the one hand, to support and direct the children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in an adult. This promotes a sense of respect for elders.

It has been noticed that children who do not receive answers to their questions from adults begin to show features of isolation, negativism, and disobedience towards their elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.

A child of the fifth year of life is highly active. This creates new opportunities for the development of independence in all spheres of his life. The development of independence in cognition is facilitated by the development by children of a system of various, exploratory actions, methods of simple analysis, comparison, and the ability to observe. The child is able to analyze objects simultaneously by 2-3 features: color and shape, color, shape and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. The educator specially saturates the life of children with problematic practical and cognitive situations in which children need to independently apply the mastered techniques (determine whether sand is wet or dry, whether it is suitable for construction; select blocks of such a width that 2 or 3 cars pass through them at the same time, etc.) .

Paying attention to the development of children's independence, we widely use the methods of an individual approach, following the rule: do not do for the child what he is able to do on his own. But at the same time, it is necessary to proceed from the real level of skills, which can vary significantly among different children. Therefore, if for some children a simple reminder of the necessary action, advice, is enough, then for others, a demonstration or joint action with the child is necessary - this is one of the characteristics of children. The teacher becomes a witness to different rates of development of children: some retain the properties characteristic of younger age, the restructuring of their behavior and activities seems to be slowing down, others, on the contrary, grow up faster and begin to clearly show the features of an older age level.

Children 4-5 years old show a clear interest in the game. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. Children confidently name their playing role, act in accordance with it. Same-sex play communication prevails. Girls prefer games on family and household plots, games "in princesses". Boys are attracted to games "in the military, builders, sailors." For the emergence and development of the game, children need appropriate game attributes: sets of toys, items for dressing up, symbols of uniforms.

The game continues to be the main form of organization of their lives. As in the younger group, we give preference to the playful construction of the entire lifestyle of children. During the day, children can participate in a variety of games - role-playing, directing, moving, imitation-theatrical, round dance, musical, cognitive. Some of them are organized and purposefully used by us as a means of solving certain problems. For example, games with ready-made content and rules are used to develop attention, memory, speech, the ability to compare, and act according to an elementary algorithm.

Considerable time is devoted to games of the choice of children. Our task is to create opportunities for variable gaming activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for gaming creativity, rational placement of gaming equipment.

A remarkable feature of children is fantasizing, they often confuse fiction and reality. The brightness of fantasies expands the scope of children's mental capabilities and is used to enrich children's gaming experience: inventing fantastic images of animals, people, fairy-tale journeys in the game.

Game motivation is actively used by us in the organization of children's activities. All types of developing educational situations take place either in the form of a game, or are composed of game techniques and actions. Due to the peculiarities of the visual-figurative thinking of the average preschooler, preference is given to visual, game and practical methods, the words of the teacher are accompanied by various forms visualization and practical activities of children. Our motto:

Tell me and I will forget, show me and I will remember, let me try and I will learn.

In children of this age, there is an awakening of interest in the rules of behavior, as evidenced by the numerous complaints-statements of children that someone is doing something wrong or does not fulfill some requirement. Sometimes we regard such statements of the child as "sneaking" and treat them negatively. Meanwhile, the “statement” of the child means that he has comprehended the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the adult about the “limits” of the rule. Discussing what happened with the child, we help him to establish himself in correct behavior. At the same time, the children's frequent statements-complaints should serve as a signal for us of miscalculations in his work on fostering friendly relations and a culture of behavior in the group.

In children, there is an active development and maturation of the emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others gradually develops into a more complex feeling of sympathy, affection. Supporting them, we specifically create situations in which preschoolers gain experience of friendly communication, attention to others. These are situations of mutual support and mutual assistance of children, showing attention to elders, caring for animals, caring for things and toys: “Help a friend”, “Share with others”, “Our animals are good with us”, “We are helpers in the group” other. We awaken the emotional responsiveness of children, directing it to sympathy for peers, elementary mutual assistance.

Children are highly sensitive to the words, assessments and attitudes of adults towards them. They rejoice in praise, but they often react sharply emotionally to disapproval or remarks: outbursts of anger, tears, perceiving the remarks as a personal insult. The vulnerability of a child of 4-5 years old is not a manifestation of his individuality, but a feature of his age. Adults need to be very attentive to their words, to the intonation of speech when communicating with the child and evaluating his actions. First of all - to emphasize successes, achievements and aim at positive actions.

In the fifth year of life, children show interest in gender issues, and awareness of their gender begins. Children note the external difference between boys and girls. Our task is the gradual formation of ideas about the behavior of a boy or girl, their relationship. The fulfillment of such a task will successfully influence the intellectual and moral development of the child.

We attach great importance to the development of children's aesthetic feelings. We draw their attention to the beauty of nature, the sound of music, the variety of visual means. Children confidently hold a pencil in their hands, draw people, animals, surrounding objects, sculpt, design, and apply with pleasure.

Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones. It is at this age that children need to read a lot: they love it very much and quickly remember what they read. Every day it is necessary to find time for confidential, maternal communication with children, acquaintance with fiction, storytelling, stories from personal experience, to listen to your favorite music.

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Consultation for parents "Psychological characteristics of children of middle preschool age"

Psychological features children of middle preschool age.

Your baby is already 4 years old. Is it a lot or a little? Is he small or big? How to treat him, what to teach, what to demand? Of course, parents who are worried about their child have many questions. Let's try to answer some of them.

From 4-5 years old, a new stage in the development of your baby begins - the stage of personality formation. At this age, the child already seeks to solve problems and problems on his own. More recently, he has resorted to your help in solving any of his difficulties. You constantly heard his requests to help get dressed, put on shoes, find pencils, fold toys, etc. And now you most often hear: "I myself!" Do not be afraid of this. The kid is not ignoring you, he just has his own opinion (about clothes, toys, choosing a movie or book). Parents should learn to listen to the opinion of the baby, to reckon with him. After all, the child wants to be heard. The kid is ready with pleasure to help his parents in cleaning the house or washing dishes and can complete 2-3 tasks at the same time. He can and does a lot. By the end of middle preschool age, the foundation of intellect has already been laid.

Therefore, we note one of the features of a middle-aged baby - the desire for independence. It is important for a child to do a lot on his own, he is already more able to take care of himself and needs less care from adults. There is an opportunity and need to help others .. The kid will feel important and needed by his family.

The second feature of a middle-aged baby is that the child begins to understand the feelings of other people, to empathize. At this age, basic ethical concepts begin to form, perceived by the child not through what adults tell him, but based on how they act. Therefore, dear parents, with the age needs of the child, the responsibilities of parents also grow. Nothing can teach a child like a parent's own example. Rudeness, cruelty, indifference, disrespect for others on the part of parents are absolutely unacceptable. Never sort things out in the presence of children, do not rush to conclusions regarding punishment. Before punishing or scolding, understand the essence of the act. In no case do not take out your evil on the child and do not splash out your negativity on him! Children always feel it. Do not, under any circumstances, lie. If you promised something to the baby, then be sure to do it. But if you are not sure, then it is better to keep silent about it. Honesty and trust are very important to your child. Do not protect your child from all problems and emotional upheavals. After all, the baby should gradually learn to separate good and evil, and adults should only help him navigate life correctly. This implies another feature - for children of middle preschool age, the child's need for joint activities with an adult.

In parallel with this feature, another one develops. Let's call her- relationship with peers. The child develops a great interest in peers, and you will notice more and more how your baby moves from intra-family relationships to a broader relationship with the world. Already at the age of 4, he cannot do without peers. The whole life of the baby is now in the game. The joint game becomes more difficult, it has a variety of role-playing content (games in the hospital, in the store, in the war, playing favorite fairy tales). Children make friends, quarrel, make up, get offended, jealous, help each other. While playing, the child learns to cooperate and resolve conflicts, trying to resolve misunderstandings and quarrels. The game develops the child's self-esteem. Communication with peers occupies an increasing place in the life of a child. Moreover, we are increasingly noticing how our kids are drawn to older children. Don't be afraid, your child just wants to know more and learn more.

We go further. We cannot ignore another feature of middle-aged babies - active curiosity, which makes children constantly ask questions about everything they see. They are ready to talk all the time, to discuss various issues. Age 4 - 5 years - the age of "why". And, of course, cognitive interest is best quenched in an exciting conversation or an entertaining game. Beware, dear parents! After all, to answer the questions of the child, you need to know a lot. And children sometimes have very unexpected questions.

At 4-5 years of age, they develop Creative skills. And this is another feature. The development of the imagination enters a very active phase. The child lives in the world of fairy tales, fantasies. He excels at drawing and sculpting. By the age of five, the vocabulary exceeds 2000 words. Abstract concepts (happiness, kindness, love) appear in it. The child can already clearly state his name, surname, his age and even the address of residence. By the end of middle preschool age, the perception of children becomes more developed. The amount of memory increases, imaginative thinking begins to develop, the stability of attention increases.

In middle preschool age, the child begins to resemble " perpetual motion machine". Sits only when doing something. He can move 24 hours a day, "exploring" everything that comes his way. So, dear mothers and daddies, you need to think about the safety of your growing baby (or rather, you should never forget about it).

Let us highlight one more feature of the middle preschool age, which appears as a result of a developed imagination - fears. Middle preschool age is the heyday of fears. The child is afraid of fairy-tale characters, darkness, unpleasant dreams, dogs, depth. There are a lot of them, these childhood fears. And they should not be taken lightly. The child feels inadequately protected big world. And here, as always, we adults should be there to support our baby.

Raising a child is a multifaceted process. In the world there is a huge number of benefits for education. But, unfortunately, none of them gives an exhaustive answer to all the questions of interest to parents. In addition, each child is very individual. Teachers can answer the questions of education only theoretically, but they only know how to properly raise their child. loving parents. Love your babies! Providing the baby with material benefits, do not forget that nothing can replace the love, attention and warmth of his beloved mom and dad in his life.

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Psychological and pedagogical characteristics of the middle preschool age.

Middle age is the most important period in the development of a preschooler.

The physical abilities of children have increased: their movements have become much more confident and varied. In the middle group, it is especially important to establish a reasonable motor mode.

The average preschooler needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become longer and more active.

Children easily unite into small subgroups based on common interests, mutual sympathy.

The main activity of middle-aged children is the game, and also appear productive species activities: drawing, modeling, designing.

In story games, children easily use various substitute objects (for example, a cube as soap). It develops the fantasy and imagination of the child.

In the game, the relationship that exists between people is revealed to the child for the first time, the child himself can fulfill this or that role. The game develops the mental activity of the child.

Within the play activity, learning activity begins to take shape, which later becomes the leading activity. A preschooler begins to learn by playing - he treats learning as a kind of role-playing game with certain rules.

In the middle group, preference is given to the game construction of the entire lifestyle of children. During the day, children participate in a variety of games.

All types of classes either take place in the form of a game, or contain game situations and actions.

New features appear in the communication of middle preschoolers with a teacher. Children strive for cognitive, intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?”.

The ability of children to establish the simplest connections and relationships between objects awakens interest in the world around them.

The friendly, interested attitude of the educator to children's issues and problems, the readiness to discuss them with children on an equal footing helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in adults. This promotes a sense of respect for elders.

A preschooler of the fifth year of life is highly active. This creates new opportunities for the development of independence in all spheres of his life.

There is an awakening of interest in the rules of conduct.

The main thing is to anticipate the actions of children and orient them in advance to the correct behavior.

Middle-aged children are highly emotional, vividly and directly express their feelings.

The teacher awakens the emotional responsiveness of children, directs it to sympathy for peers, elementary mutual assistance.

The aesthetic sense of children develops.

They notice the beauty of nature, the sound of music. An adult helps the child with this. Attentive caring attitude to children, the ability to support their cognitive activity and develop independence, the organization of various activities forms the basis right upbringing and the full development of children in the middle group of kindergarten.

The educator gradually develops the game experience of each child, helps to discover new opportunities for the game reflection of the world, arouses interest in creative manifestations in the game and game communication with peers.

On this topic:

Material nsportal.ru

Methodical development on the development of speech (middle group) on the topic: "A fairy tale as a means of forming coherent speech in children 4–5 years old (middle preschool age)"

Focusing on the age characteristics of children of middle preschool age, work was carried out to develop coherent speech by means of fairy tales.

Target: prove that fairy tales are effective tool development of coherent speech in children of middle preschool age.

Fairy tales arouse in the child intense attention to enchanting descriptions of miracles, extraordinary events, and have a strong emotional impact. The child asks himself: who am I? Where did it come from? How did the world come about?

How did people and animals appear? These vital questions are comprehended by the child not in the abstract. He thinks of his own protection and refuge. Are there any other good forces around him besides his parents?

Fairy tales provide answers to these questions.

A total of 5 classes were held, which were held in the morning 1 time per week. The duration of the session was 20-25 minutes.

Fairy tales are fully used to develop children's imagination, thinking, coherent speech and education of good feelings.

When solving the problems of developing coherent speech, it is necessary to focus on the development of general cognitive abilities children: to teach to observe, make assumptions, explain the causes and consequences of events, etc. Thus, the perception of a fairy tale is a special type of activity for a child, and, therefore, fairy tales can influence the development of coherent speech.

All of the above served as the basis for choosing the topic pedagogical work Fairy tale - as a means of developing coherent speech in children 4-5 years old. This is possible when using folklore material in the educational process.

Target: to form a coherent speech of children 4-5 years old with the help of a fairy tale.

Analysis of 5 lessons on the topic"A fairy tale as a means of forming coherent speech in children 4–5 years old (middle preschool age)"

1. Classes on this topic for children of the middle group did not cause difficulties. The exercise caused children's speech activity. Children were included in situations with pleasure, as everyone wanted to take part in a fairy tale, to tell about their favorite hero.

2. The following tasks were solved:

• Activate vocabulary, creative imagination, thinking, memory.
• Develop the ability to make a coherent statement.
• Develop thinking, memory.
• Cultivate the ability to listen to each other, not to interrupt.
• Practice creative problem solving.

3. Tasks that need to be worked out:

• The grammatical structure of speech is not well formed.
• Some children have monosyllabic speech that consists of only simple sentences. The inability to correctly and competently build a common sentence.
• Lack of speech. Poor vocabulary.
• Poor dialogue speech: the inability to ask a question in an accessible and competent way, to build a detailed or short answer, if necessary and appropriate.
• Inability to build a monologue: for example, a descriptive or plot story on a specific topic, retell the received text in your own words.
• Lack of speech culture: inability to use intonation, adjust the pace of speech and voice volume, etc.
• To form the ability to select words-names of qualities, objects, actions, parts of objects, verbs, adjectives; ability to use suffixes.

Source nsportal.ru

Synopsis of GCD on the development of speech with children of middle preschool age (4-5 years) "In the world of sounds"

Exercise children in clearly pronouncing the sounds "l" and "p" (in sound combinations, words, phrasal speech);

Develop auditory perception, attention, memory;

To educate the sound and intonation expressiveness of speech;

Cultivate a desire to help solve a problem situation.

Materials: Pinocchio toy, subject picture depicting a turkey, the painting "Wild Animals", toys - a doll, a spinning top, a boat, real objects - a lemon, onion, apple, spoon, fork, ladle

Lesson progress

Educator: Guys! Pinocchio came to visit us. For some reason he is very sad. What happened to him?

Pinocchio: - Hello, I'm sad because I was not accepted to school. They said that I pronounce the sounds incorrectly. What should I do guys?

V. - Poor Pinocchio. Guys, let's help Pinocchio, teach him to speak correctly. Please remember what songs our tongues can sing?

Children: - A song of water: s-s-s. Mosquito song: z-z-z. Titmouse song: ts-ts-ts. Song of the leaves: sh-sh sh. Beetle song: w-w-w. The little train song: ch-ch-ch. V.- Guys, my tongue has learned to sing a new song today.

He overheard this song from a turkey (shows a picture of a turkey). The turkey ran around the yard and angrily muttered: bl-bl-bl. How did the turkey mutter? (bl-bl-bl).

To make a turkey song, you need to puff out your cheeks and make the tongue run fast, fast: bl-bl-bl. Try it: release the tongue to bask in the sun, make it wide, lift it up and press it against the upper teeth. Puff out your cheeks and sing loudly: l-l-l. Take a rest.

Let's listen to how Katya turns out this song (I name 3-4 more children). The turkey has an angry song. When you sing it, your lips hit each other. Check if this is so (children repeat the exercise "Turkey"). But at the bell, the song is sung easily, gently: li-li-li.

Help me, bells (children). First girls, then boys. Now we will sing different songs. Some are like a song of a turkey, and others are like a song of a bell: la-la-la - la-la-la, ly-ly-ly - li-li-li, lu-lu-lu-lu-lu-lu-lu .And now I suggest you play interesting games.

D / and "Who was who"

Purpose: to automate the sound "l" in phrasal speech

The teacher shows a picture with images of wild animals. The children name the animals. Then the teacher asks the children to talk about the animals depicted here - who was who when he was little. (The fox was a fox, the elk was a calf, the wolf was a wolf cub, etc.)

The game "What is where?"

Purpose: to learn to navigate in space, to exercise in a clear pronunciation of the sound “l” in words

The teacher brings the children to the rack and shows them the items on the shelves: on the top shelf - a spinning wheel, a doll, a boat; on the middle - apple, onion, lemon; on the bottom - a spoon, fork, ladle. First, the children name what is on the top shelf, then on the bottom, then on the middle. The children then answer the following questions:

What is to the right of the doll?

What is to the left of the fork?

What is between an apple and a lemon?

What is under the boat? etc.

FizkultminutkaV. - And now let's remember how the hooves of horses on the pavement clatter loudly (Children clatter). Girls will be horses. Have them walk around the room with their feet high. And the boys, sitting on chairs, will clatter loudly.

Then, together with the boys, I will say to the horses: “Whoa!” They will stop and return to their stables. Then the boys will do the same. - A new song lives in the word whoa. This is the song r-r-r - the song of the aircraft engine.

Do you want to learn how to sing it? (Yes) . Lift the tip of the tongue up, behind the upper teeth. Say "r-r-r" softly, so that the tip of your tongue trembles.

Let's listen to how the motor of Sasha's plane, Katya's plane works (we name 2-3 more children). The growl of a dog is very similar to the song of the motor. Roar softly. Let Nikita growl, Nazar, etc. Now I will take a thin and narrow strip of paper from the table and I will pronounce "r" (breathing exercise), and the strip will run away. (I show, I call 2-3 children who pronounce the sound “p”, exhaling on the strip) And now we will play rhyme with you.

D / and "Say a word"

Purpose: to learn to select rhyming words, to automate whistling, hissing, and sonorous sounds

Q: Guess and tell the last word in rhymes. (c) This is an elk, its horns Protect from ... (enemy).

Preschool age - Wikipedia

Social situation of development

At the stage of preschool age, the social situation of development is characterized by the disintegration of the joint activity of the child with the adult. The child discovers the world of human relations through a role-playing game.

In the game, the child repeats the actions of adults, through which he realizes the tendency to be and act like an adult. The circle of significant persons is gradually expanding, which now includes peers as partners in the game.

The leading activity at this stage is a role-playing game that determines the position of the child, his perception of the world and relationships. Through the plot-role-playing game, the development of various spheres of mental activity takes place. The game is a form of socialization of the child, contributing to the orientation of the child in social and interpersonal relationships.

The Soviet psychologist D. B. Elkonin singled out 4 lines of influence of the game on mental development child:

• The development of the motivational-required sphere is the development of functions, meanings, and tasks of human activity. The child strives for a socially significant and approved activity, the first subordination of motives takes place, which is the first step towards their hierarchy, which ensures psychological readiness for school.
• Overcoming cognitive "egocentrism", the child begins to correlate his own position with a different point of view, learns to coordinate his actions with the actions of others.
• The development of an ideal plan, characterized by a transition from external actions to actions in the internal plan.
• Development of arbitrariness of actions by means of obedience to rules.

Mental neoplasms

The central neoformation of preschool age is the formation of visual-figurative thinking, associated with the development of orienting research activities. There is a mastery of mnemonic means, the possibility of arbitrary memorization appears - memory becomes a mediated sign. Speech has the function of planning and regulating activity.

New formations of the emotional-personal sphere are associated with the subordination of motives, the formation of new motives. The development of self-esteem contributes to the differentiation of I-real and I-ideal. Emotions begin to be regulative in relation to one's own behavior.

Psychological readiness for school is the most important complex neoplasm of preschool age, which includes the arbitrariness of behavior regulation, personal and intellectual readiness.

Physical development

From a medical point of view, this stage is characterized by the first physiological acceleration of growth, the increase in body weight slows down, the length of the limbs clearly increases, and the relief of the face deepens. Milk teeth gradually fall out, and permanent teeth begin to grow.

The first acceleration of growth is observed in boys from 4 to 5.5 years, and in girls after 6 years. The length of the body increases due to the relative increase in the lower extremities. At the age of 3-5 years, body weight increases evenly by 2 kg per year.

The annual increase in head circumference up to 5 years is 1 cm (at 5 years - 50 cm), and after 5 years - 0.5 cm per year.

The circumference of the chest increases by 1.5 cm annually.

Since the muscles are not yet sufficiently developed, incorrect body position, long standing, sitting, furniture that prevents growth can adversely affect the formation of the skeleton and lead to poor posture. Immune protection in the preschool period reaches a certain maturity.

Crisis of three years

At the age of 3 years there is a transition from early to preschool age. This transition is characterized by the so-called three-year crisis, described in his positive value Soviet psychologist L. S. Vygotsky. A fundamentally new system of social relations with the world is being formed in the child against the background of an increase in his independence.

The crisis is characterized by the emerging contradiction between the child's desire to take part in the life of adults and the disintegration of the former joint activity and the child's attempts to assert his independence. L. Vygotsky highlights the symptoms of a crisis that characterize this transitional period:

• Negativism;

Source en.wikipedia.org

Middle preschool age (child development standards)

Preschool age from 3 to 5 years is called middle. He seems to be on the transition from junior to senior preschool age. These children are characterized by some features of younger preschool children (concreteness and imagery of thinking, instability of attention, interests and emotions, the predominance of game motivation, etc.). At the same time, the middle preschool age is characterized by the development of cognitive abilities, the development of the communicative, volitional and motivational aspects of the personality.

According to L. S. Vygotsky, children of middle preschool age develop completely new relationships between thinking and action, an internal plan of action appears that determines the meaningful behavior of the child.

Consider the age norms for the development of a child from 3 to 5 years. Their knowledge will help parents not to miss important milestones in the development of the personality of their children, notice a possible problem in time and correct it themselves or with the help of a specialist.

Preschool age from 3 to 5 has its own developmental standards:

The social and emotional development of the child is characterized by the activation of communication and joint games with children and adults. Children love to exchange toys. They show a desire to help adults, they are able to perform simple duties and errands around the house.

The development of general motor skills and fine motor skills of the hands becomes more complicated. Graphic skills are being developed. Children from 3 to 4 years old can throw the ball over their head, grab a rolling ball. They go down the stairs, alternately rearranging their legs.

They jump on one leg, can stand on one leg for several minutes. Maintains balance on the swing. Good grip on the pencil. Assemble structures from a large number of cubes (up to 8-9).

By the age of 5, a preschooler confidently jumps on one leg, alternately on one and the other leg, walks on a log. Throws the ball up and catches it with both hands.

Fine motor skills of hands in middle preschool age develop well by learning to fold paper several times (origami elements are available), stringing beads on a thick fishing line or wire, modeling clay and plasticine. Self-service skills are consolidated: lacing up shoes.

Visual-motor coordination develops in subject-play activity. By the age of 4, children can trace along the contours, copy the cross, copy the figure in the form of a hexagon.

They disassemble and fold a six-piece matryoshka, insert the figures into the slots, fold the picture cut into 2-3 parts by targeted tests. Collect small constructions from cubes by imitation.

5-year-old children disassemble and fold the matryoshka (three-piece and four-piece) by trying on or visual correlation. The folding of the pyramid also goes by visual correlation and already taking into account the size of the rings. The picture cut into 2-3 parts is also formed.

Intensive speech development and understanding of speech is expressed in the fact that a child of 3-4 years old is able to identify and name color, shape, taste, using definition words. During this period of preschool age, the vocabulary increases significantly due to the names of the main subjects.

An understanding of the degrees of comparison is formed (the closest, the highest, etc.). The preschooler understands and applies gender-role differences in speech (he is dad, she is mom). Masters temporary concepts and uses the past and present tense. Can listen to rather long fairy tales and stories. Counts to 5. Follow two-part instructions (bring a red die and a blue ball).

By the age of 5, he masters generalizing words, names animals and their cubs, professions of people, parts of objects. Retells familiar fairy tales with the help of adults, recites short poems by heart.

By the age of 5, memory and attention develop significantly: the child remembers up to 5 words at the request of an adult; performs assignments consisting of 2-3 consecutive actions. Keeps attention on activities that are interesting for him for up to 15-20 minutes.

Formed mathematical concepts and counting skills: by the age of 4-5, children count to 5. Use the words “many” and “one” in speech; call geometric shapes and forms (triangle, circle, square, cube, ball). Learn to identify geometric shapes in surrounding objects. They know and name the seasons and parts of the day (morning, afternoon, evening, night). Distinguish between right and left hand.

Thus, the middle preschool age is an important step in the progressive development of the child. He masters a lot of new knowledge, skills and abilities, which are extremely important for his further full development.

Material from the site www.kraskizhizni.com

Psychology of education of a child of preschool age. Portal about psychology "Family Universe"

Parents of preschool children often turn to child psychologists with questions about how to properly raise their child. Preschool age begins at about 3 years, when the child begins to realize himself as a member of society, and lasts until the start of school education - up to 6-7 years.

It is difficult to overestimate the importance of the harmonious upbringing of a preschool child, because it is during this period that the worldview of the baby is actively formed, and his character is being formed. In this article, we will try to give specific advice parents of preschoolers and we hope that our recommendations will help you raise a healthy and happy child.

Education of children at primary preschool age (3-4 years).

At this age, the baby imitates the behavior of adults, absorbing, like a sponge, new words and manners. Therefore, it is so important for parents to monitor their speech and actions, involve the child in games that contribute to his knowledge of the world around him and read fairy tales that form the right values.

At about 3 years old, the baby learns to communicate with peers, you need to give him such an opportunity - to drive to the playground or go to visit parents with children of a close age. Often, just at 3 years old, the child goes to Kindergarten Therefore, parents should take care of the adaptation of the child in kindergarten.

At the age of 3, babies often become incredibly stubborn and even aggressive, striving for independence. It is important for adults, on the one hand, to encourage children's independence, on the other hand, to show firmness and not succumb to the manipulation of the child. If you don't know how best to deal with this difficult situation, here are some tips to help you child psychologist, given in the article How to properly raise a three-year-old child.

Middle preschool age (4-5 years).

At this age, children prefer role playing learn to build relationships with others. Toddlers already clearly formulate their desires, can evaluate their own and other people's actions and learn to understand what is good and what is bad.

At this age, it is important to teach the child to take into account the interests of other people. Focus the baby’s attention on the fact that the brother is sleeping, and therefore you can’t make noise, the grandmother is tired, and she needs help to set the table.

Also, 4-5 years is the most suitable age to teach a child to take care of toys and other things. It is during this period that many children show their creative abilities, so if your baby loves to draw, dance or sing, you can take him to the appropriate children's studio.

Senior preschool age (5-7 years).

At this age, the baby begins to be interested in many things that did not occupy him before - the device of the TV or the existence of aliens. Emotional attachments outside the family intensify, the first real friends appear.

Usually at the age of 6-7, a child especially strives to grow up as soon as possible, to become a schoolboy. At this time, parents should take care of the child's adaptation to school so that the new social role does not turn out to be too difficult for the baby.

Children of senior preschool age must be taught to be responsible for their actions and to predict their consequences. It is important to reinforce the habit of caring for others - family members, younger children, the elderly.

If your baby is a preschooler, then you live with him one of the most exciting periods child growth. Proper Development a child of preschool age is of great importance for his successful and happy later life. If you have any problems in raising a baby that you cannot cope with on your own, you can seek advice from the specialists of our portal.

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middle preschool age

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change.

Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is an interaction of game and real interactions of children.

Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details.

The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.

The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop.

Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like.

They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.

The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems.

Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.

For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more of the past.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can make up their own story on a given topic.

Increased attention span. The child is available independent activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters.

Interest is caused by the rhythmic structure of speech, rhymes.

The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with adults it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader.

The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.

Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups.

There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of figurative thinking and imagination, self-centeredness of the cognized position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competition with peers, the further development of the image of the child's self, its detailing.