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Psychological and pedagogical features of children preschool age
Features of the senior preschool age were comprehensively studied by domestic teachers and found their coverage in the works of Z. Ikunina, N. Poddyakov, L. Wenger, A. Leontiev and others.
Senior up school age- the last of the periods of preschool age, when new formations appear in the child's psyche. This is the arbitrariness of mental processes - attention, memory, perception, etc. - and the resulting ability to control one's behavior, as well as changes in self-image, self-consciousness and self-esteem. The appearance of arbitrariness is a decisive change in the child's activity, when the goal of the latter is not to change the external objects surrounding him, but to master his own behavior.
Children of the sixth year of life are distinguished by even greater physical and mental capabilities than children middle group. They master the main movements. Physically, the child became even stronger. Physical development is still associated with mental development. It becomes a necessary condition, a background against which the versatile development of the child successfully takes place. Mental, aesthetic, moral, i.e. purely social, development is gaining momentum.
On this life stage the improvement of all aspects of the child's speech continues. He correctly pronounces all the sounds of his native language, clearly and distinctly reproduces words, has the necessary for free communication vocabulary, correctly uses many grammatical forms and categories, his statements become more meaningful, expressive and accurate.
Communication develops as an activity. By the senior preschool age, an extra-situational-personal form of communication appears, which is distinguished by the need for mutual understanding and empathy and personal motives for communication. Communication with a peer acquires features of extra-situation, communication becomes extra-situational business; stable electoral preferences.
The development of a personality in senior preschool age is characterized by the development of new knowledge, the emergence of new qualities, needs. In other words, all aspects of the child's personality are formed: intellectual, moral, emotional and strong-willed, effectively - practical. Soviet psychologists L.S. Vygotsky and A.V. Zaporozhets repeatedly emphasized that in the senior preschool age the child moves from situational behavior to activities subject to social norms and requirements, and is very emotional about the latter. During this period, instead of the cognitive type of communication between a child and an adult, a personal one comes to the fore, in the center of which lies an interest in human relationships. The older preschooler generally correctly realizes what adults like and dislike in his behavior, quite adequately assesses the quality of his actions and individual traits of his personality. By the end of preschool age, children develop self-esteem. Its content is the state of practical skills and moral qualities of the child, expressed in obedience to the norms of behavior established in this team. In general, the self-esteem of a preschooler is very high, which helps him to master new activities, without hesitation and fear to be involved in educational-type activities in preparation for school, etc.
In children of this age, one can already observe manifestations of genuine concern for loved ones, actions that are aimed at protecting them from anxiety and grief. The child masters the ability to a certain extent to restrain stormy, sharp expressions of feelings, a 5-6-year-old preschooler can hold back tears, hide fear, etc. He assimilates the "language" of feelings - the forms of expression of the finest shades of experiences accepted in society with the help of glances, facial expressions, gestures, postures, movements, intonations.
Designing, drawing, modeling are the most typical activities for a preschooler. But at this age, elements of labor activity are also formed, the main psychological meaning of which is as follows: the child must understand that he is doing the right thing, useful for others to work. The skills of self-service acquired by the age of five, the experience of working in nature, making handicrafts allow children to participate more in the affairs of adults. Older preschoolers can move from running errands to full-time responsibilities: cleaning their play area, watering the flowers, cleaning their clothes and shoes. Along with the fulfillment of such tasks, the first knowledge of the joy of one's own labor will come to the child - a deed done for the common good.
Another activity, the elements of which are acquired in preschool childhood, is educational activity. Its main feature is that, doing it, the child changes himself, acquiring new knowledge and skills. AT learning activities The main thing is getting new knowledge.
The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts enthusiastically. At the same time, it is not easy for children of this age to imagine something intentionally, connecting the will.
The leading activity is the role-playing game. It is in it that the child takes on the role of an adult, fulfilling his social, public functions. An older child, a preschooler, can already first select all the items he needs to play doctor, and only then start the game, not grabbing at one thing or another thing in the process. Along with the plot-role-playing game - the leading activity in preschool childhood - by the end of preschool age, children have games with rules: hide and seek, tag, circular bast shoes, etc. The ability to obey the rule is formed in the process role play, where any role contains hidden rules. By the end of preschool age, the child develops in the game those qualities (new formations) that become the basis for the formation of educational activity at primary school age.
In the sixth year of life, the child acquires the ability to set goals concerning himself, his own behavior. This new change in activity and its goals is called the arbitrariness of mental processes and is of decisive importance for the success of the subsequent schooling, and for everything further mental development. After all, obedience to school rules just requires arbitrariness of behavior. This means the child's ability to act in accordance with any model (or rule) and control his behavior. It is in the game, when performing any role, the child, on the one hand, follows the model, and on the other hand, controls his behavior. Growing up, the baby learns to organize himself. His behavior, as it were, is freed from the game situation. Games with rules are more meaningful for older preschoolers. By the age of six or seven, the attitude of children to breaking the rule changes. Children are becoming more and more strict about strictly following the rules of the game. They insist on its continuation, even if it managed to bother all the participants. And they find some pleasure in this routine game.
At the senior preschool age, the child still looks at the world broadly. open eyes. More and more often, more and more boldly, he casts his gaze on the opened prospect of knowing the big world. Children are interested in everything, everything beckons and attracts them. An older preschooler with the same zeal tries to master both what can be comprehended at this age stage, and what he is not yet able to deeply and correctly realize. It is in children of 5-6 years old that the peak of cognitive issues is observed. Their cognitive needs can be expressed by the motto: “I want to know everything!”
However, the child's possibilities for processing and organizing information do not yet allow him to fully cope with the flow of incoming information about big world. The discrepancy between the cognitive needs of the child and his ability to process information can lead to an overload of consciousness with various disparate information and facts, many of which children of this age are not able to comprehend and understand. Cognitive interests arise in games, in communication with adults, peers, but only in teaching, where the assimilation of knowledge becomes the main goal and result of activity, cognitive interests are formed and finally formed. In order to satisfy their aspirations, desires and needs, in the arsenal of a five-year-old child there are various ways knowledge. These include: actions and own practical experience; word, i.e. explanations, stories of adults. Of great importance for the cognitive development of an older child is a conscious acquaintance with various sources information (book, TV, computer, etc.), instilling primary skills to use some of them. preschool age mental perceived
During the transition to older preschool age, a particularly intensive development of verbal memory is noted. Children remember verbal material almost as well as visual material. Working with verbal material plays an important role in teaching at school, therefore, at the senior preschool age, attention should also be paid to the development of verbal memory.
State of the art mental operations child of senior preschool age (analysis, comparison, generalization, classification, etc.) helps him to more consciously and deeply perceive and comprehend the available and incoming information about our world and understand it.
By the end of preschool age, the child begins to develop conceptual, or logical, thinking. The child begins to be interested not only in the phenomena that he saw directly in front of him, but in the generalized properties of the objects of the surrounding reality. Children are interested in causes and effects in the relationship of objects, they are interested in the "technology" of their manufacture. The child is already able to break away from what he has seen directly, to reveal cause-and-effect relationships between phenomena, to analyze, generalize new material and draw completely logical conclusions. Gradually expanding children's ideas about the environment. For the development of cognitive interests great importance has the child's own participation in the most various types activities.
At preschool age, significant changes occur in all areas of the mental development of the child. As at no other age, the child masters a wide range of activities - play, work, productive, household, communication, is formed as their technical side, and motivational-target. The main result of the development of all types of activity is the mastery of modeling as a central mental ability (L.A. Wenger) and the formation of voluntary behavior (A.N. Leontiev, D.B. Elkonin).
By the end of preschool age, a child can already perform any activity for quite a long time, while it is interesting to him, does not require any internal efforts, based only on involuntary attention. The arbitrariness and mediation of attention in preschool age is achieved through games.
By the age of six, the child has a sufficiently formed mechanism for comparing perceived reality and the words of the teacher, as a result of which the ability to suggestibility decreases. Children are able to defend their point of view, understand comic situations. According to research, older preschoolers in characteristic life situations more self-critical, more demanding of themselves than younger students in their new learning activities. Important changes in the child's personality are associated with a change in his ideas about himself (his image - I) and awareness of the attitudes of others around him.
Senior preschool age is sensitive for moral development. This is the period when the foundations of moral behavior and attitudes are laid. At the same time, it is very favorable for the formation of the moral character of the child, whose features are often manifested throughout the rest of his life.
Thus, a child of older preschool age is distinguished by even greater physical and mental capabilities than children of the middle group. Their relationships with peers and adults become more complex and meaningful. Children have the vocabulary necessary for free communication, all aspects of the child's personality are formed: intellectual, moral, emotional and strong-willed, effectively - practical; elements of labor activity are also formed - self-service skills, work in nature, etc. The leading type of activity is a plot-role-playing game, a game with rules. In the game, they reflect not only actions and operations with objects, but also the relationship between people. The main changes in the activity, consciousness and personality of the child lies in the appearance of the arbitrariness of mental processes - the ability to purposefully control one's behavior and mental processes - perception, attention, memory, etc. There is a change in the self-image, its image - I.
The period of preschool age in children lasts from 3 to 7 years, and brings them many fundamental achievements. This age is characterized by children mastering the social space of relations between people through communication with adults, as well as real relationships with their peers.
In the transition from preschool to school age, the emergence of another age crisis. The timing of the preschool age crisis is very flexible: it can begin at 7 years old, but it can also shift to 8 or 6 years. The emergence of changes is due to the fact that children outgrow the system of relationships into which this moment they are included. Every child at a certain moment reaches an awareness of his own place in the sphere of social relations. For him, a completely new manifestation of his own personality opens up - the social position of the student, which is associated with the implementation of a new educational activity for him.
Psychologists call the described period a crisis of 7 years and note the presence of changes in the nature of children, which is expressed in a gradual loss of immediacy. At this time, various “surprises” are possible for parents: a previously calm and well-mannered child suddenly begins to constantly grimace, clownish, show mannerisms in behavior. Adults should be aware that such manifestations are protective function from emotional experiences characteristic of children of this age.
Also, the passage of the crisis of 7 years is accompanied by the following behavioral characteristics: the appearance of significant pauses between the appeal to children and their response ("you need to repeat a hundred times"); unwillingness to accept the need to fulfill the parental request or the desire to delay it (“now”, “later”). Disobedience becomes popular in the form of refusal to fulfill the duties accepted in the family; manifestations of cunning in violation of established rules; picky attitude and increased attention to their own appearance and clothing; demonstrative imitation of adults, often hypertrophied.
Characteristic features of behavior during the crisis of preschool age are manifestations of stubbornness, exactingness, whims, reactions to criticism from adults, expectation of praise.
But along with some difficulties, there are also positive moments in this period. Children become reasonable, more interested in communicating with adults, bringing discussion of new topics for conversation: interest in questions about the life of other planets, about school, moral problems, politics.
Independent studies appear - hobbies, children decide to take on some responsibilities on their own initiative.
The main help for children during the crisis of preschool age is to patiently explain the reasons for the demands on the part of adults, that is, the child must know why it should be done this way and not otherwise.
It is also necessary to provide children with the opportunity to carry out independent activities in new forms, to remind them of the existence of new responsibilities and the need to fulfill them.
And most importantly, you should constantly keep your child confident that he will cope with all new things.
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Conference: Educational activities in kindergarten
Organization: MBDOU No. 32 Kindergarten Pinocchio
Location: Sakhalin Region, Yuzhno-Sakhalinsk
Great contribution to research psychological characteristics children of senior preschool age were introduced by the works of such researchers as N.N. Poddyakov, L.A. Wenger, A.V. Zaporozhets, Z.M. Istomin, A.N. Leontiev, V.S. Mukhina, D.B. Elkonin.
Senior preschool age (from 5 to 7 years) is the last of the periods of preschool age and is a stage of intensive mental and physical development. In the older preschool age, there is a rapid development and restructuring in the work of all physiological systems child's body: nervous, cardiovascular, endocrine, musculoskeletal. A preschooler quickly gains height and weight, body proportions change. Significant changes are taking place nervous activity. The body of the child during this period indicates readiness for the transition to a higher level. age development, suggesting more intense mental and physical exercise associated with systematic schooling.
This age is called sensitive for the development of such cognitive processes as attention, perception, thinking, memory and imagination. For the development of all these aspects, the game material becomes more complicated, it becomes logical, intellectual, when the child has to think and reason. Therefore, in given age recommended to play word games, since the child already uses synonyms, antonyms in his speech, distinguishes between vowels and consonants, can determine the number of syllables in words, the place of sound in a word.
Design, as an activity, develops well logical thinking. Here important point is folding according to the pattern, starting with simple patterns. In this activity, all analyzers develop, which is very important for the harmonious development of the child's psyche. Thinking at this age becomes verbal-logical (cognition through concepts, words, reasoning), that is, a preschooler is able to understand the connections between objects and phenomena that cannot be visualized and can establish cause-and-effect relationships between events and actions.
There is also an active development of dialogic speech, a new form of speech is born and formed - a monologue.
The leading activity of older preschoolers remains role-playing game(L.S. Vygotsky, A.V. Zaporozhets, L.I. Bozhovich, L.A. Venger, M.I. Lisina, etc.). In it, the child takes on the role of an adult, performing his social and social functions. Children can assign roles before the start of the game and build their behavior, adhering to the role. The game space becomes more complex, it can have several centers, each of which supports its own storyline.
Along with the role-playing game, by the end of preschool age, children have games with rules: hide and seek, tag, circular bast shoes, etc. The ability to obey the rule is formed in the process of role-playing, where any role contains hidden rules. By the end of preschool age, a child develops new formations in the game, which become the basis for the formation of educational activities at primary school age. [ 4, 184 ]
At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs are emerging: the need for respect and recognition of an adult and the need for peer recognition. Older preschoolers actively show interest in collective forms of activity; a new (mediated) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and does not act as he wants at the moment, but as he should. For example, a child wants to watch cartoons, but mom asks to play with younger brother or go to the store.
One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position. The preschooler for the first time realizes the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a desire to take a more "adult" position in life.
An older preschooler begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activities are formed (some tend to strive for success, while others prefer to avoid failures and unpleasant experiences).
In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real “I” - “what I am”), but also an idea of how he should be, how others want to see him (the image of the ideal " me" - "what I would like to be"). The coincidence of the real self with the ideal is considered an important indicator of emotional well-being.
At the senior preschool age, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore, the self-esteem of children of senior preschool age becomes more realistic, in familiar situations and habitual activities approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.
One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child's individual experience. Speaking of individual experience, we mean the general result of mental and practical action that the child himself undertakes in the world around him.
Also an important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to realize the facts of one's inner and outer life, to generalize one's experiences and pronounce them.
At this age, the experience of interpersonal relationships is formed, based on the child's ability to accept and play roles, anticipate and plan the actions of another, understand his feelings and intentions..
In general, children of senior preschool age are characterized by sociability and the need for friendship. Communication develops as a type of activity (M.I. Lisina, T.A. Markova, V.G. Nechaeva, T.A. Repin, A.G. Ruzskaya). Of great importance for children 5-7 years old is communication with each other. By the end of senior preschool age, children develop a new form of communication, which is called out-of-situation-business. Approximately half of speech appeals to a peer acquire an extra-situational character. Children tell each other about where they have been and what they have seen, share their plans, evaluate the qualities and actions of others.
The communication of a child with an adult becomes richer in content; by the end of the senior preschool age, an extra-situational-personal form of communication is emerging, new for preschool age. Its content is the world of people, outside of things. Still in need of benevolent attention, respect from an adult, the child seeks to learn more about him, and the circle of interests goes beyond the scope of everyday interaction.
Soviet psychologists L.S. Vygotsky and A.V. Zaporozhets repeatedly emphasized that in the senior preschool age the child moves from situational behavior to activities subject to social norms and requirements, and is very emotional about the latter. During this period, instead of the cognitive type of communication, the personal one comes to the fore, in the center of which lies an interest in human relationships.
In the sixth year of life, the child acquires the ability to set goals concerning himself, his own behavior. This new change in activity and its goals is called the arbitrariness of mental processes and is of decisive importance both for the success of subsequent schooling and for all further mental development.
Senior preschool age is also sensitive for moral development. This is the period when the foundations of moral behavior and attitudes are laid. At the same time, it is very favorable for the formation of the moral character of the child, the features of which are often manifested throughout their subsequent life.
Thus, senior preschool age is a complex multifaceted process during which the child goes a long way in mastering the social space with its system of normative behavior in interpersonal relationships with adults and children. The child learns the rules of adequate interaction with people and, in favorable conditions for himself, can act in accordance with these rules. The older preschooler is distinguished by even greater physical and mental capabilities. Their relationships with peers and adults become more complex and meaningful, the personal type of communication comes to the fore, in the center of which lies an interest in human relationships.
Children have the vocabulary necessary for free communication, all aspects of the personality are formed: intellectual, moral, emotional and strong-willed. The leading activity is a role-playing game, a game with rules. In the game, they reflect not only actions and operations with objects, but also the relationship between people. The main changes in the activity, consciousness and personality of the child lies in the appearance of the arbitrariness of mental processes - the ability to purposefully control one's behavior and mental processes - perception, attention, memory, etc. There is a change in the self-image, its image of "I".
List of used literature:
1. Children's practical psychology [Text] / ed. T.D. Martsinkovskaya. – M.: Gardariki, 2000. – 295 p.
2. Ilyin, E.P. Psychology: a textbook for secondary educational institutions[Text] / E.P. Ilyin. - St. Petersburg: Peter, 2004. - 560 p.
3. Lisina, M.I. Formation of the child's personality in communication [Text] / M.I. Lisin. - St. Petersburg: Piter, 2009. - 276 p.
4. Polivanova, K.N. The development of communication between preschoolers and peers [Text] / K.N. Polivanova. - M .: Pedagogy, 1989. - 284 p.
5. Development of communication with peers [Text] / ed. A.G. Ruzskaya. - M.: Pedagogy, 1989. - 211p.
6. Smirnova, E.O. Child psychology [Text] / E.O. Smirnova. - St. Petersburg: Peter, 2009. - 304 p.
7. Smirnova, E.O. Features of communication with preschoolers [Text] / E.O. Smirnova. – M.: Academy, 2000. – 342 p.
8. Uruntaeva, G.A. Workshop on preschool psychology: a manual for students. higher and avg. ped. textbook institutions [Text] / G.A. Uruntaeva, Yu.A. Afonkin. – M.: Academy, 1998. – 304 p.
9. Elkonin, D.B. Age opportunities for learning[Text] / D.B. Elkonin, V.V. Davydov. – M.: Enlightenment, 1966. – 442 p.
Preschool childhood is an important period in the mental and personal development of the child. In domestic psychology and pedagogy, it is customary to single out younger, middle and older preschool age. Everyone age period is associated not only with further development, but also with a significant restructuring of the cognitive activity and personality of the child, necessary for his successful transition to a new social status - the status of a schoolchild.
At preschool age, a normally developing child undergoes great changes in all mental development. Cognitive activity increases enormously - perception develops, visual thinking develops, the beginnings of logical thinking appear.
The growth of cognitive abilities is facilitated by the formation of semantic memory, voluntary attention, etc. The role of speech increases significantly both in the child's knowledge of the world around him and in the development of communication, different types children's activities. In the works of A. V. Zaporozhets, it is noted that preschoolers can perform actions according to verbal instructions, acquire knowledge based on explanations only if they have clear visual representations.
New types of activities appear: the game is the first and main type of joint activity of preschoolers; visual activity - the first productive activity of the child; elements of work.
There is an intensive formation of personality, will. The child, assimilating moral ideas, forms of behavior, becomes a small member of human society. At preschool age, a normally developing child has an extremely increased cognitive activity, interest in learning about the world around him. No wonder preschool children go through the age of "why".
The basis of cognition for a preschool child is sensory cognition - perception and visual thinking. It is on how perception, visual-effective and visual-figurative thinking are formed in a preschooler that determines his cognitive abilities, the further development of activity, as well as speech and higher, logical forms of thinking.
Perception is formed at preschool age due to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by mankind throughout history (geometric shapes, colors of the spectrum, measures of weight, magnitude, time, system of phonemes of the native language, pitch series, etc.).
In three-year-old children, perception reaches relatively high level. For example, they can highlight the properties and relationships of objects, which can occur not only practically, but also visually with the help of perceptual actions. Children are able to work according to the model, while highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them. Perception is actively included in the activity of the child, it helps him to perform tasks that are feasible, familiar in nature, presented to adults (or encountered in everyday life), to find a solution much faster and more efficiently than before.
The perceptual actions themselves in younger preschoolers are still insufficiently perfect. Only the first step took place - the transition from practical orientation to perceptual orientation. So, for example, when folding a nesting doll, a three-year-old child already chooses in advance those of its elements that seem suitable to him. But this choice is still often inaccurate, so the child checks its correctness by trying on the selected parts against each other and, if necessary, replacing them. Here we are dealing with an expanded perceptual orientation. In the fifth year of life, children already learn many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but so far unsystematically.
In older preschool age, along with the assimilation of individual standards, there is also the assimilation of systems in which these standards are included. Having mastered the system of sensory standards, children of older preschool age are already making a generalization of objects according to their essential features and properties. Along with the formation of the perception of the properties and relations of objects, a preschooler develops an idea of space, develops orientation in it, which arises on the basis of the previously established consideration of the spatial properties and relations of objects, and the holistic perception of objects changes.
It becomes clearer and at the same time more dissected - the child not only has a good idea of the general outlines of the object, but also knows how to distinguish its essential parts, correctly imagines their shape, size ratio, spatial arrangement.
The other side of sensory cognition is visual thinking, closely related to perception. The first form of thinking that occurs in a normally developing child is visual-effective thinking. It appears in practical activities (everyday and object-playing) and is aimed at its maintenance.
Visual-effective thinking is not only the earliest form of thinking, but also the original one. On its basis, first visual-figurative, and then verbal-logical thinking arises. Therefore, the development of visual-effective thinking largely determines the formation of the entire cognitive activity child.
At preschool age, the child is freely oriented in the conditions of practical tasks that arise before him, can independently find a way out of a problem situation. In visual-active thinking problem situation allowed with the help of auxiliary means or tools.
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.
In children of the fourth and fifth years of life, arbitrary memory continues to develop. The child has already accepted a variety of memory tasks and begins to make special efforts in order to remember. If a child of this age is given some kind of assignment, then he no longer rushes to immediately fulfill it, like younger children, but after repeating the task at first, he proceeds to complete it.
Children gradually increase the amount of memorized material. A child of 4-5 years old keeps in memory five or six objects or pictures. It is during this period that elements of mediated memorization begin to be laid.
Preschoolers develop several types of activities: play, visual, constructive and labor elements. Each type of activity poses certain tasks for the perception, thinking, speech and personality of the child and requires a certain level of their development.
At a younger preschool age, the game is a continuation and development of objective activity, the child uses real objects and toys depicting them strictly for their intended purpose, mastering a variety of objective actions: learning to take off and put clothes on the doll, unbutton and fasten buttons, load the cubes into the machine and unload them etc. At a younger preschool age, all these actions gradually cease to be an end in themselves - they begin to be performed not on their own, but for something, for a specific purpose. In the future, they are replaced by a chain of logically consistent actions that reflect habitual situations that often repeat in a child’s life, but they do not trace the plot and do not reflect the relationship of people.
In the middle preschool age, a role-playing game arises. Here the following happens: firstly, objects and objective actions cease to interest the child; secondly, in the center of his attention are the relations of people, most often associated with specific substantive actions. The child, playing them, assimilates human relationships. This type of game requires the participation of several children, therefore it is the first and main type of joint activity of preschool children and provides big influence to the development of their relationship.
By the age of five, the role-playing game becomes predominant and requires the participation of a group of preschoolers, therefore it is the first and main type of their joint activity. In the process of this game, children learn to interact, assimilate moral standards, which affects the development of their personality as a whole. Particularly important are the relationships that arise in children in the game when distributing roles, in the course of coordinating further actions, evaluating them, discussing the rules of behavior, etc. Five-year-old children can choose the theme of the game, create conditions for it, and fulfill the appropriate actions and rules, have experience in dramatization games. They develop the ability to jointly build and creatively develop the plot of the game.
In preschool childhood, productive activities begin to form that require a fairly high level of sensory development, in particular perception and ideas. The result of productive activity is a product that reflects the reproduced object from the side of the whole, details and its properties. So, for example, drawings depicting objects appear in normally developing children by the end of the third - the beginning of the fourth year of life.
Productive activity contributes to the formation of the perception and ideas of the child and has a great influence on the development of the personality of a preschooler - it requires the ability to focus on the task, to bring the work begun to the end. It requires the development of motor skills, visual-motor coordination, the development of imagination and thinking: the analysis of the object, the allocation of the main operation of images-representations. At the senior preschool age, productive activity continues to develop actively on the basis of a fairly highly developed perception and ideas. By the end of preschool age, children can create and play with very complex buildings and structures.
The appearance of elements of labor activity in three-year-old children is expressed mainly in the mastery of self-care skills, which provide them with a certain independence in everyday life: a child can dress, undress, wash, use the toilet, and eat without the help of an adult.
Self-service includes a number of highly complex skills that a child must master. Two types of difficulties may arise here: in determining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. In this case, the organization of the orienting-exploratory phase of mastering skills, which is directly related to perception, acquires special significance.
At a younger preschool age, a child’s word often turns out to be insufficiently generalized, situational, or, conversely, generalized, and in some cases the child’s understanding of it may be completely incorrect. In the speech of children, there are substitutions, substitutions of familiar words for unfamiliar ones. Such speech cannot yet serve as a reliable support for the transfer of new knowledge to the child, which is formed in preschoolers only through visualization (A. V. Zaporozhets).
The growing need for communication leads to the fact that preschoolers develop all forms and functions of speech. And at a younger preschool age, the speech of an adult plays a guiding and organizing role. It attracts the attention of the child, directs him to the activity, in simpler cases determines the purpose of the activity, but the inclusion of a verbal instruction does not always help the child in its assimilation and implementation. The preschooler also needs other means of transferring knowledge and organizing activities: showing actions, a model, joint actions with an adult.
In the middle preschool age, the picture begins to change - the word can already more adequately direct the child's activities and convey information to him, but verbal instruction, the transfer of experience in verbal form still need sensory support.
Only by the age of five, the word begins in itself, within a certain content, to serve as a source of information and a means of transmitting social experience. The inclusion of the word not only accelerates, changes qualitatively, but also facilitates the process of assimilating new knowledge, and contributes to the mastery of new activities. The skills acquired with the help of verbal instructions are more easily transferred by the child to an unfamiliar situation, to new object. The role of the preschooler's own speech is also changing, this is manifested in the regulation of his activity. From accompanying it turns first into fixing, and then into planning. Speech is actively included in the assimilation of knowledge, in the development of thinking, in sensory development, in the moral, aesthetic education of the child, in the formation of his activity and personality.
Thus, language and speech are traditionally considered in psychology and pedagogy as a knot in which various lines of mental development are intertwined - thinking, imagination, memory, emotions. Speech is the main channel for transmitting culture from generation to generation, as well as the most important means of education and upbringing.
At preschool age, under the influence of adults, the child learns moral norms, learns to subordinate his actions to ethical standards. Thus, the correct behavior in the team is formed in him, self-consciousness, self-esteem, self-control appear, the emotional and volitional sphere and motivation of activity develop.
Older preschoolers have a fairly wide range of general information about the reality around them. This knowledge includes ideas about the work of adults, about family relationships, and the events of social life.
However, they are not always distinct. The older the child becomes, the more actively he is included in the life of society, so he needs to communicate with others and their moral assessment. A five-year-old child already largely masters these norms, he accumulates social experience, feelings such as shame, pride, etc. appear. He begins to especially need empathy, mutual understanding from adults and peers, in their assessment. At the same time, he begins to evaluate them himself: actions, personal qualities. At this age, the assessment of an adult is experienced by the child very sharply. He is no longer just striving to do some work for the sake of the action itself, but is waiting for the evaluation of his activities by those around him.
Older preschoolers have social, play motives associated with the desire for contacts with adults and peers, motives of pride and self-affirmation. There is a possibility of subordination of motives, which is one of the most important neoplasms in the development of the personality of older preschoolers. So, for example, a five-year-old child can suppress immediate desires; deliberate actions predominate over impulsive ones.
Children of the sixth year of life are able to voluntarily control their own activities. They are able to limit their desires, overcome obstacles that stand in the way of achieving goals, evaluate the results of their actions. At this age, children understand the meaning of the tasks set by adults, they can independently follow his instructions.
When examining children of the seventh year of life, it is necessary to pay attention not only to the level of development of cognitive activity, but also to the prerequisites for educational activity. Currently, there is a parallel three-year and four-year primary education. Therefore, the survey should be focused on a reasonable definition of the conditions of schooling.
Readiness for schooling includes the necessary level of physical and mental development of the child, certain skills, as well as generalized ideas about the world around him.
To date, there is a generally accepted understanding of the phenomenon of psychological readiness for schooling as a complex structural formation, consisting of a number of components.
Under the psychological readiness for school, many researchers understand the presence of a complex of certain psychological qualities that have already been formed by the time they enter school and can be diagnosed using special techniques. The following areas are distinguished as components of psychological readiness for school: motivational, intellectual, communicative and arbitrary. Let's take a closer look at these components. Motivational sphere. The central place in this area is occupied by the formation of the student's internal position as an indicator of his social maturity and a system of motives, manifested in cognitive choice, self-affirmation, establishing and maintaining positive relationships with peers and adults.
Intellectual sphere. Its readiness is manifested in a certain level of visual-figurative thinking, the presence of elements of logical thinking, figurative and semantic memory, voluntary attention, the necessary level of development of the perceptual sphere and imagination. In other words, the need for the formation of basic cognitive processes is noted.
An important prerequisite for school education is general intellectual skills - awareness of the goal of an activity set by an adult, the ability to think through ways to achieve it, plan one's actions, control oneself during work, and correctly evaluate the results obtained. The child's entry into school changes the social situation of his development. In order for the beginning of schooling to become the starting point of a new stage of development, the child must be ready for new forms of cooperation with adults and with his peers.
Communication sphere. It captures the ability to build the right relationships in joint activities. Arbitrary sphere. The child's voluntary behavior is born at preschool age in the process of role-playing and allows him to rise to a higher level in his development. The game is a school of voluntary behavior, since the process of learning at school from the very beginning is based on a certain level of development of the total behavior. The arbitrariness of behavior is also manifested in those prerequisites for learning activity, which D. B. Elkonin singles out as indicators of readiness for learning at school. The formation of volitional readiness of the future first-grader requires serious attention. He must be able to do not only what he wants, but also what the teacher, regime, program requires of him. To do not only pleasant, but also necessary, you need willpower, the ability to control your behavior, attention, thinking and memory.
Under the readiness of the child's body for schooling, the level of morphological and functional development is considered, which allows the child to withstand the requirements school life and study load. The criterion of readiness in this sense is the performance of children during the school day, school week, etc.
The readiness of mental processes is manifested in the level of formation of perception, thinking, memory, speech, attention. The criterion of readiness in this case is the arbitrariness of cognitive activity, the ability to generalize and developed speech.
Personal readiness to study at school is expressed in the child's desire to become a schoolchild, to perform educational activities, as well as in relation to the child's school, educational activities, teachers, and himself. It is important that the school attracts the child with its main activity - teaching (“I will learn to read, write, solve problems”).
A special role in the psychological development of children of senior preschool age is occupied by emotions, the development of the emotional and personal sphere.
Emotions are a special class of subjective psychological states reflected in the form of direct experiences in relation to the surrounding world and people.
The class of emotions includes moods, feelings, affects, stresses. They are included in all mental processes and human states. Emotions can be characterized by several particularly revealing hallmarks: modality, dynamism, polarity.
The emotional sphere is based directly on emotions, feelings, needs. Emotions perform protective, creative and cognitive functions, thus translating external influence into cognitive meaning. In the structure of the emotional sphere, it is necessary to single out sensory system, which ensures the interaction of the individual with the outside world through visual, auditory, kinesthetic perception. With the age of the child, there is a gradual complication of emotional mechanisms, which are a closed structure. There are several levels of complexity emotional development- emotional response, differentiation and regulation.
In the preschool period, the formation of the ability of children to voluntary regulation of emotions takes place, which, in comparison with the movement, is even less developed: it is difficult for them to hide joy, grief, surprise, to suppress fear and anxiety. While the emotions of children are still direct, not subject to the pressure of the social environment, the most convenient time is to teach them to understand, accept and fully express them. The preschool period is sensitive for the development of children's ability to voluntarily regulate emotions. To do this, the child needs to learn to voluntarily direct his attention to emotional sensations; distinguish and compare emotional sensations; reproduce emotions according to a given pattern or arbitrarily; use paralinguistic means to activate emotions.
The activation of voluntary emotions occurs in the process of psychomotor and communicative development. The child learns to regulate his communication, interactions in the group by establishing emotional contacts, which is the initial basis for the development of emotional control of the individual. Emotional well-being is a personality development factor that determines the attitude to activity. The emotional sphere helps the internal regulation of behavior through the experience of positive or negative emotions.
Changes in the emotional sphere are associated with the development of cognitive activity, and the inclusion of speech in emotional processes ensures their intellectualization, they become conscious. The development of intellectual feelings is connected with the formation of cognitive activity. The possibility of transition to a complex mediated activity arises as the emotional-volitional sphere develops. It is during this period that a restructuring of the motivation of behavior should occur, which is manifested in the ability to subordinate interests and emotions in educational activities, and this happens during the period of reaching a certain level of maturity of the emotional-volitional environment. This leads to the formation of the ability to be critical of their activities, to develop an internal plan of action and purposeful control. Thus, the formation of emotional regulation is an important factor in the development and construction of mental activity.
Children of senior preschool age are able to understand and distinguish other people's emotional states, empathizing to respond with adequate feelings.
Children have a more developed intuitive ability to capture someone else's emotional state than adults, so it is important during this period of development to focus on the formation of a child's ability to empathize, activate sociability, and regulate the emotional state of children.
The next step in improving emotional regulation will be the development of the child's skills of voluntary behavior. In older preschoolers, moral and ethical or personal categories are actively formed. They distinguish between the concepts of "good - bad", "good - evil", "beautiful - ugly", "true - not true". They understand the norms and rules of behavior quite well, but emotional regulation is not always sufficient.
Children directly express their own feelings, their mood depends on specific situations, and the expression is so diverse that emotions are easily recognizable by facial expressions, modality and expressiveness.
The period of preschool childhood can be called the period of affective experiences, since emotions are unstable. It is conditionally possible to distinguish three most pronounced groups of so-called "difficult children" who have problems in the emotional sphere:
1. Aggressive children. Unbalanced, in conflict situations, emotions are expressed very violently, which is manifested in affective behavior aimed at peers.
2. Emotionally disinhibited children. Everyone reacts too quickly. Emotions are manifested in facial expressions, movements, switching from positive to negative. emotional state, which violates the purposefulness and arbitrariness of activity and behavior.
3. Emotionally retarded children. Closed, timid, vulnerable, avoid communication, experience their emotional problems alone. They are characterized by lack of expression, "poverty" of emotional reactions.
Thus, it is possible to single out the main directions of development of children of senior preschool age: the complication of emotional manifestations and their regulation in activity and behavior; the formation of moral and social emotions, the formation of the emotional background of the mental development of children takes place; children learn emotional regulation skills that allow them to restrain strong expressions of feelings and mood swings.
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