Development of children 6-7 years of age. Psychological characteristics of children of six years of age

Younger school age is called the pinnacle of childhood. The child retains many childish qualities (frivolity, naivety), but already begins to lose childish spontaneity in behavior, he has a different logic of thinking. Learning determines practically all the child's activities - at school he acquires not only new knowledge and skills, but also a certain social status. New friends appear, interests and values change - the whole way of life changes.

5.1 The problem of teaching children from 6 years old

In the world pedagogical practice, a large training experience has been accumulated from 6 years and even more early age... Following this trend of lowering the initial age of education, in the 60s in the RSFSR corresponding experiments were launched in schools and kindergartens. Since 1981, in our country, education from the age of 6 has been introduced everywhere at the request of parents. Since 2002, all children start school at the age of 6.

All psychologists who work with six-year-old children come to the same conclusion: a 6-year-old first grader in terms of his mental development remains a preschooler:

he retains the peculiarities of thinking inherent in preschool age;

his involuntary memory predominates (he remembers only what is interesting);

attention is such that a child can be productively engaged in one activity no more than 15 minutes

the characteristics of self-esteem are such that the teacher's assessment of the child's educational work is perceived by him as an assessment of the personality;

receiving negative assessments causes anxiety, discomfort, which leads to passivity and refusal to work;

instability of behavior complicates work in the lesson, etc.

Based on the above features of 6-year-old children, their education involves a sparing regimen:

The duration of the lesson is no more than 35 minutes.

In between classes - physical exercises, games or walks.

Daytime sleep.

Lack of homework.

The 3-year study program is spread over 4 years.

A large number of general developmental activities (physical education, rhythm, music, art, labor, excursions).

Medical monitoring of the state of health.

Special programs and teaching methods.

The implementation of these teaching principles is not always successful, since it depends on many components: the material condition of the school, the methodological and professional competence of teachers, and many social factors. As a result, this type of training has many problems, primarily psychological ones.

According to the data of complex studies in unfavorable conditions in children, the state of health deteriorates: weight decreases, the amount of hemoglobin in the blood decreases, visual acuity decreases, and headaches appear. In connection with the deterioration of the general well-being, the child often begins to get sick, the working capacity decreases even more - all this is reflected in academic performance. In some cases, neuroses (tics, fears, enuresis, etc.), school maladjustment occur.

According to the research data of D.B. Elkonin:

in 6-year-old children in school conditions faster than in kindergarten, the ability to obey the prescribed rules of behavior is formed. But at the same time, it is not the satisfaction of observing these rules that prevails, but the fear of breaking them. In children, anxiety increases, and the level of emotional comfort decreases. In 7-year-old first graders, a similar communication style does not lead to a similar effect.

All 6-year-old children experience difficulties in adaptation: some develop lethargy, tearfulness, sleep and appetite disturbances; others become overexcited, irritable, and hot-tempered.

In a relatively favorable learning environment, psychological tension decreases after 1.5 - 2 months. In more severe conditions, it persists, causing neuroses and somatic diseases.

5.2 Crisis 6-7 years

According to Russian psychologists (L.S.Vygotsky, D.B. Elkonin, L.I.Bozhovich, and others), the preschool and primary school age is separated by a crisis of 7 years. This is a crisis of self-regulation, reminiscent of the crisis of 1 year.

Since the social situation of development (i.e. the system of relations) changes, the child finds himself on the border of a new age period. Therefore, the crisis of 7 years, allocated at the stage of a child's admission to school, is called a crisis of self-regulation.

L.I. Bozovic called the crisis of 7 years a period of birth of the social self. The child enters into a new social position - the position of a schoolchild. This radically changes his identity. A change in self-awareness leads to a reassessment of values. What was meaningful before (play) becomes secondary. Everything related to study becomes valuable, first of all grades.

In addition, profound changes take place in terms of their experiences: if earlier emotions and feelings were fleeting, situational, now they become more persistent and determine the mood and the prevailing emotional background of the child. L.S. Vygotsky called this phenomenon a generalization of experiences. A chain of failures or successes, each time experienced by a child about the same, leads to the formation of a stable feeling of inferiority, humiliation, or a sense of competence, significance. Reinforcing by relevant events, education data can be fixed in the personality structure, which will affect the child's self-esteem and level of aspirations.

The new social position of the student changes the child's self-awareness.

A change in self-awareness leads to a reassessment of values.

Emotions and feelings become more persistent. New affective formations appear - “generalization of experiences” (LS Vygotsky). These affective formations (feelings of inferiority, a sense of competence, significance) can change and disappear with the accumulation of experience, and can become a personality trait if they are constantly reinforced by relevant events.

The logic of feelings appears - experiences acquire a new meaning, connections are established between them.

This complication of the emotional-motivational sphere leads to the emergence of the child's inner life - external events, situations, relationships are refracted in the child's mind, depending on the logic of feelings, the level of claims, expectations, etc.

Emotional anticipation of the consequences of an action changes the structure of the child's behavior - an intermediate link appears between the desire to do something and the action - a semantic orientation.

Semantic orientation excludes the impulsiveness and immediacy of the child's behavior. The child thinks before acting, begins to hide his feelings and hesitations, tries not to show others that he is bad.

This is expressed in the following crisis manifestations: antics, mannerisms, artificial tension of behavior, a tendency to whims, affective reactions, conflicts.

All these external features begin to disappear when the child comes out of the crisis and enters a new age.

5.3 Learning activities

Learning activity, first of all, is a cognitive activity and successfully develops under the condition of appropriate mental development by mastering mental operations, with the necessary development of all mental functions, with a positive motivation for learning.

Educational activity, having a complex structure, goes a long way of formation. Its development will continue throughout all the years of school life, but the foundations are laid in the first years of schooling.

Formation patterns learning activities:

The entire teaching process in elementary grades is built on the basis of a detailed acquaintance of children with the main components of educational activity. The main role is assigned to the teacher, because educational activity is not given to the child initially. The theory of the gradual formation of mental actions lies at the heart of the consistent involvement of the child in educational activity. The teacher demonstrates to the child a certain sequence of educational actions and highlights those that should be performed in the subject, external speech or mental plane.

From direct adherence to the teacher's instructions by the end of the 2nd, the beginning of the 3rd grade, the child moves on to self-regulation. Self-regulation - the ability to set your own goals and objectives and mastering modeling. In other words, the transition from the method of "trial and error" to the ability to highlight general patterns and transfer the method of solving problems to other problems. Thus, we can talk about the child's ability to transform concrete-practical tasks into educational-practical ones.

School education is also distinguished by the fact that relationships with adults become mediated models and assessments, adherence to rules common to all, and the acquisition of scientific concepts.

These moments, as well as the specificity of the child's learning activity itself, affect the development of his mental functions, personality formations and voluntary behavior.

Mental functions of a younger student

Thinking becomes the dominant function - the development of other mental functions depends on the development of thinking:

the transition from visual-figurative to verbal-logical thinking is completed

logically correct reasoning appears, while the child uses concrete (according to Piaget) mental operations, i.e. operations based only on specific, visual material.

Scientific concepts are formed (mathematical, grammatical, etc.). in order to master them, children must have sufficiently developed everyday concepts.

Mastering a system of scientific concepts allows you to develop theoretical thinking.

Individual differences in children's thinking are manifested: “theorists” (“thinkers”) easily solve educational problems verbally, “practice” needs support on visualization and practical actions, “artists” have bright, imaginative thinking. Most children have a relative balance between different types of thinking.

Perception.

At the beginning of the period, it is not yet sufficiently differentiated (children confuse 6 and 9, etc.)

The transition from analyzing to synthesizing perception: when perceiving a picture, the description is supplemented by a logical explanation of the phenomena and events depicted on it.

Piaget's phenomena disappear (at the age of 7-8), perception ceases to be the basis for conclusions.

learning is built with a gradual increase in reliance on arbitrary memory

semantic memory develops with the help of thinking and mnemonic devices.

Mnemonic techniques - dividing the text into semantic parts, tracing the main semantic lines, highlighting the main reference words, returning to what has been read to clarify the content, mentally recalling what has been read and reproducing aloud, rational methods of memorizing by heart.

Attention.

There is a transition from involuntary to voluntary attention.

Involuntary attention predominates - attracts everything bright, interesting, concentration - no more than 10-20 minutes.

Distribution of attention and its switching from one training action to another.

The individual development of attention in children - its various properties develop differently, for each child in its own way: in some it is stable, but poorly switched (phlegmatic, melancholic), in others, good organization is combined with a small volume, a third easily switch and are also easily distracted. Inattentiveness results in severe distraction, poor concentration, and erratic focus.

Speech. Speech is one of the most important processes in a younger student. Its mastery is carried out in the lessons of the Russian (native) language and reading.

The vocabulary is increasing, awareness of one's own speech processes occurs, the intonation and sound-rhythmic aspects of speech are being improved.

Speech as a communicative function is characterized as speech-repetition, speech-naming, involuntary, reactive.

Formed written speech: despite the fact that it is much poorer and more monotonous than oral, written speech is more detailed.

Junior student personality development

The development of the personality of a junior schoolchild basically unfolds along the lines of the motivational sphere and the improvement of self-awareness. This is the period of the actual folding of the psychological mechanisms of personality. The child acquires traits of greater individuality in behavior, interests, values, personality traits.

Motivational sphere - includes educational and cognitive motives:

The motivation for achievement is the desire to do well, to do the task correctly, to get the desired result.

Prestigious motivation is the desire to be an excellent student at all costs (they achieve high productive activity, but are not capable of creativity, individualism is highly developed).

The motivation for avoiding failure is anxiety, fear in assessment situations (for unsuccessful students).

Compensatory motivation - motives that allow one to gain a foothold in a field other than the educational one.

Self-awareness:

There is a formation of a sense of competence according to E. Erickson - it corresponds to full development.

Self-esteem is formed under the influence of 3 factors: academic performance, the characteristics of the teacher's communication with the class, the style of family education.

The level of aspirations is still formed by the parents (by the age of 9 it is already fully formed - according to E. Berne)

Reflection develops - the child's ability to look at himself from the outside, self-observation and correlating his actions and deeds with universal human norms.

Emotional-volitional sphere:

From the moment a child starts school, their emotional development depends more than before on the experiences they have outside the home. The child's fears reflect the perception of the world around him, the scope of which is now expanding. The inexplicable and fictitious fears of the past are being replaced by other, more conscious ones: lessons, injections, natural phenomena, relationships between peers. Fear can take the form of anxiety or worry.

From time to time in children school age there is a reluctance to go to school. Symptoms ( headache, colic in the stomach, vomiting, dizziness) are widely known. This is not a simulation, and in such cases it is important to find out the reason as soon as possible. This can be fear of failure, fear of criticism from teachers, fear of rejection by parents or peers. In such cases, the friendly-persistent interest of the parents in the child's school attendance helps.

There is an increase in awareness, restraint, stability of feelings and actions.

The possibilities of fully comprehending one's feelings and understanding other people's experiences are still limited. Therefore, there is imitation in reactions to parents and teachers.

An age-related emotional norm is considered to be an optimistic, cheerful, joyful mood.

Complex, higher feelings appear: moral (sense of duty, love for the Motherland, camaraderie, pride, jealousy, empathy); intellectual (curiosity, surprise, doubt, creative pleasure, disappointment); aesthetic (feelings of beauty, beautiful, ugly, a sense of harmony)

Feelings and will are in close interaction. More often at this age, the motive of behavior becomes more emotion.

Volitional behavior by the 3rd grade is already directed by the child's own needs, interests and motives.

Conditions for the development of volitional action in schoolchildren:

Comprehensibility and awareness of the goals that need to be achieved.

The child must see the beginning and end of the goal.

The activity that the child must carry out should be proportionate to his capabilities. Very difficult and very easy tasks do not contribute to the development of will.

The child must know and understand the way of performing the activity, see the stages of achieving the goal.

External control over the child's activities should be gradually replaced by internal control.

Indicators of randomness in learning activities:

The level of formation of educational activity is low if the child does not complete the lessons on his own, but only under the guidance of an adult; goes on about the situation.

Formation of the motivational component - whether the child wants or does not want to learn. Depends on academic success.

Communication at primary school age

Relationship with adults. The behavior and development of children is influenced by the leadership style of adults: authoritarian, democratic, or permissive (anarchic). Children feel better and develop more successfully under democratic leadership.

Peer relationships. Starting at the age of six, children spend more and more time with their peers, and almost always of the same gender. Conformity intensifies, reaching its peak by age 12. Popular children usually adapt well, feel comfortable among their peers and, as a rule, are capable of cooperation.

The game. Children still spend a lot of time playing. It develops feelings of cooperation and rivalry, acquires a personal meaning such concepts as justice and injustice, prejudice, equality, leadership, obedience, loyalty, betrayal.

The game takes on a social connotation: children invent secret societies, clubs, secret cards, codes, passwords and special rituals. The roles and rules of children's society allow you to master the rules accepted in adult society. Playing with friends between the ages of 6 and 11 takes up the most time.

Basal age requirement

The basal need is respect. Any junior schoolchild makes a claim for respect, for being treated like an adult, for recognition of his sovereignty. If the need for respect is not satisfied, then it will be impossible to build a relationship with this person on the basis of understanding ("I am open to understanding if I am sure that I am respected").

Younger school age is the beginning of school life. Entering it, the child acquires the inner position of the student and educational motivation.

Educational activity becomes the leading one.

During this period, the child develops theoretical thinking, he creates the necessary basis for his subsequent learning.

The development of the child's personality depends on educational activities. Successful study, awareness of their abilities and skills leads to the formation of a sense of competence - a new aspect of self-awareness. If a sense of competence is not formed, then a feeling of inferiority arises, which can provoke compensatory self-esteem and motivation.

The main neoplasms are arbitrariness, an internal plan of action, reflection. In addition, all mental processes are being improved and rebuilt.

Theoretical reflexive thinking and a sense of competence as one of the aspects of self-awareness are recognized as the central neoplasms of primary school age.

Literature on the topic 5

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Knowledge is Power - 1994 - №2.

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All psychologists who work with 6-year-old children come to the same conclusion: a 6-year-old first grader remains a preschooler in terms of his mental development, possessing all the psychological characteristics of preschool children.

For a more convenient consideration of psychological characteristics, it should be noted that regardless of age, on the level of mental development, on the field of activity, etc., psychology considers two main blocks: the psychology of the cognitive sphere (cognitive processes: attention, memory, thinking, imagination and etc.) and personality psychology (temperament, character, motivation). The psychological characteristics of children of this age can also be viewed in the form of these blocks.

In the cognitive sphere, children of 6 years old retain the peculiarities of thinking inherent in preschool age, involuntary memory prevails in him (so that what is interesting is remembered mainly, and not what needs to be remembered); attention is mostly involuntary, the specificity is that the child is able to productively do the same thing for no more than 10-15 minutes. At the same time, involuntariness is more inherent in all cognitive processes, which, of course, creates certain problems in learning.

Not only the cognitive sphere of children of the 6th age creates additional difficulties in learning, but also personality traits. Cognitive motives that are adequate to the learning objectives are still unstable and situational, therefore, during classes, they appear and are maintained in most children only thanks to the efforts of the teacher. Overestimated and generally unstable self-esteem, which is also characteristic of most children, leads to the fact that it is difficult for them to understand the criteria for pedagogical assessment.

They consider the assessment of their academic work as an assessment of the personality as a whole, and when the teacher says: "You did it wrong," it is perceived as "You are bad." Receiving negative assessments, comments causes anxiety, a state of discomfort, due to which a significant part of the students becomes passive, quits the work they have started, or requires the help of a teacher. Due to his social instability, difficulties in adapting to new conditions and relationships, a 6-year-old child is in dire need of direct emotional contacts, and in formalized conditions schooling this need cannot be fully satisfied.

We will not list all the features of the development of a preschooler. It is obvious that it is difficult to teach children 6 years old and such education should be built taking into account the specifics of their development. The teacher must take it into account age features... For example, once a 6-year-old child gets tired quickly while doing the same job, the class needs to provide a variety of different activities. Because of this, the lesson consists of several parts, united by a common theme. You cannot give assignments that are typical for traditional schooling - requiring long-term concentration of the gaze on one subject, performing a series of monotonous precise movements, etc.

Since the child seeks to study everything in a visual-figurative and visual-action plan (since these types of thinking are more developed in comparison with verbal-logical), a large place should be given to his practical actions with objects, work with visual material. Due to the still unresolved need for play and the intensely emotional saturation of the whole life, a 6-year-old child learns the program much better in a playful way than in a standard situation of a training lesson. Therefore, it is necessary to constantly include the elements of the game in the lesson, conduct special didactic and developmental games.

Without listing all the features of building a lesson, we note one fundamentally important point. At the age of 6, there are still significant difficulties with voluntary behavior: in preschool age arbitrariness is just beginning to form. Of course, the child can already manage his behavior for some time, consciously achieve the goal set before him, but he is easily distracted from his intentions, switching to something unexpected, new, attractive. Moreover, 6-year-old children have an insufficiently formed mechanism for regulating activity, based on social norms and rules. Their activity, creative initiative cannot be manifested in conditions of strict requirements, strictly regulated communication. Authoritarian communication with 6-year-olds is not just undesirable - it is unacceptable.

What happens to a child if he nevertheless falls into the formalized system of school education, in which his age characteristics are not sufficiently taken into account? As the comprehensive studies carried out in schools have shown, in unfavorable conditions, the health of children often deteriorates: weight can decrease, the amount of hemoglobin in the blood can decrease, visual acuity decreases, and headaches appear.

In connection with the deterioration of the general well-being, the child often begins to get sick, his already low working capacity decreases, which negatively affects the learning. In some cases, neuroses, school maladjustment occur. In relatively favorable learning conditions, psychological tension usually begins to decrease in 1.5-2 months. In more severe conditions, it persists, causing side effects, both psychologically and physically.

In general, the following conclusion can be drawn:

Six-year-olds are preschoolers in terms of their developmental level. Accordingly, they have psychological characteristics inherent in this age.

The teacher must take into account the peculiarities of the development of this age. Children of six years old cannot fully develop in the conditions of a rigid, formalized school system. Modification of working methods is needed. The question of entering the first grade of a six-year-old child should be decided individually, based on his psychological readiness for school.

Psychological readiness for schooling is a holistic education that presupposes a sufficiently high level of development of motivational, intellectual spheres and the sphere of arbitrariness. The lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the original options for the transition from preschool childhood to primary school age.

Question

Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child for assimilation of the school curriculum under certain learning conditions. The child's psychological readiness for schooling is one of the most important outcomes of psychological development during preschool childhood. The solution to this problem is associated with the determination of the goals and principles of organizing training and education in preschool institutions... At the same time, the success of the subsequent education of children in school depends on its decision. The main purpose of determining the psychological readiness for schooling is the prevention of school maladjustment. Traditionally, there are three aspects of school maturity: intellectual, emotional and social. The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. The zone of proximal development is determined by what a child can achieve in cooperation with an adult, whereas without the help of an adult he cannot yet accomplish this. At the same time, collaboration is understood very broadly: from a leading question to a direct demonstration of a solution to a problem. Moreover, learning is fruitful only if it falls into the zone of the child's proximal development. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; the possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures. Emotional maturity is mainly understood as a decrease in impulsive responses and the ability to long time perform a not very attractive task. Social maturity includes the child's need for communication with peers and the ability to subordinate his behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.

Question.

Crisis 7 years

The transition of a child from preschool to primary school age is accompanied by the development of a normal age-related developmental crisis - a crisis of 7 years.
The development of the baby is uneven and is an alternation of crisis and calm (flying) periods that alternately replace each other.
Each new stage development invariably begins with a normative age crisis, which practically all children of the corresponding age go through.
The crisis of 7 years is not the first: in his development, the child has already gone through several similar crises - the crisis of the newborn, the crisis of the first year and three years.

The onset of a 7-year-old crisis usually coincides with the moment a child enters school.
Usually, older preschoolers strive to start learning at school as soon as possible and in every possible way rush this moment.
Thanks to kindergarten classes, study visits to school and communication with friends who have already become schoolchildren and demonstrate their maturity, children by 6-7 years old are well acquainted with the peculiarities and rules of school life.
The child understands that learning at school imposes new responsibilities on him, but he is ready to fulfill them, because he wants to feel more like an adult.

To become a schoolboy means for him to touch the life of adults, through this he gets the opportunity to feel like a full-fledged member of society.
As the moment of entering school approaches, the child begins to perceive himself not just as Tanya or Seryozha, he has a perception of himself as a student, a participant in school life, that is, for the first time, the baby begins to realize his social I AM.
All this determines the appearance in the child of a new psychological characteristic - self-respect.
However, some children do not show a desire to go to school, do not want to leave kindergarten, wanting to remain small and defenseless as before.

Why is this happening?
On the one hand, the reason for this phenomenon may be the position of adults around the child.
It's no secret that many of us are unhappy with today's life and our place in it.
Parents often try to compensate for this feeling of dissatisfaction with the help of their children.
How often can you hear from mothers who bring their babies for a consultation with a psychologist before entering school: My Sasha is a very smart and quick-witted boy, I think he will be the best student in the class!
Often, such parents do not see the existing developmental problems of the child, do not perceive the recommendations given by teachers and psychologists, believing that their baby the best.
At the same time, they scold the child when he does something wrong, not realizing that the baby cannot learn everything at once, he needs to make a lot of efforts to actually turn out to be what mom and dad want him to be.
Of course, it's not bad when parents support their son or daughter, forming a positive assessment in him.
It is worse when this support is absolutized, when the child really begins to perceive himself to be special, the best and the smartest.
In this case, the baby may develop a fear of being insolvent, the fear of not justifying the huge hopes that are placed on him.

On the other hand, the reason for the decrease in the desire of children to study at school may be the fact that modern programs of education and upbringing in kindergarten are becoming closer to school ones.
Already in the kindergarten, the child begins to get used to the lessons and the teacher, who comes to study with them in a group, to the school daily routine.
In this case, admission to school ceases to be perceived by the child as something special, he loses interest in this, his desire to try on a new role - the role of a schoolchild - decreases.

So, self-esteem is the main neoplasm of the crisis 7 years.
An older preschooler begins to strive to participate in the life of not only his family, but also society as a whole, and the closest and most accessible way to realize this desire in his perception is to go to school.
That is why most children are looking forward to this moment, they are happy to play school and several times a day they go through the school supplies bought by mom and dad.
A six-seven-year-old child seeks to demonstrate in every possible way that he has already become an adult, that he knows and understands a lot, he wants to constantly participate in the conversations of adults, express his opinion and even impose it on others.
Children of this age like to wear adult clothes, often try on mom's shoes or dad’s hat, girls, when mom is not around, try to use her makeup.

As a rule, all this causes discontent of the parents, they constantly pull back the baby, urging him not to interfere with mom or dad, to behave decently.
Thus, you and I, dear parents, willingly or unwillingly suppress the child's need to feel like an adult and respect himself.
This is because adults in their internal perception of the baby, as a rule, lag behind his real development, that is, our baby seems to us weaker and less independent than he really is.
Unconsciously, you and I want the child to remain as small and defenseless all the time as he was when he was lying in his cradle, and we strive in every possible way to protect him from the difficulties and vicissitudes of life, suppressing his ability and need to be independent.

Thus, there is a rather significant gap in the child's perception of himself and the perception of his parents.
Not getting the opportunity from adults to be independent, to demonstrate their opinion to others, the child is looking for new ways of realizing the need that has arisen.
He discovers that he cannot just express and articulate what he thinks, because in doing so, he causes a feeling of displeasure in the adult.
Not getting the opportunity to speak directly, the child begins to grimace, be capricious, attracting the attention of adults to himself in the ways available to him.
Here one more gap, characteristic of the crisis of 7 years, is manifested.
On the one hand, the child wants to seem adult and independent, on the other, he uses childish forms of behavior for this (antics, whims, etc.).
Psychologists call such reactions regressive behaviors.

If you begin to notice that your 6-7 year old child is increasingly attracting attention to himself, becomes capricious and irritable, while striving to participate in all your affairs and conversations, it can be assumed that the baby is entering another crisis period of his development.
We think that you, dear mothers and fathers, grandmothers and grandfathers, already have some experience of communicating with a child during periods of crisis and you know that all these phenomena are absolutely normal and, moreover, are necessary for the further psychological development of the baby.
Nevertheless, we will take the liberty of giving you some simple recommendations on how to communicate with your child in this difficult period for him, and they, we hope, will help you to overcome the existing difficulties as quickly and painlessly as possible.

Encourage your child to be independent and active, give him the opportunity to act independently.
Try to take on the role of a consultant, not a prohibitionist. Help your child in difficult situations.
Involve the child in the discussion of various "adult" problems.
Ask for his opinion on the issue under discussion, listen carefully to him before criticizing.
Perhaps there is a grain of rationality in what the child says.
Give him the opportunity to speak up and tactfully correct if he is wrong about something.
Be prepared to accept and agree with your child's point of view.
This will not harm your authority, but it will strengthen the child's sense of self-esteem.
Be close to your child show that you understand and appreciate him, respect his achievements, and can help if he fails.
Show your child a way to achieve what he wants and do not forget to praise him if he succeeds.
Encourage even the smallest success of the child towards the goal.
This will help him to strengthen faith in himself, to feel strong and independent.
Answer the child's questions.
Don't dismiss your baby's questions, even if you've answered them repeatedly.
After all, 6-7 years old is the age for some reason, a child is interested in literally everything, his curiosity knows no bounds.
The ability to get answers to all the questions that arise gives a strong impetus to the intellectual and social development baby.
Be consistent in your requirements.
If you do not allow the child to do something, then stand your ground to the end.
Otherwise, tears and tantrums will be a convenient way for him to insist on his opinion.
Make sure that everyone around you has the same requirements for the child.
Otherwise, what dad and mom do not allow will be very easy to beg from grandmother - and then all efforts will go down the drain.
Set your child an example of "adult" behavior. Do not show offense and irritation, dissatisfaction with another person in front of him.
Observe a culture of dialogue. Remember that your baby imitates you in everything in communication, and in his behavior you can see a mirror image of his habits and ways of communication.

Social development situation

· The characteristics of primary school age are deeply and meaningfully presented in the works of D.B. Elkonina, V.V. Davydov, their employees and followers. During this period, a restructuring of the entire system of relations between the child and reality takes place. The change social situation development consists in the child's going beyond the family, in expanding the circle of significant persons, in identifying a special type of relationship with an adult, mediated by a task ("child - adult - task"). The system becomes the center of a younger student's life "child is a teacher", which determines the child's relationship to parents and peers.

· According to L.I. Bozovic, an indicator of a child's readiness for schooling is "internal position of the student" - a psychological neoplasm, which is a fusion of the child's cognitive needs and the need to take a more adult social position. The new position of the child in society - the position of the student - is characterized by the emergence of compulsory, socially significant, socially controlled activity - educational. The student must obey the system of its rules and be responsible for their violation. Thus, the new social situation introduces the child into a strictly normalized world of relationships and demands from him arbitrariness, responsibility, and discipline. The younger student also receives new rights: the right to respectful attitude of adults to their studies, to workplace, for educational supplies.

· Diligence, discipline of a child, success or failure of studies affect the entire system of his relations with adults and with peers.

· As noted by V.S. Mukhina, the new social situation is tightening the living conditions of the child. Adaptation child to school life is associated with difficulties that he must overcome :

· Mastering the new school space;

· Development of a new daily routine;

• entering a new, often the first, peer group (school class);

· Acceptance of many restrictions and attitudes that govern behavior;

· Establishing a relationship with a teacher;

· Building a new harmony of relationships in the home, family situation.

· According to V.V. Davydova, the first type of difficulties experienced by first graders is associated with the features of the new school regime (wake up on time, do not miss classes, sit quietly in class, do homework, etc.). It is necessary that the teacher and parents constantly and clearly present new requirements for the child's life, control their implementation.

The second type of difficulty is due to the nature relationship with the teacher, with classmates, with family members.

· Social role teachers are associated with the presentation of important, equal and mandatory requirements to children, with an assessment of the quality of educational work. According to V.S. Mukhina, a teacher who strictly makes demands on the child, evaluates his behavior, creates conditions for the socialization of the behavior of a younger student in the space of responsibilities and rights. The teacher must present the same requirements to all students, take them into account individual characteristics to choose one or another method of influence. Specificity of social perception junior schoolchildren affects the peculiarities of their first impression of another person, which is characterized by orientation to external signs: the physical appearance and its design are for the first graders a "frame" on which the image of another person is built. The teacher must take into account the orientation of children to appearance and pay attention to their costume.

· In the first months of being at school, the teacher must instill in the student the feeling that the class is not an alien group of people, but a friendly group of peers. In the first graders, during the period of adaptation to school, communication with peers, as a rule, recedes into the background before the abundance of new school impressions - each of the students is still "on his own", the children communicate with each other through the teacher.

· A textbook episode from the life of first-graders, given by Ya.L. Kolominskiy: "If one of the students forgot to bring a pen to the classroom, but in the classroom you need to write, then he does not ask his comrades to give him an extra pen. The student usually sits and is silent, sometimes crying, hoping that the teacher will notice his disastrous The teacher, having found out what was the matter, turns to the class, asking if anyone has an extra pen. A student who has a free pen does not give it to a friend himself. He gives the pen to the teacher, who gives it to the student. "

· In the first grade, the perception of a peer, as a rule, is mediated by the attitude of the teacher to him, and the choice of a friend is determined by external circumstances (they sit at the same desk, live nearby). By the age of 10-11, the student's personal qualities become significant - kindness, honesty, attentiveness, independence, self-confidence, organizational skills.

· At home, a first grader must take into account the interests and concerns of other family members in order to avoid the emergence of a kind of student egoism of a "school worker" when a child begins to usurp his position, dictate to the family that way of home life, in the center of which he is a student. At the same time, parents should respectfully perceive and satisfy the rights of the child (make room for homework, reckon with the student's daily routine).

· As V.V. Davydov, by the middle of the school year, many first-graders, as they get used to the external attributes of the school the initial urge to learn goes out , apathy and indifference come. A way to prevent "saturation" with learning is the teacher's statement of rather complex educational and cognitive tasks, the formulation of a system of tasks that require active clarification of ways and means of their solution.

In the first months of training, it is especially dangerous to require students to simply memorize certain information without a proper understanding of their necessity and conditions of use, in order not to lose control of an important point - the beginning of the formation of cognitive interests in the educational material in schoolchildren, since the absence of such interests negatively affects all subsequent educational work.

Indeed, the motive with which the child comes to school is not related to the content of the activity that he must perform at school, that is, the motive and the content of educational activity do not correspond to each other, therefore the motive gradually begins to lose its strength. The learning process should be structured so that its motive is associated with its own, internal content of the subject of assimilation. D.B. Elkonin believed that the content that the child is taught in school should encourage learning.

· School adaptation period (acceptance of the educational situation) under favorable conditions lasts about 2 months. (the entire first quarter), sometimes the entire first year of study. Parents should help the child to master the set of requirements of the school situation and learning activities.

· You cannot leave a child in a difficult situation, expecting that he will completely cope with it on his own, at the same time, you cannot suppress the child's initiative.

· Parental support can be provided in the form of an increased interest in the intricacies of school commandments, in giving the status of a ritual to collect a portfolio, in preparation for the next school day.

· It is necessary to treat with understanding the "outbursts of conformism", the child's desire to do everything exactly "as the teacher said," associated with the special value of rules and norms for a newly-made student.

· To postpone until better times complaining and fearing about the imperfection of teachers and school curricula.

· Pay attention to the nature of those values and emotional accents that are transmitted to the child in free communication: the value of obedience ("Were you not scolded today?"), The value of prestige "Who else in the class got an A?" and etc.

· The most effective style of upbringing is a value attitude towards a child, demonstration of love and goodwill, teaching self-regulation skills, the ability to reckon with others. At school, a child from such a family quickly gains independence, knows how to build relationships with classmates, while maintaining self-esteem, knows what discipline is.

Thus, at the initial entry into school life, the child undergoes a significant psychological restructuring: he acquires some important habits of the new regime, establishes a trusting relationship with the teacher, classmates, based on the emerging interests in the content teaching material a positive attitude towards learning is consolidated in him.

Question

The conditions for the favorable adaptation of first-graders were identified, characterized and experimentally tested: the teacher's inclusion in the lesson of play activities, the implementation of an individual approach to teaching, the creation of a system of active interaction between the teacher, the kindergarten teacher, the parents, the teacher's mastery of the method of adaptation of the first-graders to learning.

A necessary condition for the implementation of psychological and pedagogical support of first-graders at the stage of adaptation is the systematic monitoring of the child's status in the new team and the dynamics of his mental development in the process of schooling; the creation of socio-psychological opportunities for the development of the personality of students and their successful learning by building the educational process at school according to flexible schemes, capable of changing and transforming depending on the psychological characteristics of those children who came to study at a particular educational institution.

Favorable adaptation of children of primary school age to school life is the key to the success of the child's education and his personal well-being. The period of getting used to school requires a special organization of the life and activities of schoolchildren. The methodological letter of the Ministry of Education of the Russian Federation emphasizes that for the first two to three months in the first grade, it is necessary to reduce the number of lessons (conduct not 4 lessons a day, but 3), pay more attention to activities that unite and unite children (walks, creative independent activities, games).

In the cognitive sphere, children of 6 years old retain the peculiarities of thinking inherent in preschool age, the nature of thinking is figuratively schematic. His involuntary memory predominates (so that what is interesting is remembered mainly, and not what ...
what to remember); attention is mostly involuntary, poorly with the distribution of attention (example with reading), insufficient attention span, specificity is also that the child is able to productively do the same thing for no more than 10-15 minutes. At the same time, involuntariness is more inherent in all cognitive processes, which, of course, creates certain problems in learning.

They consider the assessment of their academic work as an assessment of the personality as a whole, and when the teacher says: "You did it wrong," it is perceived as "You are bad." Receiving negative assessments, comments causes anxiety, a state of discomfort, due to which a significant part of the students becomes passive, quits the work they have started, or requires the help of a teacher. Due to his social instability, difficulties in adapting to new conditions and relationships, a 6-year-old child desperately needs direct emotional contacts, and in formalized school conditions this need cannot be fully satisfied.

It is obvious that it is difficult to teach children 6 years old and such education should be built taking into account the specifics of their development. The teacher should take into account his age. For example, once a 6-year-old child gets tired quickly while doing the same job, the class needs to provide a variety of different activities. Because of this, the lesson consists of several parts, united by a common theme. You cannot give assignments that are typical for traditional schooling - requiring long-term concentration of the gaze on one subject, performing a series of monotonous precise movements, etc.

At the age of 6, there are still significant difficulties with voluntary behavior: in preschool age, volition is just beginning to form. Of course, the child can already manage his behavior for some time, consciously achieve the goal set before him, but he is easily distracted from his intentions, switching to something unexpected, new, attractive. Moreover, 6-year-old children have an insufficiently formed mechanism for regulating activity, based on social norms and rules. Their activity, creative initiative cannot be manifested in conditions of strict requirements, strictly regulated communication. Authoritarian communication with 6-year-olds is not just undesirable - it is unacceptable.

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Psichologicalfeatures of children 6- lyoung age

1. Features overall development in preschool age

Preschool age - the period of a child's development from 3 to 7 years.

During these years, further physical development and improvement of the child's intellectual capabilities take place, his movements become free, he speaks well, the world of his sensations, experiences and ideas becomes richer and more diverse.

The increase in the growth of children during this period is uneven - at first it slows down to 4-6 cm per year, and then at the 6-7th year of life it accelerates to 7-10 cm per year (the period of the so-called first physiological extension).

Weight gain is also uneven. For the 4th year, the child gains about 1.5 kg, for the 5th - about 2 kg, for the 6th - 2.5 kg, i.e. an average of 2 kg per year. By the age of 6-7 years, the child should double his weight, which he had at the age of one.

The skin at this age all thickens, becomes more elastic, the amount blood vessels they decrease, the skin becomes more resistant to mechanical stress.

By the age of 5-6, the child's spine corresponds to the shape of an adult. However, the ossification of the skeleton is not yet complete.

Children during this period are very mobile, their muscular system is rapidly developing, which causes a significant load on the child's skeleton.

From 5-7 years old, children begin to fall out milk teeth and erupt permanent teeth.

At the end of preschool age, the formation of the respiratory system ends. Breathing becomes deeper and deeper.

The cardiovascular system is also undergoing significant development, becoming more efficient and resilient.

Neuropsychic development reaches a significant level. The child's intellectual behavior is greatly improved. The vocabulary is gradually increasing. The child already quite definitely expresses various emotions - joy, grief, pity, fear, embarrassment. At this age, moral concepts and ideas about responsibilities are determined and developed.

2. Opsi propertieschemical development of preschoolers

According to D.B. Elkonin, preschool age revolves around its center, around an adult, his functions and his tasks. An adult here acts in a generalized form, as a bearer of social functions in the system of social relations (an adult is a father, a doctor, a driver, etc.). The author sees the contradiction of this social situation of development in the fact that the child is a member of society, he cannot live outside of society, his main need to live together with the people around him.

In the process of the development of relations between a child and an adult and the differentiation of all types of his activities, there is: the emergence and development of subordination of motives, the assimilation of ethical norms, the development of voluntary behavior and the formation of personal consciousness.

The main neoplasms of preschool age are:

1. The emergence of the first schematic outline of an integral children's worldview. Everything that the child sees, the child is trying to put in order, to see the regular relationships in which the fickle world around it fits.

Building a picture of the world, the child invents, invents a theoretical concept, builds worldview schemes. This worldview is linked to the entire structure of preschool age, in the center of which is the person. D.B. Elkonin notices the paradox between low level intellectual capabilities and high level cognitive needs.

2. The emergence of primary ethical instances and, on their basis, moral assessments, which are beginning to determine emotional attitude child to other people.

3. There are new motives of actions and actions, social in their content, associated with the understanding of relationships between people (motives of duty, cooperation, competition, etc.). All these motives enter into various correlations, form a complex structure and subjugate the child's immediate desires.

At this age, one can already observe the predominance of deliberate actions over impulsive ones. Overcoming immediate desires is determined not only by the expectation of a reward or punishment from an adult, but also by the child's expressed promise (the principle of the “given word”). Thanks to this, personality traits such as perseverance and the ability to overcome difficulties are formed; there is also a sense of duty towards other people.

4. Voluntary behavior and a new attitude of the child towards himself and his capabilities are noted. Arbitrary behavior is behavior mediated by a specific representation.

D.B. Elkonin noted that in preschool age the image orienting behavior first exists in a concrete visual form, but then it becomes more and more generalized, acting in the form of a rule or norm. Based on the formation of voluntary behavior, the child develops a desire to control himself and his actions. Mastering the ability to manage oneself, one's behavior and actions stands out as a special task.

5. The emergence of personal consciousness - the emergence of consciousness of their limited place in the system of relations with adults. Striving to carry out socially significant and socially appreciated activities. A preschooler becomes aware of the possibilities of his actions, he begins to understand that not everything can (the beginning of self-esteem). Speaking of self-awareness, they often mean awareness of their personal qualities (good, kind, evil, etc.). “In this case, - emphasizes L.F. Obukhov, - it comes about the awareness of their place in the system of social relations. Three years - outwardly "I myself", six years - personal identity. And here the outside turns into the inside. "

3 . Psychological characteristics of the child's activity in preschool age

At an early age, elements of role play appear and begin to develop. In role-playing games, children satisfy their desire for modern life with adults and, in a special, playful way, reproduce the relationships and work activities of adults.

At preschool age, play becomes a leading activity, but not because modern child, usually, most spends time in entertaining him games - the game causes qualitative changes in the psyche of the child. The game action is of an iconic (symbolic) nature. It is in play that the sign function of the child's consciousness is most clearly formed.

In playing activity, the preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with this role. In the game, the child for the first time opens the relationship that exists between people in the process of their work, their rights and obligations.

Responsibilities towards others are what the child feels it is necessary to fulfill based on the role that he has assumed. In fulfilling duties, the child receives rights in relation to persons whose roles are played by other participants in the game.

The role in the story game is precisely to fulfill the responsibilities that are imposed by the role, and to exercise rights in relation to other participants in the game.

In role play, children reflect the variety of activities around them. They reproduce scenes from family life, from work activities and labor relationships of adults, reflect epoch-making events, etc. Reality reflected in children's games becomes the plot of a role-playing game. The wider the sphere of reality that children face, the wider and more varied are the plots of the games. Therefore, naturally, the younger preschooler has a limited number of plots, while for the older preschooler, the plots of the games are extremely varied.

Along with the increase in the variety of plots, the duration of the games increases. So, the duration of play in children of three to four years is only 10-15 minutes, in four to five years old it reaches 40-50 minutes, and in older preschoolers, games can reach several hours and even for several days.

Some plots of children's games are found in both small and older preschoolers (daughters and mothers, kindergarten).

Despite the fact that there are plots common to children of all preschool ages, they are played out in different ways: within the same plot, the game becomes more varied among older preschoolers. Each age tends to reproduce different aspects of reality within the same plot.

Along with the plot, it is necessary to distinguish between the content of the role-playing game. The content of the game is that the child highlights the main moment of the adult's activity. Children of different age groups when playing with the same plot, they bring different content into this game. Thus, younger preschoolers repeat the same actions many times with the same objects, reproducing the real actions of adults. Reproduction of real actions of adults with objects becomes the main content of the game of younger preschoolers. Playing at lunch, for example, kids cut bread, cook porridge, wash dishes, while repeating the same actions many times. However, the sliced bread is not served to the dolls, the cooked porridge is not laid out on the plates, the dishes are washed when they are still clean. Here, the content of the game is reduced exclusively to actions with objects.

The game plot, as well as the playing role, is most often not planned by a child of younger preschool age, but arises depending on what object comes under his hands.

At the same time, already among younger preschoolers, in a number of cases, the content of the game may be relations between people.

Younger preschoolers recreate relationships in play in a very limited, narrow circle of plots. As a rule, these are games related to the direct practice of the children themselves. Later, recreating human relationships becomes the main point in the game. So, the game in children of middle preschool age proceeds as follows. The actions performed by the child are not repeated endlessly, but one action is replaced by another. In this case, actions are performed not for the sake of the actions themselves, but in order to express a certain attitude towards another person in accordance with the role taken. This relationship can also be played out with a doll that has received a certain role. The actions performed by a middle-aged preschooler are more curtailed than those of younger preschoolers. In the story games of middle-aged preschoolers, the main content is the relationship between people.

The detailed transfer of relations between people in the game teaches the child to obey certain rules. Getting acquainted through the game with the social life of adults, children are more and more familiar with the understanding of the social functions of people and the rules of relations between them.

The content of the role-playing game for older preschoolers is obedience to the rules arising from the role assumed. Children of this age are extremely picky about following the rules. Fulfilling the rules of social behavior in the game, children direct their attention to what “happens”. Therefore, they argue about what happens and what does not happen. Thus, the development of the plot and content of the role-playing game reflects the child's ever deeper penetration into the lives of the adults around him.

In play activities, the mental qualities and personality traits of the child are most intensively formed. In the game, other types of activity are formed, which then acquire an independent meaning. Playful activity influences the formation of the arbitrariness of mental processes in children. So, in play, children begin to develop voluntary attention and voluntary memory.

The game situation and actions in it have a constant impact on the development of the mental activity of a preschool child. Play greatly contributes to the fact that the child gradually moves to thinking in terms of ideas.

Role play is critical to the development of imagination. In play, the child learns to replace objects with other objects, to take on various roles. This ability forms the basis of the imagination.

Competition games are allocated to a special class, in which the most attractive moment for children is winning or success. It is assumed that it is in such games that the motivation for achieving success is formed and consolidated in preschool children.

In older preschool age, constructive play begins to turn into labor activity, during which the child designs, creates, builds something useful, necessary in everyday life. In such games, children learn elementary labor skills and abilities, learn physical properties subjects, they are actively developing practical thinking. In the game, the child learns to use many tools and household items. He acquires and develops the ability to plan his actions, improve hand movements and mental operations, imaginations and representations.

Among the various types of creative activities that preschool children like to engage in, the fine arts, in particular children's drawing, take a large place. By the nature of what and how the child depicts, one can judge his perception of the surrounding reality, about the features of memory, imagination, thinking. In drawings, children strive to convey their impressions and knowledge received from the outside world. Drawings can vary significantly depending on the physical or psychological state of the child (illness, mood, etc.). It was found that the drawings made by sick children differ in many respects from the drawings of healthy children.

As you know, the origins of the child's visual activity date back to early childhood. By the beginning of preschool childhood, as a rule, a child already has a certain supply of graphic images that allow him to depict individual objects. However, these images are distant similarities.

The ability to recognize an object in a drawing is one of the incentives for improvement and has a long history. Various forms of experience are introduced into children's drawing, which the child receives in the process of actions with objects, their visual perception, the most graphic activity and learning from adults. Among the drawings of children, along with images corresponding to visual perception, one can find those in which what the child finds out, not looking at the object, but acting with it or feeling it. So, often children draw a flat acute-angled figure (for example, a triangle) after feeling it in the form of an oval with short lines extending from it, with which they try to emphasize the acute-angled object being depicted.

In the course of the development of drawing, the child develops a need to use color. With this, two tendencies towards the use of color begin to emerge. One tendency is that the child uses color arbitrarily, i.e. can paint an object or its parts with any colors that often do not correspond to the actual color of the object. Another tendency is that the child tends to color the depicted object in accordance with its actual color.

Children often use the knowledge of the color of an object, established from the words of adults, bypassing their own perception. Therefore, children's drawings are filled with color stamps (grass is green, the sun is red or yellow).

A characteristic feature of children's drawings is that in them children express their attitude to the drawing itself. Children depict everything “beautiful” with bright colors, “ugly” they paint with dark colors, deliberately performing poorly.

In preschool age, children are focused on portraying the objective world. However, they do not disregard the fantastic characters. After six years, the flow of drawings in children becomes less abundant. But the pictorial repertoire is also very diverse.

Music occupies an important place in the artistic and creative activity of preschoolers. Children enjoy listening to musical compositions, repeating musical rows and sounds on various instruments. At this age, for the first time, an interest in serious music studies arises, which in the future can develop into a real hobby and contribute to the development of musical talent. Children learn to sing, perform a variety of rhythmic movements to music, in particular dance. Singing develops an ear for music and vocal abilities.

None of the children's ages requires such a variety of forms of interpersonal cooperation as preschool, since it is associated with the need to develop the most diverse aspects of the child's personality. This is cooperation with peers, with adults, games, communication and joint work.

Throughout preschool childhood, various types of activities of children are consistently improved, and a child of 5-6 years old practically turns out to be involved in at least seven to eight different types activities, each of which specifically intellectually and morally develops it.

4. Preschooler personality development

From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. The first of them refers to the age of three to four years and is mainly associated with the strengthening of emotional regulation. The second refers to the age of four to five years and concerns moral self-regulation, and the third refers to the age of about six years and includes the formation of the child's business personal qualities.

At preschool age, children begin to be guided in their behavior, in the sensations given to themselves and other people, by certain moral norms. They form more or less stable moral ideas, as well as the ability to moral self-regulation.

The sources of children's moral ideas are adults who are involved in their education and upbringing, as well as peers. Moral experience from adults to children is transmitted and taken into account in the process of learning, observation and imitation, through a system of rewards and punishments. Communication plays a large role in the development of the personality of a preschooler. Communication is associated with the satisfaction of the need of the same name, which manifests itself quite early. Its expression is the child's desire to know himself and other people, to evaluate and self-esteem.

In preschool childhood, as well as in infancy and early age, one of the main roles in the personal development of the child is still played by the mother. The nature of her communication with the child directly affects the formation in him of certain personal qualities and types of behavior. The desire for approval from the mother becomes one of the stimuli of behavior for a preschool child. The assessments that close adults give him and his behavior are essential for the development of a child.

One of the first children to learn the norms and rules of the so-called "everyday" behavior, cultural and hygienic norms, as well as the norms associated with the attitude to their duties, with the observance of the daily routine, with the treatment of animals and things. The last of the moral norms to be learned are those that relate to the treatment of people. They are the most complex and difficult for children to understand. Role-playing games with rules, common in older preschool age, have a positive value for the assimilation of such rules. It is in them that the presentation, observation and assimilation of the rules take place, their transformation into habitual forms of behavior.

For the behavior of children in preschool age, there comes a period when it goes beyond the framework of cognitive self-regulation and is transferred to the management of social actions and deeds.

In other words, along with the intellectual, personal and moral self-regulation arises. Moral norms of behavior become habitual, acquire stability. By the end of preschool childhood, most children develop a certain moral position, which they adhere to more or less consistently.

In a preschool child, personal qualities associated with relationships with people are also formed. This is, first of all, attention to a person, to his worries, troubles, experiences, successes and failures.

Compassion and caring towards people appear in many preschoolers.

In many cases, an older preschooler is able to reasonably explain his actions, using certain moral categories for this. This means that he has formed the beginning of moral self-awareness and moral self-regulation of behavior, although the external manifestations of the corresponding personal qualities are not sufficiently stable.

In older preschool age, motives of communication are further developed, due to which the child seeks to establish and expand contacts with people around him.

At this age, children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively achieves it himself, strives to receive praise, is very old to deserve it. All this indicates that the child has already entered a period of development, sensitive to the formation and strengthening of his motivation to achieve success and a number of other vital personal properties, which in the future will have to ensure the success of his educational, professional and other types of activity.

The main personality traits are understood as those that, starting to take shape in early childhood, quickly become fixed and form a stable individuality of a person, defined through the concept of a social type, or character, personality.

The main personal qualities differ from others in that their development - at least in the initial period - to a certain extent depends on the genotypic, biological conditioned properties of the organism. These personal qualities include, for example, extroversion and introversion, anxiety and trust, emotionality and sociability, neuroticism and others. They are formed and consolidated in a child at preschool age, in conditions of a complex interaction of many factors: genotype and environment, conscious and unconscious, operant and conditioned reflex, imitation and a number of others.

In early and middle preschool childhood, the character of the child continues to form. It develops under the influence of the characteristic behavior of adults observed by children. In the same years, such important personal qualities as initiative, will, and independence begin to form.

In senior preschool age, the child learns to communicate, interact with people around him in joint activities with them, learns elementary rules and norms of behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them.

In children from the age of three, the desire for independence is clearly manifested, which they begin to defend in the game.

By the middle preschool age, many children develop the ability and ability to correctly assess themselves, their successes, failures, and personal qualities.

A special role in planning and predicting the results of a child's personal development is played by the idea of how children different ages perceive and evaluate their parents.

Some studies have found that children between the ages of three and eight have the most visible parenting impact, with some differences between boys and girls. For example, in girls, the psychological influence of parents begins to be felt earlier and continues further than in boys. This time period spans from three to eight years. As for boys, they change significantly under the influence of their parents in the period from five to seven years, i.e. three years less.

5. Mental development of a preschooler

At preschool age, there is a process of improving attention.

A characteristic feature of the attention of a child of early preschool age is that it is caused by outwardly attractive objects, events and people and remains focused as long as the child retains a direct interest in perceived objects. Attention at this age is actually not arbitrary. Reasoning out loud helps the child develop voluntary attention.

From younger to older preschool age, children's attention progresses simultaneously in many different ways. Younger preschoolers usually look at attractive pictures for no more than 6-8 seconds, while older preschoolers are able to focus on the same image for 12 to 20 seconds. The same applies to the time spent doing the same activity for children of different ages. In preschool childhood, significant individual differences are already observed in the degree of stability of attention in different children, which probably depends on the type of their nervous activity, on physical condition and living conditions.

The development of memory in preschool age is also characterized by a gradual transition from involuntary and immediate to voluntary and mediated memorization.

In younger and middle preschool age, children have memorization and reproduction in natural conditions of memory development, i.e. without special training in myemic operations, are involuntary. In older preschool age, under the same conditions, there is a gradual transition from involuntary to voluntary memorization and reproduction of material.

The transition from involuntary to arbitrary memory involves two stages.

At the first stage, the necessary motivation is formed, i.e. desire to remember. At the second stage, the myemic actions and operations necessary for this arise and are improved.

In children of early preschool age, involuntary, visual-emotional memory dominates. The majority of normally developing children have well developed direct and mechanical memory.

With the help of mechanical repetitions in older preschool children, information is well remembered. At this age, the first signs of semantic memorization appear. With active mental work, children memorize material better than without such work. Children have a well-developed eidetic memory.

The beginning of the development of children's imagination is associated with the end of early childhood, when the child first demonstrates the ability to replace some objects with others. The imagination is further developed in games, where symbolic substitutions are performed quite often and using a variety of means.

In the first half of preschool childhood, the child's reproductive imagination predominates, mechanically reproducing the impressions received in the form of images.

In older preschool age, when volition in memorization appears, imagination from reproductive, mechanically reproducing reality turns into creatively transforming it. It connects with thinking, is included in the process of planning actions. As a result, children's activities acquire a conscious, mental character.

The development of thinking, its formation and improvement depends on the development of the child's imagination.

First, visual-figurative thinking is formed, the development of which is stimulated by role-playing games, especially games with rules.

The child's verbal and logical thinking begins to develop at the end of preschool age. It already presupposes the ability to operate with words and understand the logic of reasoning.

Development of verbal logical thinking in children, there are at least two stages. At the first stage of them, the child learns the meaning of words related to objects and actions, learns to use them in solving problems, and at the second stage he learns the system of concepts denoting relationships and learns the rules of logic of reasoning.

The development of concepts goes in parallel with the development of the processes of thinking and speech and is stimulated when they begin to connect with each other.

In preschool childhood, the child's speech becomes more coherent and takes the form of a dialogue. In a preschooler, in comparison with a young child, a more complex, independent form of speech appears and develops - a detailed monologue statement.

The vocabulary of speech is growing. V. Stern gives the following average data: at 1.5 years old, a child actively uses about 100 words, at three years old, 1000-1100 words, at 6 years old - 2500-3000 words.

Imagination also develops as the ability to see the whole before the parts. V.V. Davydov argued that imagination is "the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity."

6. Mental development of preschool children through theatrical play

I lead a theater group "Visiting a Fairy Tale" in kindergarten with children of 6-7 years old.

“The theater is a magical land in which a child rejoices while playing, and in playing he learns the world”, - these are the words of S.I. Merzlyakova, I took it as a basis in the work of my theatrical circle. The theatrical play is effective remedy mental development of preschoolers.

I combined the games used in the lesson into several blocks.

First block"What is theater?" In the classroom, I introduced the children to the history of the theater, the professions of people working in it. The children listened with interest to the story about various theaters, looked at the illustrations. Together with the teachers of the ball, visual material for the classes was made, didactic games were developed. The purpose of this block is to expand the horizons of children, educate people who love and understand art, striving for theatrical creativity.

Second block"The magical world of emotions." These games and sketches help to acquaint children with basic human emotions, the means of understanding each other and the world of adults. To summarize each emotion, a game with pictures "Emotions for all" is carried out: situations are given that the child must, as it were, pass through himself and give an answer. Thus, the child's behavior is corrected, the ability to be open and sensitive, to understand the feelings and emotions of other people develops.

Third block"I love my hero." The games of this block are carried out with the aim of training the speech apparatus, various muscle groups, breathing. This includes creative games with words, exercises for diction, intonation, finger games. One of the types of games in this block is rhythmoplasty. Rhythmoplasty games allow you to achieve:

• liberation of the child, to feel the possibilities of your body;

· Development of expressiveness of body movements;

· Development of motor abilities;

· Muscle freedom, relieve muscle strain.

In this block, I also included games for the development of expressiveness of speech. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech is being improved. The role played by the child, especially the dialogue with another character, puts the little actor in front of the need to express himself clearly, clearly, understandably.

Thus, the games and sketches used help children to feel the ease and joy of communicating with peers and adults, to be ready for improvisation and creativity.

The third part of the lesson included staging games, preparation for theatrical performances, puppet theater.

I play staging games in the form of a verbatim retelling in persons (by roles) of a work of art read to children, or a free retelling of a text by children - a role-playing game for children.

I carry out the verbatim retelling of the text together with the children, taking on the role of the leader, and assigning other roles to the children. The text that each character should pronounce, first I pronounce myself, and then the children repeat. The dramatization of a work of art in the free retelling of the replicas of each character by children occurs as role-playing game... As a rule, these are fairy tales that have been read many times and therefore are very well known to children.

A puppet theater is a kind of story-driven "director's" game: I invite children to pronounce the text of a work of art according to the roles, forcing at the same time ordinary toys (toy theater), parsley (dolls put on fingers), cut-out pictures, etc., to act for the heroes of this work ... I use the puppet theater as a methodological tool that activates the speech of children. Working with a doll allows you to improve fine motor skills hands and coordination of movements; be responsible for managing the doll; to show through the doll those emotions, feelings, states, movements that ordinary life for some reason, the child cannot or does not allow himself to show; allows you to learn to find an adequate bodily expression for various emotions, feelings, states.

Thus, theatrical activity allows each child to show their own activity, to remove psychological complexes, to reveal their creative abilities and talents.

Conclusion

Changes in the personal development of preschool children lead to the appearance of the following mental neoplasms : arbitrariness of behavior, independence, creativity, self-awareness, children's competence. Still, the main personal education of preschool age is the development of the child's self-awareness, which consists in assessing their skills, physical capabilities, moral qualities, awareness of oneself in time. Gradually, the preschooler begins to realize his experiences, emotional state.

The emotional sphere helps the internal regulation of children's behavior through the experience of positive and negative emotions. Changes in emotional development are associated with the inclusion of speech in emotional processes. Emotional comfort activates the child's cognitive activity, encourages creativity.

Thus, in preschool age, play and speech intensively develop, which contributes to the formation of verbal-logical thinking, the arbitrariness of mental processes, the possibility of forming an assessment of one's own actions and behavior.

At this age, in the intellectual plane, the internal mental action and operations are distinguished and formed in children. They relate to the solution of not only cognitive, but also personal tasks. We can say that at this time the child has an internal, personal life, and first in the cognitive area, and then in the emotional - motivational sphere. Development in both directions occurs in its own stages, from imagery to symbolism. Figurativeness is understood as the child's ability to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems (symbolic function), to perform sign operations and actions: mathematical, linguistic, logical and others.

Here, at preschool age, the creative process originates, expressed in the ability to transform the surrounding reality, to create something new. Children's creativity is manifested in constructive games, technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and a stable, creative attitude of the child to reality.

In cognitive processes, there is a synthesis of external and internal actions that are combined into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of the material during its memorization and perception.

This tendency is especially clearly manifested in thinking, where it appeared as a unification into a single process of visual - effective, visual - figurative and verbal - logical ways of solving practical problems. On this basis, a full-fledged human intelligence is formed and further develops, which is distinguished by the ability to equally successfully solve the problems presented in all three plans.

In preschool age, imagination, thinking and speech are combined. Such a synthesis gives rise to the child's ability to evoke and arbitrarily manipulate images with the help of speech self-instructions. This means that the child develops and begins to successfully function internal speech as a means of thinking. The synthesis of cognitive processes underlies the full assimilation of a child's native language and can be used in teaching a foreign language.

At the same time, the process of the formation of speech as a means of teaching is completed, which prepares a fertile ground for the activation of upbringing and for the development of the child as a person. In the process of education, conducted on a speech basis, there is an assimilation of elementary moral norms, the form and rules of cultural behavior. Once learned and become characteristic features of the child's personality, these norms and rules begin to govern his behavior, turning actions into arbitrary and morally regulated actions. The pinnacle of the child's personal development in preschool childhood is personal self-awareness, including the identification of their own personal qualities, abilities, reasons for success and failure.

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