What is the best age to start raising a child? Most modern educators and psychologists are unanimous in opinion: this process begins long before the birth of a child. That is why the task of parents is to closely monitor the progress of his process from an early age. The psychology of a child from the moment of birth to one year will be the subject of our study today.

A child under one year old goes through a grandiose path of development

Early age is no exception. Despite the fact that according to a common misconception, babies still poorly understand and do not realize the events taking place around them, in fact they are very active in cognizing the world around them and adapting to its conditions.

Already by the first year of life, he perfectly distinguishes the voices of people and even makes it clear who is more pleasant to him. He feels the mood of his loved ones and can already respond and react to it. there is an initial formation of the properties of his character and individual personal qualities... That is why raising a child up to one year old is a task no less important than adhering to a diet, observing hygiene rules, etc.

The age period from birth to one year is conventionally divided by psychology into four main periods.

Raising a child from birth to three months

The main role in this period is played by the development of the child's sensory (that is, sensory) perception of the world, as well as the establishment of useful habits and the prevention of harmful ones. The child gradually begins to get used to the regime and daily routine.

The development of communication skills of children from birth to one year is carried out unobtrusively and, mainly, by including the child in the simplest forms play activities... To do this, you need to talk with the child all the time, smile at him, watching his reaction. This will not only prepare the child for the perception of speech, but also form the correct communication culture in him. It is also useful to accompany the simplest daily actions (dressing, washing, etc.) with children's songs and nursery rhymes, as well as give the child music to listen to (natural sounds of nature or classics in a special arrangement are good for the child's development). The introduction of the child to culture and attention to early aesthetic development - this is the condition on which the upbringing of children from birth to one year should be based. Psychology knows many examples of how many talents and inclinations were revealed at this age.

Teaching children to regime moments is expressed mainly in the fact that they are taught to sleep, wake up, eat at a specially designated time.

Despite the fact that during this period the child is still very attached to his parents, it is important that he can sleep alone for at least some time, without needing the presence of someone close to him.

Not forgetting the important role of play at this age, it is also necessary to pay attention the right choice toys for children. It is desirable that they not only have an entertainment function, but also effectively develop the child's sensory and motor skills.

For the development of hearing, sight, touch, musical rattles, bright mobiles hanging over the bed, bracelets with bells are perfect.

Among the skills required for development from birth to three months, psychology includes:

1. The ability to hold the head.
2. Spend some time in bed without disturbing others and finding something to do on their own.
3. Actively react to light, sound.
4. Show signs of satisfaction or discontent.
5. Fall asleep on your own and without a pacifier.

Raising a child from the third month to six months

What is developmental psychology six months old child? At the second stage, which will last from the third to the sixth months, the child will also actively continue sensory development and he will also prepare to start acquiring speech skills. He discovers the world around him and seeks to be involved in his life as actively as possible, to get to know it. The task of parents is to maintain interest in him and stimulate him as much as possible.

For example, taking a child out for a walk, you need to focus his attention on the singing of birds, the sound of a babbling stream or the rustle of leaves and grasses. And at home - turn on music for him different styles and genres.

The play activity of children at this age also acquires new features. First of all, the child no longer plays independently; an increasingly important role in his games begins to be played by his parents, and a little later by his peers. It is communication with them that will play crucial role in the intellectual development of the child.

It is best to play with the child during those periods when he is properly rested, nothing bothers him or worries him.

To the toys already used during this period, you can add:

1. All kinds of toys for chewing and sucking (you must pay special attention to the composition of such toys!).
2. Soft cubes and balls, easy to grip.
3. Figures of animals, plants, etc.
4. Finger paints, soft plasticine.

Raising a child from six months to nine months

Raising a child from nine months to a year has its own distinctive features. The psychology of this period is such that by this age the child becomes especially inquisitive and restless. Children already know how to crawl, sit freely on the floor and even try to get up. This gives them the opportunity to gain more and more independence and be even more active in learning about the world around them. At this time, among other things, you need to pay maximum attention to the physical development and upbringing of the child.

A child at 7 months actively develops the space of the house

When children's interest in the world around them grows, it is very important to do everything possible to cognitive activity did not fade away, but only increased with time.

For full development, he needs to prepare a space for active research: at first, his role will be played by an apartment. Of course, all rooms must be secured as much as possible by hiding the wires and removing all sharp and breakable objects away. But it is still not worth hindering the free movement of children around the house.

At this stage, it is better than ever to enter into daily life child massage, outdoor games, gymnastics and physical exercises... At the same time, the child is highly desirable for other sanitary and hygienic procedures.

The child is taught to be careful when eating, dressing, falling asleep, etc.

At the age of six months, the child is already quite sensitive to speech and can memorize the simplest instructions, he can be offered the simplest finger games. Since by the end of the period the child's stock of ideas about the world around him will increase significantly, he can already be offered those games that will allow him to demonstrate them in practice. It is also good to encourage the first attempts of children to speak, but in no case distorting the words and pronunciation of sounds.

Accustoming a child to restrictions and prohibitions is another important educational moment that the psychology of this age assumes.

By encouraging doing the right thing, do not forget about censure of the negative. But at the same time, the child must clearly understand what exactly he did wrong and for what exactly he was punished. The child must react to comments and any words limiting his actions the first time.

For development auditory memory, attention, as well as coordination of movements are the best fit musical toys and development centers. Having learned to press the buttons and remembering what they are responsible for, the child will quickly find a use for the toy.

Developing play complexes allow not only to properly develop fine motor skills, but also allow the child to remember, and later to apply in practice the forms of role behavior.

Raising a child from nine months to a year

The fourth period of a child's development from birth to one year is characterized by psychology as the most intensive development of all aspects of his psyche. The child begins to walk, or at least get up, without the support of an adult. It is necessary to encourage these attempts in no way suppressing and, as necessary, to provide him with support and assistance. You can also develop coordination of movements with the help of special rocking toys.

The key point in the child's intellectual development is the psychology of manipulating various types of objects. It is then that the child discovers that each object has its own shape, texture, color and size. And also understands the function of objects and learns to use them for their intended purpose.

When the child learns even the simplest functions and properties of objects, you can begin to develop the ability to highlight the key features of objects and classify them according to certain properties.

At the age of one year, the child already begins not only to look closely at the manners of the people around him, but also to unconsciously imitate them. Therefore, it is more important than ever for parents to strictly monitor their behavior, by personal example showing an example of a respectful, benevolent attitude towards each other and the people around them. The atmosphere in the house should be as comfortable and friendly as possible.

By the age of one year, the child should have a sufficient level of understanding of himself and the world around him. For example, to correctly show parts of your body, to distinguish between pure colors, to know the purpose of toys and other objects.

For these purposes, the child needs to be involved in all kinds of games aimed at developing all types and aspects of memory. Reading poetry, singing songs, listening to fairy tales will also be of great help to parents.

For the development of thinking, the formation of children's ideas about the part and the whole, it is possible to propose to assemble and disassemble constructions from cubes, pyramids, selecting elements by size, color and shape.

Basic principles of raising a child in the first year of life

Psychology of the emotional and mental development baby from birth to one year is quite easy to understand. What needs to be considered for effective parenting of a newborn?

1. Close contact with the mother and the ability to freely communicate with her through touch, conversations immediately after birth are the key to the peace and moral well-being of the child. But it should be noted that upbringing is the business of both parents and the role of the father is no less important than the role of the mother!
2. The atmosphere in the home should be calm and welcoming. It is unacceptable for parents to sort things out loudly and raise their voices to each other in the presence of a child.
3. Healthy sleep, proper nutrition, and regular walks in the fresh air are key aspects of a child's full development.
4. The personal example of the parent plays a decisive role in the formation and consolidation of good habits in children.
5. During developmental activities, prompting from adults should be kept to a minimum.

Anna Sirkina
Presentation: "The value of play for the versatile and full development of a child"

Play is the leading activity in preschool age, it has significant impact on the development of the child... Play activities - natural need baby, which is based on intuitive imitation of adults. The game is necessary to prepare the younger generation for work, it can become one of active methods training and education.

Games children are characterized by the following features: 1. The game is a form of active reflection baby the lives of people around him. 2. Distinctive feature games is the very way in which child enjoys in this activity. 3. Play, like any other human activity, has a social character, therefore it changes with changes in the historical conditions of people's life. 4. Play is a form of creative reflection child of reality... 5. Play is the operation of knowledge, a means of clarification and enrichment, a path of exercise, and means development cognitive and moral abilities and powers baby... 6.In deployed form, the game is a collective activity. 7. Diversifying children, the game itself also changes and is developing.

Role-playing games.

RPG has a certain value for the development of imagination... Influence games for the development of the child's personality is that through it he gets acquainted with the behavior and relationships of adults, which become a model for his own behavior, and in it he acquires the basic communication skills, the qualities necessary to establish contact with peers. Capturing baby and by forcing him to obey the rules contained in the role assumed, the game contributes development feelings and volitional regulation of behavior.

Finger games.

Finger games are among the most important in child development... Thanks to them, children quickly get to know the world around them, learn to write and draw, master the basics of mathematics, learning to count, and understand concepts "above", "below", "above", "From below", "on right", "left"... This type of games is indispensable for development of fine motor skills, imagination, memory training and, of course, speech. Thanks to finger games fingers and hands acquire good mobility, flexibility, stiffness of movements disappears.

Movable games.

Children have a huge amount of energy, they need to constantly move. Toddlers develop learning about the world, acquiring motor skills and reflexes. In order to throw out the accumulated energy, children of preschool and primary school age need mobile games, which, among other things, stimulate blood circulation, strengthen cardiovascular vascular system, increase the activity of the brain, relieve nervous tension, increase the ability to concentrate, etc.

Didactic games.

Developing(didactic) games help children with the help of an adult or independently develop their intellectual and creative abilities, as well as existing communication skills.

Games-contests.

Games-Competitions are perfect for children's leisure activities. Similar games will give the children not only joy and laughter, but also become useful for development of many abilities that will come in handy in adulthood.

The game develops and pleases the child makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. In Game his imagination develops, fantasy, and, consequently, the soil is created for the formation of an initiative, inquisitive personality. Play for a child is a sure remedy for idleness, leading to lethargy, aimlessness of behavior. For a good, cheerful games the child needs a good toy. Choose it carefully for your child.

Intrauterine development is one of critical periods human life. This is a kind of foundation - the foundation on which the further physical and psychological health child. Of course, the prenatal period of fetal development directly depends on the course of pregnancy and the state of health. future mother... The lifestyle of a pregnant woman has no less influence on the development of the baby - nutrition, physical activity, cultural activities and other important aspects of everyday life. However, future parents often overestimate their ability to influence the health, talents and fate of the unborn child; the fault is, as always, myths.

It is necessary to talk to the fetus

According to this myth, which is extremely popular in recent years, future parents are downright obliged to talk with the baby out loud every day, since this is necessary for the baby for full intrauterine development. The authors of this idea explain that in the process of such "intrauterine" communication, the baby learns to recognize mom and dad by voice, feels its importance for parents, and also gets acquainted with the structure of the surrounding world in absentia. To achieve the last goal, some expectant mothers begin to comment out loud on all their actions, tell their “belly” about where they are and what they are seeing at the moment.

In fact, during the period of intrauterine development, the fetus does not possess linguistic perception, that is, it is not yet able to understand the meaning of the words heard. The very ability to perceive sounds in a baby is significantly different from the auditory perception of an adult. The formation of the hearing aid is completed by 24 weeks of development; before this time, the fetus perceives sounds with the entire surface of the body, reacting mainly to frequency drops. Therefore, first of all, he "feels" the sounds of the mother's voice: they are carried out in the form of vibrations of the tissues of her body and amniotic fluid. At the same time, words addressed to the fetus, husband, colleagues or someone else will be felt by the baby in exactly the same way: the laws of physics are unshakable, and the same sounds are carried out at the same speed, regardless of who they are addressed to.

Starting from the sixth month of intrauterine life, the baby already hears in the usual sense of this word for us; now he has the ability to distinguish the difference in intonation - the overtones of a sound and thus can distinguish between the sounds of his mother's voice and the surrounding noises. Therefore, having been born, the baby can indeed more actively respond to "acquaintances" prenatal period the life of the voices surrounding the expectant mother - for example, to the sounds of the voice of a dad or grandmother. However, it does not matter at all whether future dad with a belly or his gentle voice was addressed to the most pregnant or beloved mother-in-law - the baby "recognizes" this voice by intonation.

In fairness, it should be noted that this idea does not carry any harm. The expectant mother and other close people can “talk with their tummy” as much as they want, if they themselves enjoy this process. Many women say that communicating with the fetus aloud helped them to better understand the fact of pregnancy and feel like a mother. Perinatal psychologists recommend trying to imagine a baby and talking with him to those women who, during pregnancy, complain about the lack of maternal instinct. However, in the absence of a desire to specifically force yourself and your loved ones to talk out loud with your own belly, it will not bring anything but irritation and disappointment.

Perinatal education

There is a myth about the so-called perinatal education, which says that the period of intrauterine development can be used to effectively teach the fetus various wisdom - for example, languages, verses or the multiplication table. Like, since during this period the baby's life systems are being laid, you can also “lay down” any basic knowledge, be it linguistic abilities or the foundations of mathematics. For this purpose, future parents are encouraged to read the fruit of a fairy tale in foreign languages ​​and quote examples in arithmetic with expression. It is assumed that the crumb will assimilate the information received and in the future will be able to master the relevant sciences better and faster. Some moms and dads even sincerely believe that "belly-reading" of Charles Perrault's fairy tales in the original will help their little one a year to immediately speak French.

The idea of ​​perinatal education, despite its attractiveness and popularity, has no scientific evidence. The kid perceives sounds, gradually learning to distinguish them in strength, frequency and overtones; however, it is impossible to force him to assimilate this or that information transmitted by sounds. Unlike the previous myth, the idea of ​​perinatal education cannot be considered completely harmless: by reciting poetry or the periodic table to the fetus, future parents expect to achieve high results and, not receiving them later, are disappointed in the abilities of their child. By the way, a baby can speak a foreign language without any perinatal pedagogy - for this it is necessary that during the period of mastering spoken language (from 6 months to 1.5 years), family members communicate in this language. However, if then the adults return to their native language, the baby will also quickly forget the acquired linguistic "skills" and will copy the main language of his environment.

Future talent

Talents, or enhanced abilities child to a certain occupation, can be inherited from their parents and developed in the process of upbringing. Non-talented people do not exist: everyone has a propensity for one or even several types of activities. It's just that sometimes the child's abilities go unnoticed - due to the fault of adults who are inattentive to his development or impose classes on him, guided solely by their own preferences. Therefore, the task of parents and teachers is to listen sensitively to the desires and interests of the child, to engage him with various types of creativity and to see what he does best. However, it is impossible to "form" the baby's talent in advance, especially for this purpose, doing some kind of creativity during pregnancy. After all, even from famous parents - artists and musicians, children do not always inherit their talents; there are much more examples in history when the children of the great, contrary to the hopes of their parents for the continuation of the dynasty, chose a completely different occupation for themselves than there are cases of direct repetition of talents from generation to generation.

If professional or creative talent is not always genetically inherited, it is definitely not worth deluding yourself with the possibility of perinatal "training" in dancing or drawing. But for the expectant mother herself, mastering such skills is very useful: they will be useful for working with the baby and developing his creative inclinations in the process of real upbringing. In addition, any activities "for the soul" give a lot of pleasure and significantly increase the self-esteem of the expectant mother.

Classic only

This is a common misconception, the nature of which is difficult to understand. Perhaps the reason is the unconscious desire of the pregnant woman to choose the best - after all, the quality of the works of Mozart, Bach and Vivaldi obviously surpasses many modern works. However, the supporters of this myth provide a more serious basis for its substantiation: they argue that classical music has a beneficial effect on the mental and spiritual development of the unborn child. It is not possible to completely debunk this myth, since music can really positively influence the development of the fetus. With two caveats: it does not have to be a "classic" at all, and it affects not intellectual development, but general physiological condition developing baby.

There are practically no people indifferent to the sounds of music. Someone loves classics, someone - jazz, someone - country or just popular songs, the style does not matter. The listeners are always in a good mood when they hear their favorite tunes. At this point, the body increases the production of endorphins - the so-called "hormones of happiness." These are the most important biologically active substances that regulate the metabolic rate.

From speed metabolic processes, in turn, the supply of nutrients and oxygen to the fetus, necessary for its full development, depends. Thus, it turns out that listening to your favorite music, or rather, the positive emotions associated with it, really have a beneficial effect on the course of pregnancy and the development of the baby. But the style of music is not at all important - the main thing is that the expectant mother likes it. The only thing to consider before "audiotherapy" is the volume level: high decibels are uncomfortable for the fetus.

Cultural leisure of a pregnant woman

According to this statement, it is possible to increase the intelligence level of the unborn child by attending as many cultural events as possible during pregnancy - concerts, performances, opening days. Then, supposedly, there is an introduction to the beautiful from the embryonic period.

The very idea of ​​perinatal cultural education is absurd: if the sounds of music even penetrate the tissues of the mother's body and fetal waters, then the pictures on the wall of the gallery, as well as the action on the stage, are definitely beyond his visual perception. The baby's organ of vision is formed by the 26th week of intrauterine development, that is, by the end of the 2nd trimester. Up to this point, the fetus reacts only to a dramatic difference in lighting; For example, if you point a flashlight at the mother’s belly, the fetus’s heart rate increases during 15–18 weeks, and the baby over 18 weeks turns his head towards a bright light source, although his eyes are still closed. However, even after the completion of the formation visual analyzer the baby does not acquire the ability to see "through the walls": the wall of the uterus, muscles of the abdominal and back, spine, subcutaneous tissue and skin of the expectant mother still separate him from art!

Attending cultural events can be beneficial for the woman herself - of course, provided that visits to museums and concerts are a pleasure for her. In this case, cultural leisure can be considered as a method of stimulating the production of endorphins, which are responsible for the metabolic rate and the supply of oxygen and nutrition to the fetus. In principle, positive emotions are useful for a pregnant woman; it is not so important what caused them - visiting an exhibition of conceptual art or watching an uncomplicated comedy. For the baby, visiting exhibitions and museums is also useful: the cultural and educational walk of the expectant mother through the halls stimulates the placental blood flow, which ensures respiration and nutrition of the fetus.

The expansion of the area of ​​cultural leisure can also be of a pedagogical nature - again, for the expectant mother herself. During pregnancy, many women have more free time, creativity develops; perinatal psychologists argue that this is the best time for self-education and art perception. For the fetus, the pedagogical aspect of familiarizing with beauty is rather delayed.

Expanding her own cultural horizons during pregnancy, the expectant mother is tuned in to familiarize her child with culture and creativity in the process of raising him. It is only important not to overdo it with the volume of the cultural program: overwork will not benefit a pregnant woman - even if the reason was high art!

Sports during pregnancy

Oddly enough, it is often this very idea that makes women do gymnastics or sign up for a pool during pregnancy. Accordingly, this myth cannot be considered harmful: after all, with a normal pregnancy, doctors strongly recommend to expectant mothers dosed physical activity. There are whole sets of exercises designed specifically for pregnant women. They are aimed at normalizing blood circulation in the pelvic area, preventing varicose veins, unloading the spine, strengthening the pelvic muscles, stretching the pelvic ligaments and perineal tissue. It is recommended to start exercises from the first trimester of pregnancy and, if possible, do them every day.

In addition to specific gymnastics for pregnant women, there is a whole list of types of physical activity that are permissible and even recommended for expectant mothers. The most popular "pregnant" physical activities include swimming, aqua aerobics, Pilates, yoga, belly dancing and walking. Of course, there are complications of pregnancy and diseases of the expectant mother, in which certain sports may be contraindicated; therefore, when choosing an individual activity regimen for yourself, you need to consult your doctor.

And yet, playing sports during pregnancy, it is impossible to directly lay the child's sports inclinations - just as, drawing or dancing, you cannot "program" the baby to master these particular activities. Nevertheless, the benefits of playing sports are still present. Firstly, the physical activity of the expectant mother helps to prevent pregnancy complications; on its successful course, in turn, depends on the full development of the fetus and the health of the child in the future. Good indicators of physical health are an excellent basis for the development of a child's sports skills. Secondly, by keeping yourself in good physical form, the expectant mother lays the foundation own health and activity. Dosed sports loads help you recover faster and better after childbirth, lose weight, look good and be a sports example for your child. That is, you can instill in your baby a love of sports, but not through perinatal education, but by personal example!

However, do not forget that pregnancy is a special condition associated with increased stress on the woman's body. Sports fans will have to adjust the level of permissible physical activity, taking into account the "interesting situation". So, at any stage of pregnancy, exercises and sports with a predominant load on the press should be completely excluded, for example, weightlifting, rowing and exercise on strength machines. Of course, during pregnancy, you will have to give up those sports and just an active lifestyle that are associated with a high risk of injury - falling or hitting. These include all types of wrestling, ice skating, skiing, snowboarding, skateboarding and cycling. It is undesirable for a pregnant woman to make sharp, impulsive movements - they provoke an increase in the tone of the uterus and premature detachment placenta; accordingly, you will have to forget about tennis, basketball and volleyball while waiting for the baby.

A pregnant woman can affect the size of the fetus

Many women believe that the size of the fetus can be adjusted with proper nutrition and exercise. As you know, the large weight and size of the fetus complicate childbirth, increase the risk of developing weak labor and rupture, expand the indications for caesarean section... Most women believe that the size of the fetus depends on nutrition and level of physical activity - by analogy with its own weight. However, this opinion is erroneous: there is no direct digestive tube between the body of the mother and the baby. Food consumed by a pregnant woman breaks down in the digestive tract to proteins, fats and carbohydrates. What the body needs for energy metabolism is absorbed into the bloodstream through the intestinal wall and delivered through the vessels to the baby.

Excess food is expelled from the mother's body through the intestines, part of it is deposited in the form of "reserves for a rainy day" in adipose tissue. Thus, excess food remains in the mother's body, but does not reach the baby and does not directly affect the size and weight of the newborn.

Rational, that is, timely and regular use of healthy food really helps the expectant mother to avoid pathological gain weight, and also reduces the risk of developing pathology of pregnancy. But to follow a diet in the more popular sense of the word, that is, to limit the calorie content of food, to starve, not to eat after six in the evening, to exclude proteins, fats or carbohydrates from the diet for a pregnant woman cannot. Such "correction of the size of the fetus" is not only completely ineffective, but also dangerous: an unauthorized diet can lead to the most serious consequences in the development of the fetus and the health of the woman herself. Limiting certain foods, as well as arranging fasting days without harm to the course of pregnancy, is possible only on the recommendation of the attending physician.

The same applies to the idea of ​​correcting the size of the fetus with the help of physical activity. First, exhausting daily workouts for a pregnant woman are simply unacceptable: excessive physical activity can provoke the threat of termination of pregnancy. Secondly, the size of the newborn does not depend at all on sports activities expectant mother: after all, she loads her muscles and burns her calories. Of course, dosed physical activity, like balanced diet, useful for a pregnant woman: a woman's healthy lifestyle has a positive effect on the course of pregnancy and the development of the fetus. However, when choosing a particular sport, you should consult your doctor about the permissible physical activity, taking into account individual characteristics the course of pregnancy.

Emotions of the mother and the individual characteristics of the child

It is well known that the expectant mother needs to be protected from negative emotions. A pregnant woman should not be nervous, upset and cry, she should not be frightened. but true reason, according to which negative emotions are "contraindicated" for the expectant mother, is not understood by everyone. There are an incredible number of myths about the influence of mother's emotions on the fetus. For example, it has long been believed that if a pregnant woman is frightened, the child will be born a stutterer. Another belief says: "If a pregnant woman cries a lot, the baby will have sore eyes." There are also less radical statements - for example, that if the expectant mother is sad, the child will be melancholic, and a positive mood, on the contrary, contributes to the nurturing of a sociable optimist. All these statements, both old and modern, despite the apparent differences, are united by one common idea: "The emotions of a pregnant woman directly affect the baby." This is a common and perhaps the most persistent misconception about fetal development.

The expectant mother needs to be protected from negativity, since negative emotions such as fear, resentment, anxiety, irritation and grief lead to an increase in adrenaline in the blood. This substance, referred to in the popular literature as the "fear hormone", is dangerous for a pregnant woman: an excess of adrenaline in the blood leads to tachycardia - increased heart rate, increased blood pressure and the tone of the uterus. The listed changes in the well-being of the expectant mother, arising against the background of negative emotions, often cause the development of placental insufficiency - a deterioration in the nutrition and respiration of the fetus due to a decrease in placental blood flow... Hypertonicity of the uterus, especially often occurring against the background of irritation or fear of a pregnant woman, is the main factor in the threat of termination of pregnancy and premature birth... So it is really important to protect a woman "in an interesting position" from everything that can upset or scare her: nervous system the mother largely depends on the course of pregnancy, and therefore, the health of the fetus. However, the emotions of a pregnant woman cannot directly affect the character or abilities of the baby; this applies to both negative and positive experiences.

We can safely say that a good mood is useful for a pregnant woman - but not at all because it guarantees the birth of a cheerful child. When a woman laughs, feels joy or pleasure, her blood is dominated by "hormones of happiness" - endorphins. These substances control the metabolic rate, blood oxygen saturation, as well as the supply of proteins, fats, carbohydrates and everything that is necessary for its full development to the fetus. So the expectant mother staying in good location spirit, more chance of birth healthy child than a woman who is a lot nervous during pregnancy. But it is not worth overestimating the role of mother's emotions in the development of the fetus: they do not directly affect the character and health of the baby! For the full intrauterine development of the fetus, as well as for the formation of various wonderful abilities and talents in the child in the future, it is not at all necessary to attend higher mathematics courses, buy a nine-month subscription to the conservatory or read Shakespeare aloud in the original. Enough to lead correct image life, love the baby and do not forget to give yourself a little joy!

The neuropsychic development of children is assessed according to the development indicators adopted in our country, which reflect the optimal sequence and age of the formation of skills, as well as the level of development that must be achieved at each age stage. Neuropsychological development is assessed in a close-to-natural environment using toys, manuals, questions from an adult, and interviews with parents and / or caregivers. Parents and educators, observing the behavior of the child, provide important assistance in identifying his emotional state, the nature and duration of falling asleep and sleep, appetite, the nature of wakefulness, relationships with children and adults, the excitability of the nervous system, fatigue, and the presence of pathological habits.

If the development of the child does not correspond to age (below or above), then it is checked according to the indicators of the previous or older age period.

In the first year of life, the formation of skills is taken as normal development within ± 15 days from the due date. Skills that develop up to the upper limit of the norm, i.e. earlier by 16 days or more, indicate accelerated or early development. Mastering skills according to one or several indicators with a delay of up to one month indicates a slowdown in the rate of development, which may be caused by an individual course of development, a disease during the formation of skills, pedagogical neglect... Having found out the reason for the child's backwardness, it is necessary to apply appropriate educational and training influences. The formation of children with a delay of one to two months is classified as a lag, and more than two months - as a significant, serious lag, requiring specialist advice.

In the second year of life, the formation of skills within the quarter is taken as normal development. Early development - mastering skills one quarter or more ahead. Mastering skills on one or more indicators one quarter later deadlines indicates a slowdown in the pace of development, two quarters - a lag in development, three quarters or more - a significant, deep lag.

In the third year of life, the formation of skills within one half of the year is taken as normal development. Early development - mastering skills ahead of six months or more, late development - mastering skills after a period taken as the norm; half a year later - a lag in development, a year later (two semesters) or more - a significant, or deep, lag. In children preschool age fluctuations within the year are allowed.

Children with deviations in neuropsychic, developmental (developmental delay, significant or deep delay) and behavioral disorders should be examined in a psychological and medical pedagogical consultation. Based on the results of the examination, tasks for correcting development are determined. They begin with tasks aimed at eliminating the identified lag (precisely with what requires most attention), and then the tasks of education and training for the next age period are indicated. Psychological and pedagogical influences should be strictly coordinated with therapeutic ones.

The developing nervous system of a child functions very intensively. At the same time, her ability to be in an active state is very low. In addition, due to the tendency to irradiation, the nervous processes in children are carried out in a more energy-consuming way than in adults. The consequence is rapid fatigue. The reasons for its onset are often excessively prolonged wakefulness, insufficient sleep and the presence of unfavorable physical factors in the environment where the child lives (violation of the air, temperature conditions in the room, poor lighting, noise), as well as unbearable mental and physical stress.

Accumulating fatigue, lack of timely rest lead to the formation of chronic fatigue, or overwork. The fundamental difference between physiological fatigue and overwork is that during fatigue, the efficiency of brain cells after rest is restored to its original level, and when overworked, this recovery does not occur; fatigue is superimposed on fatigue, leading to serious changes in the general state of the body. Overwork is a state bordering between health and illness, it becomes a favorable background for the development of painful abnormalities in both physical and mental sphere... With overwork, pronounced physiological changes in the functional state of the brain occur, its maturation is delayed, emotional instability, irritability and unproductive excitement increase, and headaches occur.

For the normal development of the nervous system of children and the prevention of overwork great value has the correct organization of the regime of life of children.

The correct regime is a rational and clear alternation of various types of activities and recreation of children during the day. The regimen should provide sufficient time (taking into account age characteristics) for all the necessary elements of the child's life (sleep, walks, classes, etc.) and, at the same time, during the waking period, protect his body from excessive fatigue. Compliance with the daily routine leads to the emergence of strong conditioned bonds in children, facilitating the transition from one activity to another. In each separate period of time, the child's body is, as it were, prepared for the type of activity that he has to perform, and all processes (assimilation of food, awakening, falling asleep, etc.) proceed faster and with less energy. The correct regimen disciplines children, improves their appetite, sleep, performance, contributes to normal physical development and health.

An important factor in the full and timely development of the nervous system is a balanced diet, including all the necessary nutrients(proteins, vitamins, phospholipids, enough glucose - the main "energy carrier" for nerve cells).

Just a few decades ago, ideas about the optimal conditions for the full development of a child were limited to his physiological needs... V last years a lot of data have accumulated about the importance of the "human" factor for the child's mental development, first of all: contacts with close, significant adults, understanding and acceptance of his individuality with his specific characteristics and needs. Without taking this factor into account, one cannot talk about the conditions of full-fledged neuropsychic development, about the formation of a child as a person.

Early childhood is a special period in the formation of organs and systems and, above all, brain functions. It has been proven that the functions of the cerebral cortex are not only fixed hereditarily, they develop as a result of the interaction of the body with environment... This happens especially intensively in the first three years of life. During this period, there is a maximum rate of formation of the prerequisites that determine all further development organism, therefore it is important to lay the foundations for the full development and health of the child in a timely manner.

For the protection and strengthening of the health of children, preventive health-improving work is of particular importance: compliance with the regime, rational nutrition, hardening, gymnastics, medical and pedagogical control over development and health.

For the first time, the whole complex of features of early childhood was formed by one of the founders of nursery in our country, Professor N.M. Aksarina.

What are they?

1. For an early age is characterized by fast pace of development of the body. In no other period of childhood such rapid increase body weight and length, development of all brain functions. A child is born a helpless being. However, by the age of 2 months, conditioned reflexes (habits) are formed in him, during the first year of life, inhibition reactions are formed. At this time, sensing, movements are actively developing, the baby masters speech.

The fast pace of development of a young child, in turn, has a number of features. First of all, there is a leap in development. At the same time, periods of slow accumulation are distinguished, when a slowdown in the formation of certain functions of the body is noted, and so-called critical periods (jumps) alternating with them, when the appearance of the child changes for a short time. This can be seen on the example of the development of the function of understanding speech by a child of the second year of life. So, at the age from 1 year to 1 year 3 months, there is a slow accumulation of the stock of understandable words. During this period, the baby masters independent walking, which expands for him the possibility of direct communication with the world around him. On the one hand, walking, as it were, temporarily delays the manifestation of reactions associated with understanding speech. On the other hand, it is walking that promotes direct communication of children with the surrounding objects (which the adult designates with a word), helps them establish a strong connection between the object and the word, and leads to a leap in the development of understanding of speech.

Critical periods in the development of a child - 1 year, 2 years, 3 years, 6-7 years, 12-13 years. It was at this time that drastic changes giving a new quality in the development of children: 1 year - mastering walking; 2 years - the formation of visual-effective thinking, a turning point in the development of speech; 3 years - the period when the connection between the behavior and development of the child with the second signal system is especially clear, the baby is aware of himself as a person; 6-7 years - the period of school maturity; 12-13 years old - puberty, puberty (L.S.Vygotsky).

Jumping reflects the normal, natural process of development of the child's body, and, conversely, the absence of jumps is a consequence of defects in the development and upbringing of children. Therefore, it is so important during the period of the child's accumulation of experience to create optimal conditions for the timely maturation of a new quality in the development of a particular function. However, the critical periods are difficult for the child. They can be accompanied by a decrease in the baby's performance and other functional disorders. At this time, the baby especially needs good care, in a mode sparing his nervous system.

The rapid pace of development of the child is due to the rapid establishment of connections with the outside world and at the same time, the slow consolidation of reactions. Young children are characterized by instability and incompleteness of emerging skills and abilities. (Taking this into account, repetition in training is provided, providing a connection between the influences of the adults around the child and his independent activity.)

Unevenness in the development of a young child is determined by the maturation of various functions at a certain time. Observing this pattern, N.M. Schelovanov and N.M. Aksarina identified periods of special sensitivity of the baby to certain types of exposure and outlined the leading lines in its development. They emphasized that in the upbringing of children, special attention should be paid to the formation of those reactions that mature for the first time and which cannot develop independently, without the purposeful influences of an adult. For example, the "revitalization complex" that appears in a baby at 3 months, the ability to use simple sentences when communicating with an adult at 2 years old, the appearance of role-playing games at 3 years old.

In the first three years of a child's life, there is a great vulnerability, lability of his condition, due to the rapid pace of development of the body. Children of this age easily get sick, often (even from minor reasons) their emotional state changes, the child gets tired easily. Frequent morbidity, as well as increased excitability of the nervous system, are especially characteristic of stressful conditions (during the adaptation period when children enter a nursery, etc.).

However, a fast pace of development is possible only with a high plasticity of the organism, its great compensatory capabilities. This is especially true for the functions of the brain. There is a lot of the so-called unoccupied field in the cerebral cortex of the child, therefore, by means of specially targeted influences, it is possible to achieve very high level development of the baby and the earlier formation of a particular function.

The basis for teaching young children should be based primarily on the development of such abilities as imitation, reproduction, the ability to look and listen, compare, distinguish, contrast, generalize, etc., which will be necessary in the future to acquire certain skills, knowledge, life experience.

2. An essential feature of early childhood is interrelation and interdependence of the state of health, physical and neuropsychic development of children. A strong, physically full-fledged child is not only less exposed to diseases, but also develops better mentally. But even minor disorders in the baby's health condition affect his emotional sphere. The course of the disease and recovery is largely related to the child's mood, and if positive emotions are maintained, his health improves and recovery occurs quickly. N.M. Schelovanov found that the development of hypotrophy is often associated with a deficit of emotions, dissatisfaction with the baby's motor activity. It was revealed that neuropsychic development, in particular the function of speech, largely depends on biological factors: the course of pregnancy, complications during mother's delivery, the state of health of the baby, etc.

3. Every healthy child in the first three years of life is characterized by a high degree of orienting reactions to everything around. This age-related feature stimulates the so-called sensorimotor needs. It has been proven that if children are limited in receiving information and processing it in accordance with age-related capabilities, the rate of their development is slower. Therefore, it is important that the life of babies is varied, rich in impressions.

Sensory needs also cause high physical activity, and movement is the natural state of the baby, contributing to his intellectual development.

4. Of particular importance in early childhood acquire emotions, so necessary when carrying out regime processes - when feeding, keeping the child awake, shaping his behavior and skills, ensuring his all-round development. The early formation of positive emotions based on the establishment of social ties with adults, and later with peers, is the key to the formation of the child's personality. Emotional sphere renders big influence and on the formation of the cognitive abilities of children.

Interest in the environment in early childhood is involuntary and largely socially conditioned. It is impossible to force a baby to watch or listen, but many can interest him, therefore, positive emotions play a special role in teaching young children. Often, not yet understanding the meaning of the adult's speech addressed to him, children react to her intonation, emotional mood, they easily catch them and become infected with the same mood. This is both the simplicity and the complexity of raising young children.

5... In the development of young children, the leading role belongs to the adult. It provides all the conditions necessary for the development and optimal health of the baby. Communicating with him, brings warmth, affection and information that is necessary for the development of the mind and soul of the child. A benevolent tone, a calm, even attitude towards him is the key to a balanced state of the baby.

One of the conditions for normal development, well-being young children is unity of pedagogical influences on the part of everyone who participates in their upbringing, especially in a family where several people are often involved with the child: mother, father, grandmother and other adults - and their actions in a relationship do not always agree with the baby and are not always constant. In these cases, the baby does not understand how he should act, how to act. Some children, easily excitable, stop obeying the demands of adults, others, stronger ones, try to adapt, each time changing their behavior, which is an overwhelming task for them. So adults themselves are often the cause of unbalanced behavior in children. Therefore, it is very important that not only in the family, but also in the preschool institution, the requirements are equally feasible for the kids, agreed between parents and educators.

When accepting a child for the first time in a group, the teacher must know everything about him, having received information from the doctor, in conversation with the parents, in communication with the child even before he arrives at the preschool institution. In the first days of the baby's stay in the group, one should not abruptly violate what he is used to at home, even if these habits are not entirely correct. For example, a child is used to sleeping with a dummy at home, and at first it should not be weaned. But the teacher must patiently explain to the parents that, if possible, they should gradually prepare the baby for weaning: to tell what skills and abilities need to be formed in children at home, what methods to use in this case.

Young children are suggestible, they easily convey the mood of others. An increased, irritable tone, abrupt transitions from affection to coldness, screaming negatively affect the behavior of the baby.

It is very important to use prohibitions correctly in raising a child. You can't let the kid do whatever he wants. Both frequent prohibitions and allowing the child to do whatever they want are harmful to the child. In one case, the child does not develop the skills and abilities necessary for life, in another, the baby is forced to specifically restrain himself, which for him is great work... How to deal with young children? First of all, prohibitions, if necessary, must be justified, the requirements for their implementation must be made in a calm voice. You cannot allow what was previously prohibited, for example, you always need to demand that the child does not sit down to eat with unwashed hands, does not come up to open window, a burning stove, did not take things from the teacher's table, etc. However, there should be many prohibitions less than that what he is allowed to do.

The requirements presented must be feasible for young children to fulfill. So, it is difficult for a child not to move for a long time - to sit or stand, maintaining the same posture, to wait until, for example, it is his turn to get dressed for a walk.

From an early age, children develop independence. Performing actions without the help of an adult very early begins to give the baby pleasure. Having barely learned to speak, he turns to an adult with the words “I myself”. This need of the baby for the manifestation of activity, self-affirmation should, as far as possible, be supported in every possible way. In the game, children themselves often try to overcome some difficulties, and there is no need to strive to immediately help them. Let the child try to perform the action on his own. This is one of the conditions for the formation of skills and good mood of the baby.

Often the reason for the unbalanced behavior of a child is a violation of his activity. At an early age, the baby cannot quickly, arbitrarily switch from one type of activity to another, and therefore a sharp breakdown, the demand to immediately stop, for example, play and do something else is beyond his strength, causes a sharp protest. And vice versa, if an adult does this gradually - at first he offers to end the game, put the toys in place, then gives an installation to the new kind activities: “Now let's go to wash, fragrant soap. And delicious pancakes for lunch. Will you help me put the plates on the table? " - the child willingly obeys.

Upbringing should take into account individual characteristics child. In children with different types of nervous activity, the limit of working capacity is not the same: some get tired faster, they often need to change calm and active games while playing, go to bed earlier than others. There are children who themselves come into contact with others, demand that they be called for such contacts, and more often maintain their positive emotional state. Children do not fall asleep in the same way either: some slowly, restlessly, ask a teacher to be with them; to others, sleep comes quickly, and they do not need special influences. During the game, some kids easily complete the tasks of an adult (therefore, it is important that the task is difficult enough, the child should solve it independently). Others are waiting for help, support, encouragement. Knowledge of the individual characteristics of the child not only helps the educator find the right approach, but also contributes to the formation of certain personality traits of the growing person.

Often the reason for the unbalanced behavior of children is the wrong organization of activity: when physical activity is not satisfied, the child does not receive enough impressions, suffers from a deficit in communication with adults. Disruptions in behavior can also occur as a result of the fact that organic needs are not met in a timely manner - inconvenience in clothing, diaper rash, the child is hungry, did not get enough sleep. Therefore, the daily routine, thorough hygienic care, methodically correct conduct of all regime processes - sleep, feeding, the administration of hygienic needs, the timely organization of the child's independent activity, classes, the implementation of correct educational approaches are the key to the formation of the correct behavior of the child, the creation of a balanced mood in him.

The features of the period of early childhood correspond to tasks and means of education child, they include physical, mental, moral and aesthetic education.

Tasks of physical education: protection of the health of children, their movements, full physical development; instilling cultural and hygienic skills.

Basic means of physical education: provision of sanitary and hygienic care, carrying out hardening measures - extensive use of air, sun, water; rational feeding and nutrition; organization of massage and gymnastics; organization of the daily routine; methodically correct conduct of all regime processes (feeding, sleep, wakefulness); ensuring the child's motor activity (room for movement, the availability of special aids in children's institutions).

The tasks of mental education: the formation of actions with objects; sensory development; development of speech; development of gaming and other activities; the formation of basic mental processes (attention, memory), the development of visual-effective thinking, emotional development, the formation of primary ideas and concepts about the world around them, the development of mental abilities (the ability to compare, distinguish, generalize, establish a causal relationship between individual phenomena); the formation of cognitive needs (the need to obtain information, activity in the classroom, independence in cognition of the surrounding world).

Basic means of mental education: emotional and business communication between an adult and a child during the child's own activities; special training, which is carried out by the educator in the classroom; independent practice of the child himself in everyday life, games, communication.

The main types of activity at an early age are communication with an adult, as well as the development of actions with objects. For their timely development, it is necessary to create optimal conditions.

Tasks moral education: the formation of positive relationships with adults (the ability to calmly fulfill their requirements, show affection and love for parents, family members, educators, a desire to help another, show an affectionate attitude, sympathy); upbringing of positive personality traits (kindness, responsiveness, friendliness, initiative, resourcefulness, the ability to overcome difficulties, bring the work started to the end); fostering friendly relationships between children (the ability to play side by side, without disturbing other children, share toys, show sympathy, provide assistance in case of difficulties, etc.); fostering positive habits (the ability to greet, thank, put toys in place, etc.); teaching beginner forms labor activity(all forms of self-service, feasible help for young people and adults, for example, water flowers with adults, bring napkins for dinner, clean paths on the site, etc.).

Means of moral education: adult behavior patterns, approval of good deeds, teaching children positive deeds; organizing special appropriate situations, reading books.

For the full and harmonious development of children, it is important from an early age to instill in them a love of beauty in the environment, nature, life, that is, to form aesthetic feelings.

Tasks of aesthetic education: education of the ability to notice the beautiful in nature, the surrounding reality, the actions of people, clothes, the development of creative abilities (ear for music, visual activity).

Means of aesthetic education: acquaintance with nature, music, training in singing, drawing, modeling, reading folk nursery rhymes, poems, fairy tales.

All of these tasks are solved by the joint efforts of the preschool institution and the family. The correct organization of children's life in a team environment allows the mother to work successfully, and the child - to develop harmoniously under the guidance of specialists (pediatricians, educators, music workers).

Let us consider in more detail the features of a child's development at each stage of early childhood.

One of the problems that is being solved in a preschool institution is the problem of adaptation of children.

During the period of adaptation, the child experiences a reworking of previously formed dynamic stereotypes and, in addition to immune and physiological breakdown, psychological barriers are overcome. Stress can cause a protective reaction in a child in the form of refusal to eat, sleep, communicate with others, withdraw into oneself, etc. For a more optimal implementation of the adaptation period, the transition of a child from a family to a preschool institution must be made as smooth as possible. For this purpose, we have developed psychological and pedagogical parameters that make it possible to predict the course of adaptation and suggest individual approaches to children in a preschool institution and a family during the adaptation period.

The approaches consist of three blocks:

1) the behavior of children associated with the satisfaction of organic needs;

2) the level of neuropsychic development;

3) some personality traits of the child (diagram).

Information about the child is put down in points or simply written down in words.

The analysis shows that already at an early age (second or third years of life), the level of socialization is of greatest importance during the adaptation period, in particular, the presence or absence of communication between the child and peers. An important role plays the formation of such personality traits as initiative, independence, the ability to solve "problems" in the game.

The issue of its organization has a positive impact on the course of the adaptation process. It is advisable that the teacher gets to know the children entering the preschool institution in advance, namely in the spring, and conduct an appointment according to the parameters given in Table 1. At the same time, it is important to find out the problems that may arise and give recommendations in advance to parents on preparing their children for a preschool institution.

Psychological and pedagogical parameters for determining the readiness of a child to enter a preschool institution

Table 1

In kindergarten, the teacher records observations of the behavior of each child in the adaptation sheet until his behavior is normalized. If the child falls ill, this is also noted on the adaptation sheet, and upon the child's return to the preschool institution, the teacher monitors his behavior for three days.

It is important to analyze the course of the adaptation process in the group. For this purpose, it is necessary to analyze what was the readiness of each child to enter a preschool institution and how the addiction proceeded under the supervision of educators, a psychologist, and a doctor.

Adaptation analysis

table 2

Adaptation sheet

Legend:

positive + -; unstable + -; negative -; was sick - b.; at home - d.

The first year of life takes a special place in the development of a young child. "Everything at this age is formed for the first time, the child must learn everything" (N.M.Schelovanov).

In a child of the first year of life, brain functions develop rapidly, the efficiency of the central nervous system increases, and endurance increases. Thus, a newborn is awake for only 20–30 minutes, and by the end of the year the phase of activity reaches 3–3.5 hours. From the first months of life, the activity of all the senses develops, and positive emotional responses are formed. Movements develop just as quickly, elementary actions with objects are formed.

By the end of the first year, the child masters independent walking, which expands his capabilities in active cognition of the environment. He begins to understand speech, to use the first words when addressing close adults, to perform simple actions with toys. Memory, attention, thinking are developing. Already in the first year of life, the baby shows the first manifestations of independence, perseverance in achieving the goal, interest and selective attitude towards the people around him, things.

The full development of a child in the first year of life largely depends on the influences of the adults caring for him. Communication with an adult becomes a need and a leading activity of children in the first months of life, a source of their development. Very early (at the 3rd month), the baby develops an interest in other children. He can look at the guys for a long time or show joy at the sight of them, and then imitate them.

The development of a child in the first year of life is carried out in a certain sequence: all new, more complex skills are formed on the basis of simple ones. The mastery of this or that skill occurs at different age periods. At the same time, there are periods of accumulation and leaps, which determines the uneven development.

The fast pace and uneven development of the baby necessitate dividing the first year of life into 4 qualitatively different periods and highlighting in each of them the skills that are received precisely in given age the greatest development and have progressive meaning for later life. These skills are called leading, special attention should be paid to them in the process of raising a child.

Let's take a closer look at each such period.

The neonatal period (the first 3-4 weeks of life) is the most crucial in a child's life. Here it is still difficult to single out the leading lines of development, but it is possible to outline the main tasks of upbringing: careful hygienic care that ensures the well-being and peace of mind of the child; formation of a clear and correct feeding rhythm corresponding to the child's condition (7 times after 3 hours or 6 times after 3.5 hours - as recommended by a doctor); the formation of positive habits and the prevention of negative ones (sucking fingers, nipples, the need for motion sickness on the hands, in the crib, random feeding, etc.).

From the end of the neonatal period, it is necessary to form a circadian rhythm with a concentration of sleep for the night, and wakefulness - for the day. During wakefulness, the baby maintains a calm and active state, causes tracking of the movement of an object and forms the ability to listen to sounds. He is placed on his stomach, prompting him to raise his head.

From the end of the neonatal period to 2.5-3 months, the duration of wakefulness increases (up to 1-1.5 hours), a clear alternation of sleep and wakefulness during the day is formed. During wakefulness, the child should be calm and active. He is brought up positive attitude to feeding, putting to bed, hygiene procedures.

The leader in the development of the child at this stage is the formation of visual and auditory orienting reactions. The kid is taught to follow a moving toy or an adult, to focus his gaze on the motionless toy hanging above him, on the adult's face. The child listens to the sounds of speech, the singing of an adult, the sound of a rattle, on this basis, he develops a verbal hearing, the ability to establish a connection between visual and auditory impressions. The acquired skills contribute to a calm and active wakefulness.

During this period, it is important to form response emotionally positive reactions - the main condition for the timely physical and neuropsychic development of the child. The kid learns to show joy in response to communication with an adult. At the end of the 1st - the beginning of the 2nd month of life, the first response smile appears, and at the 3rd month, more complex positive emotional reactions are formed - the "revitalization complex". By the age of 4 months, the child, rejoicing, laughs loudly, this state becomes more expressive, prolonged, more often manifests itself on various occasions and can already arise without the influence of an adult. Gradually (at the 5th month) the "revitalization complex" is replaced by more differentiated and complex emotional reactions.

Up to 3 months, such an emotional reaction to the environment is very valuable, because it contributes to the manifestation of motor and vocal activity: in a child, when he is happy, his arms are straightened in the elbow joint, his fingers are unclenched, he seems to accidentally bump into an object. The formation of the "revitalization complex" is largely facilitated by the timely development of visual and auditory concentration. The presence of emotionally positive responses indicates the physiological maturity of the baby (by 3 months).

In the first 3 months of life, the child develops vocal responses - humming, humming, which is important for the development of the vocal apparatus, sound speech. He masters the first movements in a horizontal position. The ability to keep his head lying on his stomach develops: at 1 month, the baby raises and briefly holds his head, and by 3 months he lies on his stomach for a long time, head raised high, bending over, leaning on his forearms. By the end of 3 months, he tries to keep his head upright, while in the arms of an adult.

At the age of 2.5-3 to 5-6 months, the baby's behavior changes significantly. By 6 months, he can stay awake for up to 1.5-2 hours. correct mode, the child develops a positive attitude towards all regime processes, he is active during feeding: at 4 months he holds his mother's breast or bottle with his hands, and at 5–6 months he brings it to his mouth; with the introduction of complementary foods, he eats half-thick food (vegetable puree, porridge) from a spoon (at 4.5–5 months). If the baby was taught to be neat, monitored the purity of his skin, then during this period he may react negatively to wet linen, a dirty face, while showing anxiety.

The leading achievement at this age stage is further improvement of visual and auditory orientation responses(orientation in the environment, on the basis of which speech understanding is formed), sensory development, movement, the formation of more complex behavior.

At the 4th month, such skills as tracking an object or an adult (another child), auditory and visual concentration on an object in any position (lying on the back, on the stomach, on the hands of an adult) are improved. Visual, auditory, motor, tactile relationships are also established, localization of sound in space develops (the ability to find with a glance the source of sound - a speaking adult, a sounding object). A kid can for a long time (up to 1.5 hours) consider an object, a picture, a bright spot, another child that attracted his attention. This is how the foundations of the ability to observe are laid.

At 4-5 months, the baby tries to distinguish the intonations of speech addressed to him, melodies (dance and calm), the voices of acquaintances and unfamiliar adults, to recognize the mother or another loved one, to distinguish people close to him from strangers. By the age of 5 months, he reacts to a new environment, unfamiliar conditions: when he sees strangers, he stops smiling, examines them for a long time and tensely, and may cry. If they speak strictly to the child, he frowns, compresses his lips, shows discontent, being in the arms of a stranger, reaches out to his mother. By 6 months, he will recognize (by sound) his name. All this testifies to the child's adequate response to the environment, to his perception of a person's speech, which in the future has a beneficial effect on the development of understanding of the speech of the surrounding adults and on the development of his own speech.

An equally important achievement in the life of a baby from 3 to 5-6 months is development of hand movements. First, the child comes across toys suspended above the breast, by the age of 4 months he grabs, feels and examines them, and by the age of 5 months he develops purposeful hand movements, such as grasping; at 5 months, he clearly takes the toy from the hands of an adult, at 6 months he picks it up, lying on his back, on his stomach, on his side, holds and examines it, transfers it from one hand to another, throws it away. During this period, he is given toys that are comfortable to grip. On the basis of the described movements, play manipulative actions develop with objects that help the baby to learn about the environment, acquire life experience, and later, in the second half of the year, improve the skills of eating, develop basic movements.

At this age stage, there is another important line in the development of the child: development of the preparatory stages of active speech. At 4 months, the baby walks for a long time, by 5 months he has a melodious hum, with different intonation. The child walks often and for a long time: in response to emotional communication with him an adult, during a quiet wakefulness, while examining a toy. If a child hears an adult's voice or his own, the duration of humming increases and it becomes more varied. For the development of humming, a prerequisite is good health and a positive emotional state of the child.

By 5-6 months, the baby pronounces consonants: p, b, t, d, m, n, l etc. The first syllables appear (a combination of a vowel and a consonant sound): pa, ba, ma, that is, babbling. This is facilitated by the development of the articulatory apparatus and auditory concentration, speech hearing. The child hears the sounds pronounced by the adult, hears himself and begins to pronounce the sounds and syllables again.

By the end of the first six months of life, the child masters the first independent movements, being in a horizontal position. By the age of 5 months, he lies on his stomach for a long time, with support on his palms, firmly rests on his straightened legs with support under the armpits. He develops movements that are preparatory to crawling: at 5 months, the child turns from back to stomach, and at 6 months - from stomach to back and crawls forward a little (sideways or even back).

During this period, the baby shows interest in various toys; with sounds, movements, attracts the attention of an adult to himself; persistently tries to approach the object that attracted his attention. He often enjoys playing with toys, laughs, makes sounds, tries to move around. By the end of the third half of the year, the baby can be awake on its own, be active.

At the age of 5-6 to 9-10 months, the child's waking time increases to 2-2.5 hours. He switches to a regimen with three periods of daytime sleep, 2-1.5 hours each, and five feedings after 4 hours. development complicates the behavior of the baby in regime processes. He drinks from a cup, which is held by an adult, and by the age of 9 months he himself holds it with his hands, during a meal he holds and eats a crouton. When washing, stretches out his hands to the water, washes with pleasure, is active when dressing and undressing (raises his leg, stretches out his hand, raises his head, etc.). After mastering the ability to sit and sit, the child is taught to use the potty, forming the skill of neatness. They do this when a corresponding need arises, that is, after sleep, in the middle of wakefulness and before sleep.

In the second half of the year, the main achievement is development of movements and, above all, mastering the ability to crawl. The pace and sequence of the development of movements depend on the conditions of upbringing and the influences of adults. The most expedient is such a sequence in which children first master motor functions (movements associated with a change in position in space, with movement), and then static (the ability to maintain a certain body position). Children are taught to sit down, not sit, get up, not stand. By doing various movements, the child masters the basics for developing the ability to maintain a certain body position.

By the age of 7 months, the baby can already crawl, and at 8 months he crawls a lot, quickly and in different directions. Crawling significantly changes the behavior of the baby, as he becomes even more active and independent, can approach everything that was previously inaccessible to him. Thanks to this, his horizons expand, his life experience becomes richer. The child begins to navigate in the environment. The latter has a positive effect on physical development, the formation of correct posture, prevention of the development of flat feet. A crawling child strengthens the muscles of the legs, arms, back, abdominal muscles, and neck. To develop crawling skills, the baby should, while awake, be on an even, hard mattress (in a crib, on an ottoman, etc.) or on a fenced floor space. It is desirable that there are toys (balls, balls, etc.) here. An adult attracts the baby's attention with a toy, accompanying the actions with speech, and encourages him to crawl to the object.

By the age of 8 months, there is a leap in the development of movements. The child becomes upright. At first, he masters movements that help him gradually take this position: sit down, sit and lie down, get up, stand and go down, step over a little, holding on to the barrier. By the age of 9 months, the baby is already walking: he moves from support to support (from barrier to table, from table to sofa, etc.), slightly sticking with his hands. Therefore, on the floor, where the baby is now awake, there should be stable objects (large furniture), holding onto which he could get up and step over.

In the period from 6-7 to 9-10 months, the child for the first time begins to understand the speech of an adult, which significantly changes all his behavior, affects the development of actions, movements, active speech. By the age of 7 months, at the request of an adult, the child finds with his gaze an object that has been repeatedly shown and named to him, and at 8 months, according to the word of an adult, he can show several objects, perform simple actions (without the participation of an adult): clap his hands ("okay"), on words "Goodbye" wave your hand.

By 9 months Small child understands the names of several objects, finds them anywhere, knows his name, gives a toy in his hands, understands words related to regime processes, performs actions at the request of an adult ("sit down", "drink", "give a pen" ). Thus, the speech of an adult gradually begins to regulate the actions of the child.

It is important in the development of a child at this age stage to acquire the ability to imitate an adult in babbling and in actions with objects. Without this skill, the further development of the baby, his education and upbringing are impossible. By the age of 7 months, he repeats individual syllables - babbles. Each child has "his" two or three syllables, which he pronounces repeatedly and in different combinations... At 8 months, the baby repeats them after adults, and at 9-10 months, when repeating, he pronounces new syllables, other combinations of vowels and palatine or labial consonants that he has not yet pronounced. Thanks to this, the sound composition of babble expands. Now the baby accompanies his movements, actions, communication with adults and children with babbling. However, sometimes, during the period of mastering new movements and increasing motor activity, so-called competitive relations arise between the development of movements and babbling. Babbling as a new and still fragile skill fades away if adults do not create special conditions for its development (do not cause imitation of syllables, do not resonate with the child). Babbling may not develop in children with reduced hearing or in its absence, as well as in connection with any previously undetected defect in the articulation apparatus, speech motor analyzer.

Based on hand movements formed in the first half of the year, from 6-7 months actions with objects begin to develop. In the beginning, these are repeated actions performed in the same way with all objects, regardless of their properties (examining, tapping, pressing, throwing, swinging, etc.). Activities with toys are becoming longer and more varied. By 8-9 months, the baby uses each toy differently, depending on its properties. These actions are prompted by the objects themselves, are the result of the child's accumulated personal experience and are initially random in nature. Then, under the influence of special training, self-imitation develops (the child pushes the ball repeatedly, takes the toy out of the box, opens the lid, presses a key, etc.), and finally the child imitates the adult. By the age of 9 months, imitating an adult, he first performs familiar, and then new actions: closes the lid, puts a toy in a box, collects a toy, etc. As his understanding of speech develops, he begins to perform actions according to speech instructions, reproducing what he was taught earlier ... At 9 months old, the child imitates the dance and play movements of an adult, gradually associating them with a certain melody and words.

At the age of 9-10 months to 1 year, the child sleeps 2 times in the daytime for 2.5-2 hours, his wakefulness increases from 2.5 to 3.5 hours. The intervals between feedings range from 3-3.5 to 4.5 h, since at each feeding the baby now receives food that is different in quantity, consistency and composition. By the end of the year, many children are already canceling the fifth, night feed. The sequence of regime processes is changing. Until 9 months, the child first slept, then ate and then was awake. In the last quarter of the year, the number of periods of daytime sleep decreases, and the duration of wakefulness increases. Therefore, some feedings can now be organized at the end of wakefulness or after a short time after sleep. So, breakfast should be no later than 30 minutes or 1 hour after the child wakes up, but not immediately after a night's sleep. After waking up, the baby must orient himself in the environment. It is necessary to carry out a number of hygiene procedures and only then feed him. The child dines immediately after the first day's sleep, and he may have an afternoon snack before or after the second day's sleep. Dinner time depends on when the afternoon tea was. But you should not allow a long hungry wakefulness of the baby; you need to feed him about 1 hour or 40 minutes before the start of night sleep.

The child's activity increases during the feeding process. By the age of one, he already knows how to drink from a cup himself: he takes it with both hands, drinks it, puts it on the table, etc. When dressing, undressing, washing, the baby readily stretches out his hands, puts his face. He sits quietly on the pot. All his behavior in regime processes is regulated by the word of an adult.

At this age, it is important to improve everything that the child masters, especially movement. By the end of the first year of life, the baby is actively moving. He still crawls a lot, but more often he walks, holding on to the support, moves from support to support, walks with support first by both hands, and then by one. He can walk up and down the stairs, holding onto the railing (from 10 months). After 10-11 months, the baby is able to walk without the support and help of an adult in different directions, without sitting down.

For the development of movements, the child's wakefulness is organized on the floor, there must be large objects, holding onto which he could get up, step over, walk. There should be toys that encourage the baby to move (ball, car, cart), large toys (bear or dog, doll), as well as a place to relax while sitting: a very low chair or stool, box, cushion, roller, etc. It is important to be correct and it is convenient to dress the child.

To master, skills self walking such prerequisites for the development of a child are necessary as the ability to stand, leaning on full feet, walk with support forward, dropping to the entire foot, understand the verbal instructions of an adult, and navigate in space. Early stimulation of walking is not recommended, when all its prerequisites have not yet been formed. It is also important to prevent a delay in the mastery of walking, which can be caused by unfavorable conditions (lack of space for movement, improper educational and training influences).

A child acquires a lot of new things in development of understanding of speech. By 10 months, at the request of an adult, the baby finds and brings a familiar toy if it is in his field of vision, at 11 months he discovers the named toy among many others, and by 12, at the request of an adult, shows several homogeneous objects if they look slightly different (buttons on the mother's dress and on her shirt, balls of different sizes and colors, etc.).

By the end of the year, some words in the speech of an adult begin to acquire a generalized character for the child. The kid understands the word it is forbidden, if it is pronounced according to the situation. It becomes possible to influence his behavior through speech. The number of understandable words is increasing, which denote the names of toys, clothes, furniture, actions with objects, actions associated with regime processes (drink, lie down, eat etc.), movements, names of adults and children, body parts, faces. The kid can carry out simple instructions of an adult, respond adequately to words you can, good, bad.

Comprehension of speech not only changes behavior, but significantly affects the entire development of the child. Active speech is formed; in the period from 9-10 to 12 months, the child masters the first words. The first words appear on the basis of the development of understanding of speech, the ability to babble and imitate. The syllables that have entered the babbling of a child at the end of the first year of life become constituent parts the words spoken by him: baba, dad, mom, give, na, bang, aw etc. Any sound, syllable, which has a certain semantic content, is a word for a kid. The first words for all children are the same in sound, but can be different in meaning (this is determined by an adult). By the end of the year, the child pronounces about 10 simple, lightweight ("babbling") words that carry a semantic load. The number of words spoken is much less than that understood by the baby. During this period, the child babbles a lot. With babble, he accompanies actions, movements. He rarely uses words - when it is necessary to draw attention to himself, get what he wants, express displeasure or joy at the sight of something unexpected, interest in something. Some words and sounds, supported by facial expressions, begin to serve as a means of communication for the child with adults and children.

Under the influence of understanding of speech, actions with objects become more complicated. At 10–12 months, a child learns to perform actions that become more varied and purposeful by showing and speaking an adult. He performs actions aimed at obtaining a result: he closes, opens, puts aside, takes out, removes, puts brick on brick, removes and puts on rings, rolls balls along the chute. The number of actions performed with one object increases. The kid learns to transfer the mastered actions with a familiar object to an unfamiliar one (opens and closes all the lids, inserts bushings, mushrooms, skittles into the holes, rolls balls and balls, puts bricks, cubes, etc.). Now he needs to study large quantity toys, objects. The child's actions become persistent, he strives to achieve the goal, rejoices at the result. Imitation of an adult develops in actions with plot toys. At the sight of a toy, at the request of an adult, the kid reproduces what he was taught: rolls a car, drives a doll, feeds, lulls, feeds a bear, a dog, that is, learns to perform simple actions with plot toys. The prerequisites for playing activity are developing in him.

With the development of actions with objects personal experience is enriched the child with new impressions, visual, auditory, tactile perception is improving. By the end of the year, the child can already distinguish a cube from a brick at the request of an adult, recognize mom, dad, grandfather and other people close to him in the photo.

Much the nature of the child's communication with the adults around him becomes more complicated. By the end of the year, he reacts to flirting, already complex emotional experiences appear - joy when achieving what he wants, pity, jealousy, resentment, joy at the sight of an elegant dress, etc. At this age, the child has a positive-emotional attitude towards the adults around him. Already during this period, forms of positive communication with other children are manifested: they play side by side, with one toy, catch up with each other, hide, seek, rejoice. The child wakes up interest and a benevolent attitude towards animals, birds, fish, plants.

By the end of the first year of life, the baby reacts emotionally to music, singing, listens to the sound of various instruments. Understanding the words of the song, performs to the beat of movement, action; begins to imitate the intonation of the song and suggest sounds and syllables.

So, by the year the child walks independently, begins to understand the speech of an adult, utters a few words, acts with toys for a long time and in a variety of ways, reproducing what he was taught, is active when eating, has a positive attitude to hygienic procedures, orients himself in a familiar environment, showing interest , actively works with objects, seeks communication with adults and children, rejoicing in them. This creates the prerequisites for the development of more complex skills in the second year of life.

The child is the second year. At this age, complex and important functions the brain, character begins to take shape, its behavior is formed. Mastering walking makes it possible for direct communication with the outside world, which primarily contributes to the rapid sensory development, the formation of visual-effective thinking of the baby. At this age, a second signaling system is formed and its main functions (generalization and abstract thinking) begin to develop. The child moves a lot, easily comes into contact with familiar people. However, his behavior is characterized by instability; against the background of an emotional uplift (rejoices, laughs), he may suddenly cry. On the part of adults, special attention is required to normalize the baby's behavior and maintain a good mood.

In this age some social traits of the child's personality are formed: love for loved ones, sympathy for peers; the child responds adequately to the assessment of his actions by adults. Cognitive interests, which the baby actively expresses when communicating with an adult, as well as the first volitional qualities (striving for the effectiveness of actions) are clearly manifested.

The period of the child's wakefulness increases, which should be taken into account when organizing the daily regimen. In the first half of the year, this increase is still insignificant. So, if one-year-old children are awake for 2.5-3 hours, then up to 1 year 6 months their wakefulness lasts 3.5-4 hours, but they still sleep 2 times during the day, but from 1 year 6 months - up to 5-5 , 5 hours. After that, the child sleeps 1 time during the day.

It happens that the baby is transferred to a one-time nap before 1.5 years. But this should not be allowed, since long periods of wakefulness are tiresome for him, especially in the evening hours.

The increasing endurance of the body makes it possible for the child to engage in one type of activity for a longer time. So, at the beginning of the second year, a child can devote 3-5 minutes to the same task, and by the end - up to 7-10 minutes, but if the lesson is interesting for him, then more.

In the mental development of a child of the second year of life, 4 periods can be distinguished:

1st period - from 1 year 1 month to 1 year 3 months;

2nd period - from 1 year 4 months to 1 year 6 months;

3rd period - from 1 year 7 months to 1 year 9 months;

4th period - from 1 year 10 months to 2 years.

What are the main achievements of the baby in the second year of life? At this age, the understanding of the speech of an adult and the active speech of the child himself are most intensively formed; further sensory development occurs, the formation of play activities, actions with objects and movements; skills of independence. These are the main directions (we called them lines) in the development of a child of the second year of life. Naturally, such a division is conditional, since each skill of the baby is formed on the basis of his abilities, which belong to different directions (the ability to imitate, compare, generalize, etc.).

There is a relationship in the development of the child in all of the above areas. These connections are most noticeably manifested in the development of the baby's movements, ahead of the formation of play activities and actions with objects, and after 1 year 6 months - in the understanding of speech (which indicates the importance of these skills for a given age).

What is characteristic of the sensory development of a child of the second year of life?

Children meet with a variety of objects in nature and everyday life. They effectively learn the various properties of objects and phenomena: the sand is loose, the flowers are bright, dry leaves rustle underfoot, the snow creaks, the spruce has thorny branches, the kitten's coat is smooth and soft. Playing with various didactic toys, children learn to compare, distinguish the qualities of objects (shape, size, color).

Isolation of the shape of an object as its main identifying feature has great importance for the development of the baby's perception. Already at this age it is necessary to teach him to see the shape of a ball, a cube, to compare objects of contrasting and similar shapes, to select an object of the same shape according to the model.

Quite early, children single out a size in objects, which for them is the main distinguishing feature. The kid begins to distinguish between his own things and the things of adults early: small shoes, a hat, a cup, etc.

At 1 year 3 months children, playing with didactic toys (inserts, nesting dolls, cubes), distinguish two contrast values, at 1 year 9 months - 3-4 contrast values, and later, by the end of the second half of the year, and closer values. At 1 year 9 months - 2 years, children select objects similar in color according to the pattern and word of an adult. It is very important that the adult's task is understandable to the child, therefore it should be clearly formulated and expedient, for example, to choose matching items of the same color (mittens, socks, shoes), distinguishing them from others that have a different color (the child picks up red shoes for red socks , distinguishing them from blue, yellow, etc.).

For children of the second year of life heightened perception is characteristic. Nothing escapes their attention: animals, birds, vehicles, toys, decoration on mother's dress. All this is very important for the baby: the brain receives it. new information, which is necessary for its development. However, it must be remembered that the attention of a child in the second year of life is involuntary. At this age, it is impossible to force the baby to be attentive, but you can interest a lot. First of all, his attention is attracted by any changes in the environment: new toys, a car passing outside the window, doorbell ringing. Constant examination of the surrounding objects develops the baby's observation ability: having seen several times how the teacher feeds the fish, he himself goes to the aquarium to see how they swim. Children climb the slide in front of the window specifically in order to look at the vehicles passing by the house. It is important to organize the child's life in such a way that he not only sees a wide variety of objects around him, but also acts with them. Thinking is formed in activity.

In the second year of life the child's understanding of speech improves, generalization function, he learns to imitate the words and phrases of an adult; the active vocabulary expands, the kid masters some grammatical forms and begins to use speech.

For the development of understanding of speech at this age stage, it is characteristic that up to 1.5 years of age, connections between objects, actions and their verbal designations develop more intensively. However, these links do not immediately become stable. It happens that the child does not react quite correctly to the task of an adult, even when he understands it. For example, at the request "Show where the horse is" looks at the named object, and gives another. In practical work with children, when forming connections between the verbal designation of an object and the child's actions, it is necessary to create appropriate conditions, gradually complicating the tasks.

What verbal designations of objects can children know at this age? Names of toys, household items, clothes, actions that they know how to perform themselves (take, bring, look, feed, shake and etc.). Children willingly carry out the instructions of adults - "bring slippers for mom", "glasses for grandmother", while they are well oriented in their room.

Gradually, the horizons of children expands, the connections between the object and the word become stronger, new things appear in the development of understanding of speech: from 1 year 6 months, the child begins to understand the speech of an adult, not supported by the situation, that is, with the baby you can say that he is in the real the moment does not see, relying on his past experience. The child can already read emotional nature stories, quatrains, nursery rhymes. However, it should be remembered that the further enriching the toddler's experience. Observing the surrounding reality with the child, it is important to name everything that he sees: the actions of adults and children when caring for animals, the movement of vehicles, to name the impressions from looking at books in words. In the future, the adult's questions addressed to the child force the latter to designate what is perceived by his own speech, and by the end of the second year they stimulate the appearance of the first questions from the child himself (where? Where? What is it?), Which reflect the development of his curiosity, thinking.

The beginning of the second year of life is the so-called period of visual generalizations, when a child unites objects not so much according to essential characteristics, but according to a striking external similarity: color, size. Then, gaining experience, he can, according to the words of an adult, generalize objects, focusing on their essential features.

After 1 year 6 months, children generalize objects not only in understandable speech, but also in active speech. However, when generalizing in active speech, at first, many more mistakes are made. For example, at the request of an adult to find toys - an elephant, a hedgehog - children show them correctly, but call them incorrectly: "dog", "fish". At the same time, the baby finds objects similar to those that are familiar to him and which he already knows how to name. With the development of active speech, the acquisition of experience in distinguishing close objects, playing with them, he overcomes difficulties and does not make mistakes.

In the second half of the year, a very important ability of the child is formed - the ability to imitate the words spoken by an adult. However, the development of the baby's articulatory apparatus is such that at the beginning of the second year he pronounces the words with relief: the car - "BBC", the dog - "av-av". Therefore, it is very important that the adult proposes the words "lightweight" for imitation, but accompanies them with words pronounced correctly.

Gradually, children begin to imitate not only words, but also phrases. Based on the ability to imitate, the child's dictionary is replenished: if by the end of the first year of life there were 10 words in it, then at 1 year 6 months - 30, and by 2 years - 300 words.

Changes and specific gravity speech reactions during independent use of speech. So, from 1 year to 1 year 3 months, the predominant speech reaction is the babbling of a child, which is very diverse and can be expressed in whole monologues (emotional exclamations). From 1 year 3 months to 1 year 6 months, the number of words spoken with ease increases, but babbling is sharply reduced. From 1 year 6 months to 1 year 9 months, the number of words pronounced correctly increases, that is, the child can already say not "av-av", but "doggy", although the pronunciation of the word itself is still very imperfect and only close people understand it , and from 1 year 9 months, the number of short phrases pronounced by the baby increases.

A great achievement in the development of children's speech is the emergence of questions like “What is this?”, “Which one?”, Which speaks about the level of their cognitive activity.

In what situations do children most of all resort to one or another speech reaction? So, they use babbling while walking, various movements, words - up to 1 year 6 months at the moment of strong interest, when objects suddenly appear in the field of vision. After 1 year 6 months, children begin to use the word while playing, and their speech is often specifically unaddressed. For example, when putting the doll to sleep, the baby says: "asleep"; when feeding her: "ate"; building a path of cubes and driving the car along it: "the BBC went." By the end of the second year, the child's speech begins to fulfill its main function - means of communication with others and, above all, with adults. The reasons for contacting an adult are quite diverse: this is a request for help in something, and a complaint, and the expression of one's desires (to play together), feelings (surprise, joy). Children of this age not only understand the simple, well-known plot depicted in the picture, but also know how to answer some of the adult's questions.

A prerequisite for the manifestation of speech activity by a child is his play, motor activity, communication with an adult, the organization of special classes that contribute to the development of speech. In such classes, the tasks of forming a need for verbal communication with an adult are solved in children. If kids have this need, the desire to say something to an adult, they will use speech. Children communicate with the adult who is close to them, with whom they have frequent, close emotional and business contact.

The development of his play activity and actions with objects are of particular importance for a child of the second year of life. At the beginning of the second year, the child's play is reduced to various actions with objects. The baby began to master these actions by the end of the first year of life: he opens and closes the matryoshka, puts one cube on top of another, removes the rings from the pyramid and string them back. Acting with objects, the child at the practical level gets acquainted with their properties, learns to compare, contrast; acting in this way, he thinks. Gradually, actions with objects on the basis of the already developed ability to imitate, the development of coordination of hand movements acquire more complex nature... The kid puts bricks on a narrow edge, makes overlaps, reproducing familiar buildings - a train, a bench, etc.

Children 1 year 3 months - 1 year 6 months have new actions that were previously not specially unlearned, which the child saw himself, looking closely at the activities of adults and older children: he rocks the doll in the crib, feeds, copying the actions of his mother, throws stones and jumps on one leg, as older children do, playing "classics", puts paper on the back of a bear doll and puts mustard plasters on it. These are the so-called display actions. At the end of the second year, the child develops sequential action(pours water and gives the doll a drink). Since in the first half of the year, the baby is in power visual perception, his experience is insignificant, the game is unstable, so an adult prepares the situation for it. In the second half of the year, the game takes on more stable forms. A child acts in a variety of ways with the same object, and if in the first half of the year he is busy with one type of activity for 2–4 minutes, then by the age of 2 - already up to 5–7 minutes, accompanying his actions with a word.

Gradually, thinking is formed in the game, the child now uses substitute objects (imaginary objects), while imitating the actions of an adult, transfers these actions to other games. For example, a teacher in a joint game with a baby shows how he washes a doll under an imaginary tap, pours water into a basin, lathers her head (rubs with a cube). A child, imitating an adult, "pours" water into a cup to give a drink to "daughter", while carrying the cup carefully, trying not to spill its contents.

By the end of the second year of life, some coordinated actions appear in the play of children: while playing, they feed each other, build together, examine books. Increasingly, children accompany their actions with a word, emotions are manifested in their games: interest, surprise, joy from achieving a result or about new toys, as well as more complex ones: tenderness, a sense of guilt for their wrongdoing. So, a girl, bathing a doll, gently hugs her, kisses, smiles. The boy accidentally hit his peer with his head; Seeing that he was crying, he went up to him, looked into his eyes, stroked him.

In the second year of life, a child develops such personality traits as benevolence in relation to others, sympathy for a peer. Children independently enter business relationship with an adult about the game, reacting to his assessment of their actions, show an adequate reaction. For example, a baby inconsistently (not in size) puts rings on the rod of the pyramid. The teacher says what he is doing wrong. "Not right?" - the child repeats and tries to do as the adult showed. Every time, putting on the ring, the kid turns to those sitting next to him, asking: “Small? Big? " Compares two rings and puts them on as shown by the teacher.

In independent activity, children master various movements. At the beginning of the second year of life, the child's walking is still insufficiently coordinated: it is difficult for him to walk in a straight line, pits, bumps on the street, pebbles, grass - all these are difficult obstacles for the baby. He stumbles upon objects, can easily collide with another child, does not prepare in advance to overcome an obstacle, in order, for example, to cross a threshold or step over a groove.

Gradually, walking is improving - children begin to move well not only on a smooth floor, but also on grass, climb bumps, walk up stairs (with the help of an adult). Climbing and throwing are being improved; kids climb a slide, sofa, chair, climb over various obstacles (log, bench, sofa); movements become more dexterous, more coordinated. At this age, the child begins to gradually master simple dance movements.

Over the past two years, the baby has succeeded in many ways, has accumulated strength for further improvement of skills and the acquisition of new ones. It was at this time that the child continues to develop quite intensively physically, albeit at a slower pace compared to the previous year. During this period, the activity of the nervous system improves in children, which increases the duration of their active wakefulness (6–6.5 hours). Now it is easier for the child to form the skills of correct behavior. He can already on a short time restrain your actions, desires. However, it must be remembered that even at 3 years old the baby is easily excited, quickly gets tired of monotonous actions. An intense neuropsychic development occurs. The most noticeable changes in the child's psyche occur due to further formation of speech. The baby's vocabulary at this age increases 3-4 times compared to the previous period, changing not only quantitatively, but also qualitatively. Thus, children begin to use all parts of speech; lightweight forms of words are almost disappearing, as well as mispronounced words.

The child's level of thinking reflects his speech: he uses common and complex sentences. "A wolf is bigger than a bunny, he can eat it"; “When the sun comes out, I will be naked,” says the baby at 2.5 years old. At this age, a child asks an adult a lot of questions: “why? where? when? why?" This speaks of the developing cognitive needs of the baby, and the use of various parts of speech, the appearance of questions and subordinate clauses in active speech - about the further stage of development of mental activity. Children perceive objects, phenomena of the surrounding reality not in isolation, they try to establish a strong relationship between them; they catch their properties, compare, contrast, they develop speech and thinking.

The understanding of the speech of others also changes significantly. The child understands the meaning of what an adult has said about what surrounds him directly every day, which concerns him personally, which is connected with his experiences. With him you can already talk not only about the present moment, but also about the past and, to some extent, about the future. For example, about where he will go, what he will do on a walk, what happened yesterday. You can remember what toys they used to decorate the Christmas tree, which were collected in the summer in the forest. More complex generalizations appear: for example, with the words "toys", "clothes", the child unites objects that are dissimilar, but similar in function. In his speech, words appear that denote the quality of objects. For example, to the question: "What is red?" - the child replies: "Flag, ball, my bow."

The kid can understand from the adult's story such phenomena and events that he himself did not directly perceive. But for this it is necessary that the meaning of the words used in the story be familiar to him from past experience.

In the third year, significantly the educational meaning of speech changes. Despite the fact that demonstration continues to play a leading role in teaching, the use of speech as a means of teaching and upbringing at this stage is significantly increasing. In a word, you can stop one or another action, prevent negative behavior, evoke pleasant memories, teach a new action, form an idea, a concept. But even at this age, although there are great achievements in the development of speech, children still do not speak well enough grammatical structure language, so their speech remains somewhat peculiar. At 2 years 8 months, the child says: “My legs are frozen and vlanka "(felt boots). The correct pronunciation of sounds in the third year is not fixed, but is automated. Many sounds are pronounced even softened: "zayka" (Bunny),"Pizyama" (pajamas). The same sounds in one combination are pronounced correctly (" Fox"), in the other it is wrong: "povzet" (creeps). Not all children of this age can pronounce sounds. p, l, hissing: "balaban" (drum),"Zenia" (Zhenya). There are substitutions and skipping of difficult sounds, their rearrangement. But deficiencies in pronunciation and grammar do not prevent the child from noticing the mistakes of other children and correcting them. This is due to the fact that the auditory perception of speech sounds is more perfect than the speech-motor skills of the child. Adults, communicating with children, should not allow distortion of sounds in their speech. This is one of important conditions formation of the correct pronunciation in the child.

During the third year, the child masters a variety of ideas and concepts about the world around him. The kid knows the properties and specific purpose of many objects in his daily life: not only distinguishes, but also names the color, shape, size of objects, orientates himself in the main spatial and temporal relationships (“The plane flies high”; “When it’s dark, you need to sleep "). He has an initial idea of ​​the quantity (many, few, more, less, one). The ideas and concepts of children of this age are still imperfect, and therefore incorrect conclusions are not uncommon: “I’ll close my eyes and sit in the dark,” says the baby.

Further sensory development occurs, and the child's orientational-cognitive activity undergoes significant changes.

Observation is an important tool for baby's sensory and general development. Observing, the child in natural conditions can get acquainted with the properties of objects, their shape, size, color. However, the baby cannot yet determine these actions on his own. So far he has learned only to look, but not to see, to listen, but not to hear. Therefore, he must be taught to highlight the properties of objects in the environment.

If a child observes something, he must be supported, and most importantly - help to see in the observed the important that he asks at this time. But if the baby does not ask them, you need to encourage him to do this, create appropriate situations.

The activity of a child in the third year of life becomes complex and varied: objective activity(classes with pyramids, nesting dolls, mosaics), story games(playing with a doll), observing, looking at pictures, books, elements of work (independent eating, dressing, cleaning toys), playing with building materials, starting visual activities (modeling and drawing). All of these activities are very important for a child's mental development.

Among all the activities of the child, a special place is occupied by story games. By their nature, they become more complex in comparison with the games of a child of the second year of life. While playing, the kid is trying to reproduce many actions of others (“goes to work,” “prepares lunch,” “takes care of the patient,” etc.). At the same time, it reflects not only the sequence and interconnection of actions, but also social relations... For example, he is affectionate with a doll or is angry with it, punishes, makes remarks. Role-playing elements appear.

What is new in the development of the child's activity in the third year of life is that, before starting to act, he determines the goal in advance: “I will build a house”, “I will heal the doll”. Thus, planning elements appear.

At this age, the child loves deal with building material. He can independently perform already rather complex structures, for example, a garage, a road to it, a fence, and play with them. The kid begins to master a completely new type of activity - drawing, modeling. The child understands that with the help of a pencil, plasticine, you can depict something, and by the end of the third year draws paths, rain, balls; sculpts sticks, rings, cakes.

In the process of activity, the child early begins to develop a certain attitude towards the people and phenomena around him, and in accordance with this - and different behavior. In some conditions, the child is affectionate and attentive to loved ones, feels their mood. If the mother or father is upset about something or something hurts, the child comes up to them, strokes them with an expression of sympathy, looks into their eyes, and shows a desire to help. However, opposite (negative) relationships are already possible: the baby waves his hand at his parents, does not want to do what he is asked to do. The behavior of children is also different. Some know how to restrain their desires, calmly wait while the adult is busy with something, are able to persistently overcome difficulties, trying to finish the job. Others, on the contrary, scream impatiently, demanding the immediate fulfillment of their desires, crying helplessly at the slightest difficulty. All positive forms of behavior are already quite accessible to children of this age, and they need to be formed.

The manifestation is also characteristic aesthetic feelings, on the development of which special attention should be paid. Kids listen to music and singing with obvious pleasure. They again and again ask to repeat familiar poem, fairy tale and listen, follow not only the plot, but also musical accompaniment, rhythm. The child is happy to consider good picture, notices the beautiful in nature, surroundings, clothes. “Mom, look at what beautiful tree“, - says the baby, seeing the cherry blossoms. An understanding of the comic is also available to the child: he observes with interest the actions of Petrushka. The reasons for emotional experiences: the child rejoices at the completed construction, is very pleased if he helped an adult, gets angry when he is prevented from playing. But all this wealth emotional manifestations, as well as the complex mental development that a child achieves by the age of 3, is possible only with certain conditions his life and upbringing.