Development of a preschooler. Development of children in preschool age Full development of preschool children

Child development preschool age very significant in psychology, because it is during this period of life, from 3 to 6 years, that the foundation for the rest of life is laid. The child is formed as a personality, laid nervous system. The baby learns to distinguish between good and evil; all this is formed in relationships with parents, peers and teachers.

Features of preschool development

Starting from the age of three, play activities develop, with the help of which he masters certain skills. Self-esteem develops, the baby evaluates himself as attentive, diligent, hardworking, good man etc.

At the age of 3 years old age sets in, the child can become stubborn, capricious, and nervous. The formation of the social environment is taking place, the entire mental life. During this period of life, adults, parents and grandparents need to treat the baby as gently as possible. There is no need to reproach him, punish him, or hurt his pride. This can lead the child to intractability, isolation, and secrecy. On the contrary, we must support him in all endeavors and praise him more often. But at the same time, you should not pamper, stop boasting, evaluate his actions and actions positively.

The role of games in preschool education and development

The development of a preschool child is expressed in game form, because the game is the leading activity. In play, the child uses toys, where each plays a specific role. In his play, the child uses a certain plot, in early age when the baby is in family circle, the plot will consist of family everyday life.

As you grow older and attend other institutions, the plot will change, and will be kindergarten, hospital, etc. character. In addition, the duration of the game increases, i.e. a 3-4 year old child can play only 10-15 minutes, a 4-5 year old child can play up to 50 minutes.

• The game develops mental state child.
• With the help of the game, the child acquires communication skills with peers.
• Moral feelings are formed about what is good and what is bad.
• Forms game rules with the help of which he learns to suppress his impulses, i.e. I want this, but it will be against the rules of the game.
• Modeling and drawing develop, i.e. productive activity.
• With the help of the game, independence, competitive, and gaming motives are developed.

How does a child’s memory develop in preschool age?

It is the preschool period that is the most favorable (sensitive) period for a child’s memory development. The fact is that a child under 4 years old cannot control his memory; he remembers only what really shocked him, what he liked, the most vivid moments. Voluntary, conscious memory begins to form only at 4-5 years of age, which is needed to prepare for school.

The process of memorizing and perceiving this or that information works best with a clear example, or even with personal experience. For example, children can check for themselves what will happen if they throw a wooden object into water, what will happen to a piece of ice if they put it in a plate, etc. At the same time, children develop the ability to reason and think consistently and logically.

In the development of a preschool child, the formation and. By the age of seven, vocabulary increases significantly; some children may have more, others less, it depends on how much time the adults spent with the child.

What happens in the formation of the personality of a preschooler

Of course, the life of a preschooler is very emotional and eventful, but it proceeds without flashes of spectacular state. All activities have an emotional connotation - modeling, drawing, games, helping parents around the house, etc. The preschooler begins to master the ethical standards accepted in society. Learn to evaluate the actions of first literary heroes, then peers, and your own.

At the age of 6-7 years, the child is already ready for the beginning of a big life - to go to school. Psychological readiness for school is a complex education that presupposes a fairly high level of development of the motivational intellectual spheres and the sphere of volition.

Development of a preschool child

Preschool childhood– this is a period from 3 to 7 years. At this stage, mental new formations appear that allow specialists to judge the norm or deviations in mental development children. For example, in the process of overcoming the crisis of 3 years, initiative arises, the desire for independence in self-care, play activity. The child begins to master certain social roles. He develops the foundation of self-awareness - self-esteem. He learns to evaluate himself from different points of view: as a friend, as a good person, as kind, attentive, diligent, capable, talented, etc.

In a small child, perception is not yet very perfect. While perceiving the whole, the child often does not grasp the details well.

The perception of preschool children is usually associated with the practical operation of relevant objects: to perceive an object is to touch it, feel it, feel it, manipulate it.

The process ceases to be affective and becomes more differentiated. The child’s perception is already purposeful, meaningful and subject to analysis.

Preschool children continue to develop visual and effective thinking, which is facilitated by the development of imagination. Due to the development of voluntary and indirect memory, visual-figurative thinking is transformed.

Preschool age is the starting point in the formation of verbal-logical thinking, as the child begins to use speech to solve a variety of problems. Changes and development are taking place in the cognitive sphere.

Initially, thinking is based on sensory knowledge, perception and sense of reality.

First mental operations a child can be called his perception of ongoing events and phenomena, as well as his correct reaction to them.

This elementary thinking the child, directly related to the manipulation of objects and actions with them, I. M. Sechenov called the stage of objective thinking. The thinking of a preschool child is visual and figurative; his thoughts are occupied by objects and phenomena that he perceives or imagines.

His analysis skills are elementary, the content of generalizations and concepts includes only external and often not at all essential signs (“a butterfly is a bird because it flies, and a chicken is not a bird because it cannot fly”), which is inextricably linked with the development of thinking and speech development in children.

A child’s speech develops under the decisive influence of verbal communication with adults and listening to their speech. In the 1st year of a child’s life, the anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is called pre-speech. A child of the 2nd year of life practically masters speech, but his speech is agrammatic in nature: there are no declensions, conjugations, prepositions, or conjunctions in it, although the child is already constructing sentences.

Grammatically correct oral speech begins to form at the 3rd year of a child’s life, and by the age of 7 the child has a fairly good command of oral conversational speech.

In to school age attention becomes more focused and stable. Children learn to control it and can already direct it to various objects.

A 4-5 year old child is able to maintain attention. For each age, attention span is different and is determined by the child’s interest and capabilities. So, at 3-4 years old, a child is attracted to bright, interesting pictures, on which he can hold his attention for up to 8 seconds.

Children aged 6-7 years are interested in fairy tales, puzzles, and riddles that can hold attention for up to 12 seconds. In 7-year-old children, the ability for voluntary attention develops rapidly.

The development of voluntary attention is influenced by the development of speech and the ability to follow verbal instructions from adults directing the child’s attention to the desired object.

Under the influence of play (and partly work) activity, the attention of an older preschooler reaches a fairly high degree of development, which provides him with the opportunity to study at school.

Children begin to voluntarily remember from the age of 3-4 thanks to active participation in games that require conscious memorization of any objects, actions, words, as well as due to the gradual involvement of preschoolers in feasible work of self-care and following the instructions and instructions of elders.

Preschoolers are characterized not only by mechanical memorization; on the contrary, meaningful memorization is more typical for them. They resort to rote memorization only when they find it difficult to understand and comprehend the material.

At preschool age, verbal-logical memory is still poorly developed; visual-figurative and emotional memory is of primary importance.

The imagination of preschoolers has its own characteristics. 3-5 year old children are characterized by reproductive imagination, i.e. everything that children see and experience during the day is reproduced in images that are emotionally charged. But on their own, these images are not able to exist; they need support in the form of toys, objects that perform a symbolic function.

The first manifestations of imagination can be observed in three-year-old children. By this time, the child has accumulated some life experience that provides material for imagination. Play, as well as constructive activities, drawing, and modeling are of utmost importance in the development of imagination.

Preschoolers do not have much knowledge, so their imagination is stingy.

Features of development of a preschool child

Features of the development of a toddler (from 2 to 3 years old)

Plays independently and shows imagination. Likes to be liked by others; imitates peers. Plays simple group games.

Learns to run, walk on toes, and maintain balance on one leg. Sits on his haunches and jumps off the bottom step. He opens the drawer and dumps its contents. Plays with sand and clay. Opens lids, uses scissors. He paints with his finger. Strings beads.

Can turn the phone dial with his finger, draw lines, play simple shapes. Cuts with scissors. Draws a cross based on the model.

Looks at the pictures. Disassembles and folds the pyramid without taking into account the size of the rings. Selects a paired picture based on a sample.

Psychological development:

Listens to simple stories. Understands the meaning of some abstract words (big-small, wet-dry, etc.). Asks questions "What is this?" Begins to understand the other person's point of view. Answers “no” to absurd questions. An initial idea of ​​quantity develops (more-less, full-empty).

Speech understanding:
Happening rapid increase vocabulary. Understands complex sentences like: “When we get home, I will...”. Understands questions like: “What do you have in your hands?” Listens to explanations of "how" and "why". Follows a two-step instruction such as: “First, let’s wash our hands, then we’ll have lunch.”

Features of child development from 3 to 4 years old

Social-emotional development:

Loves to give toys and take them from others. Loves to communicate with children and adults. Skills are developing cooperative game. Likes to help adults.

General motor skills, hand motor skills:

Throws the ball over his head. Grabs a rolling ball and walks down the stairs, using one leg or the other alternately. Jumps on one leg. Stands on one leg for 10 minutes. Maintains balance when swinging on a swing. Holds a pencil with his fingers. Collects and builds from 9 cubes.

Hand-eye coordination:

He traces contours, copies a cross, reproduces shapes, including the shape of a hexagon.

Perception, object-game activity:

Disassembles and folds a six-piece matryoshka doll. Lowers the figures into the slots through targeted trials. Constructs from cubes by imitation. Folds a cut picture from 2-3 parts by trial.

Psychological development:

Listening Intensive development of speech. Determines color, shape, texture, taste, using definition words. Knows the purpose of basic items. Understands degrees of comparisons (closest, largest). Determines the gender of people by their role in the family (he is dad, she is mom). Understands time and uses past and present tense. Counts to five.

Speech understanding:

Understands the names of colors: “Give me a red ball.” Listens to long tales and stories. Follows a two-part instruction (“Give me a red cube and a blue ball”).

Features of child development from 4 to 5 years old

Perception and object-game activity:

Disassembles and folds three-part and four-part matryoshka dolls by trying on or visual correlation. Assembles a pyramid taking into account the size of the rings by visual correlation. Folds a cut picture from 2 and 3 parts by visual correlation.

Memory:

Performs instructions in the form of 2-3 consecutive actions; at the request of an adult, remembers up to 5 words.

Attention:

Engages in interesting activities for 15-20 minutes.

Speech:

Uses generalizing words; names animals and their young, professions of people, parts of objects. Retells familiar fairy tales with the help of adults, reads short poems by heart.

Mathematics:

Uses the words many and one in speech, names circle, triangle, square, ball, cube. Can see geometric shapes in surrounding objects. Correctly names the seasons and parts of the day. Distinguishes between right and left hands.

Motor development, Hand motor skills, Graphic skills:
Draws straight horizontal and vertical lines and colors simple shapes. Copies capitals block letters. Draws a simple house (square and roof), a person (2-3 parts of the body). Folds paper more than once. Strings medium-sized beads onto thick fishing line or wire. Identifies objects in a bag by touch. Jumps on one leg, alternates on one and the other leg, walks on a log. Throws the ball up and catches it with both hands. He sculpts from plasticine and laces his shoes.

Features of child development from 5 to 6 years old

Gross motor skills:

He jumps well, runs, jumps over a rope, jumps alternately on one and the other leg, runs on his toes. Rides a two-wheeled bicycle and skates.

Hand-eye coordination:

Carefully cuts out pictures. Writes letters and numbers. Adds missing details to the picture. Hitting a nail with a hammer. Reproduces geometric shapes based on a model. He traces the drawings along the contour and shades the figures.

Speech development:

Uses synonyms and antonyms in speech; words denoting the materials from which objects are made (paper, wood, etc.). By the age of 6, he knows and can write the printed letters of the alphabet. Determines the number of syllables in words, the number of sounds in words, determines the place of a sound in a word (beginning, middle, end of the word). Identifies stressed syllables and vowels. Understands the meaning of the words sound, syllable, word. Distinguishes between vowels and consonants (letters), hard and soft consonants. Expressively recites poems and retells short stories.

Writes numbers from 0 to 10, correlates the number with the number of objects. Knows how to make equality out of inequality. Can write and use mathematical symbols. Can arrange objects (10 items) from largest to smallest and vice versa. Can draw geometric shapes in a checkered notebook. Identifies details in objects that are similar to these figures. Focuses on a sheet of paper.

Names the days of the week, the sequence of parts of the day, seasons. Gives them a description.

Mental development:

Memory Features: Show your child 10 pictures one at a time. The display time for each picture is 1-2 seconds. Normally, a child remembers 5-6 objects out of 10. Read 10 words to the child: table, notebook, clock, horse, apple, dog, window, sofa, pencil, spoon. Ask him to repeat the words. The child must remember at least 4-5 words.

Gives your first and last name, address, parents’ names and their professions.

Features of graduate development kindergarten from 6 to 7 years

Mathematical representations:

Determines time by clock. Names the colors of the rainbow. Names days of the week, parts of the day, seasons, months. Can write numbers from 0 to 20 and solve examples.

Memory:

Ask your child to memorize a series of numbers by ear (for example, 5 8 3 9 1 2 2 0). The norm for children 6-7 years old is the repetition of 5-6 numbers. Memorizing 10 words (for example: year, elephant, ball, soap, salt, noise, hand, floor, spring, son). The child listens to this series of words and repeats those that he remembers. After one presentation, a 6-7 year old child should remember at least 5 words out of 10, after 3-4 readings he names 9-10 words, after 1 hour he forgets no more than 2 words.

Thinking:

Able to classify objects, name similarities and differences between objects and phenomena.

Speech development:

Reads the text independently and conveys its content. Can write simple words.

Ideas about the world around us:

It is good if the child has ideas about nature - about wild and domestic animals, predators and herbivores, about wintering and migratory birds; about herbs, shrubs and trees, about garden and wild flowers, about the fruits of plants; about natural phenomena. You also need a stock of geographical knowledge - about cities and countries, rivers, seas and lakes, about planets. The child should be familiar with people's professions; kinds of sports.

Ready for school

Psychological readiness for school is a complex education that presupposes a fairly high level of development of the motivational, intellectual spheres and the sphere of volition. Usually, two aspects of psychological readiness are distinguished - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child’s educational activity to be successful and for his speedy adaptation to new conditions and painless entry into a new system of relationships.

Personal readiness

Not only teachers know how difficult it is to teach a child something if he doesn’t want it himself. In order for a child to study successfully, he must, first of all, strive for a new school life, for “serious” studies, “responsible” assignments. The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. As a result, the child develops an internal position as a student. L.I. Bozhovich, who studied psychological readiness for school, noted that the child’s new position changes and becomes more meaningful over time. Initially, children are attracted by the external attributes of school life - colorful briefcases, beautiful pencil cases, pens, etc. There is a need for new experiences, a new environment, and a desire to make new friends. And only then does the desire to study, learn something new, receive grades for your “work” (of course, the best) and simply praise from everyone around you.

The child’s desire for a new social position is a prerequisite and basis for the formation of many psychological characteristics at primary school age. In particular, it will develop a responsible attitude towards school responsibilities: the child will carry out not only tasks that are interesting to him, but also any academic work that he must complete.

The classroom-lesson teaching system presupposes not only a special relationship with the teacher, but also specific relationships with other children. Educational activity is essentially a collective activity. Students must study business communication with each other, the ability to successfully interact while performing joint learning activities. A new form of communication with peers develops at the very beginning of schooling. Everything is difficult for a small student - from the simple ability to listen to a classmate’s answer and ending with assessing the results of his actions, even if the child had a large preschool experience group classes. Such communication cannot occur without a certain base.

Personal readiness for school also includes a certain attitude towards oneself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. The student’s self-esteem should not be inflated and undifferentiated. If a child declares that he is “good”, his drawing is “the best” and his craft is “the best” (which is typical for a preschooler), we cannot talk about personal readiness for learning.

A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are specially developed conversation plans that reveal the student’s position (N.I. Gutkina’s technique), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has looked at the toys in the room for a minute, they begin to read a fairy tale to him and stop reading at the most interesting point. The psychologist asks what he wants more now - to listen to the rest of the story or to play with toys. Obviously, with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with weak cognitive needs, are more attracted to games.

Defining personal readiness child to school, in addition to the features of the development of the motivational sphere, it is necessary to identify the specifics of the development of the sphere of voluntariness. The child’s arbitrariness manifests itself when fulfilling requirements, specific rules set by the teacher, and when working according to a model. Therefore, the characteristics of voluntary behavior can be traced not only when observing a child in individual and group lessons, but also with the help of special techniques.

Intelligent Readiness

Intellectual readiness for school learning is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, combine cause-and-effect dependencies, and draw conclusions. The child must have a certain breadth of ideas, including figurative and spatial ones, appropriate speech development, and cognitive activity.

Based on materials: N.S. Zhukova, E.M. Mastyukova. If your child is developmentally delayed. M., 1993.
I.Yu. Kulagina. Developmental psychology. Child development from birth to 17 years. M., 1998.

The key period in child development is preschool age, which includes the range from 3 to 7 years. This is a very important time for the development of the baby’s personality, his emotional, intellectual and moral development, formation of the most important skills for later life. Therefore, parents will have to make a lot of effort to raise a harmonious personality, ready to receive a secondary education and enter the “big life.”

General description of the period

To characterize any age range, it is customary to use three components:

• social development situation;
• leading type of activity;
• mental neoplasms.

From the point of view of the social situation of development, the period is characterized by greater independence of the baby, who gradually begins to build his own chain of relationships, comprehends the world through play, often imitating his parents. The child strives with all his might to be included in adult life.

The leading activity is role-playing play, which helps not only to have fun, but also to form the most important concepts in the child, to help him orient himself in interpersonal relationships and in society as a whole. Thus, by playing “Mothers and Daughters”, children gradually begin to realize the value of family, teamwork, and communication with peers.

From the point of view of new mental formations, preschool age is especially important, since it is now that visual-figurative thinking is developing, that is, the baby gradually begins to move from understanding concrete objects to comprehending abstract phenomena. Memory and speech become more complex and develop, and various emotions appear.

How old are preschoolers?

Within the framework of the age under consideration, it is customary to distinguish three periods:

• junior (3-4 years);
• average (4-5 years);
• senior (5-7 years old).

Each of them has its own characteristics, so it is clear that a 3-year-old child is significantly different from a six-year-old.

Physical development

In the range from 3 to 7 years, an increase in body weight occurs, children become taller, limbs lengthen, and baby teeth begin to gradually be replaced by molars.

Researchers have identified such features physical development preschoolers:

• weight grows by about 2 kg per year (from 3 to 5 years);
• head circumference up to 5 years increases by 1 cm every year, from 5 to 7 years - by ½ cm;
• Chest circumference increases by 1.5 cm every year.

It is important for parents to ensure that the child sits correctly while playing or drawing, otherwise there is a high risk of poor posture, stooping, scoliosis and health problems.

Major age crises

Experts identify two crises of preschool age, the characteristics of which are presented in the table.

The crisis of 6-7 years ends preschool age. A relatively calm course of crisis periods becomes possible only if parents behave competently, who understand that their growing child is becoming more independent, and maintain relationships with him, taking this truth into account.

Briefly about children's fears

Babies begin to be afraid before they are one year old, but specific and varied fears appear in them during the preschool period. Thus, at 3-5 years old, children may be afraid of the dark, closed spaces, certain fairy-tale characters, and are afraid to be alone. Sometimes fear is not motivated by anything - for example, a seemingly harmless toy with which personal unpleasant associations are associated can frighten a child.

5-6 years is the age when the fear of death manifests itself, so parents need to be ready to answer the child’s questions about the afterlife.

Most often, children's fears go away with age, but in the most difficult cases, various correctional methods can be used: fairytale therapy, art therapy, etc.

Types of activities

The leading activity for preschool childhood is play. Children take on various roles (parents and children, doctor and patient, seller and buyer), invent and play out the situation, using their knowledge of adult life, imitating their parents. Already in early preschool age, children try to imitate adults in gameplay. And in the middle and older periods, substitute items are actively used (for example, grass picked on the street becomes cabbage or onions, and chopped pieces of paper become money when playing shop).

But besides this, other important forms of activity are distinguished, primarily productive. That's why kids love to draw, sculpt, assemble figures from construction sets, and model.

Expert's Opinion

Tanya Okhrimenko, educational psychologist: During this period, it is very important for a parent to be able to observe. The way his games go and intervene only when the child asks you. This way you will learn more about the child and at the same time give him space for independence.

Many parents begin to teach their preschoolers to read and write, English language, counting, simple mathematical operations, but due to age characteristics The child should do this in a playful way. Even a 5-6 year old child is not yet able to sit at a desk for 40 minutes, studying with concentration, but he can easily assimilate the information obtained during an exciting role-playing game.

Communications

Preschool children communicate both with peers and with adults, while communication becomes more meaningful, speech becomes rich, coherent and correct. The older a preschooler is, the more interested he is in communicating with those close to him in age than in talking with his parents.

Communications are very important now important role, helping the child master social space and find his place in it. Gradually he begins to realize the importance joint action with peers. When a child reaches 3 years of age, he begins to understand that he is not the center of the universe, that there are other people who are significant to his family and friends. So, a complete surprise for him is the realization that parents love each other, and if there are other children in the family, then parental feelings also concern them.

It is during the period of preschool childhood that the child gradually learns the norms of behavior and realizes that he cannot always do what he wants. At the same time, his self-identification as an individual occurs.

It is very important for parents to understand the specifics of preschool age, since it largely determines how adults should behave with their baby. Thus, it is too early to demand that he keep his promises, since his own word is the weakest motive, and unfulfilled promises form such a character trait as irresponsibility. It will be much more effective to praise him even for small successes than to scold him for failures.

Specifics of thinking development

A distinctive feature of the preschool period is the formation and development of visual and figurative thinking. Now the child is endowed with a flexible mind, inquisitiveness, curiosity, he bombards his parents with questions “why?”, His memory at 4-5 years old changes from involuntary to voluntary.

Preschool childhood is the most important time in a child’s life, which largely shapes his personality traits: determination, social activity, emotional sphere. Now it is very important to help the baby develop harmoniously, using role-playing games and adjusting his own behavior based on his growing need for independence.

These principles of Maria Montessori will help any teacher or parent organize the educational space correctly. The systematization of this material will be useful for those who work with children using this method, as well as for those who are just planning to start it.

Maria Montessori - doctor and teacher, the first woman in Italy to receive a doctorate degree. She dealt with the problems of teaching and raising children suffering from dementia. She tested her pedagogical theories through practical exercises with such children in the “school of pedagogical treatment.” As a result of practical application, her mentally retarded wards passed the city school exam better than their peers.

Maria Montessori Early Development Methodology

The main idea is that an adult should not purposefully teach a child, but should provide conditions for the full development of the child’s psyche. Those. She adhered to the principle of natural conformity to the development of the great vital forces and abilities inherent in every child.

According to Maria Montessori, helping a child form himself as a person is the main task of any adult, and especially a teacher.

These conditions for free development had to be provided mainly in preschool age, namely up to 6 years. She divided this period into 2 main stages, or two subphases of preschool childhood:

From 0 to 3 years– characterized by the fact that the child is not directly exposed to the influence of an adult. Those. is at the stage of “absorbing consciousness,” and the adult’s task is to instill the child’s interest in understanding the world around him.

From 3 to 6 years– when the child can already be under pedagogical influence

She was convinced that children should not be forcibly adapted to the adult world, which is not at all favorable for the development of the child, but only suppresses his psyche and leads to a complete denial of his personality.

According to Maria Montessori, there are only 2 components of a child’s success:

properly organize the space around the child.

develop each skill in the allotted time (sensitive periods);

Zoning of development space

Conditions for the implementation and construction of a learning space:

objects that stimulate practical interest in a child(clean something, wash it, sweep away dust, line it up, etc.);

Each training material must be presented in a single copy(this is done so that if the item is used, the child learns to wait his turn);

all items that the child uses must be real, and not toys.

Zones of educational space:

Exercise zone in practical life.

It contains objects from practical life. These can be various liquids that can be poured, lacing, tactile materials, buttons, a sandbox, as well as materials for washing hands, cleaning clothes, for cooking and developing self-care skills, etc.

Zone of sensory development.

Without sensory gymnastics, the development of thinking is not possible. This area should contain materials that will allow the child to develop hearing, vision, touch, smell, taste, learn to distinguish size, shape, color, roughness, temperature, etc.

Currently, modern educational toys, rattles, cubes, whistles, nesting dolls, etc. are placed in the sensory zone.

• Zone of physical activity.

This area is for the development of a child's gross motor skills. Here you can place various wall bars, fences, stairs, benches, etc.

To acquire knowledge in various other areas, a mini-zone with its own content is organized. For example, Math, language, science, music zones, and various others, depending on the wishes of the child and parents.

Getting into a sensitive period.

The sensitive period is the most favorable period for the development of any function of the child’s brain. It was during these periods little man can easily and naturally master something that at another point in life he would spend much more effort and time on. Every parent and teacher needs to know about these periods, since they are not replenished and never renewed.

1. Perception of order (from 0-3 years)

It is important for a child “once and for all” to learn and accept the guidelines necessary to understand the world around him and then master it. For a child's essence, chaos in the environment, neither in time, nor in the behavior of adults in relation to himself, is unacceptable.

2. Sensory development (0-5.5 years)

The development of processes of perception of objects and phenomena of the surrounding world is impossible without the ability to identify certain qualities and properties in them. And this becomes possible with a person’s ability to peer, listen and feel (in the process of specially organized activities)

3. Perception of small objects (1.5 – 5.5 years)

This is the age when a child begins to be attracted to small objects. Here it is very important to provide the child with the opportunity to create something large and whole from them (model, painting, beads, etc.)

4. Development of movement and action (1-4 years)

Playing sports during this period is very important not only for the development of the physical properties of a small personality, but also for the development of the intellectual sphere. They must be combined with oxygen saturation of the brain, i.e. take place outdoors.

5. Development of social skills (2.5-6 years)

During this period, it is necessary to instill in the child forms of polite behavior. And also, at this time the greatest adaptation to the social environment occurs, i.e. the most favorable period to start visiting preschool educational organizations.

6. Speech development (0-6 years)

Up to six months, the child listens attentively to the adult’s speech and tries to imitate certain sounds. About a year old he speaks his first words. At 1.5 years old he uses them to express his feelings and desires. At 2 years old, a child is able to express his thoughts in words.

These are the main sensitive periods according to Montessori, which have their own rise, peak and decline. Adults need to know them in order to competently organize a learning environment for a child of a certain age stage. published.

Olesya Trebushenkova

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