Development mental functions in young children. Attention and memory. Part 4

IN early age All the child’s mental functions—attention, memory, and cognitive sphere—are formed.

The relationship between mental functions is formed in the process of activity, as well as as a result of communication and the guiding role of an adult.

It is well known that children learn from the moment they are born. Already at the beginning of the first year of life, they learn to take a toy from the hands of an adult, understand the names of individual objects and actions, and imitate sound combinations and words. All these skills are formed on the basis of attention, which causes the concentration necessary to perform certain actions. However, it is not always possible to obtain the necessary responses from children. And, despite the fact that, as L.S. wrote. Vygotsky, a child at an early age is “sensitive in everything”; he often does not realize his potential. In addition, studies by psychologists note that voluntary attention is formed only in preschool age. Then how does a baby achieve extraordinary success in his development in three years? Naturally, there are many reasons for this. But it cannot be denied that this requires attention, even if it is involuntary. However, in the practice of raising and teaching young children, the use of special techniques that evoke involuntary attention, and even more so the establishment of connections between it and voluntary attention, is often not taken into account.

It is known that there is currently a large number of preschool children and school age with attention deficit, which is why it is so important not to miss the unique opportunities characteristic of young children, timely shaping the development of their mental functions.

Development of attention

So, attention is the direction and concentration of mental activity on a specific object, while being distracted from others. The physiological basis of attention is the orienting reflex “what is it?” as a biological defense reaction of the body to exposure environment(strong sound, bright light). Already in the first three months, based on attention, the child develops visual and auditory concentration, tracking a moving object, and finding the source of a sound. By 5-6 months. As a result of communication with an adult, visual and auditory differentiations are formed. The baby recognizes loved ones, first of all the mother, the voice, and then the tone of address. Based on the development of involuntary attention, orienting activity is formed.

So, attention can be involuntary, which predominates in young children (Fig. 13). To practice raising children, you need to know and master techniques that cause involuntary attention. Naturally, one of the leading motivations that contribute to the emergence of attention to an object is interest, which is based on an indicative reaction. It is especially important not to miss the period of the 2nd year of a child’s life, when sensory development occupies a dominant role and is characterized by special sensitivity to speech perception and speech learning. At the same time, this is the period of mastering walking and being “in the power of visual perceptions” (according to L.S. Vygotsky). Drawing a child's attention to the desired object can be very difficult. Therefore, taking into account the interests of the baby and following him in this regard, taking advantage of his involuntary attention to certain objects, it is necessary to direct them for his development. However, you should master techniques that cause involuntary attention to educational games, activities, and speech training.

So, what teacher techniques, objects, educational toys, and images of objects help attract the baby’s involuntary attention?

First of all, he is attracted by the novelty of the subject. If a child is asked to choose, according to an adult’s word, from, for example, two pictures, one of which is shown for the first time, he may give an inadequate reaction and point not to the one the adult is talking about, but to the one he saw again. Therefore, before getting the desired reaction, you need to remove the novelty and allow the baby to first become familiar with the new picture. The same thing happens when objects or their images differ in brightness: the child will choose the brighter ones from those offered. IN in this case competition occurs between visual and speech-auditory stimuli. The child's attention is more attracted by visual perception than by the word of an adult. It is also necessary to take into account the child’s emotional attitude towards a given object or image. So, for example, if a one and a half year old boy is asked to find an image from two pictures, one of which shows a car and the other a chicken, he, regardless of the adult’s question, will show what attracts him more - the car. So, in games aimed at developing understanding and active speech, the correct selection of objects and their images is very important.

The child's attention is attracted by techniques that an adult uses in speech games and classes - this is sudden appearance and disappearance of objects. Great importance also has the role of a motor analyzer, when a child, getting acquainted with an object, not only considers it, but also acts with it. It should be noted that attention The child is attracted to moving objects and their dynamism. We often see that while still sitting in the crib, the child throws out toys and carefully watches how they fall to the floor.

Unfortunately, quite often one has to observe how boring and uninteresting speech classes with children are. An object is shown, its parts (eyes, nose, etc.) are examined slowly and methodically. Children are naturally distracted. The child is attracted by the dynamism of the object, its actions are expressive, emotional, and suddenly changing. All of the above techniques attract and hold the child’s attention. At the same time, his attention is drawn and is recorded by the adult’s words “Who’s there? Where is so-and-so? Do this" those. elements of voluntary attention are interspersed. It manifests itself in the child’s activity and is associated with his interest: he runs up the hill in a group to see the transport passing outside the window. But already in the 3rd year of children’s lives, elements of voluntary attention appear not only in games organized by adults (“What’s missing?”, “What’s in the bag?”), or guessing by touch. Gradually, attention begins to be purposeful and sustainable (Fig. 14).

Volume of perceived objects largely depends on the interest, capabilities of the child, as well as on how much perceived objects fall into his field of vision. So, in the 1st year of life there are 1-2 objects, in the 2nd year - 2-3, in the 3rd year - 4-6. These are toys and pictures for perception, naming, self-development didactic toys.

Sustainability of attention- the child’s ability to engage in one type of activity for a certain time.

Fig. 14. Properties of attention

These important properties of attention, which underlie the duration of certain types and activities, are determined by the child’s age-related capabilities, namely: what younger child, the shorter the duration of his activity; the child’s emotional attitude to a particular activity, as well as the complexity of the task, which is determined by the type of activity. The most difficult tasks are related to the child’s ability to listen to stories and fairy tales that are not supported by a visual situation.

The participation of various analyzers also determines duration of games and activities, That's why the longest There may be musical and physical education classes associated with physical activity and a change in activities. Less long lasting games are related to the work of hands - productive activities (modeling, drawing), didactic and construction games. Even shorter speech classes (showing pictures), and the shortest - telling without showing.

Concentration of attention- the degree of concentration of the child on a specific object.

On the one hand, switching attention can be voluntary or involuntary. The younger the child, the shorter his productive activity, the more often he is distracted and switches to other activities. On the other hand, there are situations when the child needs to be switched to another activity, distracting him from the previous one. So, for example, a baby sits at the table for a long time and does something. It is obvious that he is tired and it would be good to switch him to another type of activity, but we need to make sure that he understands why he was distracted from his previous work and what he will do next. Often adults do not take into account the baby’s capabilities and demand that they do something quickly, for example, quickly go wash their hands and eat. The child should be given the opportunity to calmly finish one activity and be given a pleasant, interesting setting for another.. Indicators of inattention in children in games and activities are low productive activity and frequent distractions. It is imperative to analyze what prevents the child from concentrating, distracts his attention, and create it yourself. the necessary conditions that contribute to the development of his attention.

The most difficult the property of attention is its distribution- the child’s ability to maintain attention on a certain number of objects (actions) simultaneously. This property develops gradually throughout preschool and school age. For young children, it is very difficult to simultaneously perform several types of activities, for example, in dance, to work simultaneously with arms and legs. Difficulties in speech classes represent for a young child to hear a question from an adult, look at an image, and answer the questions posed. The baby receives similar tasks as early as 1 year 9 months, when he is asked to choose the one he needs from two images. But if an adult acts using the method outlined above, he receives an adequate reaction from the child in response. In this case, the simultaneous action of stimuli is separated different types- visual and auditory. And if a child is shown two pictures and asked the question “Where is something?”, he does not hear the adult’s question and points to the image that most attracts his attention. Therefore, the effect of visual stimuli is removed first. Adults are silently shown one, then another picture, then both are hidden, and the question “Where is this?” is asked, preceding visual perception, and only after that both pictures are shown. In this case, the influence of different stimuli is differentiated, and the child responds with an adequate response and correctly copes with the proposed task.

Memory development

Memory is a mental process formed as a result of a person’s individual experience. The physiological basis of memory is the formation of a conditioned reflex. The first conditioned reflex to the “position under the breast” is formed on the 9-15th day of the baby’s life. If before this the position under the breast was reinforced by feeding, then on the 9-15th day the newborn begins to have sucking movements until he receives food.

Exist different kinds memories formed in early childhood: motor, visual, olfactory, gustatory, tactile, speech-auditory. Memory has a different nature - short-term (a person’s current concentration on memorization), long-term (designed for a long period of “storage”), operational, intermediate (retained for a certain period). Memory has different phases: imprinting, associated with attention; storage is a continuous process associated with human life; recall - appears in two forms: recognition, reproduction. Memory in the form of recognition is formed in the first months of a child’s life. This is recognition of feeding situations, sleep, familiar faces, objects, images, actions. Playback- the most important form of memory that develops at an early age and acts as an indicator of learning. This is the memory on the basis of which learning of movements, actions, and words occurs as a result of imitation.

The baby's memory, as well as attention, is involuntary. Memorization of young children is based on two points.

1.Repetition which occurs in a child’s life and is the basis for the formation of skills and the development of certain functions. It is important to consider that the younger the child, the more repetitions in training are required. Thus, in the 1st year of life, the formation of some skills requires repetitions several times a day (taking a toy from the hands of an adult, the ability to crawl, etc.). In the 2nd year of life, repetitions for the development of skills should be at least 3-4 times a week, and in the 3rd year - 3-4 times a month. Based on this, a plan for educational games and activities is drawn up. preschool institution. It should be especially noted that children love repetitions. After all, it is on them that the plots of Russians are built folk tales and, listening to them, children will not let the adult miss any repetition.

2.The memory of young children is associated with emotional experiences both positive and negative. Children remember the Christmas tree celebration for a long time and look into the room where it happened; visits to the zoo, circus, moments of participation in games and activities during which they received positive emotions remain in their memory for a long time. In the same way, children remember negative emotions, unpleasant procedures in the clinic, taking bitter medicines, various grievances, and fears for a long time.

The most difficult, but at the same time important, is to develop a child’s verbal and auditory memory by memorizing quatrains, the content of fairy tales, stories, and various images.

The development of attention and memory underlies the formation of a child’s cognitive activity, so adults need to pay attention to creating optimal conditions for their development.

Egorova Tatyana Anatolevna
Development of mental functions of 6-year-old children.

Mental functions are formed in children 6 years in the process of learning, joint activities of a child with an adult.

Education and activity are inseparable; they become a source child mental development. How older child, the more types of activities he masters. Different activities have different effects on development.

Changes in the formation that occur at each age stage are determined by leading activities.

In preschool childhood, the long and complex process of speech acquisition ends. The child’s language truly becomes native. Developing the sound side of speech, the child stops recognizing the incorrectly spoken word, he hears and speaks correctly. By the end preschool age the phonemic process is completed development.

Growing lexicon speech. However, some children the reserve turns out to be greater, others have less, which depends on their living conditions and how much close adults communicate with them.

Developing grammatical structure of speech. Children learn the structure of words and the construction of phrases. The child truly grasps the meaning "adult words", although he applies them in a peculiar way. Words created by the child himself are always recognizable and sometimes original. Children's ability to form words independently is called word creativity.

The child’s mastery of the grammatical forms of the language, the acquisition of vocabulary, allows him to move on to contextual speech. The child can already retell a story or fairy tale, describe a picture, convey his impressions of what he saw.

The use of new forms of speech, the transition to expanded statements are determined by new communication tasks. Full communication with other children occurs precisely at this time; it becomes an important factor. speech development. Continues develop communication with adults. Dialogues become more complex, the child learns to ask questions on abstract topics and think out loud.

Perception in preschool age loses its original effective character, emotional processes are differentiated. Perception becomes meaningful, purposeful, and analytical. It highlights voluntary action - observation, consideration, search. significant impact on development perception is influenced by the fact that the child begins to use the names of qualities and characteristics. By naming certain properties of objects and phenomena, he identifies these properties for himself; naming objects, he separates them from others, determining their state, connections or actions with them - he sees and understands real relationship between them.

In preschoolers, perception and thinking are closely related, which indicates visual-figurative thinking, which is most characteristic of this age

Main line development thinking - the transition from visually effective to visually figurative and at the end of the period - to verbal thinking.

A preschooler thinks figuratively; he has not yet acquired adult logic of reasoning.

In preschool age, in favorable conditions, when a child solves an understandable, interesting problem, and at the same time observes facts accessible to his understanding, he can reason logically correctly.

Preschool childhood is the age most favorable for memory development.

U younger preschoolers memory is involuntary. In middle age, voluntary memory begins to form. At six years old, children are capable of voluntary memorization, they are able to accept and independently set a task and monitor its implementation when memorizing both visual and verbal material. It is much easier to remember visual images than verbal reasoning.

In preschool age, memory is included in the process of personality formation.

As you can see, the source mental development A 6 year old child is learning and doing activities. Leading activity is due to changes in the formation mental functions and personality of the child, occurring at each age stage.

Publications on the topic:

Comprehensive examination of speech and non-speech mental functions Comprehensive examination of speech and non-speech mental functions I. Study of sound pronunciation. Determine the nature of the sound disturbance.

Consultation for parents “Development of mental processes of future schoolchildren” Many questions concern parents about the intellectual preparation of children, the development of mental operations, memory, attention, and thinking.

The work of a teacher in a senior correctional group with children with disabilities on the formation of higher mental functions. The work of a teacher in a senior correctional group with children with disabilities on the formation of higher mental functions. Some analyzer is defective.

Development and correction of mental processes (memory) based on the fairy tale “Kolobok” (preparatory group) Development and correction of mental health. processes (memory) based on the fairy tale “Kolobok” preparatory group Objectives: correction of perception, memory, attention.

Development of non-speech mental functions as a factor in the prevention of written and oral speech disorders Unfortunately, among students primary classes violations of oral and written speech are becoming increasingly widespread. Slow absorption.

Topic 7 “Mental development of a preschool child.”

Plan:

1. Social situation of development. The main neoplasms of a preschool child.

2. Game is the leading type of activity for preschool children.

3. Development of the personality of a preschooler.

5. Development of mental functions of a preschool child.

6. The child’s psychological readiness for school.

I. Social situation of development. The main neoplasms of a preschool child.Preschool age is the age from 3 to 6-7 years. A preschooler has a circle of elementary responsibilities: on the one hand, under the guidance of an adult who creates conditions and teaches, and on the other hand, under the influence of the “children’s society.” Preschoolers communicate with each other, act together, and in the process of this activity their public opinion. Cooperative activity is replaced by independent compliance with the instructions of an adult. The adult is very authoritative during this period.

The preschooler’s own internal position in relation to other people is characterized by: awareness of his own “I”, awareness of his behavior and interest in the adult world. The social situation of development is expressed in communication, in all types of activities, and above all, in role-playing game.

The main neoplasms of this age are:

1. establishment of a hierarchy of motives for activity, subordination of motives;

2. the emergence of a need for socially significant activities;

3. development of visual-figurative thinking.

II. Game is the leading type of activity for preschool children. The leading activity of a preschooler is play. The importance of play in the mental development of a child is as follows:

1. in the game, individual mental processes(creative imagination, voluntary memory, thinking, etc.);

2. the child’s position in relation to the world around him changes;

3. in the game the motivational-need sphere of the child develops: new motives for activity and goals associated with them arise;

4. the child’s use of a role makes it possible to focus on peers and coordinate actions with them;

5. the presence of a pattern of behavior develops arbitrariness of mental functions;

6. the ability to empathize develops, and collectivistic qualities are formed;

7. the need for recognition (status role) and the implementation of self-knowledge and reflection is satisfied;

8. play is school social relations, in which forms of behavior are modeled.

Components of a role-playing game: a plot that can be: public and everyday; content; game time; rules of the game; roles: emotionally attractive (mother, doctor, captain); significant for play, but unattractive for the child (school director); game actions; game material; Children's relationships in the game: real and role-playing.

III. Personality development of a preschooler. Preschool childhood is the period of the initial actual development of personality, the period of development of personal mechanisms of behavior that are associated with the formation of the child’s motivational sphere. The main motives of a preschooler are:

1. game motive;

2. motive of interest in the life of an adult;

3. motive is a claim to recognition from an adult;

4. motive of claiming recognition from a peer;

5. competitive motive, in which the child tries to achieve better success than his friends;

6. the motive of pride, in which the child strives to be like everyone else, and a little better;

7. cognitive motive, which actively develops by the age of 6;

8. motive of fear.

In preschool age, the subordination of motives develops - this is the most important new formation of preschool age. Subordination of motives is the ability to subordinate personal motives to social requirements. The appearance of subordination of motives is the first sign of the development of will. The child begins to control his behavior, restrain desires, he becomes more attentive, and his actions become more purposeful.

In preschool age emotional sphere undergoes significant changes:

1. increasing the depth and stability of feelings: attachment, friendship appears, the child begins to appreciate the other person for his constant qualities;

2. higher feelings develop: intellectual, aesthetic, moral:

3. children's fears develop, which appear first for themselves (afraid of the dark), then for other people;

4. the child learns the norms for the manifestation of emotions and feelings, learns to manage his behavior, and loses his “childish spontaneity.”

Self-awareness– this is the ability to evaluate oneself as a separate, unique, inimitable person. Even at the age of 2-3 years, a child separates himself from other people and realizes his own capabilities. This manifests itself especially clearly towards the end of senior preschool age, when the discovery of one’s inner life occurs and self-awareness develops.

Self-awareness is expressed in self-esteem. The self-esteem of a preschooler is formed: on the one hand, under the influence of the adult’s praise, his assessment of the child’s achievements, and on the other hand, under the influence of the sense of independence and success that the child experiences in different types activities. Self-esteem criteria depend on the adult, the adopted system educational work. The child is earlier aware of those qualities and behavioral characteristics that are most often assessed by an adult, regardless of how the adult does it: in a word, with a gesture, with facial expressions, with a smile.

IV. Directions of speech development in preschool children. The main directions in speech development are:

1. increasing vocabulary, it becomes three times larger; By the age of 7, a child learns approximately 4-4.5 thousand words. This increase is carried out at the expense of all parts of speech. At the same time, children often use words whose meaning they do not understand (for example, I will ignore the hat in the closet). Children begin to explain the etymology of words; use suffixes. In preschool age, a “linguistic sense” develops, in which the child begins to invent new words, explain the meaning of old words, and change the sound of known ones (for example, a jellyfish is a jar of honey). In preschoolers a sense of rhythm appears. They often double declension occurs, in which children begin to change the word depending on how it was pronounced in its original form, this feature disappears with age (for example, a large crocodile walked around the city).

2. development of grammatical structure of speech. Preschoolers begin to acquire elements of literacy: learn the vocabulary of a sentence, the sound composition of a word, and the fact that a word consists of individual syllables.

3. development of speech functions:

a) communicative function, which serves as a means of communication: - situational, contextual speech, explanatory;

b) intellectual function, which shows the connection between thinking and speech: planning function, sign function, generalizing function.

V. Development of mental functions of a preschool child.

1. Memory: The main type of memory of a preschooler is involuntary memory. By the age of 6, the child develops long-term memory, but predominates short term memory; visual, motor memory is developed, edeic memory is bright, imaginative.

2. Perception becomes multifaceted, apperception begins to develop; perception becomes meaningful, purposeful, and analytical.

3. Thinking. The leading type of thinking is visual-figurative, abstract thinking arises; thinking is concrete, merged with the situation; children begin to establish cause-and-effect relationships; the stock of knowledge increases, ideas expand; mental operations develop: analysis, synthesis, generalization, comparison; children begin to experiment, on the basis of which creative, independent thinking develops; experimentation is an indicator of an inquisitive mind.

4. Attention. The main type of attention is involuntary; by the age of 7, selectivity of attention is well developed; concentration is preferable; attention switching is developed, attention distribution is absent; attention span by the end of preschool age is 30 minutes; attention span is one subject.

5. Imagination. The latest cognitive process, it is poorer than that of an adult; the main type of imagination is the recreating imagination.

VI. Psychological readiness of the child for school. The main symptoms of the crisis of seven years. A child’s readiness to learn at school is one of the most important results of mental development during the period preschool childhood and the key to successful schooling. Psychologists distinguish the following types of readiness for school:

1. physical readiness: the child must be morphologically and physiologically ready for school; the child must be physically healthy; development of analyzer systems; development of small muscle groups; development of basic movements: running, jumping;

2. special readiness: the child must have the required level of development of mental phenomena; ability to read; ability to count; writing ability;

3. psychological readiness:

Intellectual readiness, which includes: readiness to acquire a certain outlook, a stock of specific knowledge; in understanding the general patterns underlying scientific knowledge; in the development of all cognitive processes and speech.

Personal and socio-psychological readiness includes the formation in a child of readiness to accept a new social position as a schoolchild, who has a range of important responsibilities and rights, and a new position in society. This readiness is expressed in the child’s attitude towards the teacher, towards classmates, towards himself.

Emotional-volitional readiness: a child’s emotional readiness for school presupposes: joyful anticipation of the start of school; fairly finely developed higher feelings; formed emotional properties of the individual: the ability to empathize, sympathize. Volitional readiness lies in the child’s ability to work hard, to do what his studies and the school routine require of him. The child must be able to control his behavior and mental activity.

Course project - Psychology

3. The seven-year crisis and the problem of a child’s readiness for school

Conclusion

Introduction

For social, developmental and educational psychology, the problem of a child’s transition from one age stage another. The importance of the social situation of development for understanding the essence of the transition process was noted by many psychologists (L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.), while much attention was paid to both issues of intellectual development of children and the development of children's personality.

The works of famous Russian psychologists were devoted to the mental development of preschool children: L. S. Vygotsky, A. N. Leontyev, D. B. Elkonin, L. I. Bozhovich and others.

Problems preschool development and education are considered in the studies of Zharikbaeva K. B., Sheryazdanova Kh., Karimova R. B., Movkebaeva Z. A., Asylkhanova M. A. and other psychologists and teachers.

Numerous works of psychologists and methodologists are devoted to solving the issues of preparing children for school education: A. N. Leontyev, L. I. Bozhevich, D. B. Elkonina, N. N. Poddyakova, A. M. Pyshkalo, A. V. Zaporozhets, L.A. Venger and others. Important importance in these works is attached to the study of the initial level of children’s preparedness for school, which has a significant impact on the success of all subsequent education.

The fact that memory becomes the center of the child’s consciousness leads to significant consequences

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Introduction

1. general characteristics conditions of mental development in preschool age

2. Development of mental functions in preschool age

3. The seven-year crisis and the problem of a child’s readiness for school

Conclusion

Glossary

List of sources used

Introduction

For social, developmental and educational psychology, the problem of a child’s transition from one age stage to another is of particular interest. The importance of the social situation of development for understanding the essence of the transition process was noted by many psychologists (L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. lkonin, etc.), while much attention was paid to issues of intellectual development of children and the development of children's personality.

During preschool childhood, the child’s entire mental life and his attitude to the world around him are restructured. The essence of this restructuring is that in preschool age, internal mental life and internal regulation of behavior arise.

The formation of internal mental life and internal self-regulation is associated with a number of new formations in the psyche and consciousness of a preschooler. At each stage of development, one or another function comes first.

The most important ability of preschool age is that a new system of mental functions is formed here, in the center - memory, thinking, imagination. An essential indicator of a child’s development is the acquisition of knowledge and ideas about the world around him. Also social development child, which is characterized by children’s mastery of norms and rules of behavior and the child’s interaction with other children.

An important characteristic is the development of the child’s motor sphere. It manifests itself in the fact that the child’s movements express his emotional states, his experiences regarding various events.

All these important new formations originate and initially develop in the leading activity of preschool age - role-playing play. In preschool age (from 3 to 6 years), role-playing play becomes the leading activity, in which children reproduce various social roles and relationships between people.

The works of famous Russian psychologists were devoted to the mental development of preschool children: L. S. Vygotsky, A. N. Leontyev, D. B. Lkonin, L. I. Bozhovich and others.

Problems of preschool development and education are considered in the studies of Zharikbaeva K. B., Sheryazdanova Kh., Karimova R. B., Movkebaeva Z. A., Asylkhanova M. A. and other psychologists and teachers.

Solving the issues of preparing children for schooling Numerous works of psychologists and methodologists are devoted to: A. N. Leontiev, L. I. Bozhevich, D. B. Lkonin, N. N. Poddyakova, A. M. Pyshkalo, A. V. Zaporozhets, L. A. Venger, etc. These works attach great importance to the study of the initial level of children’s preparedness for school, which has a significant impact on the success of all subsequent education.

Purpose this study is to study the structure and dynamics of changes in the mental development of a preschool child.

During the research process the following tasks were set:

Analyze the theoretical aspects of mental development in preschool age.

Reveal the general characteristics of the conditions of mental development in preschool age.

Explore the role play activity in the mental development of a preschooler.

Consider the development of mental functions in preschool age.

Describe the symptoms of the seven-year crisis and its psychological nature.

1. General characteristics of the conditions of mental development in preschool age

Preschool childhood is a very special period of child development. At this age, the child’s entire mental life and his relationship to the world around him are restructured.

The essence of this restructuring is that in preschool age, internal mental life and internal regulation of behavior arise. If at an early age the child’s behavior is stimulated and directed from the outside - by adults or by the perceived situation, then in preschool the child himself begins to determine his own behavior.

The formation of Inner mental life and internal self-regulation is associated with a number of new formations in the psyche and consciousness of a preschooler. L. S. Vygotsky believed that the development of consciousness is determined not by an isolated change in individual mental functions (attention, memory, thinking, etc.), but by a change in the relationship between individual functions.

At each stage of development, one or another function comes first. Thus, at an early age, the main mental function is perception. The most important feature preschool age, from his point of view, is that a new system of mental functions is taking shape here, in the center of which is memory. mental development preschool

The memory of a preschooler is the central mental function that determines other processes. The thinking of a preschool child is largely determined by his memory.

For a preschooler, thinking means remembering, that is, relying on one’s previous experience or modifying it. Thinking never shows such a high correlation with memory as at this age. The task of the mental act for the child is not the logical structure of the concepts themselves, but the specific memory of his experience.

The fact that memory becomes the center of the child’s consciousness leads to significant consequences.

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Description of material: I bring to your attention an article containing a number of psychological and pedagogical exercises for the development and correction of higher mental functions (HMF) in children of preschool and primary school age. This material will be useful to educational psychologists, speech therapists and speech pathologists of preschool educational institutions and state budgetary educational institutions of secondary schools, as well as specialists of early development centers.

Development of higher mental functions in children of preschool and primary school age

Higher mental functions (HMF) are specific mental functions of a person. These include: memory, attention, thinking, perception, imagination and speech.

The famous Russian psychologist, Lev Semyonovich Vygotsky, wrote: “The highest mental function appears on the stage twice: once as an external, interpsychic (i.e., a function divided between a child and an adult), and the second - as an internal, intrapsychic (i.e. . function belonging to the child himself).” Small child is not yet able to focus attention for a long time, remember and correctly pronounce the names of certain objects, etc., therefore the role of an adult in this period is to be an intermediary between the baby and the outside world. Thus, an adult acts as the child’s basic mental functions, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech.

Then, in the process of growing up, the child gradually inherits social experience and becomes able to use it independently. Thus, from Vygotsky’s point of view, the process of development is a process of transition from the social to the individual.

However, there are certain phases in a child's development when he or she is especially receptive to cognition and creativity. Such periods in a baby’s life are called sensitive (literally “sensitive”). Traditionally, these periods include the process of child development from 0 to 7 years.

In Russian psychology and pedagogy, this period is considered the most productive in terms of the child’s assimilation of social experience and the acquisition of new knowledge. At this stage, the foundation is laid not only for the behavioral and emotional-volitional, but also for the cognitive sphere of a person’s personality.

So, let's now talk about the basic exercises and technologies used by teachers in the development of higher mental functions in children of preschool and primary school age. Let's give short examples from daily practice.

Thinking.

Mental operations include the processes of generalization, analysis, synthesis and abstraction. Accordingly, different techniques are used to develop each of the operations.

Generalization.

Goal: teach the child to find common features of an object.

A series of cards are laid out in front of the child, which depict objects united by one common characteristic (for example, the series: “apple, banana, pear, plum”). The child is asked to name all these objects in one word (in this case, “fruit”) and explain his answer.

Analysis and synthesis.

Goal: to teach the child to eliminate unnecessary things and combine objects according to their characteristics.

Option 1. The student is asked to find an image of an extra item among the proposed cards and explain his choice (for example, the series: “skirt, boots, trousers, coat”; the extra one is “boots”, because these are shoes, and everything else is cloth) .

It should be emphasized that the child’s answer must be complete and detailed. The child should not guess, but meaningfully make his choice and be able to justify it.

Option 2. The student is presented with a form with images of different animals. The child is explained that if the animal is wearing boots, then it is 1, if it is not wearing boots, then it is 0 (for example, a cat in boots = 1, and a cat without boots = 0, etc.). Next, the teacher points to each picture in turn and asks the child to name only the number (1 or 0).

Abstraction.

Goal: teach your child to find indirect signs.

The child is presented with a form with images of animals: “cow, elephant, fox, bear, tiger.” Then the baby is asked to combine them with other animals whose names begin with the same letter: “rat, dog, lion, mouse, seal” (the correct answer in this case would be: “cow-rat, elephant-dog, fox-lion, bear-mouse, tiger-seal"). The student is required to give reasons for his choice, because... children often ignore the instructions and connect pictures according to some other criteria (for example, according to the principle of big-small, good-evil, wild animal-domestic animal, etc.). If the child does not understand the instructions, they should be repeated again and an example given.

Memory.

Memory is divided into short-term and long-term. To train short-term memory, for example, a student is presented orally with a series of words (usually 10 words), which he must remember and reproduce immediately after presentation in random order.

To train long-term memory, you can, for example, read a number of words several times (so that the child remembers them properly) and ask him to reproduce all the words after 15-40 minutes. The task can be complicated by asking the child to reproduce all the words in order.

Standards for junior school student reproduction of 10 words is considered. For a preschooler - 7-8 words.

Reading literature has been and remains an excellent exercise for developing memory. After reading, you need to discuss the plot of the fairy tale or story with your child, ask them to evaluate the characters, ask questions on the test, etc. You can also ask your child to draw a favorite episode from a book, sculpt the main characters from plasticine, etc.

Attention.

A large printed text (not very long) is presented in front of the child. Then the child is asked to circle all the letters “A” in the text with a red pencil, all the letters “B” with a blue pencil in a square, and all the letters “B” with a green pencil in a triangle. You can also present a form with letters printed in random order and ask to cross out certain of them (you need to time it - 3 minutes).

You can also ask your child to continue the pattern in a checkered notebook (or draw exactly the same pattern next to it). After the pattern is completed, you can ask the child to color each cell in the drawing with a different color, etc.

Speech.

Unfortunately, today more and more children come to school with serious speech and writing disorders.

First of all, you should understand that for the harmonious development of speech you need to communicate with your child. When talking with a child, try to use the full names of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “fotik”, but “photo camera”; not “shop”, but “ store”, etc.) . By pronouncing words clearly and completely, you enrich your child’s vocabulary and correctly form sound pronunciation.

An excellent exercise for developing speech would be reading together (especially old folk tales), telling poems, sayings, and tongue twisters.

Perception and imagination.

The best exercise for developing these mental functions is reading. fiction and creative and aesthetic activities. Attending children's performances, exhibitions, concerts, home handicrafts, modeling, crafts, drawing - all this perfectly develops the child's perception and imagination.

The child has a passion for play,

and she must be satisfied.

We must not only give him time to play,

but also to imbue his entire life with the game.

A. Makarenko

Development of higher mental functions in preschool children

Higher mental functions (HMF) are specific mental functions of a person. These include: memory, attention, thinking, perception, imagination and speech. The development of the human psyche occurs due to all these functions. Speech has one of the most important roles.

She is a psychological tool. With the help of speech, we express ourselves freely and are aware of our actions. If a person suffers from speech disorders, then he becomes a “slave of the visual field.” Unfortunately, today more and more children come to school with serious speech and writing disorders.

The famous Russian psychologist, L. S. Vygotsky, wrote: “The highest mental function appears on the stage twice: once as an external, interpsychic (i.e., a function divided between a child and an adult), and the second – as an internal, intrapsychic (i.e. i.e. a function belonging to the child himself).” A small child is not yet able to focus attention for a long time, remember and correctly pronounce the names of certain objects, etc., so the role of an adult during this period is to be an intermediary between the baby and the outside world. Thus, an adult acts as the child’s basic mental functions, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech.

Then, in the process of growing up, the child gradually inherits social experience and becomes able to use it independently. Thus, from Vygotsky’s point of view, the process of development is a process of transition from the social to the individual.

It should be noted that the process of development of higher mental functions begins long before the child arrives at school, even in infancy. Young children learn constantly: in play, while walking, watching their parents, etc.

However, there are certain phases in a child's development when he or she is especially receptive to cognition and creativity. Such periods in a baby’s life are called sensitive (literally “sensitive”). Traditionally, these periods include the process of child development from 0 to 7 years. In Russian psychology and pedagogy, this period is considered the most productive in terms of the child’s assimilation of social experience and the acquisition of new knowledge. At this stage, the foundation is laid not only for the behavioral and emotional-volitional, but also for the cognitive sphere of a person’s personality.

So, let's now talk about the basic exercises and technologies that can be used in the development of higher mental functions in preschool children.

Before moving on to the main exercises, I want to note that it should be understood that for the harmonious development of speech, it is necessary to communicate with the child. When talking with a child, try to use the full names of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “fotik”, but “photo camera”; not “shop”, but “ store”, etc.) . By pronouncing words clearly and completely, you enrich your child’s vocabulary and correctly form sound pronunciation. An excellent exercise for developing speech would be reading together (especially old folk tales), telling poems, sayings, and tongue twisters.

Attention can be involuntary and voluntary. A person is born with involuntary attention. Voluntary attention is formed from all other mental functions. It is related to speech function.

Many parents are familiar with the concept of hyperactivity (it consists of such components as: inattention, hyperactivity, impulsivity).

Inattention:

• Making mistakes in a task caused by the inability to concentrate on details;
• Inability to listen to spoken speech;
• Organize your activities;
• Avoiding unloved work that requires perseverance;
• Loss of items needed to complete tasks;
• Forgetfulness in daily activities;

(of the signs listed below, at least 6 must persist for at least 6 months.)

Hyperactivity:

• Fidgety, cannot sit still;
• Jumps up without permission;
• Runs aimlessly, fidgets, climbs in situations that are inadequate for this;
• Cannot play quiet games or rest.

(of the signs listed below, at least 4 must persist for at least 6 months.)

Impulsiveness:

• Shouts out the answer without listening to the question;
• Can't wait for his turn in classes or games.

An important role in the success of a child’s intellectual and psychophysical development is the formation of fine motor skills.

Fine motor skills of the hands interact with such higher mental functions and properties of consciousness as attention, thinking, optical-spatial perception (coordination), imagination, observation, visual and motor memory, speech. Skill development fine motor skills It is also important because the child’s entire future life will require the use of precise, coordinated movements of the hands and fingers, which are necessary to dress, draw and write, as well as perform many different everyday and educational activities.

A child's thinking is at his fingertips. What does it mean? Research has proven that the development of speech and thinking is closely related to the development of fine motor skills. A child's hands are his eyes.

After all, a child thinks with feelings - what he feels is what he imagines. You can do a lot with your hands - play, draw, examine, sculpt, build, hug, etc. And the better motor skills are developed, the faster a 3-4 year old child adapts to the world around him!

Scientists who study the activity of the children's brain and the psyche of children note that the level of development of children's speech is directly dependent on the degree of development of fine movements of the fingers.

To develop fine motor skills, you can use different games and exercises.

1. Finger games are unique remedy for the development of fine motor skills and speech of the child in their unity and interconnection. Learning texts using “finger” gymnastics stimulates the development of speech, spatial thinking, attention, imagination, fosters reaction speed and emotional expressiveness. The child remembers poetic texts better; his speech becomes more expressive.

1. Origami - paper construction - is another way to develop fine motor skills in a child, which, moreover, can also become a truly interesting family hobby.

1. Lacing is the next type of toy that develops hand motor skills in children.

4. Games with sand, cereals, beads and other bulk materials - they can be strung on a thin cord or fishing line (pasta, beads), sprinkled with palms or transferred with fingers from one container to another, poured into plastic bottle With narrow neck etc.

In addition, to develop fine motor skills you can use:

• ·playing with clay, plasticine or dough. Children's hands work hard with such materials, performing various manipulations with them - rolling, crushing, pinching, smearing, etc.
• · drawing with pencils. It is pencils, and not paints or felt-tip pens, that “force” the muscles of the hand to strain, to make efforts in order to leave a mark on the paper - the child learns to regulate the pressure in order to draw a line of one thickness or another, coloring.
• mosaics, puzzles, construction sets - the educational effect of these toys cannot be underestimated.
• fastening buttons, “Magic locks” - play an important role for the fingers.

Systematic work in this direction makes it possible to achieve the following positive results: the hand acquires good mobility and flexibility, stiffness of movements disappears, pressure changes, which in the future helps children easily master the skill of writing.

Educational psychologist

Material from the site nsportal.ru

Annotation:

Development logical thinking– this is a very important and necessary process for everyone! Logic, in the form of its simplest forms and techniques, has a high place in preschool system education. Logical thinking is a type of thinking process in which a person uses logical structures and ready-made concepts.

Methodological developments are systematized lexical and illustrative material, which is intended for work with children, both by speech therapists and educators and parents.

This material is used by: speech therapist and educators to form basic logical techniques; parents - when doing homework lexical topics annual plan.

Goal and tasks methodological developments.

Mastering by children the basic techniques of logical thinking is the goal of our methodological developments.

To achieve this goal, the following tasks were set: 1. Teach: operate with abstract concepts; reason logically; strictly follow the laws of inexorable logic; flawlessly build causal relationships; compare; generalize and classify; relate objects and phenomena by meaning.

2. Develop: cognitive interest; creative imagination; auditory and visual attention; ability to reason and prove; put forward hypotheses and make simple logical conclusions; activate the work of fine differentiated movements of the fingers.

3. Develop: communication skills; desire to overcome difficulties; self confidence; independence; perseverance; resourcefulness and intelligence.

The complexity of the work consisted of the selection and development of games, game exercises, practical tasks, and the preparation of lesson notes, taking into account all the lexical topics of the annual plan. And also in a selection of painting material, both in color and black and white.

“The system of formation of skills and abilities for the development of higher mental functions in preschool children with general underdevelopment speech"

The organization of education and upbringing of children with special needs includes both corrective work to overcome speech disorders, and work on the development of higher mental functions.

At one time L.S. Vygotsky noted that “Scientific concepts are not assimilated and memorized by the child, are not taken into memory, but arise and are formed with the help of the tension of the entire activity of his own thought.”
The complex, systematized lexical material we have developed is designed to facilitate children’s mastery of basic logical operations that develop mental capacity children.

Mastering by children the basic techniques of logical thinking is the goal of our methodological developments. Psychological research devoted to the analysis of the methods and conditions for the development of a child’s thinking is unanimous that methodological guidance of this process is highly effective.

The development of a young child’s thinking begins with the process of dividing the object he perceives - this is one of the earliest forms of synthesis.

Synthesis– involves the mental connection of parts of an object into a single whole, taking into account their correct and consistent location in the object.

These are games with cut pictures, cubes, puzzles: “Connect all parts of the figure”, “Make a picture”, “Fold according to the pattern”, etc.
Analysis is a logical technique that involves dividing an object into separate parts.

The analysis is carried out in order to highlight the characteristics inherent in a given object or group of objects. For example, “Name the parts of the object” (dishes, furniture, transport, etc.), “Find the highlighted fragment,” “Find the corresponding half of each picture.”

Comparison- a relatively simple logical technique, but requiring concentration. It involves establishing the similarities or differences of objects based on characteristics.

Games: “Compare pictures and find differences”, “Compare two objects and show similarities”, “Find commonalities and show”, etc.

Systematization- bring into a system, arrange objects in a certain order, establish a certain sequence between them. To master the method of systematization, a child must, first of all, be able to identify various characteristics of objects, as well as compare different objects based on these characteristics. In other words, he must be able to perform basic comparison operations.

Games: “Fill in the empty cells”, “Finish what you started” (alternating objects or figures), “What first, what then?”, “Place objects in the empty cells so that there are no identical ones”, etc.

Classification- a more complex logical operation consisting of grouping objects that have common characteristics. This skill is very useful for developing memory and attention.

Games: “Lay it out correctly”, “Find the right house for everyone.”

Generalization– this is the presentation in verbal form of the results of the comparison process.

Games: “Name it in one word”, “Select general concepts each group."

Negation is a logical operation that is performed using “not”. The logical connective “not” is very important for the development of logical thinking and speech.

Assignment: “Show Natasha’s ball. It is neither round nor oval, neither blue nor red.”

Limitation- involves isolating objects from many different objects according to a characteristic common feature, quality, property, for example, “Show first the insects, then wild animals, and then birds”, “Name only what is made of paper”, “The fourth odd one”, etc. .

Semantic correlations- involve combining objects into pairs if there is a common characteristic, for example, “A dog has fur, and a fish has ...”, “Tea needs sugar, and for soup ...”, etc.

Inferences- a logical technique that reveals causal connections between phenomena of the surrounding reality. Game “Finish the phrase”, “Complete the sentence”, “Think and say”. Assignment: “All birds have feathers, a rooster is a bird, which means...”, “Which of the two pears will be eaten earlier and which later?” and etc.

Work on the development of logical thinking makes it possible to form children’s cognitive abilities, creativity, develop the main components of speech activity: vocabulary, grammatical categories, phonemic processes, coherent speech, sensorimotor skills, the ability to listen and speak, helps instill the skills of a culture of verbal communication, develops interest to the tongue.

Sufficient preparedness of mental activity removes
psychological overload in learning, preserves the child’s health.

Positive dynamics during collaboration with parents can be achieved if parents are aware of their role in correctional work and create the necessary conditions for completing and consolidating homework.

Logical techniques as a means of developing logical thinking in preschoolers are used in all types of activities. They are used, starting from the first grade, to solve problems and develop correct conclusions. Now, the value of this type of knowledge is increasing.

Evidence of this is the growing importance of computer literacy, one of theoretical foundations which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

To implement this task, material that is multifaceted in its subject matter and designed for educational and game form of work is required. Teachers usually spend considerable effort searching for it. This served as an incentive for the selection and development of games, game exercises, and practical tasks in the preparation of lesson notes, taking into account all the lexical topics of the annual plan. The selected material will help not only develop logical thinking, but also at the same time form the main components of the speech system.

The child’s learning and development should be relaxed, carried out through age-appropriate activities and pedagogical means. Game is such a developmental tool for older preschoolers.

It is known that all children love to play, and it depends on the adult how meaningful and useful these games will be. While playing, a child can not only consolidate previously acquired knowledge, but also acquire new skills and abilities, and develop mental abilities. Based on this, developments for the development of logical thinking include the use of a variety of game exercises and didactic games.

A didactic game helps to educate children’s mental activity, it activates mental processes, arouses a keen interest in children educational activities. She encourages children to overcome the difficulties that arise. It develops the abilities and skills of children.

It helps make the correctional process interesting and exciting, causing deep satisfaction in the child and facilitating the process of learning.

Along with this, we have developed interesting and varied practical tasks on all lexical topics.

When organizing children’s independent work with practical material, we set ourselves the task of consolidating and clarifying knowledge, methods of action, which are carried out by performing tasks, the content of which reflects situations that are close and understandable to them.

Offered practical tasks, are aimed at the ability to reason, compare, analyze, draw correct conclusions, logical conclusions, and improve sensorimotor skills.

For example, in a practical task on the topic “Mushrooms,” game exercises are offered:

- “Color the extra”, where the child needs to isolate an object from a set of objects according to a characteristic feature and paint over it.

- “Cross out neither the berries nor the leaves, nor the flowers nor the trees,” where the child performs a logical operation - negation, etc.

Accounting psychological characteristics children, the use of a variety of verbal, didactic games, tasks and exercises makes it possible to achieve effectiveness in correctional work on the development of both logical thinking and the main components of speech activity.

A clearly defined goal helps to outline specific tasks that make it possible to purposefully organize all work on a given problem.

Planning allows you to rationally distribute the developed material throughout the year, consolidate knowledge on lexical topics in a timely manner, and avoid overload.

When planning, we took into account the relationship between various sections of work with children, ensuring unity, systematicity and consistency in the work.

Using entertaining visual material when working with preschoolers is one of the main keys to children’s successful learning.

It is known that visibility activates children and serves as a support random memory. In their developments, they paid great attention to illustrative and picture material, which helps to attract the attention of children, increases the volume of vocabulary, develops visual-figurative thinking, which, in turn, stimulates cognitive activity child.

The developed manuals and educational games on this topic are presented with illustrative tasks of a creative nature, aimed at:

• equip children with the key competencies necessary to independently solve new issues, new educational and practical tasks;
• to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties;
• purposefully develop the ability to observe and compare, highlight the general, distinguish the main from the secondary;
• build simple hypotheses and test them;
• develop generalization abilities and the ability to effectively apply acquired knowledge;
• find and highlight causal connections between phenomena of the surrounding reality;
• develop decision making skills logic problems searching for patterns, comparison and classification, reasoning and inference;
• develop the ability to describe the characteristic properties of an object, find and explain the similarities and differences of objects, justifying your answer;
• develop Creative skills: be able to independently come up with a sequence containing some pattern;
• develop visual-figurative, verbal-logical and emotional memory;
• develop visual and auditory attention;
• develop sensorimotor skills;
• stimulate children's cognitive activity.

Conclusion: the development of logical thinking, the ability to systematize, compare, generalize, classify, reason, and make simple conclusions develop both the child’s intellectual abilities and personal qualities and play a huge role in successful mental development and subsequent schooling.

Diagnosis of the development of logical thinking in preschool children with general speech underdevelopment

Based on the manual by Yu.A. Sokolova, a diagnostic toolkit was produced, covering all aspects of logical techniques. Each technique is represented by a variety of tasks that reveal the essence of this logical technique.

For example, during the diagnosis of a logical technique - comparison, children are offered the following tasks:

1. “Compare the objects with each other (closet and refrigerator, apple and ball, bird and airplane).”

2. “What geometric shapes do these objects resemble? (alarm clock, sailboat, beetle, book, picture, spinning top).”

3. “Which of these shadows is the shadow of the elephant that is drawn in the frame?”

4. “Find and name the differences in the two pictures.”

Diagnostics is carried out for the purpose of:

• level determination speech development child;
• checking the success of mastering the program material;
• identifying the problem that has arisen;
• identifying the cause of its occurrence;
• finding optimal ways to solve the problem;
• determining the child’s reserve capabilities, which can be relied upon during correctional work;
• determining the activity of parents in correctional work.

Diagnostics are carried out using entrance and exit tests, control and training sessions at the beginning and end of the school year.

Performance:

• children learned to build causal relationships;
• mastered the techniques of semantic correlations and restrictions;
• learned to compare, generalize and classify objects and phenomena practically without errors;
• the ability to make correct conclusions and reasoning has been developed;
• auditory and visual attention has increased significantly;
• conditions have been created for improving visual and auditory attention;
• motivation for the learning process has increased.

Cherenkova M.A.,
teacher speech therapist