Author: T. N. Doronova et al. The purpose of the program is to ensure that the family and educational educational institution create favorable conditions for education aimed at the development of the child's personality, his gifts and abilities as ways to independently solve creative and other tasks, the development of curiosity as the basis cognitive activity future student.

Tasks in 2 directions: "Health" - provides protection and strengthening of physical and mental health children, their development and emotional well-being. Parents are given the opportunity together with teachers and health workers kindergarten, first to study and evaluate the health of each child, and then choose an individual tactics for its formation. "Development" - is aimed at the development of the child's personality (competence, initiative, independence, curiosity, the ability to creative self-expression) and familiarizing children with universal human values.

Features of the program A distinctive feature of the program is integration (based on cognitive and speech activity), which allows harmonizing the educational process and planning it flexibly (narrowing and expanding).

Key pedagogical technology becomes an organized, purposeful intellectual and cognitive activity, including latent, real and mediated learning.

Latent learning the formation of certain skills in a situation where their direct implementation is not necessary and they are not in demand. It is provided by the presence of sensory and informational experience, which creates a base of clear and unclear. The accumulation of spontaneous experience can be organized through an enriched subject environment; specially thought out and motivated independent activity (household, labor, constructive); creative productive activity; cognitive intellectual communication with an adult.

Real learning, which is allocated a relatively insignificant share of the time in the general educational process, occurs as a specially organized cognitive activity of the entire group or a separate subgroup of children. Problem-seeking situations that are used in real learning contribute to the development of ideas based on heuristic methods, when concepts and dependencies are discovered by the child independently, when he himself begins to understand the most important laws.

Mediated learning involves the inclusion of broadly organized pedagogy of cooperation, game problem-practical situations, joint performance of tasks, mutual control, mutual learning in a children's playroom created by children, the use of different types holidays and leisure.

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The child's willingness to enter into a new relationship with society at the end of preschool age is expressed in school readiness. The transition of a child from preschool to school life is a very large complex problem that has been widely studied in Russian psychology. This problem has become especially widespread in our country in connection with the transition to school education from the age of 6. Many studies and monographs are devoted to it (V.S.Mukhina, E.E. Kravtsova, G.M. Ivanova, N.I. Gutkina, A.L. Venger, K.N. Polivanova, etc.).

The components of psychological readiness for school are usually considered personal (or motivational), intellectual and volitional readiness.

Personal, or motivational, readiness for school includes the child's desire for a new social position of the student. This position is expressed in the child's attitude to school, learning activities, teachers and myself as a student. In the well-known work of L. I. Bozhovich, N. G. Morozova and L. S. Slavina (1951) it was shown that by the end preschool childhood the child's desire for school is encouraged broad social motives and is concretized in his relation to the new social, "official" adult - to the teacher.

The figure of a teacher for a 6-7 year old child is extremely important. This is the first adult with whom the child enters into social relations that are not reducible to direct personal ties, but role-mediated (teacher-student). Observations and research (in particular, by KN Polivanova) show that six-year-olds fulfill any requirement of a teacher readily and willingly. The symptoms of learning disabilities described above occur only in a familiar environment, in a child's relationship with close adults. Parents are not carriers of a new way of life and a new social role for the child. Only at school, following the teacher, is the child ready to do whatever is required, without any objections or discussions.

The study by T.A. Nezhnova studied the formation internal position of the student. This position, according to L. I. Bozhovich, is the main new formation crisis period and represents a system of needs associated with a new socially significant activity - learning. This activity represents a new, more mature way of life for the child. At the same time, the child's desire to take a new social position of the student is not always connected with his desire and ability to learn.

The work of T.A.Nezhnova showed that the school attracts many children primarily with its formal accessories. Such children are focused primarily on external attributes of school life - briefcase, notebooks, notes, some of the rules of conduct they know at school. The desire to go to school for many six-year-olds has nothing to do with the desire to change the preschool lifestyle. On the contrary, school for them is a kind of adult game. Such a student first of all singles out the social, and not the actual educational aspects of school reality.

An interesting approach to understanding readiness for school was implemented in the work of A. L. Venger and K. N. Polivanova (1989). In this work, as the main condition for school readiness, the child's ability to identify educational content and separate it from the adult figure. The authors show that at the age of 6-7 years, only the external, formal side of school life is revealed to a child. Therefore, he carefully tries to behave "like a schoolboy," that is, to sit upright, raise his hand, stand up while answering, etc. But what the teacher says and what needs to be answered is not so important. For a child of the seventh year of life, any task is woven into the situation of communication with the teacher. The child sees in him the main character, often not noticing the subject itself. The main link - the content of training - falls out. The task of the teacher in this situation is to introduce the child to the school subject, add it to new content, open it. The child should see in the teacher not just a respected "official" adult, but a bearer of socially developed norms and methods of action. The educational content and its carrier - the teacher - must be separated in the mind of the child. Otherwise, even minimal progress in the educational material becomes impossible. The main thing for such a child is the relationship with the teacher, his goal is not to solve the problem, but to guess what the teacher wants to please him.But the child's behavior at school should be determined not by his attitude towards the teacher, but by the logic of the subject and the rules of school life. Isolating the subject matter and separating it from the adult is central to learning. Without this ability, children will not be able to become disciples in the proper sense of the word.

Thus, personal readiness for school should include not only broad social motives - "to be a schoolboy", "to take their place in society", but also cognitive interests To the content offered by the teacher. But these interests themselves in 6-7-year-olds develop only in joint educational (and not communicative) activities of a child with an adult, and the figure of the teacher in the formation of educational motivation remains key.

Absolutely necessary condition school readiness is the development arbitrary behavior, which is usually seen as a strong-willed readiness for school. School life requires a child to strictly follow certain rules of behavior and to organize their activities independently. The ability to obey the rules and requirements of an adult is central to school readiness.

DB Elkonin describes such an interesting experiment. The adult offered the child to take apart a bunch of matches, carefully shifting them one by one to another place, and then left the room. It was assumed that if a child has formed a psychological readiness for schooling, then he will be able to cope with this task despite his immediate desire to stop this not very exciting activity. Children 6-7 years old, who were ready for schooling, meticulously performed this difficult work and could sit for this lesson for an hour. Children who were not ready for school for some time performed this meaningless task for them, and then abandoned it or began to build something of their own. For such children, a doll was introduced into the same experimental situation, which had to be present and observe how the child completes the task. At the same time, the behavior of the children changed: they looked at the doll and diligently performed the task given to the adults. The introduction of the doll, as it were, replaced the presence of a controlling adult for the children and gave this situation an educational, new meaning... Thus, the fulfillment of the rule, Elkonin believed, is the system of relations between the child and the adult. At first, the rules are fulfilled only in the presence and under the direct control of an adult, then with reliance on an object that replaces the adult, and finally, the rule set by the adult teacher becomes an internal regulator of the child's actions. The child's readiness for schooling presupposes the "rotation" of the rule, the ability to be guided by it independently.

To identify this ability, there are many interesting techniques that are used to diagnose a child's readiness for school.

L. A. Venger has developed a diagnostically valuable technique, according to which children must draw a pattern under dictation. For the correct execution of this task, the child must also learn a number of rules that were previously explained to him, and subordinate his actions to the words of an adult and these rules. According to another method, children are invited to paint the Christmas tree with a green pencil so as to leave room for Christmas tree decorations that other children will draw and paint. Here, the child needs to keep in mind the given rule and not break it when performing the usual and exciting activities for him - not to draw Christmas decorations yourself, do not paint over the whole tree in green, etc., which is difficult enough for a six-year-old.

In these and other situations, the child needs to stop direct, automatic action and mediate it with an accepted rule.

School education has serious requirements for cognitive sphere child. He must overcome his preschool egocentrism and learn to distinguish between different aspects of reality. Therefore, to determine school readiness, Piaget's tasks for maintaining quantity are usually used, which clearly and unequivocally reveal the presence or absence of cognitive egocentrism: pouring liquid from a wide vessel into a narrow one, comparing two rows of buttons located at different intervals, comparing the length of two pencils lying on different levels and etc.

The child must see in the subject its individual aspects, parameters - only under this condition can one move on to subject teaching. And this, in turn, presupposes the mastery of the means of cognitive activity: sensory standards in the field of perception, measures and visual models and some intellectual operations in the field of thinking. This makes it possible to indirectly, quantitatively compare and understand individual aspects of reality. Mastering the means of isolating individual parameters, properties of things and their mental activity, the child masters socially developed methods of cognizing reality, which is the essence of learning in school.

An important aspect of mental readiness for school is also mental activity and the cognitive interests of the child: his desire to learn something new, to understand the essence of the observed phenomena, to solve a mental problem. The intellectual passivity of children, their unwillingness to think, to solve problems that are not directly related to the game or everyday situation, can become a significant brake in their learning activity. The educational content and the educational task should not only be highlighted and understood by the child, but should become the motive of his own educational activity. Only in this case can we talk about their assimilation and appropriation (and not about the simple fulfillment of the teacher's assignments). But here we come back to the question of motivational readiness for school.

Thus, different aspects of school readiness turn out to be interconnected, and the connecting link is mediation of various aspects of the child's mental life. Relations with an adult are mediated by educational content, behavior - by the rules set by an adult, and mental activity - by socially developed methods of cognizing reality. The universal bearer of all these means and their "transmitter" at the beginning of school life is the teacher, who at this stage acts as an intermediary between the child and the wider world of science, art, and society as a whole.

“Loss of immediacy”, which is the result of preschool childhood, becomes a prerequisite for entering a new stage in the development of a child - school age.

The program is addressed to teaching staff of educational institutions that implement the tasks of early, preschool and primary general education, preschool educators and parents, and can also be used to work with children who do not attend kindergarten.

The program is based on an essential strategic principle modern system Russian education - its continuity, which at the stages of preschool and school childhood is ensured by close coordination of the actions of three social institutions of education - family, kindergarten and school. This is reflected in the name of the program, which characterizes the continuous connection between preschool and primary school age.

Based on the concept of preschool and primary general education, the program orients adults towards personality-oriented interaction with the child, involves the pedagogical cooperation of parents both with their child and with the pedagogical community as a whole, the participation of parents in the upbringing and education of children in the family, kindergarten and then at school. At the stage of preschool childhood, the program implements the idea of ​​combining the efforts of parents and teachers for the successful solution of the following health and educational tasks:

Health promotion by providing conditions for
high-quality maturation of all systems and functions of the child's body;

Comprehensive development of the child's personality, his talents and
creativity, the development of curiosity as the basis of the cognitive activity of the future schoolchild;

Fostering respect for the national identity of the language and traditional values, fostering social skills, the ability to communicate with adults and peers.

The program indicates characteristics different periods of childhood and tasks are determined that are advisable to solve in a family and kindergarten in two main areas - "Health" and "Development".

The first direction of the program - "Health" - ensures the protection and strengthening of the physical and mental health of children, their physical development and emotional well-being. Parents are given the opportunity, together with the teachers and medical workers of the kindergarten, to first study and assess the health of the child, and then choose the individual tactics of his health improvement.

The second direction of the program - "Development" - is aimed at the formation of the child's personality as a whole, familiarization with cultural values, the formation of creative imagination, the development of his curiosity, cognitive activity, heuristic thinking, interest in search activities, as well as social competence.

The program defines a number general principles successful interaction between parents and teachers. The most important are the style of the adult's relationship with the child, respect for him and respect for the products. children's creativity, attention to his actions, the manifestation of initiative, independence, maintaining self-confidence.

Appendix 5

Subject-developing environment

Childhood program

Goals

1. To foster emotional responsiveness in children, the ability
to empathy, willingness to show a humane attitude.

2. Develop cognitive activity, curiosity,
the desire for independent knowledge and reflection, mental ability and speech.

3. Stimulate children's creativity, imagination,
desire to get involved in activities.

Program motto:"Feel - cognize - create."

Creation of an environment in accordance with the content of the educational program "Childhood" requires an orientation towards the concept of integral development of a preschooler as a subject of child activity (M.V. Krulekht), which implies:

A consistent change in the subject-game environment in
according to the age of the children;

Taking into account the gender characteristics and preferences of children;

Focus on the development of the child in accordance with universal human values, the creation of positive relationships between
children;

Stimulating the creative ideas of children, individual creative manifestations. The subject-development environment should encourage fantasy and imagination.

Children's development centers

GAME CENTER

1. Toys and accessories for games.

2. Equipment for director's play:

Multifunctional cubes;

Models (volumetric - houses, garages; flat - maps-schemes of the playing space, screens);

Sets of shaped (volumetric and planar) toys of small size: little men, soldiers, cartoon and book characters, play equipment (furniture, dishes);

Animals (fabulous, realistic; in senior group- fantastic creatures);

Unformed play material: cubes, balls, rings from pyramids, bottles;

Symbols of space (rivers, sun, benches, flowers, mushrooms; in the older group - small planar images and several playing fields).

LITERACY CENTER

Literary Center

Folklore works;

Russian folk and peoples of the world;

Works of Russian and foreign classics;

2. Books loved by the children of this group.

3. Seasonal literature.

4. Exchange fund (for issuance at home).

5. Children's magazines (older group).

6. Children's drawings.

7. Verbal creativity (albums of riddles, stories, compiled by children).

8. Hobbies of children (postcards, calendars).

Authors: T.N. Doronova, L.G. Golubeva, T.I. Grizik et al. Edited by T. N. Doronova.
In the name of the program "From childhood to adolescence" the authors have put a special meaning associated with its content, goals and objectives. It is well known that childhood is a unique period in a person's life, in the process of which health is formed and personal development is carried out. From childhood, the child endures what is then preserved for the rest of his life.

The aim of the program is to create favorable conditions in the family and educational institution for the formation of health and development through prevention and education in the context of national identity, language and traditions; education aimed at the development of the child's personality, his abilities.

The program is designed for children from 2 to 7 years old. This is the first program in which the development and education of a child is considered in close interaction between a preschool institution and a family. For each age stage, tasks are determined that require solutions in a family and kindergarten, in two areas: "Health" and "Development". Each direction has an introductory and main part. The introductory part is of a journalistic nature. Its goal is to attract parents and educators. The main part presents the tasks that need to be solved in the family and the preschool educational institution.

The authors of the program consider the cognitive sphere as a complex education that provides a person with a normal and full (intellectual and emotional) existence in our world. They proceed from the fact that on each age stage the child's cognition of the world is carried out in his own specific ways. Emotional and sensory comprehension of the world is of paramount importance in the development of the cognitive sphere. In preschool childhood, the child is not ready to assimilate knowledge in scientific systems. He is only getting ready to begin their serious development at a certain stage of his development. But the attitude towards our world is intensively laid down precisely in preschool age... Children's attitude to the world should be based on caring, kindness, humanity and compassion. The child will carry this attitude throughout his life, and the knowledge acquired later will be superimposed on this attitude.

At the age of 4-7 years, children form a primary elementary image of the world, children begin to understand that our world is huge, changeable, diverse, beautiful. A child of this age is distinguished by elementary age-related erudition, manifested in the ability to maintain conversations that are simple in content, affecting cognitive aspects (the natural world and the human world).

The interaction of kindergarten teachers and parents appears in the program as a necessary condition normal development cognitive sphere. To enhance the effectiveness and efficiency of influencing the child, teachers and parents must act according to a single program, perform common tasks, but in different ways and means, coordinate their actions and help each other.

Complex tasks of emotional well-being, health and full-fledged personal and intellectual development of the child are determined to be solved in a family and kindergarten.

The program has highlighted the section "Cognitive development" (author TI Grizik).

Purpose: to develop the cognitive interests, needs and abilities of children, their independent search activity based on enriched consciousness and formed emotional and sensory experience.

• to broaden horizons by joining the experience of knowledge of the world accumulated by mankind;
• to develop cognitive processes (perception, memory, attention, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm;
• create conditions conducive to the identification and maintenance of electoral interests, the emergence of independent cognitive activity of children;
• to form a positive attitude towards the world based on emotional and sensory experience.

Structural and content characteristics

So, in the preschool educational institution it is assumed:

• to form ideas about nature, to offer information about living nature in a fascinating way: individual representatives of flora and fauna, features of their appearance, habits, conditions of placement in different territories;
• to acquaint with the nature of the interaction of plants and animals;
• to introduce into consciousness elementary ideas about inanimate nature: various atmospheric phenomena, qualities and properties of objects of inanimate nature;
• to acquaint with different planets.

The program offers:

• introduce children to natural materials, their properties and qualities, the nature of their use by man;
• show the relationship between living and inanimate nature: the seasons, their rhythm and cyclicality, observe and record seasonal changes and their impact on the life of nature and man;
• to acquaint with the globe, using a globe, a physical map of the world, various climatic zones, natural resources of the subsoil, with countries and peoples, some anatomical features of a person in accordance with the age capabilities and needs of a child, form ideas about the intrinsic value of a person (beauty, strength of mind , creation, heroism, etc.);
• differentiate existing ideas about wildlife and the social world: wildlife (wild animals and wild plants), cultivated nature (domestic animals and cultivated plants), human activity (cognitive, labor, artistic) and its results;
• to organize the accumulated and received information about the world of nature and man through the comprehension of various connections (target, cause-and-effect), dependencies, patterns, to show what the violation of connections and patterns leads to;
• to introduce to the elementary, accessible age of experimentation (with water, sand, clay; with plasticine, cloth, magnet, etc.);
• promote development and improvement different methods cognition in accordance with the age capabilities and individual rates of the child's development;
• teach to analyze various phenomena and events, compare them, generalize;
• make elementary inferences;
• be able to foresee the possible development of events and, on the basis of this, plan their own and other people's actions, deeds;
• to form emotional responsiveness to events and phenomena of the surrounding reality, joys and achievements, experiences and problems of other people;
• create conditions that allow you to actively show your own attitude to the world, consolidate and exercise your positive experience;
• pay attention to the positive actions and manifestations of children in relation to people, nature;
• to form a positive, careful, constructive attitude to the world through the development of the foundations of ecological culture;
• to develop ecological consciousness on the principles of the equivalence of all living things;
• to form ideas about the relationship between nature and man (comprehension of the system "man - natural environment" available to children);
• to intensify the independent activities of children to preserve, improve and increase the wealth of the surrounding nature, taking into account their individual preferences and desires;
• to develop the foundations of ecological aesthetics through the creation of conditions for the aesthetic perception of nature with its direct perception (objects and phenomena at different times of the year), to show the greatness of nature through different types of arts: painting, literature, music.

The family offers:

• talk about various representatives wildlife (plants and animals), teach them to observe them (using the example of domestic animals and plants), mark their features, record changes ( appearance, animal behavior);
• read fairy tales about nature and children's educational literature;
• talk about inanimate nature (seasonal phenomena, parts of the day), connect stories with real life child;
• expand ideas about nature in the summer, share memories from your childhood related to pets, interesting places (sea, forest, river, mountains, etc.), amazing encounters and finds (for example, we met an elk in the forest, found a kitten on the street etc.);
• acquaint with labor activity people (primarily with the activities of family members and loved ones); professional (who and where worked and works), household (household chores and their distribution among family members), hobbies and hobbies (growing flowers, vegetables, fruits; knitting; embroidery; sewing; sports; collecting, etc.);
• to consolidate the received ideas in feasible practical activities (household duties, work assignments);
• to draw the child's attention to the importance of his work for loved ones;
• talk about the Motherland, its riches, vastness; the peoples inhabiting it and famous people;
• develop the cognitive abilities of the child;
• observe the surrounding nature and social world; to note the changes taking place in them; to act jointly depending on what was seen and noticed;
• to demonstrate by their own example an attentive and caring attitude towards people (first of all, close ones); interested, careful and constructive attitude to nature;
• visit places where you can meet representatives of wildlife (zoo, botanical garden, circus, exhibitions of flowers, cats, etc.);
• discuss with the child why you and he love (do not love) this or that natural phenomenon, season, part of the day.

Features of the organization of work of preschool educational institutions

The program involves the active involvement of parents in the upbringing and education of children. To preschool educators were able to interact with their parents, and the "From childhood to adolescence" program was created. Through interaction with educators and participation in the life of the kindergarten, parents gain experience in pedagogical cooperation both with their child and with the pedagogical community as a whole.

Educational and methodological support

To help educators, a large package of manuals has been developed, which constitutes a complex of software and teaching materials for each group according to the program "From childhood to adolescence".

The program has methodological manuals for each section for educators, parents, notebooks for children have been published. The authors have developed approximate plans for sections of the program, methods of examining children.

The set of methodological aids for the program completely gives an annual planning of work with children, but the sequence of planning by the teacher of the material is determined depending on the individual characteristics of children, their health, the intensity and pace of advancement in development, regardless of the level of initial readiness.

The program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and have received a positive assessment from parents and teachers.

Zebzeeva V.A. Development of elementary natural science concepts and ecological culture of children: Review of preschool education programs. - M .: Sphere, 2009.

From childhood to adolescence: a program for parents and educators on the formation of health and development of children from 1 to 7 years old / T.N.Doronova, L.N. Galiguzova, L.G. Golubeva et al. - M .: Education, 2006.

INTRODUCTION

You are holding an unusual book in your hands. This is a program for parents and teachers called "From childhood to adolescence."

The authors put a special meaning in the name of the program related to its content, goals and objectives.
It is common knowledge that childhood - this is a unique period in a person's life, during which health and carried out personal development. From childhood, the child endures what is then preserved for the rest of his life.
The period of adolescence consolidates the achievements of childhood and uses them. At the same time, teachers and psychologists rightly insist that it depends on the adults raising the child both in childhood and adolescence, first of all, how his development will proceed in the most difficult, adolescence... Correctly building relationships with a teenager is difficult, and often impossible, if they did not develop much earlier - in childhood.
much earlier - in childhood.
The child goes from childhood to adolescence with parents,educators and teachers primary school.
At the beginning of the path, next to a defenseless and gullible baby are the most important people in his life - parents. Thanks to their love, care, emotional closeness, the child grows and develops, he has a feeling of trust in the world and the people around him.
On a certain section of the road of early and preschool childhood, a child enters kindergarten. This event entails significant changes in his life. Now he is surrounded by new people, adults and children whom he did not know before and who make up a different community than his family. But the baby is not afraid, because his parents are next to him. Firmly holding his mother by the hand, he trustingly stretches out his small, warm palm educator.
From that moment on, it becomes easier and more difficult for a child to walk the road of his childhood. It is easier if parents and educators combine their efforts and provide the baby with double protection, emotional comfort, an interesting and meaningful life both in kindergarten and at home. And the kindergarten, in turn, will contribute to the development of his basic abilities, the ability to communicate with peers and provide preparation for school. It will become more difficult to follow the path of preschool childhood because it is in kindergarten, when solving educational and educational tasks, that the first difficulties arise associated with the development of the child, his behavior.
And if the educators pay attention to this, and the parents dismiss them and do not take part in their resolution, then the most sad consequences await them at school. Specialists in defectology believe that one of the reasons for the persistent failure of children in school is the lack of timely assistance to the child during preschool childhood from the family and kindergarten, inattention to his health and physical development from an early age.
This does not mean at all that for most of these children a serious correction of personal development is required, which can only be provided by a specialist. Only the family and the kindergarten could help them in a timely manner. And in this work, parents play a special role.
This is primarily due to the fact that in preschool childhood it is the parents who have the greatest influence on the personal development of the child. And if they do not support the actions of educators or begin to contradict them, then many of the efforts of teachers may be in vain. But this is not enough. It is important that parents are aware of the entire educational process, empathize with the baby and help him achieve the desired result.
It is also important that the educators will not be with the baby throughout the entire period of childhood. On the threshold of school, they sadly say goodbye to him, and the child will have to go through the next important segment of the path of his childhood with his parents and primary school teacher. This will be much easier if parenting efforts and teachers unite. And now there are serious prerequisites for this.
Through interaction with educators and participation in the life of the kindergarten parents gained experience pedagogical cooperation both with your child and with the pedagogical community as a whole. As a result, in the future, the traditional state of affairs will be completely eliminated, when parents are assigned the role of an admiring spectator, commentator or fan, anxiously awaiting the next result.
Parents' involvement in the lives of their children not only at home, but also in kindergarten will help them:
overcome your own authoritarianism and see the world from the perspective of a child;
treat your child as an equal and understand that it is unacceptable to compare him with other children. The main thing is not the standard, but the personal achievements of each. If a child has done something better than yesterday, and he is aware of it, then you can rejoice in his personal growth, development;
know his strengths and weaknesses and take them into account. This means that when entering school, the child's self-awareness will not undergo a dramatic change in self-esteem (in kindergarten he was smart, and at school he was clumsy);
show a sincere interest in his actions and be ready for emotional support;
understand that nothing can be done by one-sided influence, but you can only suppress or intimidate the child. If we want to achieve the desired result, it is necessary that he himself wants to take part in the work. And for this, an adult and a child must have a good, trusting relationship and a sincere desire to participate in his affairs, joys and sorrows.
As a result, communication with the teacher both in the initial and in high school does not cause difficulties for parents. They are ready for dialogue, know how to defend their own point of view and the interests of the child, and if necessary, then protect him. Parents' understanding of the developmental processes occurring with their child, and timely intervention in them will make it much more efficient to solve problems related to the formation of health, to prevent early deviations in its development.
In addition, the joint activities of dads and mothers with children throughout early and preschool childhood, and then in primary school will improve the quality of children's education and use the potential of each child.
All this becomes possible only in conditions of complete mutual trust and many years of work, which should be carried out on a scientific basis not with each participant in this process - separately with parents and educators, but simultaneously with everyone together.
In order for preschool educators to interact with parents, the program "From childhood to adolescence" was created.
The legal basis for the interaction of a preschool educational institution with parents is the documents of international law (Declaration of the Rights of the Child and the Convention on the Rights of the Child), as well as laws Russian Federation(Constitution of the Russian Federation, Family Code of the Russian Federation, Laws "On Education" and "On Basic Guarantees of Children's Rights in the Russian Federation").
Declaration of the rights of the child is the first international document in which parents are encouraged to recognize and respect children's rights to education, physical, mental, moral and spiritual development in conditions of freedom and dignity.
UN Convention on the Rights of the Child recognizes for every child, regardless of race, color, sex, language, religion, political or other convictions, national, ethnic and social origin, legal law on:
upbringing;
development;
protection;
active participation in the life of society.
The Convention links the rights of the child with the rights and obligations of parents and others responsible for the lives of children, their development and protection, and gives the child the right to participate in decisions that affect his present and future.
The Convention on the Rights of the Child was ratified by the Supreme Soviet of the USSR on June 13, 1990 and entered into force on September 15, 1990; and thus, in accordance with paragraph 4 of Art. 15 of the Constitution became an integral part of the legal system of the Russian Federation.
Separate rights of children and responsibilities of parents were enshrined in the Constitution of the Russian Federation, in the Civil and Family Codes. Was accepted the federal law"On the basic guarantees of the rights of the child in the Russian Federation."
In Art. 63 Family Code RF stipulates the rights and obligations of parents in the upbringing and education of children. Responsibility for the upbringing, health, physical, mental, spiritual and moral development of the child is emphasized. In addition, it is stated that ensuring the interests of children should be the primary concern of their parents.
The right of a preschool child to education is guaranteed by the state in Art. 43 of the Constitution and is specified in Art. 18 of the Law "On Education", which is entirely devoted to the education of preschool children. They indicate that parents are the first teachers of a preschool child and it is they who are obliged to lay the foundations for the physical, moral and intellectual development of his personality.
The main, most important provisions of these documents, which are reflected in the program for parents and teachers "From childhood to adolescence", include:
the child's right to education, humanistic in nature, health care and recreation, free participation in cultural and creative life, art;
respect for the individuality of each child, the peculiarities of his development;
the child's right to protection from all forms of physical and mental violence, abuse, neglect or neglect;
interaction of a preschool educational institution with the family in order to form the health, upbringing and full development of the child.
The program "From childhood to adolescence" is complex and covers the age from 1 to 7 years.
The program defines the tasks that need to be solved in a family and a preschool educational institution in two interrelated areas - "Health" and "Development".
First direction programs - "Health" - provides protection and strengthening of the physical and mental health of children, their development and emotional well-being.
Parents are given the opportunity, together with teachers and medical workers of a preschool educational institution, from an early age, to first study and evaluate the health of each child, and then choose an individual tactics for its formation.
Second direction programs - "Development" - is aimed at:
development of the child's personality (competence, initiative, independence, curiosity, ability to creative self-expression);
familiarizing children with universal human values.
Each direction has an introductory and main part. The introductory part is of a journalistic nature. Its purpose is to draw the attention of parents and teachers to problems related to the upbringing, health and development of children, and to justify the need to use a certain content of education.
The authors understand that parents do not have the energy and time to work with a large volume of scientific material. Therefore, in the introductory part of the program, we tried to set out only those psychological and pedagogical conditions that are necessary for the implementation of lifelong education, that is, a smooth, painless transition of a child from early age groups to preschool, from a preschool educational institution to school, as briefly and accessible as possible.
The main part presents the tasks that need to be solved in the family and preschool educational institution in order to ensure the formation of health, education and full development of the child at the stage of early and preschool childhood.
For the implementation of the program, set teaching materials for parents and teachers, ensuring integritypedagogical process, allowing for a coordinated approach in all areas of interaction between an adult and a child.
If desired, each parent can study the issue of interest to him in more detail, having familiarized himself with the entire set of teaching materials in full, which, in addition to this program, includes manuals for:
optimizing children's health;
education and development of young children;
physical culture;
development of speech;
fiction;
cognitive development;
mathematics;
play activities;
visual and productive activities;
music;
theatrical activities;
interaction of preschool educational institutions with family;
creation of a subject-game environment;
elective (optional) programs.
The set of methodological aids for the program completely gives an annual planning of work with children, but the sequence of planning the material by the teacher is determined depending on the individual characteristics of children, their health, the intensity and pace of their advancement, regardless of the level of initial readiness.
In order to achieve the desired result in the work on the program, parents and teachers need to:
realize that only by the joint efforts of the family and educational institution you can help the child; with respect and understanding relate to each other;
remember that the child is a unique person. Therefore, it is unacceptable to compare him with other children. There is no one like him (she) in the world anymore, and we must value his individuality, support and develop it;
to know that in parents and teachers the child should always see people who are ready to give him personal support and help;
for teachers - to bring up in children boundless respect for parents who gave them life and put a lot of mental and physical strength in order for them to grow up and be happy;
parents - to instill in the child confidence in the teacher and actively participate in the affairs of the group;
for teachers - to take into account the wishes and suggestions of parents, to highly value their participation in the life of the group;
parents and teachers - to change their attitude to the upbringing and development of children and to consider them not as a set of general techniques, but as the art of dialogue with specific child on the basis of knowledge of the psychological characteristics of age, taking into account the child's previous experience, his interests, abilities and difficulties that manifested themselves in the family and educational institution;
parents and teachers - to feel a sense of sincere respect for what is created by the child himself (story, song, structures made of sand, building material, paper crafts, modeling, drawing, etc.). Admire him initiative and independence that contributes to the formation of the child's confidence in himself and his capabilities;
parents and teachers - to show understanding, delicacy, tolerance and tact in the upbringing and teaching of children. Take into account the point of view of the child himself and not ignore his feelings and emotions;
teachers - regularly in the process individual communication discuss with parents all issues related to the upbringing and development of children;
all participants in the pedagogical process carefully study our program and a set of manuals, discuss their content and develop their own strategy and tactics for working with children.
For eight years, our program and a set of teaching aids have undergone extensive experimental testing in various regions of Russia and have received a positive assessment from parents and teachers.
The authors express their sincere gratitude to all parents and teachers who, realizing the idea of ​​interaction between a preschool educational institution and parents, have achieved high results in the upbringing and development of their children not only in kindergarten, but also at school.
It is quite possible that our first experience in creating a unified program for parents and teachers will be somewhat imperfect. The team of authors will gratefully accept and consider all comments and will definitely try to take them into account in their future work.

HEALTH

The mental and moral development of a child in the first three years more than ever later depends on his physical condition and mood.
The pace of physical and mental development in early age are high, but the structure of all organs and systems is not yet complete, and therefore their activity is imperfect.
In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. But the content, techniques and methods for the implementation of these tasks others than in working with preschool children. They are defined age characteristics children.
The preschool period - from 1 to 3 years of age - differs from infancy in that the growth energy (in comparison with the first year) is noticeably slowing down. The central and peripheral nervous systems mature rapidly, conditioned reflex connections expand, and a second signaling system is formed. This period is extremely important for the further development of a person: the systems of conditioned reflex connections, developed in the first 3-5 years, are especially firmly fixed and retain their importance throughout subsequent life.

ANATOMO-PHYSIOLOGICAL FEATURES
CHILDREN OF EARLY AND PRESCHOOL AGE

In the second year of life, the weight of the child increases monthly by 200-250 g, and the height - by 1 cm. This is the average data that we focus on when weighing and measuring the child.

In the third year of life, the pace physical development are even slower, for a whole year, on average, weight gain is 2-2.5 kg, in length - 7-8 cm.This is natural, since a significant part of the energy is spent on ensuring motor activity, on improving internal organs and systems.
The central nervous system becomes noticeably more resilient. The periods of inhibition are shortened, the intervals of active wakefulness of the child increase. He knows how to concentrate on one lesson for quite a long time - up to 10-15 minutes. The functions of the cerebral cortex are improved, memory for events that occurred a few months ago develops. Speech is improving rapidly, and more and more vocabulary is accumulating.
The activity of the cardiovascular system is noticeably stabilized. It functions with less stress. The heart rate decreases to 86-90, which is already approaching the norm for an adult.
The musculoskeletal system is being improved. There is an intensive ossification of soft bone tissue and cartilage. And although this process will continue as long as the person grows (sometimes up to 20-25 years), the skeleton of a child in the second year of life already provides quite good vertical stability of the whole body. Strengthening of the musculo-ligamentous apparatus continues. Movement becomes more confident and varied. But physical fatigue still sets in quickly, the child often changes posture, after significant efforts he rests for a long time.
Age-related changes occur in the gastrointestinal tract. The muscular layer of the stomach wall develops, intestinal tone rises, peristalsis increases, and the nervous regulation of the mechanism of food passage through the intestines improves.
The urinary system functions much better than in infancy... With a relatively small age-related growth of the kidneys, the volume of the bladder by the end of the third year of life increases by almost 4 times. Accordingly, the amount of urine excreted once increases, although the number of urinations per day is reduced by up to 10 times. At the nursery age, the receptors in the bladder and spinal cord are still underdeveloped, so the urge to urinate is weak. You should not blame the baby for wet pants (if you do not use diapers), the neatness skill in most children is formed by the age of 3, when they respond in a timely manner to an overflow of the bladder.
Similar to the ability to crawl, walk and talk, the skill of neatness is formed individually for each child. Some children are ready to use the toilet before they reach the age of two, others only after the third year of life.
The period of preschool age is a period of active contacts with the outside world. Children of this age are mobile, inquisitive; when communicating with adults and older children, they improve their speech, develop mental reactions that are adequate to the situation.
The digestive and respiratory systems in children under 3 years of age have not yet completed their development, therefore, some dietary restrictions are necessary (if there are risk factors in the anamnesis), as well as various measures to prevent colds in response to unfavorable meteorological conditions.
Acute digestive disorders, pneumonia, rickets, diathesis, alimentary anemia at this time are still quite common, but in most cases proceed more easily than in children of the first year of life.
Emotional lability is characteristic of children - rapid transitions from one emotional state to another: consent - into whims, joy - into offense. The child has clearly identified individual character traits.
The preschool age is characterized by the rapid development of physical activity, but the control over the adequacy of movements in children is low, which often leads to injuries.
The muscular system at this age is noticeably strengthened, the mass of large muscles grows.
Lymphoid tissue of lymph nodes, tonsils, adenoids develops rapidly. Against the background of these processes, inflammatory processes often develop - adenoiditis, tonsillitis, lymphadenitis. In children of this age, such pathology as an increase in peripheral lymph nodes ("neck chain", behind the ear glands, frequent rhinitis, frequent ARVI) is very common. By the end of the second year of life, all milk teeth erupt.
Due to the fact that contacts with other children and adults are expanding, and their own acquired immunity has not yet reached the proper tension, the most common pathology is acute childhood infections (scarlet fever, diphtheria, epidparotitis, measles, etc.).
The most important preventive measures in this regard are active and passive immunization (vaccinations), the protection of the healthy from the sick and the timely isolation of patients (very important correct organization morning filter).
Preschool age is the period of formation (with insufficient attention to health) of chronic diseases (tuberculosis, hepatitis), hence - Special attention to compulsory vaccination (vaccination), hygiene and other procedures.
According to scientists, preschool age refers to the so-called critical periods in a child's life. 1 .
There are many reasons for this. Throughout preschool childhood, there is an increase in the strength and mobility of nervous processes, the formation of higher nervous activity. Nervous processes are characterized by rapid exhaustion. Emotional overstrain is associated with an increase in the frequency of borderline states and neurotic reactions.
It is no coincidence that at this age parents and teachers often encounter such manifestations in the behavior of children as mood swings, increased irritability, psychomotor irritability, tearfulness, fatigue, and inattention when completing assignments. Children may experience the following reactions: they bite their nails, twist their hair, do not fall asleep for a long time, make erratic movements (swaying, bouncing, etc.).
In preschool childhood, the formula of white blood changes (the child's blood becomes similar to that of an adult), and a high activity of various substances "responsible" for allergic reactions develops.
Many children experience accelerated growth ("first stretch"). Therefore, during this period, they can grow by 10-12 cm (abruptly), and then the muscles need additional nutrition, do not keep pace with the growth of bones and begin to "scream in pain." A child may wake up at night and complain of pain in the calf muscles, and parents do not always know how to help.
The period of traction is sometimes associated with various functional changes in the heart muscle, which also does not keep pace with the rapid growth of the child.
During preschool childhood, there are “deep” changes in metabolism, which are associated with the maximum frequency of childhood infections and pose a serious danger to the health of the child.
In addition, this age period is the possibility of the formation and manifestation of all kinds of allergic reactions and chronic somatic diseases, mainly in children who are often ill and prone to certain chronic diseases.
But even a healthy preschooler needs careful care and participation from the adults around him. This is due to the fact that a child's health is formed throughout his life.
The task of strengthening the health of children is a prerequisite for their comprehensive development and ensuring the normal functioning of a growing organism. To preserve and improve the health of a child in one of the most crucial periods of his life, a huge, everyday work is needed in the family and in the preschool educational institution. The unified information space of our program will help parents and teachers in solving issues related to children's health in two interrelated areas:
child health from 1 to 7 years old;
three lines of "defense" of health: mode; nutrition; physical education.
Let's consider the tasks for teachers and parents in each area separately.

CHILD HEALTH CRITERIA

According to the accepted classification of health, children attending a preschool educational institution (preschool educational institution) may belong to different groups health: I - absolutely healthy, II - risking the development of any deviations in health or already showing this risk in the form of impaired function of organs and tissues, but not having chronic diseases, and III - having any kind of chronic disease.

Physicians and teachers consider practically healthy children to be those who are cheerful, active, inquisitive, resistant to unfavorable environmental factors, hardy and strong, with high level physical and mental development.
Educators receive information about the health of children from medical workers (clinics, kindergartens). Unfortunately, the current practice does not always provide completeness of information about the health of a child when he is sent to a preschool educational institution. However, experience has shown that this information is necessary (in an accessible form) for all participants in the work on the formation of the child's health: both nurses and teachers, and parents, and the child himself.
How can parents understand their child if the doctor did not tell them about it, and if he did, then what does it mean, by what criteria did they assign him to one or another health group? To do this, we invite teachers and parents to get acquainted with the criteria for health.
I criterion of health - the presence or absence of deviations in early ontogenesis (history).
For a more complete assessment of criterion I and to determine the risk of developing certain deviations in the child's health, it is necessary to know the family history. Family history can determine risk orientation, that is, to find out whether the child is threatened with cardiovascular, bronchopulmonary, gastrointestinal, metabolic diseases or diseases of the nervous system.
Knowledge of how the pregnancy and childbirth proceeded makes it possible to judge early development child, about whether the baby had perinatal encephalopathy 2 , in order to help him cope with all the difficulties of extrauterine life and prepare well for the transition to school.
In the event that the baby had perinatal encephalopathy or other serious diseases, then first of all it is necessary to remember that these children are “stress-vulnerable”. This means that they are more likely to suffer from acute respiratory infections with the addition of complications from the respiratory, cardiovascular and other systems, which is an additional aggravating factor for the central nervous system, and are also more likely to be exposed to ENT diseases.
All these diseases are aggravated by adaptive stress during the transition of the child from the family to preschool, deterioration of his health.
According to their mental capacity children with perinatal encephalopathy do not differ from their peers. But, unfortunately, they need an individual approach related to the pace and methods of teaching.
Examination of children with mental retardation showed that they had an intrauterine growth pathology and serious illnesses in the first year of life. Lack of timely and qualified assistance on the part of parents and kindergarten teachers has led to delays in the mental development of children, and students with mental retardation (PDD), as a rule, are among the persistently unsuccessful in school.
Social history is important for a child's health. Assessment of material and living conditions, psychological climate in the family, availability bad habits, the completeness of the family allows teachers and doctors to determine the degree of risk and timely prevent the possibility of its manifestation.
Scientists believe that the day is not far off when the parents of every child in our country will have a medical passport in their hands, in which, first of all, a biological and social history will be presented.
Unfortunately, at present, teachers and doctors are often faced with information of this nature: "combined ill-being." This means that the child has deviations in early development, and social conditions his life also does not correspond to the accepted norms. In these cases, kindergarten can be the factor that will help the child to improve his health.
But if we, adults, do not take into account the data of the anamnesis, then the kindergarten can become another addition to the set of unfavorable factors. This is due to the fact that it is unacceptable for “risky” children to carry out the activities recommended for children of group I of health, that is, in accordance only with the requirements of age - this can lead to the opposite result.
We offer for consideration the factors that should be paid attention to in the anamnesis. According to doctors, it is they who contribute to the development of attention deficit disorder and hypermotority (increased motor activity) in a child.

P / p No.	Factors	Boys	Girls
1	Mother's age over 30	+
2	Father's age is over 39 years old		+
3	Complicated obstetric history	+	+
4	Injuries during pregnancy	+	+
5	"Dry" childbirth (early rupture of amniotic fluid)	+
6	Hyperglycemia of pregnancy (high sugar)		+
7	Birth weight	less than 3000 g	more than 4000 g
8	Birth injury, fetal infection	+
9	Tics, twitching, convulsions	+	+
10	Sleep disorders, childhood infections, bedwetting (bedwetting)	+
11	Late teething, late onset of walking		+
12	Allergic reactions, trauma with loss of consciousness for no apparent reason		+

In addition, both girls and boys are equally negatively influenced by factors that are associated with the professional activities of their parents before conceiving a child: fibrogenic dust and industrial noise, harmful chemicals (in the mother) and occupational vibration (in the father).
Thus, it is important for parents and teachers to know that any deviations in the early development of a child is a reason to think: is it worth to speed up the further development of the child, or, by choosing the optimal way of health improvement and education, to compensate for the action of risk factors?
Doctors believe that a child with a dysfunctional history cannot be classified as absolutely healthy, that is, in group I of health. Such children belong to the II A group, that is, to the group of "risky", and we, adults, bear a great responsibility to ensure that the risk does not manifest itself in any way, since too active intensive recreational activities without taking into account the individual capabilities of the child can lead to the opposite result.
Health criterion II - physical development(hereinafter - FR) and the degree of its harmony.
This criterion is usually assessed by healthcare professionals. Most of the preschoolers have normal physical development, but in every kindergarten there are children with disabilities in physical development (overweight or underweight, short or too tall, who do not correspond to their age).
Deviations in RF can be caused by a number of reasons: malnutrition, the presence of any diseases, poor growth regulation by the nervous and endocrine systems, as well as the absence of conditions conducive to the growth of bones and muscles (little movement, lack of sufficient sleep). Sometimes it is "constitutionally short stature". Then, as a rule, it is low in the parents (or in any of the relatives), but the rest of the child is healthy, other health criteria will "tell" us about this.
Everyone needs knowledge about the child's FD: parents - in order to navigate how the child is growing, how well-fed he is; educators - in order to select the right furniture for classes, and physical education educators - in order to correctly select aids and navigate in the indicators of movement development, etc.
During the second year of life (and even more so the third), a further slowdown in the growth rate of the child is noted. On average, in the second year of life, its body weight increases by 2.5 kg, and its length by 12 cm; in the third year of life, the body weight increases by 2 kg, and the length - by 8-6 cm. Already from the ninth month, the child begins to "lose weight" and stretch, for the second and third years of life, small lordosis is characteristic (bending of the spine forward in the lumbar region) and slightly protruding belly.
Physicians use special tables. Foreign pediatricians offer simple and useful formulas for determining normal performance body length and weight at the age of 1 to 6 years:
body weight (kg) = age (years) × 2 + 8;
body length (cm) = age (years) × 6 + 77.
During the second year of life, the total number of teeth reaches 16-20. Teething order can vary.
At the age of 18-24 months, the child usually enters the "agility" age. He can quickly find himself in danger and needs constant monitoring.
Starting from the second year of life, the child enters a period when, imitating adults, he energetically assimilates the world around him. At home, children empty wastebaskets, pull out drawers and shelves, and may try to explore everything within their reach. In this regard, any medicines, chemicals and other dangerous items should be kept out of the reach of children.
In the second year of life, the rate of increase in the brain also slows down. The head circumference, increasing by 12 cm in the first year of life, increases by only 2 cm in the second.
By the end of the first year of life, the brain reaches approximately 2/3, and by the end of the second year - 4/5 of the size of the adult brain.
FD is influenced by many factors, primarily hereditary and ethno-territorial, therefore it is best to know the individual dynamics of the child's physical development. In addition, this health criterion is necessarily monitored by medical workers in an educational institution or in a polyclinic (there are special tables for this).
Body weight is determined by weighing. It is very important that it does not correspond to age standards, but to the actual length of the child.
An important indicator of a child's health and RF is his posture.
Posture is familiar correct posture a person while sitting and standing. It contributes to the normal functioning of internal organs, since minor deviations in its development are reflected in their functions. Correct posture creates the conditions for the normal functioning of such basic systems as the respiratory and cardiovascular.
Posture gives the body slimness and beauty and depends on the shape and flexibility of the spine, body tilt, the state of the neuromuscular and ligamentous apparatus.
With correct posture, the head is slightly raised, the shoulders are deployed and are at the same level, the chest is forward, the back is straight, the stomach is tucked up, the legs are straight, not bent at the knees. A child with good posture distributes body weight evenly on both legs, with his feet parallel.
Any, even the most initial deviations can complicate the life of the baby with increasing educational loads at school, when he will have to move less, sit more at the table (forced static postures lead to muscle tension and create certain difficulties: they cause headaches, restlessness and many other undesirable phenomena ).
Therefore, in preschool age, when posture is being formed, it is extremely important for teachers and parents to monitor this process and, at the first signs of a violation, contact a specialist.
In addition, in the family and kindergarten, it is necessary to strengthen muscles and ligaments through systematic exercises. physical education... When conducting physical education classes for girls, more dance movements, flexibility exercises, and limit lifting and carrying weights should be included. So, for example, preschool girls should not be allowed to carry small children ( younger brothers and sisters). Excessive loads can lead to displacement of the pelvic organs, which further contributes to the development of gynecological and obstetric pathology.
An indicator that has a close relationship with physical development in children of this age is foot.
The correct formation of the arch of the foot is extremely important for the health of the child.
Flat feet most often occurs in children who have insufficiently developed and weak muscles, ligaments that can stretch, resulting in changes in the shape of the foot. Being overweight also contributes to flat feet.
The main tasks of the formation of the arch of the foot are: the development of motor function, general and strength endurance of the muscles of the lower extremities, taking into account the individual capabilities and state of physical development of children. Children should be offered exercises from different starting positions (standing, sitting, lying on their back, static and in motion).
III health criterion - nervous mental development child.
You cannot talk about a child's health without knowing how his nervous system functions, what is the state of his analyzers (vision, hearing), emotional sphere, development of movements, speech, thinking, attention, memory.
For example, a frequently ill child may have excellent mental development if parents work with him during illness at home. Conversely, the delay pace development, especially at an early age, indicates poor compensation for perinatal lesions of the nervous system.
Important in psychoprophylactic work with children in preschool educational institutions are the prevention of intellectual overload, the provision of conditions for the emergence of positive emotional experiences, the creation of an optimal psychological climate in the group.
The physical status of a child is closely related to his psychological state, which is based on the child's experience of psychological comfort or discomfort. It should be remembered that children 5-7 years old are especially sensitive to adverse influences that can lead to the manifestation of neuroses.
Mental health disorders of children can be the result of excessive psychological and physiological stress received by the child in kindergarten and at home.
The reasons for the violation of the neuropsychic development of the child can be the following: strict disciplinary requirements (authoritarian style of education); long-term stay in a large group of peers (in the absence of a place for relaxation and solitude); dissatisfaction with the biological need for physical activity; the amount of mental and physical activity inadequate to the functional capabilities of the body; constant violations in the daily routine; introducing children to long-term viewing of videos, to computer games and others. In the prevention of disorders of the nervous system of a child, a full night and day sleep is of great importance.
Parents and teachers can judge the state of health of a child by the following indicative indicators of his neuropsychic development.

Indicators of development of children of the second year of life