The process of development of higher mental functions in a child. Higher mental functions. Preschooler development. Analysis and synthesis

23.10.2019

Course Project - Psychology

3. The crisis of seven years and the problem of the child's readiness for school

Conclusion

Introduction

For social and developmental and educational psychology, of particular interest is 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.) intellectual development children and the development of a child's personality.

The works of famous Russian psychologists were devoted to the mental development of preschoolers: 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 K.B. Zharikbaev, Kh. Sheryazdanova, R. B. Karimova, Z. A. Movkebaeva, M. A. Asylkhanova and other psychologists and teachers.

Numerous works of psychologists and methodologists are devoted to solving the issues of preparing children for schooling: A. N. Leontyev, L. I. Bozhevich, D. B. Elkonin, N. N. Poddyakov, A. M. Pyshkalo, A. V. Zaporozhets, LA Venger and others. In these works, great importance is attached to the study of the initial level of preparedness of children 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 s? / P>

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Introduction

1. general characteristics conditions mental development in preschool age

2. Development mental functions in preschool age

3. The crisis of seven years and the problem of the child's readiness for school

Conclusion

Glossary

List of sources used

Introduction

For social and 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. L'konin, etc.) the development of children and the development of the child's personality.

During preschool childhood- the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring lies in the fact that in the preschool age there is an internal mental life and internal regulation of behavior.

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, this or that function comes out on top.

The most important ability to school age, is that a new system of mental functions is taking shape here, in the center - memory, thinking, imagination. An essential indicator of the development of a child is the mastery of knowledge, ideas about the world around him. Same way social development child, which is characterized by the development by children of the norms and rules of behavior, the interaction of the child 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 feelings about various events.

All these most important neoplasms arise and initially develop in the leading activity preschool age- role-playing game. At preschool age (from 3 to 6 years), role-playing becomes the leading activity, in which children reproduce various social roles and relationships between people.

The works of famous domestic psychologists were devoted to the mental development of preschoolers: L. S. Vygotsky, A. N. Leontiev, D. B. L'konin, L. I. Bozhovich and others.

The problems of preschool development and upbringing are considered in the studies of K. B. Zharikbaev, Kh. Sheryazdanova, R. B. Karimova, Z. A. Movkebaeva, M. A. Asylkhanova and other psychologists and teachers.

Resolving issues of preparing children for schooling Numerous works of psychologists and methodologists are devoted to: A. N. Leontyev, L. I. Bozhevich, D. B. L'konin, N. N. Poddyakov, A. M. Pyshkalo, A. V. Zaporozhets, L. A. Venger, etc. In these works, great importance is attached to the study of the initial level of preparedness of children for school, which has a significant impact on the success of all subsequent education.

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

In the course of the research, the following tasks were set:

Analyze the theoretical aspects of mental development in preschool age.

To reveal the general characteristics of the conditions of mental development in preschool age.

To study the role of 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 a child's development. At this age, the entire mental life of the child and his attitude to the world around him are rebuilt.

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

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. 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, this or that function comes out on top. So, 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 preschooler's memory is the central mental function that determines the rest of the processes. The thinking of a preschooler 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 is for the child not the logical structure of the concepts themselves, but the concrete recollection of his experience.

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

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Material description: 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 for pedagogues-psychologists, speech therapists and defectologists of preschool educational institutions and GBOU secondary schools, as well as specialists of early development centers.

The development of higher mental functions in preschool and primary school children

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

The well-known Russian psychologist, Lev Semyonovich Vygotsky, wrote: “The higher mental function appears on the stage twice: once as an external, interpsychic (that is, a function divided between a child and an adult), and the second as an internal, intrapsychic (that is . a 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 some objects, etc., therefore, the role of an adult in this period is to be an intermediary between the baby and the world around him. So, an adult acts as the main mental functions of a child, 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 on his own. Thus, from the point of view of Vygotsky, the development process is a process of transition from the social to the individual.

In domestic 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, now let's 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. Here are short examples from daily practice.

Thinking.

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

Generalization.

Purpose: to teach the kid to find common signs of an object.

A number of cards are laid out in front of the child, which depict objects united by one common feature (for example, a series: "apple, banana, pear, plum"). The kid is asked to name all these items in one word (in in this case it is "fruit") and explain your answer.

Analysis and synthesis.

Purpose: to teach the child to exclude unnecessary things and combine objects according to the criterion.

Option 1. The student is asked to find an image of an extra object among the offered cards and explain his choice (for example, a series: "skirt, boots, trousers, coat"; extra - "boots", because these are shoes, and everything else is clothes) .

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

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

Abstraction.

Purpose: to teach the kid to find indirect signs.

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

Memory.

Memory is divided into short-term and long-term memory. To train short-term memory, a student, for example, 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 series 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.

Norms for junior 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 with the child the plot of a fairy tale or story, ask for an assessment of the characters' characters, ask questions about 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 kid is asked to circle all the letters "A" in the text with a red pencil in a circle, all the letters "B" - with a blue pencil in a square, all letters "C" - 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 note the time - 3 minutes).

You can also ask the child to continue the pattern in the squared notebook (or draw the exact same pattern next to it). After the pattern is finished, 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, it should be understood that for the harmonious development of speech with the child it is necessary to communicate. When talking with a child, try to use the full name of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “camera”, but “camera”; not “shop”, but “ shop ", etc.). Pronouncing words clearly and completely, you enrich the child's vocabulary, correctly form sound pronunciation.

Reading together is a great exercise for developing speech (especially older folk tales), reciting poems, sayings, 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 crafts, modeling, crafts, drawing - all this perfectly develops the child's perception and imagination.

The child has a passion for the game

and it must be satisfied.

We must not only let him play on time,

but also impregnate his whole life with the game.

A. Makarenko

Development of higher mental functions in preschool children

Higher mental functions (HPF) 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. One of the most important roles is assigned to speech.

She is a psychological tool. With the help of speech, we are free to express ourselves, we 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 well-known Russian psychologist, L.S. .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 some objects, etc., therefore, the role of an adult in this period is to be an intermediary between the baby and the world around him. So, an adult acts as the main mental functions of a child, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech.

It should be noted that the process of development of higher mental functions begins long before the child comes to school, even in infancy. Small children learn constantly: in the game, on a walk, watching their parents, etc.

However, there are certain phases in a child's development when he is particularly receptive to learning and creativity. Such periods in a baby's life are called sensitive (literally "sensitive"). Traditionally, these periods include the developmental process of a child from 0 to 7 years old. In domestic 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, now let's 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, the child needs to communicate. When talking with a child, try to use the full name of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “camera”, but “camera”; not “shop”, but “ shop ", etc.). Pronouncing words clearly and completely, you enrich the child's vocabulary, correctly form sound pronunciation. An excellent exercise for the development of speech will be reading together (especially old folk tales), reciting poems, sayings, tongue twisters.

Attention is involuntary and voluntary. Man is born with involuntary attention. Voluntary attention is formed from all other mental functions. It is associated with speech function.

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

Inattention:

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

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

Hyperactivity:

He is fussy, cannot sit still;
Jumps up without permission;
Runs aimlessly, fidgets, climbs in inappropriate situations;
Cannot play quiet games, rest.

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

Impulsiveness:

Shouts out the answer without hearing the question;
Can't wait for his turn in the classroom, in the games.

An important role in the success of the child's intellectual and psychophysical development is the formed 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. Skills 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 a variety of different household and educational activities.

A child's thinking is at his fingertips. What does it mean? Studies have shown that the development of speech and thinking is closely related to the development of fine motor skills. The 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 developed motor skills, the faster a 3-4-year-old child adapts to the world around him!

Scientists who study the activity of the child's brain, the psyche of children, note that the level of speech development in children is in direct proportion to the degree of development of fine movements of the fingers.

For the development of fine motor skills of the hands, you can use different games and exercise.

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

Origami - construction from paper - is another way of developing fine motor skills of hands in a child, which, moreover, can become a truly interesting family hobby.

Lacing is the next type of toys that develop hand motility 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 shifted with fingers from one container to another, pour into plastic bottle With narrow neck etc.

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

· Playing with clay, plasticine or dough. Children's pens 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 to leave a mark on the paper - the child learns to regulate the force of pressure in order to draw a line, of one thickness or another, for coloring.
mosaic, puzzles, constructor - the educational effect of these toys cannot be underestimated either.
button fastening, "Magic locks" - play an important role for the fingers.

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

Educator-psychologist

Material from the site nsportal.ru

School age "
Higher mental functions (HPF) are specific mental functions of a person. These include: memory, attention, thinking, perception, imagination and speech. The well-known Russian psychologist, Lev Semyonovich Vygotsky, wrote: “The higher mental function appears on the stage twice: once as an external, interpsychic (that is, a function divided between a child and an adult), and the second as an internal, intrapsychic (that is . 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 some objects, etc., therefore, the role of an adult in this period is to be an intermediary between the baby and the world around him. So, an adult acts as the main mental functions of a child, 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 on his own. Thus, from the point of view of Vygotsky, the development process is a process of transition from the social to the individual.

Thinking.

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

Generalization.

Purpose: to teach the kid to find common signs of an object.

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

Analysis and synthesis.

Purpose: to teach the child to exclude unnecessary things and combine objects according to the criterion.

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

Abstraction.

Purpose: to teach the kid to find indirect signs.

Memory.

The norm for a younger student is the reproduction of 10 words. For a preschooler - 7-8 words.

Attention.

Speech.

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

An excellent exercise for the development of speech will be reading together (especially old folk tales), reciting poems, sayings, tongue twisters.

Perception and imagination.

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

The development profile of the child's speech and other higher mental

functions in the first seven years

0 to 1 year old.

0 to 1

Gross motor skills

age

He tries to tear his head off the surface on which it lies, but cannot hold it, drops it, turns to the side.

1 month

Tries to raise his head while lying on his stomach

1 month

In the prone position, he holds his head, while his arms are bent under the chest at the elbow joints, actively moves his legs

2 months

Keeps the head upright

2 months

Lying down can lean on the forearms

2.5 months

Actively raises head from supine position

4.5 months

Turns over on its side

4.5 months

Sits with a passive pose

6 months

Rolls over from back to stomach

6.5 months

Rolls over from belly to back

7 months

Moves on all fours on its own

8 months

Stands at the support, gets up on its own

10 months

Stands alone

11 months

Walks with support

11.5 months

Walks on its own

12 months

1 year 4 months

Trying to run

1d. 7 months

Going up and down the stairs

1d. 10 months

Fine motor skills

Fingers clenched into a fist

1 week

Opens the cam

2 months

Holds the toy inserted into the brush, pulls it into the mouth

2.5 months

Reaches for a toy, grabs it

3.5 months

Grabs small toys

5 months

Shifts the toy from hand to hand

5.5 months

Actively manipulates objects

7 months

Indicative and thumbs grabs objects

10 months

Can string rings on the rod of the pyramid

11 months

Lowers small objects into a narrow opening

12 months

Visual perception

Squinting my eyelids into a bright light

1 week

Briefly focusing the gaze on the toy

1 month

Prolonged concentration

2 months

Examines his own hands

3 months

Reaches for a toy

3.5 months

Brings the toy to his eyes, examines it

4.5 months

Examines large pictures

6 months

Differentiated perception of loved ones and acquaintances

8 months

Recognizes yourself and loved ones in the mirror

10 months

Auditory perception

Shudders and blinks at loud sound

1 week

1.5 months

2.5 months

Reacts to your name

6 months

Dance moves to cheerful music

8.5 months

Impressive speech

age

1 month

3 months

In response to an appeal to the child, a responsive voice activity occurs

5 months

Reacts to your name

6 months

Understands speech commands with gesture reinforcement

7 months

Understands verbal commands without sign reinforcement

8 months

On request, it renders parts of the face of a doll, an adult

9 months

Finds familiar objects upon request

9 months

Performs an action with toys on request

10 months

Understands the command "no"

11 months

Executes many commands upon request

1 year

Expressive speech

1 month

Spontaneously pronounces individual sounds, reflectively hums.

2 months

Active humming:"Ah-ah", "uh-ah", "ahu", "aha", "ava", "uh-huh".

4 months

Actively, melodiously hums with a chain of sounds. Babbling develops (agu-gu, ba-ba-ba, etc.) All the children of the world walk the same way

5 months

Babble is manifested in short sounds (vowels with labial consonants):"Ma-ma", "pa-pa", "ba-ba". It is at the age of 5 months that the baby begins to notice the articulation of adults. Children try to imitate the articulation of adults.

5.5 months

Active undifferentiated babbling:"Ma-moo-ma", "poo-pa", "ba-ba-bo"

6 months

Double sound combinations like "woman"; the baby actively, by imitation, pronounces individual syllables (pa-pa-pa, cha-cha-cha, ma-ma-ma, etc.). The child is able to repeat various combinations of sounds after adults. Pronounces chains of syllables with different intonations.

7.5 months

Calls people and some objects in syllables. Associates certain sound combinations with objects (meow-meow - a cat, woof-woof - a dog, tick-tock - a clock, etc.). At this time, it is necessary to create the most favorable conditions for the development of speech. By talking to a baby, you stimulate his speech development.

10 months

Speaks about 10 words like " give [d ’ ah], on [n ’ a], house [d ’ ohm], etc.

1 year

Emotions. Communication

The reaction of displeasure to a violent awakening, hunger, discomfort: a loud cry without intonational expressiveness, there are no tears.

1-2 weeks

Some time after the "flirting" of an adult with a child, the latter has a response smile, "oral attention"

1.5 months

The child responds to emotional contact with an adult with an active smile.

2 months

3 months

In response to communication with an adult, the child gives a pronounced "complex" of revitalization

3 months

The appearance of a smile when an adult appears who is silent

4.5 months

Distinguishes between gestures and facial expressions of others

5 months

Reacts to strict and affectionate intonations

5.5 months

Actively expresses attitude towards "close" and "strangers", emotions are differentiated

6month

Reaches hands to be picked up

7.5 months

Charter begins to demand the attention of himself loved one more often mothers

7.5 months

The child gives adequate emotional responses in response to communication

8month

The child easily comes into contact at the emotional, play, speech levels

9 months

The child waves his hand at the request, hugs the parents

11 months

Self service

Can eat from a spoon

5 months

Holds a bottle to suck from

6 months

Drinks from a cup held by an adult

7 months

Helps to dress himself (gives an arm, a leg)

8 months

The game

Examines the toy put in the hand

3 months

Activation of hands when a toy enters the child's field of vision

3 months

Playing with a toy is a dominant, emotionally colored form of activity

5 months

Plays with hanging toys for a long time

5 months

Prefers to play with people, imitating their actions

9 months

Grabs, throws, pushes toys, likes to listen to music, dancing

9 months

Plays with several toys, picking them up and placing them next to each other; puts rings on a pin

11 months

Plays with the ball

12 months

From 1y. up to 2 years.

1 to 2 years old

Gross motor skills

age

Walks for a long time, turns

1d. 3 months

Steps over obstacles

1d. 6 months

Trying to run

1d. 10month

Climbs and descends the stairs with side steps, holding onto the railing

1d. 11m.

Fine motor skills

Draws doodles, strokes

1d. 5 m

Tearing up the paper

1y 6m.

Flips one page at a time

1y 8m.

Visual perception

Shows individual objects in everyday life

1d.

Recognizes and shows himself and his friends in the photo

1 g 2 months

Learns a few simple pictures(around 5)

1d. 3 months

Differentiates the shape and size of a volumetric toy

1d. 8 months

Differentiates the number of items

1d. 8month

Picks up paired toys and pictures

1d. 9 months

Auditory perception

Attempts to reproduce a series of sounds with a specific intonation and rhythm, which resembles the speech of an adult

1d.

Repeats heard short words

1 year 3 months

"Inserts" words into familiar verses

1 year 5 months

Names objects out of sight when hears sound

1 year 8 months

Impressive speech

Shows multiple body parts

1y 3m.

Shows all parts of the body

1y 6m.

Shows all objects in everyday life

1y 9m

Shows a lot of pictures

2d.

Expressive speech

In a year, the child's vocabulary is 10-12 words (mom, dada, "dad", "baba", "give", "na", "drink", "ko-ko", "b-bi", " av "," pi-pi ", etc.). The kid pronounces almost all consonants in a relaxed manner. At the beginning of the year, he mainly uses expressive - mimic means of communication, which remained with him from infancy, also widely uses gestures in communication with adults.

Associates syllables with a specific subject

1y 2m.

Expresses desires through speech (the appearance of verbs)

1y 4m.

"Telegraphic speech": two-word sentences

Phrases like “Mom give me”, “Teddy bear here”, “I want to drink” appear in the speech. One can note the appearance in the child's speech of the first

adjectives: "" good "," bad "," big "," small "," red ". Do not be upset if they ate they sound: "hayoshi", "groin", "basoy", "maikiy", "cassius"

1y 8m.

Intelligence

Learns the meaning of words, short phrases

Distinguishes between several items by name

1d.

Looking for a hidden toy

1d.

Pulls only edibles into the mouth

1y 5m

Can do simple errands

1g.6m

Distinguishes between "one" and "many"

1y 11m

Distinguishes between "big" and "small"

1y 11m

Emotions, communication

Empathy appears, consolation

1 year 2 months

Uses the word "no" when expressing disagreement

1 year 3 months

Uses the word "yes"

1 year 4 months

Helps in the simplest work (according to the instructions)

1 year 7 months

Simulates the actions of adults with household items

1 year 8 months

Actively uses gestures

1 year 10 months

Acute reaction to mother's absence

1g 10months

Self service

Eats on his own (with his hands), bites off cookies

1 g

Brings the spoon to the mouth with the help

1 year 2 months

Drinks from a cup without spilling

1 year 3 months

Takes off simple items of clothing (mittens, hat)

1d. 3 months

Washes her hands with a little help

1 year 4 months

She scoops up food with a spoon. Chews food completely.

1 year 6 months

Takes off an unbuttoned coat, jacket.

1 year 9 months

Eats and drinks on their own.

1 year 10 months

Eats solid food on its own.

2 years

The game

Builds simple structures from blocks

1 year 1 month

Plays with sand, water, liquid toys, cubes

1 year 2 months

Watches other children play

1d. 2 months

Plays independently

1 year 4 months

The beginning of a functional game.

1d. 6 months

Likes to pull, drag toys

1 year 9 months

Pushes a "train" made of several cubes.

1g 9months

Prefers active toys (train, telephone, etc.)

2d.

From 2 to 3 years old.

2 to 3 years old

Gross motor skills

age

Running

2 g.

Squats and stands on his own

2 g.

Leans over and picks up objects from the floor

2 g.

Stands on one leg without support

2 years 6 months

Ascends, descends stairs, alternating legs (with support)

2 years 6 months

Knows how to ride a tricycle

2 years 6 months

Fine motor skills

Repeats vertical and circular lines

2 g.

"Correctly" holds a pencil

2 years 6 months

Visual perception

Recognizes familiar objects on TV

2 g.

Knows a lot of pictures (10-15)

2 g.

Understands the meaning of simple action pictures

2 years 6 months

Recognizes outline, black and white images

2 years 6 months

Begins to see the difference in size and quantity in a planar picture

2d. 6 months

Visually differentiates concepts of extent and location

2d. 6 months

Impressive speech

The child already understands the speech addressed to him. Shows a lot of pictures

2d.

Understands meaningful, simple stories

2d. 5m

Can answer a question about a fairy tale read in monosyllables

2d. 5m.

Performs about 10 single-step instructions

2d. 5m.

Expressive speech

The child's active vocabulary grows to 200-300 words.

Makes sentences of 3-4 words.

2d.

Asks questions with the words "who", "where", "where?" (word order in a sentence is not always correct

2g 6m.

Easily repeats phrases

2g.6m

Speech becomes the main means that the child uses to communicate with loved ones.

2d. 10m

The so-called physiological softening leaves the child's speech (before that, the baby pronounces almost all consonant sounds softened). The child reproduces vowels correctly: [a, o, y, and, s, e], and all simple consonants [b, b ', p, p', m, m ', t, t', n, n ', k, k', g, g ', v, v', f, f '] , builds simple common or even complex sentences (“Dad bought me a new truck”, “We didn't go for a walk in the morning: it was raining outside”). Although there are a lot of grammatical errors in his speech ("drinking cups", "digging with a shovel"). He easily remembers and tells small rhymes.

3 g.

Intelligence

Completes Seguin's board (by trial and error)

Performs assignments of 2-3 interconnected actions (go to the closet, take the doll and bring it to me)

2g. 6m.

Matches colors (blue to blue)

2g. 6m.

Classification into 2 groups (by color and shape)

2d. 6m.

Self service

Eats solid food on her own (bread, cookies)

Asks for a pot in the daytime

Washes and dries his hands on his own

2d.

Fastens and unfastens the zipper (except for the lock)

2 g.

Eats with a spoon, fork (gently)

2d. 6m

Wears simple items of clothing (mittens, hat, etc.)

2d. 6m.

The game

Prefers active toys (train, telephone, etc.)

2 g

Makes Easter cakes

2d.

Collects curling toys

2d.

Assembles the pyramid in order.

2d. 6month

3-4 years old

Gross motor skills

age

Jumps on two legs

Fine motor skills

Copy circle

3d.

Unbuttons

3d.

Visual perception

Recognizes crossed out images

3d.

Recognizes overlaid images

3d.

Understands the meaning of plot pictures, answers leading questions

3d. 6m

Auditory perception

Can tap out simple rhythms in a pattern

3d. 6m

Impressive speech

Can respond with speech, facial expressions, gestures to questions about events that occur at a different time or place

3g 5 months

Expressive speech

a child's active vocabulary contains 1200-1500 words. At this age, the child begins to use speech as a means of communication with peers.

3d.

Tries to use plural, past tense

Zg.

Uses negative particles"No, no"

Zg.

Uses adjectives and pronouns

Зг. 6 months.

Asks the questions "when, what's inside, why?"

Зг. 6 months.

Able to engage in dialogue with an adult

3g 6months

Uses complex sentences

3 years 6 months

The child can already conduct a meaningful dialogue with adults, express his thoughts

3 years 6 months

Intelligence

Classification into two groups (by color and shape)

3d.

Classification into 3-4 groups: by geometric shape

3d. 6month

By color (3-4 groups)

3d. 6month

Verbal intelligence

Draws missing hands, legs to a person

3d.

Draws a person on his own (primitive)

3 years 6 months

Builds complex plot structures

3d. 6month

Assembles Link's cubes according to the pattern

3d. 6month

Emotions, communication

Understanding and use of pronouns in speech appears

"I" - "mine", "you" - "your"

Knows your gender

3d.

Self service

Pours water into the cup not neatly

3d.

Unbuttons

3d.

The game

Joint story game with another child

3d.

Playing with imaginary reality

3d. 6month

The elements role play(can name his role)

3d. 6month

4 to 5 years old.

4 to 5 years old

Gross motor skills

age

Knows how to do somersault forward. Jumps on one leg

Fine motor skills

Copies a square (fuzzy, curled corners)

4 g

Scissors paper

4 g

Visual perception

Can compose a story by himself based on a plot picture

4d.

Understands the meaning of sequential pictures

4 g

Can arrange consecutive pictures in order according to the plot

4 years 6 months

Impressive speech

Can answer abstract questions ("Does the sun shine at night")

4d.

Expressive speech

The child's vocabulary is about 2000 thousand active words. He knows how to correctly form sentences of 5-6 words. Communicates freely with peers. And during the game, he actively comments on it. By this age, the child must learn to pronounce whistling sounds evenly [s, s’ , s, s ’ , c], use compound sentences in speech: "I like to draw with paints, because they are multicolored."

He is happy to talk about what he saw on a walk or on TV, what was read to him. Do not insist that the child pronounce the [P] sound correctly at this age.

4d.

Uses polite requests

4d.

Correctly uses verbs in the past tense.

4d.

Correctly, clearly pronounces consonants:

[n, n ’ , b, b ', t, t', d, d ', f, f', v, c ', k, k', g, g ', x, x', s, s ', s, z' , c, m, m ', n, n']

4d.

Uses the future tense

Competently uses the prepositions "over" "on", "under", "for", "s / s", "from"

Reads poetry well

4g. 6m.

Intelligence

Easily fills the Seguin board

Performs image classification (4-5 groups)

By using

On one's own

4d.

4g. 6m.

Concepts are formed bigger, higher, wider, longer,

equal, equal

4d. 11m

Emotions, communication

Uses different communication styles with children and adults

The ability to evaluate an action in terms of social norms

4d. 6m.

Self service

Fastens buttons, zippers (with a lock), buttons

4d.

Dresses independently, without assistance

Distinguishes the front of the garment from the back

4d.

5 to 6 years old.

5 to 6 years old

Gross motor skills

age

Performs two types of movements simultaneously

Fine motor skills

Copies the triangle

5 years

Draws a square correctly

5 years

Impressive speech

There is an understanding of the abstract concepts of "friendship", "deception", "joy", "fear", "truth"

5-6 years old

Expressive speech

Vocabulary approximately 2500 words

5 years

Pronounces all the sounds of the Russian language correctly and clearly.

5 years

Uses past, present and future verbs,

Uses prepositions correctly.

5 years

Uses complex sentences in speech.

5 years

The vocabulary is enriched with antonyms and synonyms

5 years

The statement is similar in form to a short story.

5 years

Self-control is formed in speech

5 years 6 months

The emergence of dividing issues

5 years

Can describe their feelings

5 years

Begins to use the abstract concepts of "happiness, love, hope, lie"

5 years 6 months

Literacy training is possible, for further mastering the reading process

5 years 6 months

Intelligence

Formed the concepts of "more", "higher", "wider", "longer", "equal", "the same"

5 years

Verbal intelligence

The exclusion of objects (the 4th test is superfluous) sometimes finds it difficult to explain

5 years

Solves riddles using the accumulated experience

5 years

Emotions, communication

Addressing adults to "you", by name, patronymic

5-6 years old

Self service

Ties his shoes on his own

5 - 6 years old

Can put on and button up clothes on his own. (unfasten and remove).

5 - 6 years old

6-7 years old .

6-7 years old

Fine motor skills

age

The hand is ready for the formation of graphomotor skills, for further mastery of writing (at school age).

6 years.

Holds the pen correctly in hand.

6 years

Skillfully works with scissors.

6 years 6 months

Impressive speech

By ear perceives a small text, understands the meaning, highlights the main idea of the text.

6 years

Expressive speech

Owns the meaning of derived words.

6 years

Uses all parts of speech

6 years

Tells and retells freely

6 years 6 months

Distinguishes and differentiates all sounds of speech.

6 years 6 months

Practically does not make grammatical mistakes in speech, owns all forms of oral speech: dialogical and monologic, contextual and situational

7 years

Reading of individual syllables is possible, simple words, (short sentences).

6years 6months

Ready to master writing

7 years

Verbal intelligence

Able to classify objects into classes and subclasses

7 years

Comparing concepts using categorical generalizations

The mental development of a child is a very complex, delicate and lengthy process, which is influenced by many factors. Understanding how this or that stage is going will help you not only better understand your child, but also notice the delay in development in time and take appropriate measures.

The generally accepted periodization of the development of the child's psyche was developed by the Soviet psychologist Daniil Borisovich Elkonin. Even if you have never come across his works, you are familiar with this system: annotations for children's publications often indicate that this work is "for preschool age" or "for younger students."

Elkonin's system describes the mental development of a child from infancy to 15 years old, although some of his works indicate the age of 17 years.

According to the scientist, the characteristics of each stage of development are determined by the leading activity of the child at a particular age, within which certain mental neoplasms appear.

1. Infancy

This stage covers the period from birth to one year. The leading activity of the baby is communication with significant figures, that is, adults. Mainly it is mom and dad. He learns to interact with others, express his desires and respond to stimuli in the ways available to him - intonation, individual sounds, gestures, facial expressions. The main goal of cognitive activity is the cognition of relationships.

The task of the parents is to teach the baby to “communicate” with the outside world as soon as possible. Games for the development of large and fine motor skills will help in this, the formation colors... Among the toys must be items of various colors, sizes, shapes, textures. Until one year old, the child does not experience any experiences other than natural ones: hunger, pain, cold, thirst, and is unable to learn the rules.

2. Early childhood

It lasts from 1 to 3 years. The leading is manipulative-objective activity. The child discovers many objects around him and seeks to explore them as soon as possible - to taste, break, etc. He recognizes their names and makes the first attempts to take part in the conversation of adults.

Mental neoplasms are speech and visual-active thinking, that is, in order to learn something, he needs to see how this action is performed by one of the elders. It is noteworthy that at first on their own, without the participation of mom or dad, the child will not play.

Features of the early childhood stage:

comprehending the names and purposes of objects, mastering the correct manipulation of a specific object;
mastering the established rules;
the beginning of awareness of one's own "I";
the beginning of the formation of self-esteem;
gradual separation of their actions from those of adults and the need for independence.

Early childhood often ends with the so-called crisis of 3 years, when the child sees pleasure in disobedience, becomes stubborn, literally rebel against the established rules, more and more harsh negative reactions etc.

3. Preschool age

This stage starts at 3 years old and ends at 7 years old. The leading activity for preschoolers is a play, more precisely, a role-playing game, during which children learn about relationships and consequences. The personal sphere of the psyche is actively developing. Age-related neoplasms are a need for social significance and activity.

The child knows how to move independently, his speech is understandable to adults and he often feels like a full participant in communication.

He understands that all actions and deeds have a specific meaning. When teaching, for example, hygiene rules, explain why this is necessary.
Most effective method assimilation of information is a game, therefore, role-playing games must be played every day. In games, you should not use real objects, but their substitutes - the simpler, the better for the development of abstract thinking.
The preschooler experiences an urgent need to communicate with peers, learns to interact with them.

Towards the end of the stage, the child gradually gains independence, knows how to determine the cause-and-effect relationship, is able to take responsibility for his actions, obeys the rules if he sees their rationality. He well learns good habits, the rules of politeness, the norms of relationships with others, strives to be useful, willingly makes contact.

4. Younger school age

This stage lasts from 7 to 11 years old and is associated with significant changes in the life and behavior of the child. He goes to school and play activity replaced by educational. The intellectual and cognitive sphere is actively developing. Age-related mental neoplasms: arbitrariness, internal action plan, reflection and self-control.

What does it mean?

He is able to concentrate for a long time on a specific lesson: sit quietly at a desk lesson and listen to the teacher's explanations.
Knows how to plan, perform tasks in a specific sequence, for example, when doing homework.
He defines the boundaries of his knowledge and reveals the reason why, for example, he cannot solve the problem, what exactly is lacking for this.
The child learns to control his actions, for example, first do homework, then go for a walk.
He feels uncomfortable that an adult (teacher) cannot give the amount of attention in which he is used to receiving him at home.

The younger student can more or less accurately assess the changes that have taken place in his personality: what he could do before and what he can do now, he learns to build relationships in a new team, to obey school discipline.

The main task of parents during this period is to emotionally support the child, closely monitor his mood, feelings, and help find new friends among classmates.

5. Adolescence

This is the "transitional age", which lasts from 11 to 15 years and the onset of which all parents are awaiting with horror. Leading activity - communication with peers, the desire to find your place in the group, get its support and at the same time stand out from the crowd. Mainly, the need-motivational sphere of the psyche develops. Mental neoplasms - self-esteem, striving for "adulthood".

The teenager is torn between the desire to grow up as soon as possible and to maintain some kind of impunity as long as possible, to relieve himself of responsibility for his actions. He learns the system of relations between the sexes, tries to build his own, rebel against prohibitions and constantly breaks the rules, fiercely defends his point of view, seeks his place in the world and at the same time, surprisingly easily falls under the influence of others.

Some guys, on the contrary, go headlong into their studies, their transitional age is, as it were, "postponed" to a later time, for example, they may well start their rebellion even after graduation.

Before the parents stands not an easy task- find mutual language with a teenager to protect him from rash acts.

6. Adolescence

Some psychologists identify another stage in the development of the psyche - this is adolescence, from 15 to 17 years old. Educational and professional activity becomes the leading one. Personal and cognitive spheres are developing. During this period, the teenager grows up sharply, his decisions become more balanced, he begins to think about the future, in particular, about the choice of a profession.

It is difficult to grow up at any age - at 3 years old, and at 7, and at 15 years old. Parents should understand well the peculiarities of the mental development of their child and help him safely overcome all age crises, direct the formation of his character and personality in the right direction.

The child's psyche, as a relatively labile system, is heterogeneous. It intertwines natural features inherent in living organisms, as well as traits acquired in the process of historical and cultural development, which subsequently form the higher mental functions in children.

The role of society in the psychological development of a child is extremely broadly disclosed in the works of E. Durkheim, L. Levy-Bruhl, as well as our compatriot L.S. Vygotsky. In accordance with their ideas, mental functions can be divided into lower and higher categories. The first includes qualities given to a person as a result of phylogenesis, for example, involuntary attention and memory - everything that he does not have the ability to control, that happens outside his consciousness. The second - obtained in ontogenesis, fastened social connections, properties: thinking, attention, perception, etc., are tools that an individual controls consciously and in a controlled manner.

The most important tools that influence the development of mental functions in children are signs - psychological substances that can change the consciousness of the subject. Some of these are words and gestures, in a particular case, parental. In this case, PFs change in the direction from the collective to the individual. Initially, the child learns to interact with the outside world and understand the patterns of behavior, and then draws the experience gained onto himself. In the process of improvement, he will have to consistently go through the stages of natural, pre-speech, speech, entrapsychic, and then spontaneous and voluntary intrapsychic functions.

Varieties of higher mental functions

The interaction of the biological and cultural aspects of human life fosters:

Perception - the ability to receive information from the environment, while simultaneously highlighting significant and useful data from the general volume;
Attention - the ability to concentrate on a specific object of information collection;
Thinking is a generalization of signals received from the outside, drawing up patterns and forming connections.
Consciousness is an improved degree of thinking with deeper causal relationships.
Memory is the process of storing traces of interactions with the outside world with the accumulation and subsequent reproduction of data.
Emotions are a reflection of the child's attitude towards himself and society. The measure of their manifestation characterizes satisfaction or dissatisfaction with expectations.
Motivation - a measure of interest in the performance of any activity, subdivided into biological, social and spiritual.

Periodization and crises

Improving mental skills inevitably encounters contradictions that arise at the junction of a changed self-awareness and a stable world around.

It is quite natural that at such moments a violation of higher mental functions develops in children. So, the following periods require the most attentive attitude:

From 0 - 2 months - a newborn crisis, during which a decisive restructuring occurs familiar image intrauterine existence, familiarity with new objects and subjects.
1 year - the child masters speech and free movement, which opens horizons with new for him, but still redundant information.
3 years - at this time, the first attempts to realize oneself as a person begin, the experience gained is rethought for the first time, and character traits are formed. The crisis manifests itself in the form of obstinacy, stubbornness, self-will, etc.
7 years - the existence of a child becomes unthinkable without a team. The assessment of the actions of other children changes with a simultaneous increase in independence. In this case, a violation of mental balance is possible.
13 years - precedes the hormonal surge, and sometimes captures it. Physiological instability is accompanied by a change of role from the follower to the leading one. It manifests itself in a decrease in productivity and interest.
17 years is the age when a child is on the verge of a new life. Fear of the unknown, responsibility for the chosen strategy of future life entail an exacerbation of diseases, the manifestation of neurotic reactions, etc.

It is impossible to determine the exact time and reasons for the violation of higher mental functions in children. Since each child in his own way overcomes the challenges emanating from the environment: some - experience them calmly, imperceptibly, others - accompanied by a vivid emotional reaction, including internal.

Constant observation and comparison of the behavioral models of a particular child, and not his peer, at the beginning and end of the inter-crisis period, will help to distinguish between crises. However, it should be understood that the fracture is part of the development process, and not a violation of it. It is during this time period that the function of an adult as a mentor, who has already gone through similar shocks, is strengthened. Then the high risk of harm will be minimized.

ellesilver.ru

Course Project - Psychology

The development of higher mental functions in preschool and primary school children

1. Infancy

2. Early childhood

3. Preschool age

4. Younger school age

5. Adolescence

6. Adolescence

Varieties of higher mental functions

Periodization and crises