IN preschool age The child’s development occurs dynamically and at the same time unevenly, although overall at a relatively high pace. Characteristic feature At this age there are significant individual differences in the rate of age-related development. This places great demands on the pedagogical process, and especially on the activities of physical education teachers in preschool institutions.
To study the theory and methods of physical education of children up to school age knowledge about age-related features of the development of the musculoskeletal system, central nervous system, morphological and functional changes muscular system.
In early and preschool age, the functional capabilities of the central nervous system improve, differentiation occurs nerve cells. In the process of interaction with external environment Children develop skills, and new, more complex reflexes are formed based on existing skills.
The ability of the central nervous system to retain traces of the processes that occur in it should be taken into account. This explains the ability of children to quickly and easily remember the movements shown to them. However, to consolidate and improve what has been learned, repeated repetitions are necessary.
Greater excitability, reactivity, and high plasticity of the nervous system in children contribute to better, and sometimes faster, than in adults, the development of quite complex motor skills: skiing, figure skating, swimming. Moreover, it is very important from the very beginning to correctly form motor skills in preschoolers, since it is very difficult to correct them.
The general picture of the physical development of a preschooler can be outlined from two points of view. Firstly, compared to the first three years of life, the growth rate slows down, the baby does not gain height and weight as quickly. Secondly, everything larger number organs and systems of the body, their performance indicators are approaching those of adults. But it should be borne in mind that anatomical features, and the functional capabilities of a preschooler’s body largely retain the features of “childhood”, an overestimation of the capabilities of the child’s body would lead to disastrous consequences.
So, the rate of development is slowing down, although increases in height, height and weight in themselves cannot be called small. Over the course of five preschool years, weight accumulation and height growth fluctuate - in some periods the baby stretches upward faster, in others he gains weight faster. So, usually in the years from five to six, the increase in the baby’s height is more noticeable (up to 15 cm in two years) than the increase in weight (up to 5 kg); therefore, sometimes it seems that the child is losing weight. Meanwhile, it is during these years that a noticeable accumulation of muscle strength begins, endurance increases, and mobility increases.
As for the “children’s” characteristics of the body, it is once again worth paying attention to the fact that the skeletal system still retains a cartilaginous structure in some places (hands, tibias, some parts of the spine). And once again it is worth recalling how important it is to monitor the correct posture of the baby, the correct position of his body during sleep.
Inherent children's body increased metabolism requires parents to pay increased attention to how the baby eats and how much time he spends in the fresh air.
Although by the fifth year of life the structure of brain cells characteristic of an adult has taken shape, the baby’s nervous system remains noticeably vulnerable. Caring for her, steadily implementing a normal daily routine, maintaining an even, joyful atmosphere in the family is one of the most important responsibilities of parents.
Noting developmental achievements, let's say that the mass and volume of the heart increase (by the age of 7-8 years, the child's heart approaches the structure of an adult's heart), and most importantly, as the number of heartbeats decreases, the amount of blood ejected by the heart per beat increases noticeably.
Lung capacity increases approximately 3 times, so when the breathing rate decreases, the minute volume of breathing increases almost 2 times.
Thus, the level of energy supply to the body increases noticeably.
The strength of the torso muscles increases by 2 times, and the strength of the arm muscles by 2-3 times. Physical performance at 6 years higher than at 3 years - 1.5 times in boys and almost 2 times in girls.
In children, the large muscles of the trunk and limbs are well developed, but the small muscles of the back, which have great importance to maintain the correct position of the spinal column, are less developed. That is why already at this age it is necessary to monitor the child’s posture. The small muscles of the hand are relatively poorly developed; Therefore, children do not have precise coordination of finger movements. Muscle mass lower limbs in relation to body weight increases more intensively than weight upper limbs, which is associated with high motor activity of the child.
Although by the age of 5 it increases significantly muscle mass, muscle strength and performance increase, children are not yet capable of significant muscle tension or prolonged physical activity. When systematically training the muscular system, you must remember: activities with alternating tension and relaxation of the mouse are less tiring than those that require static effort (prolonged standing or sitting). Considering the rapid fatigue of children of this age, excessive physical effort should be avoided when performing physical exercises.
So, the functional capabilities of a preschooler’s body are quite large. If until recently they were underestimated, now there has been a certain turn in views, and parents have to be warned against the other extreme - overestimating the child’s capabilities.
This change in views occurred, perhaps, under the influence of data on acceleration, which to a noticeable extent also affected children. Preschoolers have become anatomically and functionally older than their peers of previous years. For example, the difference in height between three-year-olds and seven-year-olds was, according to 1968 data, about 27 cm, while 40 years earlier, in 1921, it did not exceed 22 cm.
The replacement of baby teeth with permanent ones begins earlier. Several decades ago, the norm was for the first permanent teeth to appear in the first half of the seventh year of life. Now 40% of children aged 5 years have 1-4 permanent teeth.
The older children are, the lower their heart rate and breathing rate. So, if previously at 5 years the norm was 100 beats per minute, now it is 97 beats. A six-year-old child used to take an average of 26 breaths per minute, now - 23 breaths.
Parents should note, however, that the data shown here is an average. Your child's performance may differ significantly from this average. Therefore, when assessing a child’s capabilities, one must proceed not so much from his age, but from the level of development he has achieved. Forced “acceleration” can only bring harm. Caring for physical development should begin with laying the foundation - establishing a general regime, hardening, proper nutrition, fostering a culture of movements.
The theory of physical education takes into account the psychophysiological characteristics of preschool children: the body’s performance capabilities, emerging interests and needs, forms of visual-effective, visual-figurative and logical thinking, the uniqueness of the predominant type of activity in connection with the development of which major changes occur in the child’s psyche, and “the child’s transition to a new higher stage of his development” is prepared.
For preschool childhood continuous development is carried out physical qualities, as evidenced by the indicators of general physical fitness of children. In preschoolers from 5 to 7 years old, back strength doubles: in boys it increases from 25 to 52 kilograms, in girls from 20.4 to 43 kilograms. Speed performance improves. The running time for 10 meters on the move is reduced for boys from 2.5 to 2.0 seconds, for girls from 2.6 to 2.2 seconds. General endurance indicators change. The distance covered by boys increases from 602.3 meters to 884.3 meters, girls from 454 meters to 715.3 meters.
At the same time, scientists claim that the maximum growth rates of physical qualities do not coincide from year to year. Higher increases in speed indicators are observed at the age of 3 to 5 years, agility from 3 to 4 years, and strength abilities from 4 to 5 years. At the age of 5 to 6 years, some slowdowns in strength indicators were detected. It is necessary to take this into account when organizing targeted work on the development of physical qualities of preschoolers.
Anthropometric indicators, their relationship with each other and with physiometric indicators.
The age of 5-7 years is often called the “period of first extension”, when a child can grow by 7-10 cm in a year. But still, these indicators for children of the sixth year of life are slightly lower than for pupils of the preparatory group for school. According to average data, the height of a five-year-old child is about 106.0-107.0 cm, and body weight is 17.0-18.0 kg. During the sixth year of life, the average increase in body weight per month is 200.0 g, and height is 0.5 cm.
Each age stage is also characterized by different rates of growth of individual parts of the body. During the sixth year, for example, the length of the limbs and the width of the pelvis and shoulders rapidly increase in children of both sexes. However, there are individual differences in these indicators, as well as differences between boys and girls. For example, circle chest in girls it increases more intensely than in boys.
Anthropometric characteristics (body weight, height, chest circumference, pelvic width, length of the torso and limbs) in to varying degrees are interconnected, and this affects physical fitness children, their physiometric data, in particular on the value of backbone and hand dynamometry indicators.
These data indicate that the sixth year in the described plan is ambiguous. In boys, throughout the year, synchronism, i.e., the coincidence of changes in the main anthropometric indicators, is somewhat reduced and disrupted. In girls of five years old it is almost absent, and by the age of six it is gradually established.
When the coincidence of the rate of increase in body weight, height and other anthropometric characteristics is clearly expressed, their relationship (correlation) with physiometric characteristics is clearly visible, especially in boys. During periods when the correlation between the anthropometric characteristics themselves is disrupted (for example, in five-year-old girls and six-year-old boys), their connection with physiometric indicators is weak or even absent.
At the same time, the physiometric indicators themselves increase during the sixth year of a child’s life (...)
Thus, the value of deadlift dynamometry in six-year-old boys can range from 15 to 35 kg. In addition, boys have an advantage over girls in these indicators. An increase in physiometric indicators against the background of an insufficiently expressed correlation with anthropometric characteristics indicates that at this period of life they largely depend on learning, as well as on the individual motor experience of the child.
The development of the musculoskeletal system (skeleton, joint-ligamentous apparatus, muscles) of a child by the age of five or six is not yet complete. Each of the 206 bones continues to change in size, shape, structure, and the development phases of different bones are not the same.
The fusion of parts of the ethmoid bone of the skull and ossification of the auditory canal ends by the age of six. The fusion of parts of the occipital, main and both halves of the frontal bones of the skull is not yet complete by this age. Cartilaginous zones are preserved between the bones of the skull, so brain growth can continue. (The volume or circumference of a child’s head by the age of six is approximately 50 cm.) The ossification of the supporting parts of the nasal septum does not end. The teacher must take these features into account when conducting outdoor games and physical education classes, since even the slightest bruises in the nose and ear can lead to injuries. The greatest likelihood of injury may occur in exercises associated with a decrease in the area of support (walking on a bench); when jumping, when children easily lose their balance; in exercises with the ball (the child has enough strength to throw it to a partner, but imperfect coordination can distort the direction of flight, and then the ball hits the face rather than the hands, so it is necessary to give children precise instructions, remind them that the ball must be thrown at partner's hands). The use of tennis balls in the older group is possible only if the children at this stage have a well-developed corresponding skill.
To this end, you should systematically conduct games and exercises with balls such as “Hit the hoop”, “Get to the flag”, “Knock down the pin”, diversifying them as much as possible (especially during a walk).
The spinal column of a five to seven year old child is also sensitive to deforming influences. Skeletal muscles are characterized by poor development of tendons, fascia, and ligaments. With excess body weight, as well as under unfavorable conditions, for example, when a child frequently lifts weights, posture is disturbed, a swollen or saggy stomach appears, flat feet develop, and in boys a hernia forms. Therefore, the teacher must monitor the feasibility of the loads while children are performing work assignments. For example, several children are involved in bringing benefits to the site at the same time.
The elasticity and flexibility of a child's bone can cause injuries not only to the limbs, but also to the spine (when falling from a swing, from the frame or trunk of an adult bicycle, where older teenage brothers like to ride preschoolers). Moreover, damage to even two to four vertebrae is often observed, which requires long-term treatment. It should also be taken into account that if a child falls from a slide, collides with a sled, or is hit by skis, damage to the abdominal organs (liver, kidneys, spleen) can easily occur.
Some joints are disproportionately formed in preschoolers. For example, for up to five years the bag elbow joint the child grows quickly, and the annular ligament, which holds the head of the radius in the correct position, turns out to be too loose. As a result, subluxation often occurs (if you pull the baby by the arm and even when removing a shirt with narrow sleeves). The teacher must warn parents about this.
In children five to seven years old, incomplete foot structure is also observed. In this regard, it is necessary to prevent the development and consolidation of flat feet in a child, which can be caused by shoes with hard soles that are larger than necessary; excess body weight; past illnesses. The teacher should listen to children's complaints about fatigue and pain in their legs when walking and standing.
There are several “nodal” stages in muscle development. One of them is the age of six years. By the age of six, the child has well-developed large muscles of the trunk and limbs, but small muscles, especially the hands, are still weak. Therefore, children learn tasks such as walking, running, and jumping relatively easily, but find it difficult to perform exercises that require the work of small muscles.
The basis for the manifestation of motor activity is the development of stable balance. It depends on the degree of interaction of proprioceptive, vestibular and other reflexes, as well as on body weight and support area. As the child ages, the indicators of maintaining stable balance improve. When performing balance exercises, girls have a slight advantage over boys. In general, in the older group, children still find it easier to do exercises where there is big square supports. But short-term exercises that require support on one leg are also possible, for example, in the outdoor games “Make a figure”, “Don’t stay on the floor”, “Owl”.
The development of the central nervous system is characterized by the accelerated formation of a number of morphophysiological characteristics. Thus, the surface of the brain is six year old child already accounts for more than 90% of the surface area of the adult human cerebral cortex. The frontal lobes of the brain are rapidly developing. For example, the differentiation of the nervous elements of those layers (the so-called associative zones) in which processes are carried out that determine the success of complex mental actions is completed: generalization, awareness of the sequence of events and cause-and-effect relationships, the formation of complex inter-analyzer connections, etc.
Thus, children of senior preschool age understand complex generalizations formed on the basis of interfunctional connections. For example, they previously learned that the concept of “clothing” refers to various items: coat, dress, shirt, trousers, etc. Now they are able to realize that toys, furniture, and dishes are united by the fact that these things are made by human hands. Children's understanding of the main types of relationships between living and inanimate nature expands. All this creates the opportunity to impart systematized knowledge to preschoolers.
In the educational process, it is necessary to widely use the ability of the central nervous system to form complex interfunctional connections. Thus, when preparing puppet theater performances, it is possible to teach children some puppeteering techniques, because a child over four and a half to five years old is able to simultaneously perform actions with toys, pronounce lines and follow the play of another puppeteer of his own age. In other words, in the right cases, the child exhibits parallelism, simultaneity in the flow of nervous processes in different analyzer systems. In some cases, it is also possible to use interdisciplinary connections. So, targets for throwing can serve geometric figures: triangle, quadrilateral. Having hit such a target (after one to three attempts), the child receives a card with a picture of the corresponding figure. The number of its sides (angles) indicates the number of points he received. (The technique was developed by V. N. Avanesova.)
In the sixth year of a child’s life, the basic nervous processes improve: excitation and especially inhibition. During this period, all types of conditioned inhibition (differentiation, retardation, conditioned inhibition, etc.) are formed somewhat more easily. Improving differential inhibition has a beneficial effect on the child’s compliance with the rules of behavior. Children more often act “as they should” and refrain from doing what is illegal.
An older preschooler is able to differentiate his muscle efforts. Therefore, in class physical culture he can perform exercises with different amplitudes, move according to the instructions of the teacher from slow movements to faster ones. In the second youngest and middle groups When playing “trap,” the children ran away at the first movement of the driver. Now they dodge and run away only when they are in close proximity to him. This is an example of delayed inhibition, ensuring economy of reactions and actions.
However, tasks for children based on inhibition should be dosed wisely, since the development of inhibitory reactions is accompanied by changes in heart rate and breathing, which indicates a significant load on the nervous system.
The properties of nervous processes (excitation and inhibition) - strength, balance and mobility - are also somewhat improved. Children answer questions faster, change actions and movements, which allows them to increase the density of classes and include elements in motor exercises that build strength, speed, and endurance.
But still, the properties of nervous processes, especially mobility, are not sufficiently developed. The child sometimes responds slowly to an emergency request, in necessary cases cannot quickly push off, bounce off, jump away, etc. when given a signal.
In children five to six years old, dynamic stereotypes, which form the biological basis of skills and habits, are formed quite quickly, but their restructuring is difficult, which also indicates insufficient mobility of nervous processes. A child, for example, reacts negatively to a change in his usual way of life. In order to improve the mobility of nervous processes and give flexibility to the skills being formed, they use the technique of creating a non-standard (partially temporarily changed) environment when conducting routine processes, outdoor games, etc.
Development of cardiovascular and respiratory systems. By the age of five, the child’s heart size increases 4 times compared to the neonatal period. Cardiac activity is also intensively formed, but this process is not completed even in adolescents. In the first years of a child’s life, his pulse is unstable and not always rhythmic. Its average frequency by the age of six to seven years is 92 - 95 beats per minute.
Dimensions and structure respiratory tract preschool children differ from those of adults. Yes, they are significantly narrower, so violations temperature regime and indoor air humidity lead to respiratory diseases. Proper organization of children's motor activity is also important. If it is insufficient, the number of respiratory diseases also increases (by about 20%).
The vital capacity of the lungs in a child of five to six years old is on average 1100-1200 cm3, but it also depends on other factors (body length, type of breathing, etc.). By the age of seven, children have a pronounced chest type of breathing. The number of breaths per minute is on average 25. Maximum ventilation of the lungs by the age of six is approximately 42 dc3 of air per minute. With gymnastic exercises it increases 2-7 times, and with running - even more. Studies to determine general endurance in preschool children (using the example of running and jumping exercises) have shown that the reserve capabilities of the cardiovascular and respiratory systems in children are quite high.
For example, if physical education classes are conducted outdoors, then the total volume of running exercises for children senior group during the year it can be increased from 0.6 - 0.8 to 1.2-1.6 km. Children can jump rope for 5 minutes. For many, the need for physical activity is so great that doctors and physiologists call the period from five to seven years the “age of motor extravagance.” The teacher’s tasks include monitoring and directing the motor activity of students, taking into account their individuality; prevent cases of hyperdynamia and activate those who prefer “sedentary” games.
L. I. Penzulaeva. Anatomical and physiological characteristics of children. "Raising children in the senior group kindergarten", compiled by G.M. Lyamin; M., 1984
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During the sixth year, for example, the length of the limbs and the width of the pelvis and shoulders rapidly increase in children of both sexes. However, there are individual and gender differences in these indicators. For example, the chest circumference of girls increases more rapidly than that of boys. The development of the musculoskeletal system (skeleton, joint-ligamentous apparatus, muscles) of a child by the age of five or six is not yet complete. Each of the 206 bones continues to change in size, shape, structure, and the development phases of different bones are not the same. The fusion of parts of the ethmoid bone of the skull and ossification of the auditory canal are completed by the age of six. The fusion of parts of the occipital, main and both halves of the frontal bones of the skull is not yet complete by this age. Cartilaginous zones are preserved between the bones of the skull, so brain growth can continue. (The volume or circumference of a child’s head by the age of six is approximately 50 cm.) The ossification of the nasal septum does not end. The teacher must take these features into account when conducting outdoor games and physical education classes, since even the slightest bruises in the nose and ear can lead to injuries. The spinal column of a five- to six-year-old child is also sensitive to deforming influences. Skeletal muscles are characterized by poor development of tendons, fascia, and ligaments. With excess body weight, as well as under unfavorable conditions, for example, when a child frequently lifts weights, posture is disturbed, a swollen or saggy stomach appears, flat feet develop, and in boys a hernia forms. Therefore, the teacher must monitor the feasibility of the loads while children are performing work assignments. For example, several children are involved in bringing benefits to the site at the same time. There are several “key” stages in muscle development. One of them is the age of six years. By the age of six, the child has well-developed large muscles of the trunk and limbs, but small muscles, especially the hands, are still weak. Therefore, children learn tasks such as walking, running, and jumping relatively easily, but find it difficult to perform exercises that require the work of small muscles. The basis of motor activity is the development of stable balance. It depends on the degree of interaction of proprioceptive, vestibular and other reflexes (proprioceptive reflexes - reflexes received from muscles and tendons; vestibular reflexes - reactions of the vestibular apparatus (sensory organ located in the inner ear person) on changes in the position of the head and torso in space), as well as on body weight and support area. As the child ages, the indicators of maintaining stable balance improve. When performing balance exercises, girls have a slight advantage over boys. In general, in the older group, children continue to find it easier to do exercises where there is a larger support area. But they are also able to perform short exercises that require support on one leg, for example, in the outdoor games “Make a Figure”, “Don’t Stay on the Floor”, “Owl”. Respiratory system. The size and structure of the respiratory tract of a preschool child differ from those of adults. So, they are much narrower, so violations of the temperature and humidity in the room lead to respiratory diseases. Proper organization of children's motor activity is also important. With its deficiency, the number of respiratory diseases also increases (by about 20%). The vital capacity of the lungs in a child of five to six years is on average 1100-1200 cm3, but it depends on many factors (body length, type of breathing, etc.). By the age of seven, children have a pronounced chest type of breathing. The number of breaths per minute is on average 25. Maximum ventilation of the lungs by the age of six is approximately 42 dc3 of air per minute. With gymnastic exercises it increases 2-7 times, and with running - even more. Studies to determine general endurance in preschool children (using the example of running and jumping exercises) have shown that the reserve capabilities of the cardiovascular and respiratory systems in children are quite high. For example, if physical education classes are conducted outdoors, then the total volume of running exercises for children in the older group during the year can be increased from 0.6-0.8 to 1.2-1.6 km. Children can jump rope for 5 minutes - “the age of motor extravagance.” The teacher’s tasks include monitoring and directing the motor activity of students, taking into account their individuality; prevent cases of hyperdynamia and activate those who prefer “sedentary” games. The cardiovascular system. By the age of five, the child’s heart size increases 4 times compared to the newborn period. Cardiac activity is also intensively formed, but this process is not completed even in adolescents. In the first years of a child’s life, his pulse is unstable and not always rhythmic. Its average frequency by the age of six to seven years is 92-95 beats per minute. The development of higher nervous activity is characterized by the accelerated formation of a number of morpho-physiological characteristics. Thus, the surface of the brain of a six-year-old child is already more than 90% of the size of the surface of the cerebral cortex of an adult. The frontal lobes of the brain are rapidly developing. For example, the differentiation of the nervous elements of those layers (the so-called associative zones) in which processes are carried out that determine the success of complex mental actions is completed: generalization, awareness of the sequence of events and cause-and-effect relationships, the formation of complex inter-analyzer connections, etc. Thus, children of the senior preschool age understand complex generalizations formed on the basis of interfunctional connections. For example, they previously learned that the concept of “clothing” means various items: coat, dress, shirt, trousers, etc. Now they are able to identify features that unite different groups , for example, they can realize that toys, furniture, and dishes are united by the fact that they are all made by human hands. Children's understanding of the main types of relationships between living and inanimate nature expands. All this creates the opportunity for preschoolers to acquire systematized knowledge. In the educational process, it is necessary to widely use the ability of the central nervous system to form complex interfunctional connections. A 5-6 year old child exhibits parallelism and simultaneity in the flow of nervous processes in different analytical systems. So, geometric shapes can serve as targets for throwing: triangle, quadrangle. Having hit such a target (after one to three attempts), the child receives a card with a picture of the corresponding figure. The number of its sides (angles) indicates the number of points he received (the technique was developed by V.N. Avanesova). In the sixth year of a child’s life, the basic nervous processes improve: excitation and especially inhibition. During this period, all types of conditioned inhibition (differentiation, retardation, conditional, etc.) are somewhat easier to form. Improving differential inhibition helps the child comply with the rules of behavior. Children more often do “the right thing” and refrain from doing what is illegal. However, tasks based on inhibition should be dosed wisely, since the development of inhibitory reactions is accompanied by changes in heart rate and breathing, which indicates a significant load on the nervous system. The properties of nervous processes (excitation and inhibition) - strength, balance and mobility - are also improved. Children answer questions faster, change actions and movements, which allows them to increase the density of classes and include elements in motor exercises that build strength, speed, and endurance. But still, the properties of nervous processes, especially mobility, are not sufficiently developed. The child sometimes reacts slowly to an emergency request; in necessary cases, he cannot quickly push off, bounce, jump, etc. on a signal. In children five to six years old, dynamic stereotypes, which form the biological basis of skills and habits, are formed quite quickly, but their restructuring is difficult, which also indicates insufficient mobility of nervous processes. A child, for example, reacts negatively to a change in his usual way of life. In order to improve the mobility of nervous processes and give flexibility to the skills being formed, they use the technique of creating a non-standard (temporarily partially changed) environment when conducting outdoor games, routine activities, etc. d.
Personal development
Development of mental processes
In older preschool age, the cognitive task for the child becomes actually cognitive (you need to master knowledge!), and not playful. He has a desire to show off his skills and intelligence. Memory, attention, thinking, imagination, and perception continue to actively develop. Perception. The perception of color, shape and size, and the structure of objects continues to improve; children's ideas are systematized. They distinguish and name not only primary colors and their shades by lightness, but also intermediate color shades; shape of rectangles, ovals, triangles. They perceive the size of objects and easily line up - in ascending or descending order - up to ten different objects. Attention. The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of attention is 5-6 objects at the beginning of the year, and 6-7 by the end of the year. Memory. At the age of 5-6 years, voluntary memory begins to form. A child is able to remember 5-6 objects using figurative-visual memory. The volume of auditory verbal memory is 5-6 words. Thinking. Continues to develop in older preschool age creative thinking. Children are able not only to solve a problem visually, but also to transform an object in their minds, etc. The development of thinking is accompanied by the development of mental tools (schematized and complex ideas and ideas about the cyclical nature of change develop). In addition, the ability to generalize is improved, which is the basis of verbal and logical thinking. J. Piaget showed that at preschool age children still do not have ideas about classes of objects. Objects are grouped according to characteristics that can change. However, operations of logical addition and multiplication of classes begin to form. Thus, older preschoolers can take into account two characteristics when grouping objects. An example is a task: children are asked to choose the most dissimilar object from a group that includes two circles (large and small) and two squares (large and small). In this case, circles and squares differ in color. If you point to any of the figures and ask the child to name the one that is most dissimilar to it, you can be convinced that he is able to take into account two signs, that is, perform logical multiplication. As has been shown in studies by Russian psychologists, children of senior preschool age are able to reason, giving adequate causal explanations, if the analyzed relationships do not go beyond the limits of their visual experience. Imagination. The age of five is characterized by the flowering of fantasy. The child’s imagination is especially vivid in play, where he acts very enthusiastically. The development of imagination in older preschool age makes it possible for children to compose quite original and consistently unfolding stories. The development of imagination becomes successful as a result of special work to activate it. Otherwise, this process may not result in high level. Speech. Speech continues to improve, including its sound side. Children can correctly reproduce hissing, whistling and sonorant sounds. Phonemic hearing and intonation expressiveness of speech develop when reading poetry, in role-playing game, V Everyday life. The grammatical structure of speech is improved. Children use almost all parts of speech and are actively engaged in word creation. The vocabulary becomes richer: synonyms and antonyms are actively used. Coherent speech develops. Preschoolers can retell, tell from a picture, conveying not only the main thing, but also the details.
AGE FEATURES OF DEVELOPMENT OF CHILDREN 5-6 YEARS OLD
SOCIO-EMOTIONAL DEVELOPMENT: A 5-6 year old child strives to know himself and another person as a representative of society, gradually begins to realize connections and dependencies in social behavior and relationships between people. At 5-6 years old, preschoolers make positive moral choices (mainly in the imaginary plane). They are beginning to use more precise vocabulary to denote moral concepts more often - polite, honest, caring, etc.
At this age, the possibility of self-regulation is formed in the behavior of preschoolers, that is, children begin to make demands on themselves that were previously placed on them by adults. This way, they can, without being distracted by more interesting things, complete unattractive work (putting away toys, tidying up the room, etc.). This becomes possible thanks to children’s awareness of generally accepted norms and rules of behavior and the obligation to comply with them. The child emotionally experiences not only the assessment of his behavior by others, but also his own compliance with norms and rules, the compliance of his behavior with his moral ideas. However, compliance with norms (playing together, sharing toys, controlling aggression, etc.), as a rule, at this age is possible only in interaction with those who are the most sympathetic, with friends.
At the age of 5 to 6 years, changes occur in the child’s ideas about himself; the assessments and opinions of their comrades become significant to them. The selectivity and stability of relationships with peers increases. Children explain their preferences by the success of a particular child in the game (“It’s interesting to play with him,” etc.) or his positive qualities(“She’s good”, “He doesn’t fight”, etc.). Children's communication becomes less situational. They willingly talk about what happened to them: where they were, what they saw, etc. Children listen carefully to each other and emotionally empathize with their friends’ stories.
At 5-6 years old, a child develops a system of primary gender identity based on essential characteristics (feminine and masculine qualities, features of the manifestation of feelings, emotions, specific behavior, appearance, profession). When justifying the choice of peers of the opposite sex, boys rely on qualities of girls such as beauty, tenderness, affection, and girls rely on qualities such as strength and the ability to stand up for another.
The life safety capabilities of a 5-6 year old child are increased. This is due to the growth of awareness and arbitrariness of behavior, overcoming the egocentric position (the child becomes able to take the position of another).
GAME ACTIVITY: In game interaction, joint discussion of the rules of the game begins to occupy a significant place. Children often try to control each other's actions - they indicate how this or that character should behave. In cases where conflicts arise during play, children explain their actions to their partners or criticize their actions, referring to the rules. When children of this age assign roles for play, one can sometimes observe attempts to jointly solve problems (“Who will...?”). At the same time, coordination of actions and distribution of responsibilities among children most often arise during the game itself.
GENERAL MOTOR SKILLS: Gross motor skills become more perfect: the child runs well on his toes, jumps over a rope, alternates on one and the other leg, rides a two-wheeled bicycle, and skates. Complex movements appear: he can walk along a narrow bench and even step over a small obstacle; knows how to hit the ball on the ground with one hand several times in a row. Children's posture and correct demeanor are actively being formed. Endurance develops (the ability to exercise for a sufficiently long time physical exercise) and strength qualities (the child’s ability to use small efforts for quite a long time).
Dexterity and the development of fine motor skills are manifested in a higher degree of independence of the child during self-care: children practically do not need the help of an adult when dressing and putting on shoes. Some of them can handle laces - thread them into a shoe and tie them with a bow.
MENTAL DEVELOPMENT: By the age of 5, they have a fairly large stock of ideas about the environment, which they receive thanks to their activity, desire to ask questions and experiment.
Ideas about the basic properties of objects deepen: the child knows basic colors well and has ideas about shades (for example, he can show two shades of the same color: light red and dark red); can tell how geometric shapes differ from each other; compare in size a large number of items.
A 5-6 year old child knows how to make equality out of inequality; arranges 10 objects from largest to smallest and vice versa; draws geometric shapes in a checkered notebook; highlights details in objects that are similar to these figures; oriented on a sheet of paper.
Mastering time is still not perfect: not precise orientation in the seasons, days of the week (the names of those days of the week and months of the year with which significant events are associated are well learned).
Children's attention becomes more stable and voluntary. They may not be very attractive, but necessary thing for 20-25 minutes with an adult. A child of this age is already able to act according to the rule set by an adult (select several figures of a certain shape and color, find images of objects in the picture and shade them in a certain way).
The memory size does not change significantly. Its stability improves. At the same time, children can already use simple techniques and means to memorize (diagrams, cards or drawings can serve as hints).
At the age of 5-6 years, visual-figurative thinking takes on leading importance, which allows the child to decide more complex tasks using generalized visual aids (diagrams, drawings, etc.). Children resort to visual and effective thinking in cases where it is difficult to identify the necessary connections without practical tests. At the same time, the tests become systematic and targeted. Tasks that can be solved without practical tests can often be solved by a child in his head.
The predictive function of thinking develops, which allows the child to see the perspective of events, to foresee the near and distant consequences of his own actions and actions.
SPEECH DEVELOPMENT: For children of this age, correct pronunciation of sounds becomes the norm. By comparing his speech with the speech of adults, a preschooler can discover his own speech deficiencies.
A child of the sixth year of life freely uses means intonation expressiveness: can read poetry sadly, cheerfully or solemnly, is able to adjust the volume of his voice and the pace of speech depending on the situation (read poetry loudly at a holiday or quietly share his secrets, etc.).
Children begin to use generalizing words, synonyms, antonyms, shades of word meaning, and ambiguous words. Children's vocabulary is actively replenished with nouns denoting names of professions, social institutions(library, post office, supermarket, sport Club etc.); verbs denoting the labor actions of people of different professions, adjectives and adverbs reflecting the quality of actions, people’s attitude towards professional activity. Uses synonyms and antonyms in speech; words denoting the materials from which objects are made (paper, wood, etc.).
Preschoolers can use in speech complex cases grammars: indeclinable nouns, nouns plural V genitive case, follow spelling standards language; capable of sound analysis of simple three-sound words.
Children learn to independently build playful and business dialogues, mastering the rules of speech etiquette, use direct and indirect speech; in descriptive and narrative monologues they are able to convey the state of the hero, his mood, attitude to the event, using epithets and comparisons.
The reading range of a 5-6 year old child is replenished with works of various subjects, including those related to family problems, relationships with adults, peers, and the history of the country. The baby is able to retain in memory large volume information, he can read with continuation. The practice of analyzing texts and working with illustrations contribute to deepening the reader's experience and the formation of reader sympathies.
By the age of 6, a child can freely state his first name, last name, address, parents’ names and their professions.
MUSICAL, ARTISTIC AND PRODUCTIVE ACTIVITIES. In the process of perceiving works of art, children emotionally respond to those works of art that convey feelings and relationships that they understand, various emotional states of people and animals, and the struggle between good and evil.
When listening to music, children show greater concentration and attentiveness. Creative manifestations of musical activity become more conscious and directed (the image and means of expression are thought through and consciously selected by the children).
In visual arts, children can also depict what they have in mind (the idea leads to the image). The development of fine motor skills influences the improvement of drawing techniques: preschoolers can draw narrow and wide lines with paint (with the end of the brush and flat), draw rings, arcs, make a triple stroke from one point, mix paint on the palette to obtain light, dark and new shades, whiten basic tone to obtain a lighter shade, apply one paint to another. Children enjoy tracing the drawings along the contour and shading the figures.
Older preschoolers are able to sculpt from a whole piece of clay (plasticine), modeling the shape with their fingertips, smooth out the joints, pull parts away from the main shape with their fingers, decorate their works with the help of stacks and moldings, and paint them.
Practical skills in working with scissors are improved: children can cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square into several triangles, a rectangle into stripes, squares and small rectangles; create images of various objects or decorative compositions from cut-out figures.
Children design according to the conditions set by adults, but are already ready for independent creative design from different materials. Gradually, children acquire the ability to act according to a preliminary plan in design and drawing.
LABOR ACTIVITY: In older preschool age (5-7 years), planning and self-assessment of work activity actively develop. Previously mastered types of child labor are performed efficiently, quickly, and consciously. It becomes possible for children to master different types manual labor.
ATTENTION - THIS IS IMPORTANT! The age of 5-6 years can be characterized as the age when a child masters an active imagination, which begins to acquire independence, separating from and preceding practical activities. Images of the imagination reproduce reality much more completely and accurately. The child clearly begins to distinguish between the real and the imaginary. Actions of the imagination - the creation and implementation of a plan - begin to take shape initially in the game. This is manifested in the fact that before the game, its concept and plot are born.
