Psychology of preschool age studies. Developmental psychology

1. Physical and mental development of a preschooler.

2. Development of the personality of a preschooler.

1. Physical and mental development of a preschooler

Chronological framework (age boundaries) - From 3 to 6-7 years.

Physical development. During this period, the anatomical formation of tissues and organs, an increase in muscle mass, ossification of the skeleton, the development of circulatory and respiratory organs, and the weight of the brain increase. The regulatory role of the cerebral cortex increases, the rate of formation of conditioned reflexes increases, the second signaling system develops

social situation. The child has a great desire to comprehend the semantic basis of the actions of adults. The child is excluded from active participation in the activities and relationships of adults.

Leading activity Role-playing game. At the age of 2-3 years, “single games” are pronounced in children, the child is focused on his own actions. Gradually, children begin to “play side by side”, uniting purely outwardly, since everyone should have their own toy.

At the age of 3-5, “short-term associations” arise, the duration of communication depends on the ability to create and implement a game plan and on the possession of game actions; the content of the game is not yet conducive to sustainable communication.

At the age of 4-6, "long-term associations of players" arise, the child strives to reproduce in the game the actions of adults and their relationships. The child has a need to have a partner. In the game, there is a need to negotiate with each other, to organize a game with several roles together.

Mental development. The development of differentiated sensitivity is noted. There is development sensory standards, the formation of perceptual actions. At 3 years old, the child manipulates the object without trying to examine it, they name individual objects. At 4 years old, the child examines the object, highlights the individual parts and features of the object. At 5-6 years old, the child systematically and consistently examines the subject, describes it, and establishes the first connections. At the age of 7, the child already systematically, systematically examines the subject, explains the content of the picture

Developing perception space, time and movement, the child perceives works of art.

Social perception develops as the ability to perceive and evaluate relationships with other people.

Stability of attention depends on the nature of the perceived objects. This age period is characterized by a different ratio of involuntary and voluntary attention in different types activities. There is a formation of stability and concentration of attention.

Representations are being developed as the basis of figurative memory. There is a transition from involuntary memory to arbitrary. The productivity of memorization is affected by the attitude and nature of the activity. Children develop eidetic memory. The past and the future appear in the structure of the child's self-consciousness.

For thinking characteristic is the transition from visual-effective to visual-figurative thinking (4-5 years), the formation of the simplest forms of reasoning (6-7 years), at the age of six causal thinking appears. There is a development of methods of mediation, schematization, visual modeling (6-7 years). At the age of 4, thinking is formed in the process of objective actions. At the age of 5, thinking precedes objective action. At 6-7 years old, children transfer a certain mode of action to other situations, elements of verbal-logical thinking appear.

Development imagination Depends on the experience of the child, imagination affects the creativity of children. Imagination is accompanied by a bright emotional coloring. Game and visual activity affects the development of the imagination.

Speech is mastered as the main mechanism of the child's socialization. Phonemic hearing, active and passive vocabulary develops, the vocabulary and grammatical structure of the language are mastered. At the age of 5 there is an awareness of the sound composition of the word, at the age of 6 children master the mechanism of syllabic reading.

2. Development of the personality of a preschooler

personal development. There is a development of self-consciousness, it is formed due to intensive intellectual and personal development. There is a critical attitude to the assessment of an adult and a peer. Peer assessment helps you evaluate yourself. In the second half of the period, based on the initial purely emotional self-assessment and rational assessment of someone else's behavior, self-esteem. By the end of preschool age, a correct differentiated self-esteem, self-criticism develops. At 3 years old, the child separates himself from the adult; about himself, about his qualities yet does not know. At the age of 4-5, he listens to the opinions of other people, evaluates himself on the basis of the assessments of the elders and his attitude to the assessments; seeks to act in accordance with his gender. At 5-6 years old, assessment becomes a measure of the norms of behavior, evaluates on the basis of accepted norms of behavior, evaluates others better than oneself. At 7 years old, the child tries to evaluate himself more correctly.

The development of the arbitrariness of all processes takes place - one of the most important moments mental development. The volitional behavior of a preschooler is largely due to the assimilation of moral attitudes and ethical standards. Capriciousness, stubbornness and negativism in crisis periods of development do not indicate a weak development of the will.

At this age, children are characterized by variability in the manifestation of temperament, the maturation of the properties of the nervous system, the type of temperament affects behavior in various types activities. The basic qualities of the personality develop, personal qualities are formed under the influence of self-awareness, and imitation affects the development of character. In various activities, intensively develop capabilities, activity shows talent. Creativity is being formed as a basic characteristic

At preschool age, communication motives develop. There is a formation of subordination (hierarchy) of motives. Children are guided by the assessment of adults, this serves as the basis for the development of motives for achieving success.

Main impact on development emotions and feelings renders one of the neoplasms of age - self-consciousness ( inner world). The inner experiences of the preschooler become more stable, feelings develop. Participation in gaming and other activities contributes to the development of aesthetic and moral feelings.

Communication with adults has a difference at different ages: at 3-5 years old, communication is extra-situational-cognitive (objects and phenomena of the surrounding world are learned). At the age of 5-7 years - extra-situational-personal (recognize the features of the relationship between peers and adults and the characteristics of their personality). Communication with peers has the character of game cooperation, children learn empathy.

Neoplasms at preschool age. The beginning of the development of arbitrariness. The ability to generalize experiences. Moral development. Ability to perceptual modeling. socialized speech. The development of visual-figurative and the emergence of verbal-logical thinking. The emergence of the "inner world".

Crisis 7 years - it is a crisis of self-regulation, reminiscent of a crisis of 1 year. According to L.I. Bozovic is the period of the birth of the social "I" of the child. The child begins to regulate his behavior by rules. Basal requirement- respect. Loss of childish spontaneity (mannering, antics). Generalization of experiences and the emergence of inner mental life. The ability and need for social functioning, for occupying a significant social position.

Tasks for independent work

1. Get acquainted with modern research on the problem of preschool childhood. List the main issues considered by the author of the article you like.

Dyachenko O. M. On the main directions of development of the imagination of preschoolers // Questions of Psychology. - 1988. - №6. - P.52.
Yakobson S.G., Doronova T.N. Psychological principles of the formation of initial forms of educational activity among preschoolers // Questions of Psychology. -1988. - No. 3. -WITH. thirty.
Yakobson S. G., Moreva G. I. Self-image and moral behavior of a preschooler // Questions of Psychology. - 1989. - №6. - P.34.
Sokhin F. A. Psychological and pedagogical problems of the development of speech of preschoolers // Questions of Psychology. - 1989. - №3. - P.39.
Sinelnikov V. B. Formation of figurative thinking in preschoolers // Questions of psychology. - 1991. - №5. – P.15.
Kataeva A. A., Obukhova T. I., Strebeleva E. A. On the genesis of the development of thinking in preschool age // Questions of Psychology. - 1991. - No. 3. - P. 17.
Veraksa I. E., Dyachenko O. N. Ways of regulating the behavior of preschool children // Questions of Psychology. - 1996. - №3. – P.14.
Kolominsky Ya. L., Zhuravsky B. P. Social and psychological features of joint game and labor activity preschoolers // Questions of psychology. - 1986. - №5. - P.38.
Yakobson S. G., Safinova I. N. Analysis of the formation of the mechanisms of voluntary attention in preschoolers // Questions of Psychology. - 1999. - №5. – C.3.
Ermolova T.V., Meshcharikova S.Yu., Ganoshenko N.I. Features of personal development of preschoolers in the pre-crisis phase and at the stage of the crisis of 7 years // Questions of Psychology. - 1999. - №1. – P.50.
Poddyakov N. N. Domination of integration processes in the development of preschool children // Psychological journal. - 1997. - No. 5. - P.103-112.
Kamenskaya V. G., Zvereva S. V., Muzanevskaya N. I., Malanov L. V. Differential psychophysiological signs of motivational influence on the effectiveness of intellectual activity of older preschoolers // Psychological journal. - 2001. - №1. – S. 33.
Sergienko E. A., Lebedeva E. I. Understanding of deception by children of preschool age in the norm and with autism // Psychological journal. -2003. -#4. –p.54.
Elkonin D. B. Children's game // World of Psychology. - 1998. - No. 4. - S. 58-64.
Smirnova E. O. Playing with the rules as a means of developing the will and arbitrariness of a preschooler // World of Psychology. - 1998. - No. 4. – P.64-74.
Abramenkova VV The game forms the child's soul // World of Psychology. - 1998. - No. 4. - P.74-81.
Tendryakova M. V. Game and expansion of the semantic space (mutual transitions of the game and reality) // World of Psychology. - 2000. - №3. - P.113-121.
Zanchenko N. U. Conflict characteristics of interpersonal relations and conflicts between children and adults // World of Psychology. - 2001. - №3. - P.197-209.
Senko T. V. The relationship of personal behavior, emotional and need sphere and the sociometric status of the older preschooler // Adukatsyya i vykhavanne. - 1997. - №3. - P.35-44.
Korosteleva M. M. Quality improvement preschool education in Belarus // Adukatsiya i vykhavanne. - 2004. - №10. – P.28.
Lebedeva IV Psychological analysis of the manifestation of aggression and anxiety in a preschooler. - 2004. - №11. – C.3.
Ermakov V. G. On the problems of developmental education in the field of mathematical education of preschoolers. - 1996. - No. 8. –S.9-19.
Abramova LN Features of the relationship of preschoolers in joint activities // Adukatsyya i vykhavanne. - 1996. - №10. - P.43-55.
Abramova LN Influence of the nature of contacts between an adult and a child on the behavior and emotional manifestation of complaints of a preschooler. - 1998. - No. 4. - P.24-30.

2. Give answers to the following questions:

a) why, when communicating with peers, even dull ones, the child expands his vocabulary much better than when communicating with parents ?;

b) children aged 5-6 were shown films. In them, men and women performed work that is usually done by members of the opposite sex. The man was a nanny, and the woman was the captain of a large ship. After watching the film, they asked the question: “Who was the nanny and who was the captain?” Give a forecast of possible answers;

c) in young children, behavior is strictly determined by the situation they perceive. Each object pulls the child to touch it, feel it. Objects dictate to him what and how to do. Yes, the door can be opened and closed. This continues until about 3-4 years. How to teach a preschooler to perform an objective action consciously and voluntarily?

Darvish O.B. Age-related psychology: Tutorial for students of higher textbook institutions / Ed. V.E. Klochko. - M .: Publishing house VLADOS-PRESS, 2003.
Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development: A textbook for students of higher educational institutions. - M.: TC "Sphere", 2001.
Mukhina V.S. Age psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - 5th ed., stereotype. - M .: Publishing Center "Academy", 2000.
Obukhova L.F. Developmental psychology of development. - M .: "Rospedagenstvo", 1989.
Shapovalenko I.V. Developmental psychology (Psychology of development and developmental psychology). – M.: Gardariki, 2004.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

1. Psychology of preschool age: subject and tasks.

Psychology is the science of the soul. The soul is in principle observable and immeasurable. It is very difficult to understand the soul of a child. Child psychology is a science that studies the characteristics of a child's mental life and the patterns of mental development in childhood. The subject of child psychology is the individual development of a person, or ontogenesis, which always takes place in a certain historical and cultural situation, at a certain stage of phylogenesis (historical and cultural development.) All children go through certain stages in their development, or stages that are characterized by specific features of their mental life. The study of the patterns of the mental development of the child is the main subject of child psychology. Its main task is to describe and explain the features of the child's mental life at each age stage. Therefore, child psychology is an integral part of developmental psychology, that is, a science that studies the age-related patterns of human mental development. But if developmental psychology covers all stages of life, including maturity and old age, then children's psychology deals only with early ages(from 0 to 7 years), when development occurs most rapidly and intensively. What determines this development? The main question that arises here is the question of the relative role natural property organism and human conditions of child upbringing.

2. Principles of studying the child's psyche

The specificity of the methods of child psychology is determined by the specificity of its object. This is the development of the child's psyche from birth to seven years, which during this period is the most vulnerable and subject to external adverse influences. Rough intervention on the part of adults can slow down or distort the course of a child's mental development. Therefore, the main principle of the study of child psychology is the principle of humanism and pedagogical optimism, which consists in the requirement not to harm. The psychologist should feel a special responsibility and not rush, the main thing is to understand the true causes of the child's behavior, highlight the psychological characteristics and patterns, while showing a tactful, sensitive, caring attitude towards the baby.

The principle of efficiency and scientific character implies the study psychological development, its mechanisms and patterns in terms of child psychology, and not from the point of view of other sciences. Before starting to study this world of the child, it is necessary to master special psychological knowledge, concepts, to master the basic ideas of psychological science.

The principle of determinism proceeds from the fact that the formation of mental functions and properties, as well as the features of their manifestation, are associated both with external and internal reasons. These reasons are due to the conditions of life, upbringing of the child, the characteristics of his social environment, the nature of the communication of the baby with adults and peers, the specifics of his activities and activity. Initially, there are no "good" or "difficult" children, there is only a variety of reasons that subsequently influence the appearance of one or another trait inherent in this particular child. The task of the researcher is to understand the cause of a psychological fact, and therefore to explain it.

The principle of the development of the psyche, consciousness in activity shows that activity acts as a condition for the manifestation and development of the child's psyche. Therefore, to study his mental characteristics, it is necessary to organize appropriate activities, for example, creative imagination can be fixed in drawing or when writing a fairy tale.

The principle of the unity of consciousness and activity (developed by S.L. Rubinshtein) means the mutual influence of consciousness and activity. On the one hand, consciousness is formed in activity and, as it were, “leads” it. On the other hand, the complication of activity, the development of its new types enriches and changes consciousness. Therefore, consciousness can be studied indirectly, through the study of the child's activity. Thus, the motives of behavior become clear from the analysis of actions.

The principle of the age-related individual and personal approach implies that the general laws of mental development are manifested in each child individually, including regular and special features. Each child masters speech, learns to walk, act with objects, but the path of his development is individual.

The principle of complexity, consistency and systematicity suggests that a single study does not give a complete picture of the child's mental development. It is necessary to analyze not disparate facts, but to compare them, to trace all aspects of the development of the child's psyche in the aggregate.

3. Research methods of psychology of preschool age

Method - this is a general strategy, a general way of obtaining facts, which is determined by the task and subject of research, as well as the theoretical ideas of the researcher. Observation is the main method when working with children (especially preschool children), since tests, experiments, and surveys are difficult to study children's behavior. It is necessary to start observation with setting a goal, drawing up an observation program, and developing an action plan. The purpose of observation is to determine why it is carried out and what results can be expected from the output.

In order to obtain reliable results, monitoring must be carried out regularly. This is due to the fact that children grow up very quickly and the changes that occur in the behavior and psyche of the child are just as fleeting. For example, the behavior of an infant changes before our eyes, therefore, by missing one month, the researcher is deprived of the opportunity to obtain valuable data on his development during this period.

The younger the child, the shorter the interval between observations should be. In the period from birth to 2-3 months, the child should be monitored daily; at the age of 2-3 months to 1 year - weekly; from 1 to 3 years - monthly; from 3 to 6-7 years - once every six months; at primary school age - once a year, etc.

The method of observation when working with children is more effective than others, on the one hand, because they behave more directly and do not play the social roles characteristic of adults. On the other hand, children (especially preschoolers) have insufficiently stable attention and can often be distracted from their work. Therefore, whenever possible, covert surveillance should be carried out so that children do not see the observer.

The survey may be oral or written. When using this method, the following difficulties may arise. Children understand the question they are asked in their own way, that is, they put a different meaning into it than an adult. This is because the system of concepts in children differs significantly from that used by adults. This phenomenon is observed in adolescents. Therefore, before getting an answer to the question being asked, it is necessary to make sure that the child understands it correctly, explaining and discussing the inaccuracies, and only after that interpret the answers received.

The experiment is one of the most reliable methods of obtaining information about the behavior and psychology of the child. The essence of the experiment is that in the process of research the mental processes of interest to the researcher are evoked in the child and the conditions necessary and sufficient for the manifestation of these processes are created.

The child, entering an experimental game situation, behaves directly, emotionally responding to the proposed situations, and does not play any social roles. This allows you to get his true reactions to the influencing stimuli. The results are most reliable if the experiment is carried out in the form of a game. At the same time, it is important that the direct interests and needs of the child are expressed in the game, otherwise he will not be able to fully demonstrate his intellectual abilities and the necessary psychological qualities. In addition, being included in the experiment, the child acts momentarily and spontaneously, so throughout the experiment it is necessary to maintain his interest in the event.

Slicing is another research method in developmental psychology. They are divided into transverse and longitudinal (longitudinal).

The essence of the method transverse sections consists in the fact that in a group of children (a class, several classes, children of different ages, but studying in the same program), some parameter (for example, intellectual level) is studied using certain methods. The advantage of this method is that in a short time it is possible to obtain statistical data on age-related differences in mental processes, to establish how age, gender, or another factor affects the main trends in mental development. The disadvantage of the method is that when studying children of different ages it is impossible to obtain information about the process of development itself, its nature and driving forces.

When using the method longitudinal (longitudinal) sections the development of a group of the same children for a long time is traced. This method allows you to establish qualitative changes in the development of mental processes and personality of the child and identify the causes of these changes, as well as to study development trends, minor changes that cannot be covered by cross sections. The disadvantage of the method is that the results obtained are based on the study of the behavior of a small group of children, so it seems incorrect to extend such data to a large number of children.

Testing allows you to identify the level of intellectual abilities and personal qualities of the child. It is necessary to keep children interested in this method in ways that are attractive to them, such as encouragement or some kind of reward. When testing children, the same tests are used as for adults, but adapted for each age, for example children's version Cattell's test, Wechsler's test, etc.

Conversation is obtaining information about the child in direct communication with him: the child is asked targeted questions and expect answers to them. This method is empirical. An important condition for the effectiveness of the conversation is a favorable atmosphere, goodwill, tact. Questions must be prepared in advance and the answers recorded, if possible without attracting the attention of the subject.

Questioning is a method of obtaining information about a person based on his answers to pre-prepared questions. Questioning can be oral, written, individual or group.

Activity product analysis is a method of studying a person by analyzing the products of his activity: drawings, drawings, musical works, essays, study books, personal diaries, etc. Thanks to this method, you can get information about the inner world of the child, his attitude to the surrounding reality and people, about the peculiarities of his perception and other aspects of the psyche. This method is based on the principle unity of consciousness and activity, according to which the child's psyche is not only formed, but also manifested in activity. Drawing or creating something, the child provides researchers with the opportunity to reveal aspects of his psyche that would be difficult to learn with the help of other methods. Based on the drawings, one can study cognitive processes (sensations, imagination, perception, thinking), creativity, personal manifestations, and the attitude of children to people around them.

4. Psychological characteristics of preschool age

Thinking. Mastering the standards, changing the types and content of the child's activity leads to a change in the nature of the child's thinking. By the end of preschool age, there is a transition from egocentrism (centration) to decentration, which also leads to the perception of the world around from the standpoint of objectivity.

The child's thinking is formed in the course of the pedagogical process. The peculiarity of the development of the child lies in the active mastery of the methods and means of practical and cognitive activity that have a social origin. According to A.V. Zaporozhets, mastery of such methods plays a significant role in the formation of not only complex types of abstract, verbal and logical thinking, but also visual-figurative thinking, characteristic of preschool children.

Thus, thinking in its development goes through the following stages: 1) improvement of visual-effective thinking on the basis of developing imagination; 2) improvement of visual-figurative thinking on the basis of arbitrary and mediated memory; 3) the beginning of the active formation of verbal-logical thinking through the use of speech as a means of setting and solving intellectual problems.

In his research, A.V. Zaporozhets, N.N. Poddyakov, L.A. Wenger and others confirmed that the transition from visual-active to visual-figurative thinking occurs due to a change in the nature of orienting-research activity. Orientation, based on the method of trial and error, is replaced by a purposeful motor, then visual and, finally, mental orientation.

Let us consider the process of development of thinking in more detail. The emergence of role-playing games, especially with the use of rules, contributes to the development visual-figurative thinking. Its formation and improvement depend on the imagination of the child. First, the child mechanically replaces some objects with others, giving the substitute objects functions that are not characteristic of them, then the objects are replaced by their images, and the need to perform practical actions with them disappears.

Verbal-logical thinking begins its development when the child knows how to operate with words and understands the logic of reasoning. The ability to reason is found in the middle preschool age, but is very clearly manifested in the phenomenon of egocentric speech, described by J. Piaget. Despite the fact that the child can reason, illogicality is noted in his conclusion, he is confused when comparing size and quantity.

The development of this type of thinking takes place in two stages:

1) first, the child learns the meaning of words relating to objects and actions, and learns to use them;

2) the child learns a system of concepts denoting relationships and learns the rules of the logic of reasoning.

With the development logical thinking is the process of forming an internal plan of action. N.N. Poddyakov, studying this process, identified six stages of development:

1) first, the child manipulates objects with the help of his hands, solves problems in a visual-effective way;

2) continuing to manipulate objects, the child begins to use speech, but so far only for naming objects, although he can already verbally express the result of the performed practical action;

3) the child begins to mentally operate with images. There is a differentiation in the internal plan of the final and intermediate goals of the action, i.e., he builds a plan of action in his mind and, when executed, begins to reason aloud;

4) the task is solved by the child according to a pre-compiled, thought-out and internally presented plan;

5) the child first thinks out a plan for solving the problem, mentally imagines this process, and only then proceeds to its implementation. The purpose of this practical action is to reinforce the answer found in the mind;

6) the task is solved only internally with the issuance of a ready-made verbal solution, without subsequent reinforcement by actions.

N.N. Poddyakov made the following conclusion: in children, the stages passed and achievements in the improvement of mental actions do not disappear, but are replaced by new, more advanced ones. If necessary, they can again engage in solving a problem situation, i.e., visual-effective, visual-figurative and verbal-logical thinking will begin to work. It follows that in preschoolers the intellect already functions according to the principle of systemicity.

At preschool age, they begin to develop concepts. At 3-4 years old, the child uses words, sometimes not fully understanding their meanings, but over time, a semantic awareness of these words occurs. J. Piaget called the period of incomprehension of the meaning of words the stage of the speech-cogitative development of the child. The development of concepts goes hand in hand with the development of thinking and speech.

Attention. At this age, it is involuntary and is caused by outwardly attractive objects, events and people. Interest comes first. The child fixes attention on something or someone only during the period of time in which he retains a direct interest in the person, object or event. The formation of voluntary attention is accompanied by the appearance of egocentric speech.

At the initial stage of the transition of attention from involuntary to voluntary, the means that control the child's attention and reasoning aloud are of great importance.

Attention during the transition from younger to older preschool age develops as follows. younger preschoolers consider pictures of interest to them, they can engage in a certain type of activity for 6-8 seconds, and older preschoolers - 12-20 seconds. At preschool age, different degrees of stability of attention are already noted in different children. Perhaps this is due to the type of nervous activity, physical condition and living conditions. It has been observed that nervous and sick children are more likely to be distracted than calm and healthy ones.

Memory. The development of memory goes from involuntary and direct to voluntary and mediated memorization and recall. This fact was confirmed by Z.M. Istomina, who analyzed the process of formation of voluntary and mediated memorization in preschoolers.

Basically, in all children of early preschool age, involuntary, visual-emotional memory predominates, only in linguistically or musically gifted children does auditory memory prevail.

The transition from involuntary to voluntary memory is divided into two stages: 1) the formation of the necessary motivation, i.e., the desire to remember or recall something; 2) the emergence and improvement of the necessary mnemonic actions and operations.

Various memory processes develop unevenly with age. Thus, voluntary reproduction occurs earlier than voluntary memorization, and involuntarily precedes it in development. The development of memory processes also depends on the interest and motivation of the child in a particular activity.

The productivity of memorization in children in play activities is much higher than outside the game. At the age of 5-6 years, the first perceptual actions aimed at conscious memorization and recall are noted. These include simple repetition. By the age of 6-7, the process of arbitrary memorization is almost completed.

As a child grows older, the speed of retrieving information from long-term memory and transferring it to operational memory increases, as well as the volume and duration of operative memory. The child's ability to assess the possibilities of his memory is changing, the strategies for memorizing and reproducing the material used by him become more diverse and flexible. For example, a four-year-old child from 12 presented pictures can recognize all 12, and reproduce only two or three, a ten-year-old child, having recognized all the pictures, is able to reproduce eight.

Many children of primary and secondary preschool age have a well-developed direct and mechanical memory. Children easily remember and reproduce what they saw and heard, but on condition that it aroused their interest. Thanks to the development of these types of memory, the child quickly improves his speech, learns to use household items, and is well oriented in space.

At this age, eidetic memory develops. This is one of the types of visual memory that helps to clearly, accurately and in detail, without much difficulty, restore visual images of what has been seen in memory.

Imagination. At the end early childhood When a child first demonstrates the ability to replace some objects with others, the initial stage of imagination development begins. Then it gets its development in games. How developed the child's imagination can be judged not only by the roles that he plays during the game, but also by crafts and drawings.

O.M. Dyachenko showed that imagination in its development goes through the same stages as other mental processes: involuntary (passive) is replaced by arbitrary (active), direct - mediated. Sensory standards become the main tool for mastering the imagination.

In the first half of preschool childhood, the child is dominated by reproductive imagination. It consists in the mechanical reproduction of the received impressions in the form of images. These can be impressions from watching a TV show, reading a story, a fairy tale, direct perception of reality. The images usually reproduce those events that made an emotional impression on the child.

In the older preschool age, the reproductive imagination turns into an imagination that creatively transforms reality. Thinking is already involved in this process. This type of imagination is used and improved in role-playing games.

The functions of the imagination are as follows: cognitive-intellectual, affective-protective. Cognitive-intellectual imagination is formed by separating the image from the object and designating the image with the help of a word. Role affective-protective function is that it protects the growing, vulnerable, weakly protected soul of the child from experiences and traumas. The protective reaction of this function is expressed in the fact that through an imaginary situation, a discharge of the emerging tension or conflict resolution can occur, which is difficult to provide in real life. It develops as a result of the child's awareness of his "I", the psychological separation of himself from others and from the actions performed.

The development of imagination goes through the following stages.

1. "Objectification" of the image by actions. The child can manage, change, refine and improve his images, i.e., regulate his imagination, but is not able to plan and mentally draw up a program of upcoming actions in advance.

2. Children's affective imagination at preschool age develops as follows: at first, negative emotional experiences in a child are symbolically expressed in the heroes of fairy tales he heard or saw; then he begins to build imaginary situations that remove threats from his "I" (for example, fantasy stories about himself as supposedly possessing especially pronounced positive qualities).

3. Appearance of substitutive actions, which, if implemented, are able to relieve the emotional stress that has arisen. By the age of 6-7, children can imagine an imaginary world and live in it.

Speech. In preschool childhood, the process of mastering speech is completed. It develops in the following directions.

1. There is a development of sound speech. The child begins to realize the peculiarities of his pronunciation, he develops phonemic hearing.

2. Vocabulary is growing. It is different for different children. It depends on the conditions of their life and on how and how much his relatives communicate with him. By the end of preschool age, all parts of speech are present in the child's vocabulary: nouns, verbs, pronouns, adjectives, numerals and connecting words. The German psychologist W. Stern (1871-1938), speaking about the richness of the vocabulary, gives the following figures: at three years old, the child actively uses 1000-1100 words, at six years old - 2500-3000 words.

3. The grammatical structure of speech develops. The child learns the laws of the morphological and syntactic structure of the language. He understands the meaning of words and can construct phrases correctly. At the age of 3-5 years, the child correctly captures the meanings of words, but sometimes uses them incorrectly. Children have the ability, using the laws of grammar of their native language, to create statements, for example: “From mint cakes in the mouth - a draft”, “A bald head is barefoot”, “Look how the rain has poured” (from the book by K.I. Chukovsky " two to five").

4. There is an awareness of the verbal composition of speech. During pronunciation, the language is oriented towards the semantic and sound aspects, and this indicates that the speech is not yet understood by the child. But over time, the development of a linguistic instinct and the mental work associated with it occurs.

If at first the child treats the sentence as a single semantic whole, a verbal complex that denotes a real situation, then in the process of learning and from the moment the reading of books begins, an awareness of the verbal composition of speech occurs. Education accelerates this process, and therefore, by the end of preschool age, the child already begins to isolate words in sentences.

In the course of development, speech performs various functions: communicative, planning, symbolic, expressive.

Communicative function - one of the main functions of speech. In early childhood, speech for a child is a means of communication mainly with loved ones. It arises out of necessity, about a specific situation in which both an adult and a child are included. During this period, communication plays a situational role.

situational speech clear to the interlocutor, but incomprehensible to an outsider, because when communicating, the implied noun drops out and pronouns are used (he, she, they), there is an abundance of adverbs and verbal patterns. Under the influence of others, the child begins to rebuild situational speech to a more understandable one.

In older preschoolers, the following tendency can be traced: the child first calls the pronoun, and then, seeing that they do not understand him, pronounces the noun. For example: "She, the girl, went. He, the ball, rolled." The child gives a more detailed answer to the questions.

The range of interests of the child grows, communication expands, friends appear, and all this leads to situational speech being replaced by contextual speech. Here, more than detailed description situations. Improving, the child often begins to use this type of speech, but situational speech is also present.

Explanatory speech appears at the senior preschool age. This is due to the fact that the child, when communicating with peers, begins to explain the content of the upcoming game, the device of the machine, and much more. This requires a sequence of presentation, indication of the main connections and relationships in the situation.

planning the function of speech develops because speech turns into a means of planning and regulating practical behavior. It merges with thinking. In the speech of the child, many words appear that seem to be addressed to no one. These may be exclamations reflecting his attitude to the action. For example, "Knock-knock... scored. Vova scored!".

When a child turns to himself in the process of activity, then they speak of egocentric speech. He pronounces what he is doing, as well as the actions that precede and direct the procedure being performed. These statements are ahead of practical actions and are figurative. By the end of preschool age, egocentric speech disappears. If a child does not communicate with anyone during the game, then, as a rule, he does the work silently, but this does not mean that egocentric speech has disappeared. It simply passes into inner speech, and its planning function continues. Consequently, egocentric speech is an intermediate step between the child's external and internal speech.

Iconic the function of the child's speech develops in the game, drawing and other productive activities, where the child learns to use objects-signs as substitutes for missing objects. The sign function of speech is the key to entering the world of human socio-psychological space, a means for people to understand each other.

Expressive function - the most ancient function of speech, reflecting its emotional side. The speech of the child is permeated with emotions when something does not work out for him or he is denied something. The emotional immediacy of children's speech is adequately perceived by surrounding adults. For a child who reflects well, such speech can become a means of influencing an adult. However, the "childishness", specially demonstrated by the child, is not accepted by many adults, so he has to make an effort on himself and control himself, to be natural, not demonstrative.

5. The history of the emergence of psychology of preschool age

child psychology longitudinal cut

As an independent, fundamental science, child psychology has close and mutual ties with other disciplines. On the one hand, it is based on philosophy, cultural studies, developmental psychology and general psychology and provides empirical material for them, on the other hand, it is the scientific foundation for educational psychology, pedagogy and practical psychology.

Child psychology as a science of the mental development of a child originated at the end of the 19th century. The beginning of this was the book of the German scientist-Darwinist W. Preyer "The Soul of a Child" (St. Petersburg, 1891). In it, Preyer described the results of daily observations of the development of his daughter, paying attention to the development of the senses, motor skills, will, reason and language. Preyer's merit lies in the fact that he studied how the child develops in the earliest years of life, and introduced into child psychology method of objective observation, developed by analogy with the methods of natural sciences. He was the first to make the transition from an introspective study of the child's psyche to an objective one.

The objective conditions for the formation of child psychology, which had developed at the end of the 19th century, should first of all include the rapid development of industry and, accordingly, a qualitatively new level of social life. This entailed the need to reconsider approaches to the upbringing and education of children. Parents and teachers stopped counting physical punishment effective method upbringing - more democratic families and teachers appeared. The task of understanding the child has become one of the priorities. In addition, scientists came to the conclusion that only through the study of the psychology of the child is the way to understand what the psychology of an adult is.

Like any field of knowledge, child psychology began with the collection and accumulation of information. Scientists simply described the manifestations and further development of mental processes. The accumulated knowledge required systematization and analysis, namely:

* search for relationships between individual mental processes;

* understanding the internal logic of holistic mental development;

* determining the sequence of stages of development;

* study of the causes and ways of transition from one stage to another.

In child psychology, knowledge of related sciences began to be used: genetic psychology, studying the emergence of individual mental functions in an adult and a child in history and ontogenesis, and educational psychology. Increasing attention has been paid to the psychology of learning. An outstanding Russian teacher, the founder of scientific pedagogy in Russia, K.D. Ushinsky (1824-1870). In his work "Man as an Object of Education", he wrote, addressing teachers: "Study the laws of those mental phenomena that you want to control, and act in accordance with these laws and those circumstances to which you want to apply them."

Literature

Abramenkova V.V. Social psychology of childhood: The development of child relations in children's subculture. - M., 2000

Aries F. Ages of life //Philosophy and methodology of history. -M., 1997

Galperin P.Ya., Zaporozhets A.V., Karpova S.N. Actual problems of developmental psychology. -M., 1978

Zagvyazinsky VI, Atakhanov R. Methodology and methods of psychological and pedagogical research. -M., 2001

Kon I.S. Child and society (Historical and ethnographic perspective). -M., 1988

Kudryavtsev V.T. The meaning of human childhood and the mental development of the child. -M., 1997

Mid M. Culture and the world of childhood. -M., 1988

Mikhailenko M., Korotkova N., Grigorovich L. To the portrait of a modern preschooler // Preschool education. - 1993. - No. 1. - p. 27-36

Rybinsky E.M. The phenomenon of childhood modern Russia//Pedagogy. -1996. - No. 6. - p. 14-18

Elkonin D.B. Introduction to child psychology // Selected. psychol. works. -M., 1989. - p. 26-59

Elkonin D.B. On the problem of periodization of mental development in childhood // Izbr.psihol.trudy. -M., 1989. - p. 60-77

Elkonin D.B. Problems of psychodiagnostics // Selected psychological works. -M., 1989. - p. 281-305

Erickson E. Childhood and society. -SPb., 1996

Hosted on Allbest.ru

...

Features of the psychology of preschool children

preschool age determined by psychologists from three to seven years. At the age of three, the child experiences the first age crisis. Seven years is also a period of crisis. That is, preschool age is the period of a child's life from the first to the second crisis of life.

A three-year-old baby already feels like a person. For the first time, he begins to understand that he is a person, a full-fledged member of the family. He is learning to do family responsibilities help adults. Tries to make decisions on his own. This is the age of the greatest perception of the surrounding reality. The development of the child is very fast. During these five years of preschool age, he needs to have time to change from playing activities to learning.

The help of parents is to give the necessary knowledge, skills and abilities.

The main activity in preschool age is play. At the age of three or four, a child masters a role-playing game, but so far at the level of imitation. He takes toys and plays situations that he saw in life or in cartoons. If this does not happen at this age, the task of the parent is to teach how to play.

Psychology of a child of senior preschool age

At the age of five or six role-playing games no longer imitative. The kid himself comes up with the plot of the game, the names of the characters. These can be both life stories (shopping in a store, a train ride) and fantastic ones. In the game, the child learns to interact with people, socialization takes place. The child tries himself in the role of an adult, learns to make decisions at the level of the game. Therefore, it is very important not to miss this period.

If at a younger preschool age a little man most often plays by himself, then at the age of five or six years, the baby chooses peers with whom he would like to interact. Children gather in small groups of two or three people and play.

At this age, the child begins to be interested in drawing, modeling, listening to fairy tales. He is not interested in studying, although elements of educational activity in the form of a game can be introduced from the age of four. It is important to support the child in all his endeavors. Try all kinds of activities: appliqué, modeling, drawing, and designing. The kid is interested in trying everything. And it's important to support it. This is the future interest in learning, which is the key to success in school.

How the psychology of children of primary preschool age is changing

Thinking at this age is visual-figurative. This is important for parents to know. The kid cannot remember from words, it is important for him to see the picture, to explore the object by touch. Mental representation and fantasy are limited by the knowledge of the child. He cannot imagine what he has never seen. Therefore, it is important to give new sensations, new emotions. What can parents do to full development preschoolers?

Trips to other cities (countries)
Visiting museums, exhibitions
Going to the theater
It is important not just to watch the performance, but to discuss with the child what he learned new, what he was interested in.

At this age, memory develops intensively. The kid remembers everything: from advertising on TV to random phrases spoken by parents.

The development of memory in preschool age plays a huge role. A few recommendations for the development of memory in a playful way.

1. In the evening before going to bed, the parent reads a fairy tale. In the morning discusses with the child who was main character where he went, what he did. You can ask leading questions, but it is important that he remembers himself.

2. Arrange three or four toys on the table. For half a minute, let the baby remember the location of the toys. Then cover them with a scarf and swap two toys in places. Open the handkerchief and ask the child to name what has changed.

3. Discuss after watching any cartoon. What happened in it. What were the names of the main characters?

4. In the evening, remember together with the baby what happened during the day sequentially (provided that the parent was present and knows how the day went).

We examined the issues of the peculiarities of the psychology of preschool children. We also recommend reading the article "Peculiarities of the psychology of preschool children." We will tell you how to deal with the problem of helplessness and develop in a child the ability to make decisions independently. Details in the article!

The issues of psychology of preschool age are important and significant in the development and upbringing of children. The fact is that the foundations of a correct perception of the world are laid in childhood. They further help to form an individual picture of the world of the individual, contribute to the formation of self-consciousness. Psychology includes many interconnected components that determine the degree of success in the development of the child. Of course, all children cannot be the same.

Each one develops differently. However, there are common components that Psychology studies based on the basic principles of education and development: to raise a person who is able to take responsibility. This is a major task and should not be overlooked. Responsibility for one's own actions and actions does not arise by itself; certain efforts must be made to this end.

This article will consider the features of the psychology of preschool children. The information will be useful to teachers who work with this group of children, as well as parents.

Age limits

A truly amazing science is child psychology. Preschool age is an interesting stage in the life of every person. The age limits of this period are quite large: from three to seven years. Features of the psychology of preschool age are largely determined by which group the child belongs to. Accordingly, the approach to education will be somewhat different.

The psychology of younger preschool age includes such concepts as gender, the need to be noticed by adults. This group includes children from three to five years old. The psychology of senior preschool age takes into account such important components as the formation of self-esteem, self-awareness. The age range of this period is five to seven years.

Leading activity

Each period of development is characterized by its own occupation, which at this moment is the most demanded and main for the individual. The psychology of children of primary preschool age is such that they like to play with various objects. So far, they are more comfortable interacting only with toys: building “houses” from cubes, sculpting from plasticine, assembling a mosaic or a pyramid. Communication with other children is episodic and often ends in arguments.

At the age of five or six, the child begins to strongly need interaction with peers. If by this moment he still for some reason did not start visiting the nursery educational institution, then its development may even begin to lag behind. The fact is that for successful socialization, the baby needs to be in a team of peers. Comparison of oneself with others gives a powerful stimulus for the development of all attention, memory, thinking, imagination, speech.

The leading activity in five or six years is role-playing game. The child seeks to interact with peers. If you watch the children in the older and preparatory groups, you can see that they break up into small islands. Such small subgroups are usually grouped by interest. When choosing one or another micro-collective, personal sympathies play an important role. And if the psychology of younger preschool age is based on the need to be approved by an adult, then for older children, the opportunity to show their individuality is of great importance. Disclosure of needs occurs in the process of interaction with peers.

The psychology of preschool age is such that they strive primarily for collective activities in order to be accepted by the group. They need to build individual connections, make new friends, maintain relationships with peers.

Neoplasms

In every age period a person has a specific task that needs to be solved. In preschool childhood, there are several such neoplasms:

The ability to see the results of your work. The child learns to draw conclusions from his actions and actions. That is, the realization gradually comes that as a result of certain steps, a very specific reaction will follow. A child already at the age of four is able to learn that if you mess around in class at kindergarten and interfere with the rest, you can cause dissatisfaction with the educator.
Speech development is a powerful neoplasm throughout preschool childhood. First, the child learns to pronounce words correctly, then to build sentences. By the age of five or six, speech becomes well-formed, literate, replete with complex sentences.
Communication with peers. In the preschool period of life, the child learns to interact with others. He begins to build his own opinion about some situation or person, personal sympathies appear.

crisis period

The development of a child, as a rule, does not occur in progressive movements, but in leaps and bounds. According to the observations of parents and caregivers, yesterday the baby behaved in one way, but today he began to act differently. In fact, a readiness for change had ripened in him for a long time, but there was no confidence that a new need could be manifested. The stage of crisis in psychology is called a turning point, which changes the way of thinking, the ability to perceive the surrounding reality as a whole.

Parents should be extremely careful not to miss significant changes in the life of their son or daughter. How to behave with a child in this difficult period for him is studied by developmental psychology. Preschool age is a special world of childhood, when the baby needs to feel loved, protected from all troubles. At five or six years old, both a boy and a girl live in their own world, which is very different from the world of an adult.

The crisis period always shows what parents should strive for in relations with children, and helps to understand the interests of the child himself. At the age of three, the baby has a need to emotionally separate from mom and dad: he begins to feel like a person. There is a feeling of negativism, a desire to contradict adults in everything, to demonstrate independence in every possible way. "I myself" is a characteristic feature of three years, associated with the need to defend one's individuality.

The second crisis of preschool childhood is associated with the development of self-awareness and preparation for school. It usually occurs at six or seven years of age. The child begins to realize that society puts forward certain requirements for him, and from now on he has to meet the expectations placed on him. He strives even more for independence, but it is now extremely important for him to be accepted in a social group. One of the most interesting stages of childhood is preschool age. Developmental psychology sets as its task the study of significant periods in the formation of personality.

gender identity

At the age of three, a child knows whether he is a boy or a girl. In addition, the baby no doubt knows how to determine the gender of his classmates. First, the baby identifies himself with the parent of his gender, tries to imitate him. Boys pay attention to their fathers, they want to be just as strong and courageous. Girls relate themselves to their mother, imitate her. At five or six years old, a daughter may well begin to help in the kitchen, participate in all the daily activities of the family.

Typically, children in junior group easily interact with representatives of both the same sex and the opposite. But, reaching about five years, the child begins to communicate more with representatives of the same sex. The girl has a need to have a girlfriend, play with dolls with her, share secrets, and so far she looks at the boys without much interest. At this stage of development, for her, they are creatures from another planet.

Most preschoolers accept their gender unconditionally and are very happy with it. For example, boys may speak with some disdain about girls, considering them weak, but at the same time they are proud of their own strength. The psychology of children of primary preschool age is such that they are more focused on their inner world and prefer to build friendships based on gender.

The main need of the child

Every little man first of all wants to feel loved. It is important for a child to understand that he is fully accepted in the family as he really is, and not for any merit. Indeed, otherwise, he will begin to consider himself bad, unworthy of love and a better relationship. When parents impose a certain model of behavior on their own children, then, of course, they do not think about how much they hurt the inner world of the baby, make them feel deceived, confused, unnecessary. The main need of a child is love. And the task of parents is to help him feel completely accepted.

Preschool psychology studies the inner world and emotional needs of the child. If they are not taken into account, a state of frustration sets in in a small person, which in no way can have a positive effect on the overall development of the personality.

Formation of self-esteem

Why is it so important to develop an adequate self-perception in a baby from early childhood? Self-esteem largely determines how he will treat himself in the future. It will show whether the child will allow others to treat their own personality with disdain or will still force them to respect their choice. The formation of self-esteem occurs in the period from three to five years. It was at this time small man begins to receive an assessment of his actions from an adult. If the actions are characterized as positive and the baby is generally praised by the caregivers, then he will feel comfortable in society. Otherwise, his constant companion will be an invariable feeling of guilt. Parents should not scold their child too much. Try to avoid unfair criticism, be more delicate.

The psychology of preschool age is such that the child takes everything much more seriously than it really is. He cannot yet form an independent image of himself without the participation of an adult. For this, he lacks life experience, elementary self-confidence. When we praise a child, it is deposited in his subconscious that he, as a person, is worth something and valuable in itself. In the case of frequent criticism (especially unfair), our child only becomes isolated and ceases to trust the world around him. In other words, self-esteem is made up of how adults treat a child. Let your child know that you are always by their side. A son or daughter should know that there are no unsolvable situations. By your own example, show that you can extract your pluses from everything.

Development of cognitive processes

The psychology of preschool age is an amazing and useful science. She is able to prompt parents in time right exit from the current situation, to give grounds for support and additional joy. Sometimes it can be difficult for adults to cope with a disturbing problem on their own. And then pedagogy comes to the rescue. The psychology of preschool age is focused precisely on the development of children, including any psychological difficulties.

cognitive processes in without fail participate in the development of personality. The development of attention, memory, thinking, imagination, speech is impossible without systematic training with the child. How much time should be devoted to this? In fact, for a preschooler, only fifteen to twenty minutes a day is enough. The development of cognitive processes is better in the form of a game. Then the child will be able to relax as much as possible and learn much more.

Development of creative abilities

Every person is talented in some way. AND Small child, who is only four years old, is no exception. Parents should be the first to notice the abilities of their child in order to develop talents from an early age, and not hide them. Unfortunately, one can often observe such a picture: the real natural inclinations are ruined in the bud, opportunities are closed. And all this parents do unconsciously, putting a whole bunch of restrictions in front of the child. In this case, is it any wonder that children grow up lacking initiative, passive and lazy?

A small child learns everything by playing. He still does not know how to take everything in life seriously. The development of creative abilities should begin with a conscious intention to bring more bright colors and impressions into the life of a child. It is better to enroll a four-year-old kid in several thematic circles of interest. In the course of classes, you should definitely watch him and draw the appropriate conclusions: what turns out better, what is worse, what the soul lies in, what natural inclinations are.

In order for the abilities to really develop, it is necessary to free the mind from all kinds of fears. Parents sometimes fear possible failure even more than the children themselves, which is why the desire to move forward disappears. Do not be afraid to experiment, spend money on getting new experience. The acquisition of useful skills is a paramount task. Let your baby really feel important and valued.

Adults often ask such an important question: how to develop in a child a full-fledged member of society with high moral values? What to look for Special attention? Where can I get more support? What should be considered when raising a child?

Teach him to respect himself. There are so many people in modern society who can shake our self-esteem! Do not take away from your own child the opportunity to appreciate yourself. Never humiliate - neither in private, nor even more so in public. The kid should not feel vulnerable, feel shame in front of society. Otherwise, you will only help him form
Develop personality in it. A person cannot be happy if he fulfills other people's goals in life, solves tasks that are not his own. Let the child have his own guide, do not prevent the development of an individual opinion on any issue. Time will pass, and you will see the results of such upbringing: the baby will become more self-confident.
Harmonious development of personality. A truly happy person is interested in everything, not just work. He has many hobbies in his arsenal, the inner world is distinguished by unprecedented wealth. Such an individual is always open to new experiences, gladly receives the knowledge he needs. He will never humiliate another, will not hurt others. A harmonious person strives to live in peace with his own emotions and respects the feelings of other people. It is to this ideal that one should strive when raising a child.

Thus, questions of the formation of self-consciousness, overcoming crises, and the study of behavioral characteristics are dealt with by developmental psychology. Preschool age is an important stage in the comprehensive development of the individual. It is during this period that a small person takes the main lessons of society, learns to interact effectively with others. Parents and teachers should support the child in every way in all his endeavors, contribute to the formation of a sustainable interest in various useful activities, develop creative thinking, the ability to see the situation from several sides at once.

Psychology of preschool age studies. Developmental psychology - preschool age