“Types of children's activities and their developmental potential. Game activity as the main form of work with preschool children. Support for the initiative of children in various activities Types of children's activities in the classroom

A visit by a child to a preschool institution is an obligatory component of the comprehensive development of the personality of a future adult. If parents themselves can teach reading and writing at home, then it is impossible without communication with peers and performing tasks in a team. Kindergarten contributes to the normal growth of the child, prepares him for adulthood.

Types of activities in accordance with federal state requirements

There are generally accepted requirements that all preschool institutions in the country must adhere to. So, the main types of children's activities in accordance with the FGT include the game component, communicative, labor, cognitive research, musical and artistic, productive, and reading.

The general educational program in kindergarten should be carried out not only through the interaction of an adult and a child. Many tasks the baby must solve on their own. Such activity allows not only to acquire new skills, but also to consolidate existing ones.

Federal-state requirements are developed taking into account regimen moments in children in accordance with age. Based on this, the main types of children's activities must be planned, taking into account the periods of sleep and wakefulness.

in kindergarten

The game can rightfully be called the main activity in a preschool institution. Role-playing games help the development of the personality, active ones contribute to the rapid physical development of the child. Any training is much more productive if it is interesting to the baby. It is no coincidence that many educational programs are built in the form of a game.

All can be divided into two groups. At the younger preschool age, games mostly acquire an objective character. Children explore the world around them visually. They try to distinguish one object from another, to taste it. At the senior preschool age, kids already begin to interact with each other. Role-playing games are becoming popular. And if the educator builds the educational process correctly, in the form of a game it will be possible to teach children to write and read. All types of children's activities in kindergarten, to one degree or another, should be associated with it.

Cognitive research activity

No less important activity can be considered cognitive research. This species is closely related to the game. After all, it is thanks to the latter that the child gets acquainted with the outside world. Cognitive activity is of great importance in any childhood. Depending on the goals that the teacher sets for the children, this type of activity may include experimentation, observation, excursions.

Special attention should be paid to targeted walks. In the warm season, thanks to trips to the park or out of town, the teacher helps children solve several problems at once. Active recreation can be combined with acquaintance with nature and animals of the native land. In addition, fresh air improves children's appetite and sleep. Too low air temperature or precipitation can become an obstacle for daily walks. In the summer, educators should ensure that children spend less time in the open sun and wear hats. Almost all types of children's activities in kindergarten in the summer can be carried out outdoors.

Communicative type of activity

The main task of preschool is to prepare the child for the future adult life. The little man must acquire many skills before he enters society. This is not only the ability to talk or use household items for their intended purpose, but also the correct communication with others.

Most children easily find a common language with both peers and adults. But in every preschool institution there is always a group of closed kids who find it difficult to socialize. This behavior may be due to personality traits or parental upbringing. Often, troubles in the family lead to the fact that the child withdraws into himself and does not want to communicate with his comrades. The main types of children's activities are aimed at helping such a baby. In a playful way, the teacher helps him open up and establish contact with his peers.

Properly organized in kindergarten, it also contributes to the development of the children's speech apparatus. Classes may include communication with children on certain topics, situational tasks, conversation, guessing riddles. Story games are very popular with kids. In the role of favorite fairy tale characters, children become more self-confident, reveal their creative potential.

in a preschool

In order to exist in a full-fledged society, a child needs not only to learn how to communicate correctly, but also to serve himself. All types of children's activities in kindergarten contribute to teaching kids independence. They must be able to dress properly and hold kitchen utensils without adult assistance.

Household work is also not in last place. The child must be familiar with the activities of adults. This is especially true for household tasks. Not only the teacher teaches the kids the culture of life, but also the parents at home. Even in preschool age, parents, together with educators, must teach the child to be careful. All toddlers should clean up toys and kitchen utensils. A preschooler must know that all things have their place.

The joint activity of an adult and a child also contributes to social development. The kid quickly learns to solve certain everyday tasks, begins to understand the degree of his significance in society.

productive activity

It is impossible to imagine without drawing, modeling and applications. All these are productive activities that contribute to mental development. In the classroom, kids learn to express their thoughts, to show imagination. It is in kindergarten that a love for art can be laid, and parents usually at this time reveal one or another talent in a child.

Praise is a very important moment of productive activity. In no case should you point out mistakes to a preschool child. The educator can only direct the child, suggest how it would be optimal to solve a specific problem. It is no coincidence that there is no grading system in preschool institutions. The child should not know that he draws or makes an application worse than others.

Productive activities in kindergarten help to acquaint the child with the natural environment, with the main colors and shapes. In addition, drawing and modeling contribute to the development of coordination of movements.

Musical and artistic activity

Musical activities for children in kindergarten include singing, singing along, playing instruments, as well as outdoor games with musical accompaniment. In such classes, the children develop creative abilities. Many children like classes with vocal improvisation. It is musical and artistic activity created to prepare kids for performances. Children learn to feel great in front of a large audience.

Reading in kindergarten

Despite the fact that children begin to read only at school age, educators should teach this skill long before that. The child must first learn to listen and understand the work. A very important skill is the ability to handle a book. The kid should know that you can not tear the pages, looking at the illustrations.

In the middle group, the teacher begins to introduce children to letters. First of all, children learn easy to pronounce letters. These are simple. Next, kids learn to put letters into syllables, and them into words.

The activity of a child in kindergarten must necessarily be associated with learning small poems. Classes of this kind contribute to mental development, train the memory of the child. Parents can also study short stories and jokes with their children at home.

Proper organization of leisure is also important.

Teaching the basic skills of a child in a preschool institution is in the first place. But properly organized cultural and leisure activities in kindergarten are also important. In order for children to be able to usefully spend their free time in a group, the space must be properly organized. Adults should pay special attention to toys. The corresponding zones in the form of a living corner, a kitchen or a pharmacy are of great benefit. Special toys make children's role play more intense.

The conditions for the implementation of activities for children in kindergarten also include theatrical events. Performances and fairy tales help children better consolidate the material they have learned. In addition, favorable conditions are created for the comprehensive development of the child within the walls of a preschool institution.

Nanny or kindergarten?

Today, more and more parents prefer raising children at home. Meanwhile, it is in a preschool institution that a child can acquire the skills of social role behavior. Children experience communication in a variety of forms. Even a negative experience that cannot be obtained within the walls of a home will benefit the baby. And the game as the leading type of children's activity will contribute to the comprehensive development of the baby in the team.

At the same time, raising a child at home also has advantages. A nanny with a pedagogical education will make every effort to educate a particular child, taking into account the characteristics of his character. This will make it possible to bring up the best qualities in him.

Support for children's initiative in various activities Completed by: teacher Krivchikova O.A. A preschooler is, first of all, an activist who seeks to independently learn and transform the world through various initiatives that arise in solving available problems. GEF DO puts the design of a social situation at the heart of the program, which helps to support the individuality and children's initiative of each child. Create conditions for children to freely choose various types of activities, forms of joint activities, as well as for them to make decisions, express their feelings and thoughts. GEF DO targets:

• the child shows initiative and independence in various activities;
• is able to choose his occupation, participants for joint activities;
• the child is capable of volitional efforts;
• tries to independently come up with explanations for natural phenomena and people's actions;
• capable of making their own decisions.

Initiative is defined as a characteristic of a person's activity, behavior and personality, meaning the ability to act on an internal impulse, in contrast to reactivity - behavior carried out on external stimuli. Children's initiative is manifested in the free independent activity of children according to their choice and interests. The ability to play, draw, design, compose, etc. in accordance with one's own interests is the most important source of a child's emotional well-being in kindergarten. In the form of independent initiative activity in a kindergarten, all types of a child’s activities can be carried out, since each activity has a peculiar effect on the development of different components of independence. There are 4 areas of initiatives:

• creative
• goal setting and will power
• communicative
• Cognitive
Each area of ​​the initiative is assessed through a specific activity:

Creative initiative - involvement in the story game, as the main creative activity of the child, where imagination and creative thinking develop. Initiative as goal-setting and volitional effort : involvement in various types of productive activities - drawing, modeling, designing, requiring efforts to overcome the "resistance" of the material, where arbitrariness develops, the planning function of speech. Communication Initiative - the inclusion of the child in interaction with peers, where empathy and the communicative function of speech are unleashed. Cognitive Initiative - curiosity, involvement in experimentation, simple cognitive research activity, where the ability to establish spatio-temporal, causal and genus-species relationships is developed. Each activity has a unique impact on the development of different components of autonomy and initiative: 1. The game promotes the development of activity and initiative. It requires from the child individuality, ingenuity, resourcefulness, creativity and independence. 2. Labor activity - the formation of purposefulness and awareness of actions, perseverance in achieving results. Performing elementary labor assignments, children begin to work together, distribute duties among themselves, and negotiate with each other. 3. In productive activities, the independence of the child from the adult, the desire to find the necessary means of self-expression is formed. 4. Communication (children-children, children-parents). 5. Self-organization - an activity aimed at searching and creative approach. Without independence, we will not get the initiative . The problem of the formation of independence in children has been and remains one of the most urgent in today's pedagogy. life in all its manifestations is becoming more and more diverse and complex, a person is not required to use stereotyped, habitual actions, but a creative approach to solving large and small problems, the ability to independently pose and solve new problems. The smaller the children, the weaker their ability to act independently. They are not able to control themselves, so they imitate others. and not always this example has a positive effect on the child. For a long time there was an opinion that the child is not yet a person. A small child is an inferior being who cannot independently think, act, have desires that do not coincide with the desires of adults. The child must fulfill the requirements dictated by an adult without showing his own initiative and independence. According to the principle of "said and done". And only recently we have adopted a "positive" approach to the development of the child: they recognized the right to be a person. And independence is a faithful companion of personal development. For the development of initiative you need: . Give simple tasks (remove the fear of "I can't do it", develop initiative in children. 2. Give tasks that are interesting or where a person has a personal interest in doing something. 3. Support initiatives (be prepared to pay for your mistakes and failures). 4. To learn how to respond competently to their own mistakes.If we want our children to believe in themselves, develop and experiment, we must reinforce the initiative, even when it is accompanied by mistakes.In the educational process, the child and adults (teachers, parents) act as subjects of pedagogical activity in which adults determine the content, tasks, ways of their implementation, and the child creates himself and his nature, his world. Children are provided with a wide range of activities specific to preschoolers, the choice of which is carried out with the participation of adults with a focus on the interests and abilities of the child. learn to cooperate tactfully with children: do not try to show and explain everything at once, do not to present at once any unexpected surprises, sound effects, etc. it is necessary to create conditions for the children to guess a lot on their own, to enjoy it. 5-6 years To support children's initiative, adults need to:

• create a positive psychological microclimate in the group, equally showing love and care for all children: express joy at a meeting, use affection and a warm word to express your attitude towards the child;
• respect the individual tastes and habits of children;
• Encourage the desire to create something according to one's own design;
• create conditions for independent creative activity of children;
• if necessary, help children in solving the problems of organizing the game;
• involve children in planning the life of the group for the day and for a longer period.
• create conditions and allocate time for independent creative, cognitive activities of children according to their interests.

6-8 years old To support children's initiative, adults need to:

• calmly respond to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing, improving, details. Tell children about their difficulties experienced in learning new activities;
• create situations that allow the child to realize his achievements and teach him to achieve the same results of his peers;
• maintain a sense of pride in their work and satisfaction with its results;
• create conditions for various independent creative activities of children according to their interests and requests, provide children with a certain amount of time for this type of activity;
• if necessary, help children solve problems in the organization of the game;
• plan the life of the group for the day, week, month, taking into account the interests of children, try to implement their proposals;
• present products of children's creativity to other children, parents, teachers.

The main principles for the development of independence and initiative, which must be applied in the work of the educator, are as follows:

• 1. Make sure that the child discovers the unfortunate consequences of what he once was too lazy to do (if he finds that the felt-tip pens have dried up because he forgot to put caps on them, you should not rush to give him new ones. In the future, memories about this difficult period of creativity will motivate the child to monitor the state of their belongings, treat them with care, and most importantly, the understanding that they have to answer for each of their actions.
• 2. Requiring independence from the child, be guided by the principle of expediency. For example, you should not ask him to put the toys immediately after the game. The request to put everything in its place after the end of the game, so as not to trip over toys, will be more understandable to the child.
• 3. Try to formulate the scope and content of duties as specifically as possible. For example: "After dinner, you need to clear your glass from the table to help Natalya Vladimirovna," and "you don't need to clean up after yourself."
• 4. try to explain to the child the meaning and ultimate goal of the actions performed by him
• 5. if the child is lazy and categorically refuses to leave his cozy place, ask him to tell you about his future plans. This request will make the child think about what to do.

Effective forms of supporting children's initiative: 1. Joint activity of an adult with children, based on the search for options for solving a problem situation proposed by the child himself. 2. Project activity. 3. Joint cognitive and research activities of an adult and children - experiments and experimentation. 4. Observation and elementary household work in the center of experimentation. 5. Joint activity of an adult and children in the transformation of objects of the man-made world and wildlife. 6. Creation of conditions for independent activity of children in development centers. "The balance of adult and children's initiative is achieved not through a rigid separation of the spheres of domination of an adult and freedom of a child, but through the flexible design of partnership activities, where both parties act as central figures in the educational process and where pedagogical interests and interests of a particular group of preschoolers meet, rather than oppose. "" The balance of adult and children's initiative is achieved not due to a rigid separation of the spheres of domination of an adult and freedom of a child, but due to the flexible design of partnership activities, where both parties act as central figures in the educational process and where pedagogical interests and interests of a particular group meet, rather than oppose. preschoolers" Children who show initiative and independence in all activities achieve the highest social and normative characteristics. They are the most sociable, creatively developed, have their own point of view, are leaders among their peers and are more successful at school. Thank you for your attention!

Children's activities	Forms and methods of organizing educational activities	Methods, means
Game, including role-playing game other didactic games	1. Games - experiments (games with natural objects, games with toys) 2. Plot amateur games (plot-display, plot-role-playing, directorial, theatrical) 3. Educational games (plot-didactic, mobile, musical-didactic, educational) 4. Leisure games (intellectual, fun games, theatrical, festive carnival, computer games) 5. Folk games 6. Ritual games (family, seasonal, cult) 7. Leisure games	1. Developing subject-play environment 2. Attributes to role-playing games.
Communicative (communication and interaction with adults and peers)	1. GCD 2. Conversations 3. Emotional games 4. Traditions of the group 5. Collections 6. Didactic games 7. Round dance games 6. Various activities in the social-emotional center	1. Developing subject-play environment 2. Layouts, models, mnemonic tables 3. Interactive aids 4. Communication between adults and children. 5. Cultural language environment 6. Interactive toys 7. Visual arts, music, theater 8. Fiction
Cognitive research (study of objects of the surrounding world and experimentation with them)	one . GCD 2. Targeted walks and excursions 3. Listening to music and poetry 4. Cognitive conversations 5. Collecting (for example, children's treasures, collecting toys from kinder surprises) 6. Productive activities 7. Game exercises 8. Reading 9. Problem situations 10 Situational conversation with children 11. The simplest experiments 12. Project activities 13. Riddles 14. Various activities in the cognitive research center	1. Developing object-spatial environment: sets of visual didactic material for classes, equipment for independent games and activities for children. 2. Figurative and symbolic material 3. Experimenting 4. The simplest algorithms 5. Information and computer tools: laptop, projector 6. Fine arts, music, theater 7. Fiction
Perception of fiction and folklore	1. Reading a literary work 2. Conversation about the read work 3. Discussion of the work 4. Theatrical game 5. Situational conversation based on what was read	1.Books with good illustrations 2.Audiobooks 3.Audiovisuals
Self-care and basic household work (indoors and outdoors)	1.Assignments 2.Work together with adults	1. Own labor activity (training in specific labor skills and abilities, satisfaction of one’s own labor needs) 2. Familiarization with the work of adults (targeted walks and excursions)
Construction from various materials, including construction kits, modules, paper, natural and other materials	1. Organized activity: GCD 2. Joint activity of adults and children. 3. Independent activity of children. 3.Designing: - according to the conditions - according to the plan - according to the topic - according to the model. 4.Creative workshop 5.Building material games	1. Equipment and materials for construction, natural and waste material.
Fine (drawing, modeling, application)	1. Perception: - illustrations of children's books - pictorial images 2. Practical activities: -Drawing (subject, plot, decorative) - Modeling (Decorative, subject, plot) - Application (decorative, subject, plot; in form - three-dimensional, planar; by color - one-color, multi-color) -Working with paper, with natural material, unformed (waste) material	1. Works of art 2. Reproductions 3. Illustrations 4. Equipment and materials for modeling, appliqué, drawing and design, natural and waste material.
Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments)	1. GCD (complex, thematic, traditional), music quizzes, competitions, daily music, holidays and entertainment	1. TSO 2. Audio CDs, illustrative material, musical toys, children's musical instruments, attributes for musical and gaming activities
Motor (mastery of basic movements) forms of child activity	1. Physical education 2. Tempering procedures 3. Outdoor games and exercises 4. Physical education minutes 5. Sports games, entertainment, holidays, competitions and leisure 6. Reading (works of fiction related to the formation of a healthy lifestyle element) 7. Morning exercises 8 .Gymnastics of awakening	1. Motor activity, physical education (satisfying the child’s need for movement and at the same time developing it) 2. Ecological and natural factors: sun, air, water 3. Psychohygienic factors (day routine, activities, sleep, wakefulness, nutrition; shoes)

2.2. Part formed by participants in educational relations

The part formed by the participants of educational relations

1. Specifics of the region (national and cultural affiliation of pupils; features of the industrial and cultural complex of the Samara region; natural, climatic, seasonal and environmental features of the region);

2. Supplementing the content of one educational area of ​​the Program with a partial program that expands and deepens the content of this educational area, which best meets the needs and interests of children, as well as the capabilities of the teaching staff and meets the established traditions of the team.

Particular attention in this section of the variable part of the Program is paid to the possibility of implementing the principle of introducing children to socio-cultural norms, traditions of the family, immediate environment, urban society, etc. The immediate environment is the social environment in which children live, it is the basis for expanding children's horizons and for familiarizing children with socio-cultural norms, traditions of the family, society, state.

The variable part of the Program complies with the FSES DO and is no more than 40% of the content and does not contradict the goals and objectives of the Program.

The program is implemented during the entire time of the child's stay in the kindergarten.

2.2.2. Directions chosen by participants in educational relations from among partial and other programs and / or created by them independently

Directions of development (educational area)	Name of the partial or author's program	The authors	Output	Brief description of the program
Artistic and aesthetic development	"Musical Masterpieces"	O.P. Radynova	M.: Gnom-Press, 2004	The proposed system for the formation of the foundations of musical culture contributes to the development of emotions, thinking, imagination, interest in music, taste, ideas about beauty, and the creative development of children
cognitive development	The Volga land is my homeland. (Program on environmental and local history education for preschoolers)	O.V. Kasparov, V.N. Gandina, O.V. Shchepovskikh	Togliatti, LLC "Technocomplect", 2013 - 299p.	The proposed system of work with children is built on the basis of modern approaches to the implementation of the regional component using the integration of educational areas, elements of new pedagogical technologies - game, museum pedagogy, the project method, TRIZ techniques. The content includes GCD, joint and independent activities of children, close and meaningful interaction with the family

III. Organization section

Mandatory part

3.1.1 Description of the material and technical support of the Program, the provision of methodological materials and means of training and education

The material and technical support of the Program complies with the Federal State Educational Standard for Preschool Education, the tasks of the PEP of the kindergarten, fire safety rules, sanitary and epidemiological rules and regulations for preschool educational institutions, age and individual characteristics of children.

Functional zones are distinguished on the territory of a preschool organization:

Game Zone. It includes: - group sites - individual for each group at the rate of at least 7.2 sq. m per 1 child for young children and not less than 9.0 sq. m per 1 child of preschool age and in compliance with the principle of group isolation;

Sports ground. An outdoor swimming pool operates in the kindergarten near the sports ground in summer.

The territory of the kindergarten is equipped with video surveillance.

In the building and premises are located: group cells - isolated rooms belonging to each children's group. The group cell includes: a dressing room (for receiving children and storing outerwear, where wardrobes and shoes are placed, they are equipped with individual cells - shelves for hats and hooks for outerwear), group (for direct educational activities, games, classes and meals), separate bedrooms on the 1st floor, three bunk beds in a group room on the second floor, a pantry (for preparing ready-made meals for distribution and washing tableware), a toilet (combined with a washroom).

In the kindergarten there are additional rooms for working with children, designed for alternate use by all or several children's groups (music room, gym, teacher-psychologist's office, art studio) as well as related rooms (medical, catering, laundry) and office - living quarters for staff.

Play equipment meets the age of children, meets sanitary requirements. All materials and equipment are safe and have appropriate certificates. Didactic material is available in sufficient quantity, located in the centers of group rooms: motor, cognitive, intellectual, speech, musical and theatrical, ecological, productive, constructive, the center of personal communication. Each group has modular furniture, thanks to which the area of ​​the groups is effectively used, since according to the project, the kindergarten does not have bedrooms on the second floor.

Modular play complexes create a health-saving, functional, "open" for use and transformation by the children themselves subject-play environment in kindergarten groups, which provides the child with the opportunity to choose activities in accordance with his interests. The design of the subject environment meets the design requirements: the basis of the color palette is warm pastel colors, elements of artistic culture are used in the design (decorative elements on the walls, exhibitions of folk art, reproductions of paintings, etc.);

No. p / p	Educational areas	Name of equipped developing zones, objects for conducting practical classes, objects of physical culture and sports with a list of basic equipment
	Social and communicative development	Center of personal communication: - attributes for group cohesion; material for reconciliation, aids for responding to emotional stress (“Island of Stomping”, “Scream Bag”, etc.), games for the development of cooperation (work in pairs), games for recognition and labeling of emotions, albums, illustrations for labeling emotional experiences, albums "My friends", "My family", etc., games aimed at maintaining a favorable emotional climate in the group, games and manuals for the awakening and growth of self-awareness, audio cassettes with songs about friendship. Safety Corner (SDA): - illustrations, a set of toys on the topic "Transport", a traffic light layout, traffic controller gesture patterns, a "Street" layout, attributes for the "Transport" role-playing game, attributes of a traffic police inspector (baton, cap), didactic games to familiarize children with traffic rules, a diagram of safe routes to the DS, a card file of "dangerous situations" Duty corner: - duty sequence algorithms, proper table setting schemes, aprons, scarves, caps, duty schedule for a corner of nature, for a dining room, for classes. Center for role-playing games: -games, toys and attributes for role-playing games, director's games, operating items, play equipment (game modules, furniture, utensils), layouts, game space markers
	cognitive development	Ecological center: - indoor plants, seasonal plant objects (winter garden, seedlings of flowers, vegetables, etc.); algorithms, schemes, rules for caring for plants; plant care material; calendar of nature; albums of fixing observations of experimental landings. Mathematical / intellectual center: - measuring instruments, clocks; geometric figures, a mosaic, a set of colored elements for building geometric figures, a set of geometric bodies with projections, Gyenes blocks, a “wonderful” bag with a set of three-dimensional bodies, games like “Tangram”; numbers, numbers and mathematical signs (sets of subject cards with numbers, counting material, cubes with numbers, numerical scale, Kuizener counting sticks); allowance for distinguishing relations (temporal, spatial): a variety of watches, pictures depicting the seasons, the daily routine, calendars, frames and inserts; didactic games and manuals for comparing sizes: pyramids, nesting dolls, bars and cylinders (6-8 elements), stripes, a set of scales and weights, thermometers, rulers, a set of hollow geometric bodies for comparing volumes and areas; games for the development of logical thinking (“The fourth extra”, “What is missing”, “find the ninth”, “Continue the row”, “Find the differences”, “Labyrinths”, etc.) Center for experimentation (laboratory): - scales, clocks, magnifying glass, flashlight, rubber jumpers, equipment for experiments with water, equipment for experiments with air, equipment for experiments with loose materials, including sand, equipment for experiments on color change (pieces of colored plastic, palette, etc.), equipment for experiments with magnets, equipment for measuring time, models of thermometers, collections (seeds, shells, etc.), games for building logical chains, equipment for sensory experiments (scented, noisy boxes, etc.), flow charts for conducting experiments : - different types of constructors (table and floor), toys for playing with buildings Center for Patriotic Education: - albums about your hometown, fiction: poems about your hometown, stories and legends of the Zh mountains iguli, fairy tales of the Samarskaya Luka, etc., illustrations: “Nature of the native land”, “Plant and fauna of the Zhiguli”, “Our city in all seasons”, pictures - illustrations: VAZ cars, VAZ emblem, photos of parents working at VAZ , album "Work of adults in Togliatti", outdoor games, didactic games using national paraphernalia, samples of arts and crafts (cities of Togliatti, Samara). Dolls in Russian costumes, illustrations about the life of Russian peasants. A musical selection of sounds in nature, the voices of birds and animals of the Samara Bend. Flag, emblems and other symbols of the cities of Tolyatti, Samara, the Volga region, Russia. Audio and video cassettes “My Motherland”, “City of Tolyatti”, “Volga expanse” and others.
	Speech development	Speech Center: - games and aids for the formation of children's vocabulary, games and aids for the development of coherent speech, reasoning speech, games and aids for preparing for literacy .; home-made books, a magnetic board, letters Logo corner: - toys and game aids for the development of proper speech breathing, picture symbols for the correct articulation of sounds (articulation models), games for determining the place of a sound in a word, selecting words with a given sound, differentiating sounds; games to regulate the pace of speech, voice power Book corner: - books for children's reading, magazines, including books - toys, audio books, illustrative material, portraits of writers, poets, coloring books based on literary works
	Artistic and aesthetic development	Musical and theatrical center: - children's musical instruments (voiced and not voiced), portraits of composers, visual material (pictures of the content of songs, musical works, musical instruments), musical and didactic games for the development of pitch hearing, rhythmic hearing, timbre hearing, dynamic hearing, games for the development of creative abilities, different types of theaters, a set of hats-masks, costume elements, materials for making a poster, transformation algorithms, a screen, a tape recorder, audio recordings for listening to musical works, children's songs, musical fairy tales. Center for productive activity: - beauty shelf, visual material (paintings, reproductions, thematic selections, collections, etc.), material for familiarization with arts and crafts (photographs, postcards, albums), didactic games for the development of creativity and imagination, for knowledge of species arts and crafts, knowledge of the genres of fine arts, albums (visual material) for familiarization with non-traditional drawing techniques, a variety of material for drawing, modeling, artistic work, natural and waste material.
	Physical development	Movement center: - attributes for outdoor games, attributes for games with jumping, attributes for games with throwing, catching, throwing, albums (cards - diagrams) with general developmental exercises, basic types of movements, elements of rhythmic gymnastics, cards-standards of physical fitness, non-traditional benefits that develop children's interest in physical exercises (soap bubbles, funny bags, etc.), equipment for fixing children's achievements ("Board of Champions", "Our Achievements", "Wall of Success") Health Center: - albums for prevention and healing of the body (acupressure, breathing, visual gymnastics, self-massage, etc.), the availability of benefits for the prevention of flat feet and the formation of correct posture, albums to promote a healthy lifestyle (“Sports”, “How we become tempered”, etc.), algorithms for the formation of cultural and hygienic skills (washing, dressing, brushing teeth, etc.)

Under the activity in pedagogy, it is customary to understand the initiative in the implementation of certain actions aimed at the realization of one's will, knowledge of the world, understanding of surrounding objects and phenomena, creative and contemplative perception. The main activities in the preschool educational institution according to the Federal State Educational Standard are distinguished in connection with:

• conducting an analysis of the most effective types of activity for preschoolers, necessary for planning the educational work of a kindergarten;
• planning the results of work for the implementation of the goals and objectives of the Federal State Educational Standard of preschool education;
• the development of a subject-spatial and developmental environment that meets the age and psychophysical needs of children;
• the search for new forms and ways of organizing leisure time for preschool children.

The main activities in the preschool education institution according to the Federal State Educational Standard

Thanks to a properly organized developing object-spatial environment, preschoolers systematically expand the horizons of knowledge, skills and abilities, and their activity, which manifests itself in various types of activities, consistently increases. Since the current legislation classifies five educational areas, which correspond to 5 types of activities according to the Federal State Educational Standard in preschool educational institutions (cognitive, physical, speech, socio-communicative and artistic and aesthetic), in kindergartens the development of pupils is organized according to these regulatory guidelines. The content of educational areas is determined in accordance with the program content and age characteristics of children, and therefore is realized not only through classes, but also through leisure activities.

In the methodological literature and among teachers of preschool education, there is often a lack of knowledge of the main types of activities of children, provoked by the difference in the classifications established by the federal standard (9 types of activities) and the number of educational areas (5 areas). A similar discrepancy arises since for a long time the activity of preschoolers corresponded to the areas of education, and according to the adopted FSES DO, design and manual labor, self-service and labor activity, the perception of folklore and fiction were added to the usual gaming, communicative, cognitive research activities, fine arts and music. Thus, the age needs of preschool children correspond to 9 main activities in the preschool educational institution according to the Federal State Educational Standard, which ensure comprehensive development and familiarization with general cultural values.

Since among the existing classifications of activities into the most significant for implementation are determined by an exemplary educational program and may differ in form and content, the key ones should be discussed in more detail.

Game types of children's activities in the preschool educational institution according to the Federal State Educational Standard

The game is not only one of the key forms of activity for preschool children, but also a means of understanding the world. That is why game activity with a didactic component is of strategic importance for age-related development, since this is the only way children learn to copy the behavior of adults, which ensures optimal psycho-emotional growth. The plots and the complexity of the rules of gaming activities depend on the age characteristics of children: the smallest ones mostly repeat simple actions after adults (they talk on the phone, imitate gestures, the labor activity of representatives of different professions, the actions and sounds of animals), but in the process of growing up, kindergarten students switch to playing games. models with a more complex plot and rules, and at older preschool age they will be able to create game plots on their own, distribute roles in them among their peers (games at school or a store, daughters-mothers).

The paramount importance of gaming activities in kindergarten is dictated not only by the requirements of the Federal State Educational Standard and the Convention on the Protection of Children's Rights, but also by the educational role of games that contribute to the emergence of comprehensively developed personalities. Game activities in the preschool educational institution according to the Federal State Educational Standard have a positive effect on the education of initiative, humanism, curiosity, tolerance and activity in preschool children. To achieve pedagogical educational goals, gaming activity must correspond to the age of children.

Game activities in kindergarten are organized for different purposes depending on the age groups of pupils:

Age group	Feature of gaming activity
First junior group	Children learn to play without interfering with each other, using the common space of the group or playground. Educators at this stage of growing up contribute to enriching the emotional experience of children, expanding children's ideas about the world around them, existing objects and phenomena, explain the possibilities of transferring functions with an object (for example, you can ride both a bear cub and a doll in one car, you can feed a bunny with one spoon, and boy). In early childhood, the prerequisites for a role-playing game are laid.
Second junior group	The plot variety of games is expanded due to personal experience (kids play in a kindergarten, hospital or store), familiarization with collective forms of activity is practiced. Children at 3-4 years old should be able to choose roles according to their own preferences and interests, try to imitate the movements, sounds and behavior of animals and birds, literary and fairy-tale characters, practice the classification of objects and game equipment according to various principles (by color, shape, size) .
middle group	At this age, kids more actively perform game functions within the framework of established rules, available props and distributed roles. It is important for teachers to stimulate the activity of pupils by performing various tasks, training tactile skills, motor skills, mastering the rules of popular didactic and role-playing games.
Senior group	Children practice group forms of play activity within the framework of an adequate competitive component: they discuss the rules of the game, coordinate actions, distribute roles, and in case of disputes they find compromises. The educator in the older group more often consults and observes, performing a secondary, rather than a leading role in the game. He encourages children to take the initiative, to creatively comprehend role-playing games, folklore and literary works.
preparatory group	Game activity becomes more difficult, game equipment is used less frequently, which allows the creative thinking and imagination of children to be involved. The didactic component of leisure activities is gradually expanding, children, with the support of the educator, are involved in labor and artistic activities when they make decorations and tools for games.

Demonstrating the limitless educational and developmental abilities of games, educators use intellectual, didactic, plot-role-playing, sports, mobile, search, experimental, finger and other games. Theatrical games are a separate type of activity in the preschool educational institution, integrated with artistic and communicative, thereby ensuring the development of emotional intelligence, creative rethinking of game plots and the surrounding reality, and the expansion of sensory experience.

Cognitive research activities in the preschool educational institution according to the Federal State Educational Standard

Among all children's activities according to the Federal State Educational Standard in the preschool educational institution, the innate curiosity of preschoolers is realized by research activity. It reflects the psychophysiological needs characteristic of preschoolers and the desire to cognize reality through the study of phenomena and objects of the surrounding world. In the process of growing up, children master sensory abilities and basic mathematical concepts, expand their understanding of the world, and their activity becomes more productive. In this regard, cognitive and research activities in different groups are implemented in different ways:

1. Younger preschoolers develop spatial thinking through the transformation of an object (building structures from a designer, playing with transforming robots, transforming machines), satisfying research interest, expanding ideas about natural phenomena, animals and plants, geometric shapes. Carrying out cognitive and research activities, children develop the speech apparatus, fine and large motor skills.
2. In the middle preschool age, it is important for educators to encourage in every possible way the research and search work of children, which is carried out through grouping, sorting and comparing various phenomena and objects, expanding mathematical skills and knowledge, and forming basic ideas about the history and culture of Russia.
3. Starting from senior preschool age, children are involved in the planning of research activities, learn to draw conclusions, summarize and systematize information, bring the planned to the end, and distribute responsibilities among peers to complete the tasks. In the process of work, pupils expand their vocabulary, learn the simplest mathematical operations (add and subtract, determine more and less).
4. In the preparatory group of the kindergarten, in the process of conducting classes, preschoolers expand their knowledge about peoples and countries, the planet Earth, their homeland, flora and fauna, consolidate the knowledge gained during preschool childhood. In addition, children are introduced to key events for the country and the history of the state, professions, they do everything to form the skills that graduates of preschool educational institutions will need at school.

Observation of natural phenomena, experiments, work with natural and visual materials, watching cartoons, videos and TV shows of an educational nature, modeling, collecting, search projects and other methods have proven their effectiveness in the context of organizing cognitive research work.

Communicative children's activities in preschool educational institutions according to GEF

The level of their interaction with teachers and peers depends on the degree of formation of speech skills of preschoolers. Since in the process of mastering the means of native speech, children face invariable difficulties, communicative activities in the preschool educational institution according to the Federal State Educational Standard, integrated with other forms of activity, form the basis of the educational process. The speech competencies of kindergarten students everywhere develop in regime moments and direct educational activities, however, the initiative of the child, his readiness to develop, master new knowledge is also of fundamental importance, and therefore it is important for educators to stimulate the communicative activity of children. The latter in a kindergarten is realized through listening to fairy tales, memorizing poems, retelling literary works, playing theatrical performances and other forms.

The implementation of speech activity differs depending on the age category of children:

Age group	Feature of speech activity
First junior group	At this stage, the formation of a sound culture of speech in children, the development of a passive vocabulary, which will create the prerequisites for communicating with adults and peers without raising their voices, is of key importance. As a result, pupils of the preschool educational institution will be able to express their thoughts and emotions without shouting in a calm tone.
Second junior group	In the course of collective gaming activities, preschoolers train the articulatory apparatus, expand their vocabulary and active scale. Children learn new expressions for themselves, including forms of addressing elders, teachers and households.
middle group	An important task of this stage of childhood is the ability of children to listen, to make coherent statements, to express their own thoughts. In the process of learning, self-control skills are instilled in children, fine motor skills are developed.
Senior group	The development of speech competencies is carried out in the course of dialogic and monologue speech. In the process, tolerance, a benevolent attitude towards others, high moral, ethical and moral qualities are formed. Speech activity is carried out in the context of national, civil and gender identity.
preparatory group	On the eve of entering school, children learn to build coherent statements on a given topic, expand their vocabulary by memorizing literary and folklore works, learning terms, antonyms and synonyms for the words they know. In parallel, training intonation is carried out.

To develop the communicative activity of children, educators use listening to fairy tales, poems, tongue twisters, organize dramatizations with elements of dialogical speech, outdoor games, quizzes, poetry recitation contests, tasks for reproducing various words and stories.

Productive activities in the preschool educational institution

The practice of using productive activities in kindergarten ensures the formation in children of perseverance, endurance, attentiveness, patience, analytical work skills, structural assessment of the possibilities of objects, and a systematic approach to the surrounding reality. Such forms of activity lay the foundation for the successful creative self-realization of children. Productive activity relies on the reproduction of what has been seen before with a creative component and the addition of unique elements.

Most often, productive activity in a kindergarten is realized through design: younger preschoolers create the simplest structures from cubes, highlighting individual parts of the building, completing or rebuilding them, equipping structures with free space inside. In the middle preschool age, pupils expand their ideas about the size, shape and texture of objects, and therefore learn to create buildings according to the verbal instructions of the educator, and not their own ideas and visual example. For the construction of structures, children use the simplest structures, for which they unite in groups to build even more voluminous figures. At senior preschool age, children can complete tasks of any complexity, design a building of a given theme or form, and can implement productive activities in a preschool educational institution according to the Federal State Educational Standard on their own according to instructions.

However, the range of productive activities in kindergarten is not limited to design, and therefore educators use other forms of children's activity, among which a special place is occupied by:

1. Drawing (with crayons, paints, pencils or other visual means). Children develop abstract and creative thinking, and prepare their hands for writing if they systematically draw on a special board, paper, asphalt or canvas.
2. Modeling is the best method of working on fine motor skills of the hands. The use of plastic materials (clay, kinetic sand or plasticine) optimizes the coordination of children's movements, forms perseverance, awareness of the proportions and position of bodies in space, attention to detail, spatial thinking.
3. Applications, crafts made from natural and improvised materials, fabrics contribute to the creative self-expression of children, rethinking of individual events, phenomena and objects.

Thematic exhibitions of children's works, decoration of premises and events for the holidays with the results of the pupils' creativity open up an awareness of the importance of artistic work for children, providing ample opportunities for self-realization. Unfortunately, recently children are increasingly losing interest in traditional types of productive activities, and therefore educators need to find new, more modern forms of activity that should be included in the educational process. The practice of Russian and foreign kindergartens proves that children are enthusiastically involved in scrapbooking, original design techniques (embossing, contouring), create illustrations from magazine clippings with interest, learn the basics of weaving, which opens up endless possibilities for introducing practical activities into the pedagogical process of preschool educational institutions.

Labor activities in the preschool educational institution according to the Federal State Educational Standard

In order for children from a very young age to be able to independently satisfy their basic physiological needs, to be more respectful of their own and other people's work, to systematically improve their health, it is important to practice instilling labor skills. That is why various types of labor activity are practiced in kindergartens, which have a positive effect on the development of a sense of responsibility and independence among pupils of preschool educational institutions, a conscious approach to productive activities.

Children are introduced to elementary labor consistently, taking into account the age and physiological capabilities of preschoolers, and therefore:

• in the first younger group, the labor activity of preschoolers consists in the ability to dress and undress independently, wash their hands after a walk and before eating, use a potty, use a spoon and fork;
• in the second junior group, kindergarten students expand the range of skills and abilities they have, learn to provide all possible assistance to educators and nannies;
• in the middle group, preschoolers 4-5 years old learn to assess their abilities and the amount of work, achieve their goals, bringing the work they have begun to the end, which instills the ability to self-regulate (at the same time, it is strategically important for educators to encourage the labor initiative of children, their desire to provide assistance);
• older preschoolers should control the condition and location of personal belongings, toys, school supplies and other things;
• in the preparatory group, preschoolers should easily take care of their clothes and shoes according to the instructions of the teacher.

In regime moments, during walks, classes and events, on duty under the supervision of a teacher, children carry out basic types of labor activity. To do this, teachers involve children in caring for flowers, plants on the site, collecting natural material and making decor items from it, which are later used to decorate the group space, creating bird feeders, cleaning leaves or snow, and other simple developmental tasks.

Musical and artistic activities of children in the preschool educational institution according to the Federal State Educational Standard

Preschoolers of all ages are actively introduced to the world of music, which contributes to the development of aesthetic perception of the world, the emotional sphere, performing abilities, rhythm, and therefore creates opportunities for the comprehensive development of the child's personality. Educators in the classroom and during walks, and music leaders in music classes actively introduce children to various pieces of music, which develops in them a sense of beauty and musical taste.

Since speech and music have a similar intonation nature, regular performance practice contributes to the development of communication skills, mastering the tempo, pitch, power of speech, and serves as a prevention of speech dysfunctions and disorders. Among the 9 types of activities in the preschool educational institution according to the Federal State Educational Standard, music occupies one of the key positions, since this form of activity is integrated with other educational areas, including the study of folk art and artistic expression. Children of all ages listen to fairy tales, poems, folklore, participate in creative fantasy and dramatizations. At this stage, it is important for educators in every possible way to promote the inculcation of love for the word of art, folk and academic musical works, the concepts of morality and ethical standards, the basics of critical thinking.

The personal initiative and contribution of the educator largely determine the pedagogical work on the perception of artistic and musical creativity by children, since it depends on the teacher and musical director of the preschool educational institution whether children will be able to join the beautiful through acquaintance with music and literature, whether they will feel the need to continue studying the world art. In the context of this, integrative types of creativity are of key importance, combining various forms of activity, for example, theatrical and musical didactic games, dramatizations and improvisations, staging dance numbers or works of art with musical and song accompaniment, etc.

Children's types of motor activity according to the Federal State Educational Standard in the preschool educational institution

The need for movement is inherent in the physiology of children, however, due to the massive spread of modern technologies and changes in the principles of organizing family leisure, the motor activity of preschoolers is not fully satisfied. That is why kindergarten educators and physical education instructors strive to maximize regime and leisure moments with various forms of activity, which will improve children's health, lay the foundations for a healthy lifestyle and a conscious attitude to one's health. Regular improvement of the physical abilities of preschoolers is the key to the harmonious development of the growing organism.

The organization of motor activity is carried out with an eye to the age of the pupils and their physiological capabilities:

1. In younger groups, preschoolers need to master ball exercises (throwing and rolling), continuous running for 30 seconds, jumping in place, performing imitative exercises (for example, deer running or grasshopper jumping), outdoor games and the ability to climb the first rails of the Swedish wall.
2. In the middle group of the kindergarten, pupils perform exercises to train balance, strength, coordination of movements, develop basic motor skills, run, jump.
3. Older preschoolers expand their range of motion and range of motor skills through a combination of different exercises. Under the supervision of the educator, tempering procedures are performed, and in leisure forms of activity, competitive moments, sports games and relay races are used.
4. In the preparatory group, along with various types of educational activities in the preschool educational institution according to the Federal State Educational Standard, round dance and sports games are used, during which various muscle groups develop, simple and complex forms of activity are practiced, dexterity, strength, and endurance are trained.

Among all forms of physical activity, the most effective are drill and outdoor games, round dances, dance exercises, exercises, morning exercises, the basics of hiking, cycling, sledding and scooters.

How to motivate children to implement various types of educational activities in a preschool educational institution according to the Federal State Educational Standard?

In preschool education, the correct distribution of the educational load on children is of key importance. The unstable attention of preschoolers, which is due to physiological and age factors, provokes natural difficulties in the process of implementing educational activities during the transition from one type of children's activity to another.

Experienced teachers who are not accustomed to relying on uncontrollable factors have developed a set of techniques that make it easy to motivate children to change the type of activity. Most often they use:

1. Conversations are a method that allows you to update the attention of preschoolers, facilitating the transition to communicative, cognitive research, labor or musical and artistic activities. Educators practice creating a file of conversations, which can later be used in the course of the educational process with children of different ages.
2. Riddles are a fascinating way of influencing pupils, which does not require significant time expenditures in class, but introduces elements of an entertaining and competitive nature. Guessing provides a simple transition from creativity, labor or productive activity to, for example, educational.
3. Poems - serve as a stimulating factor in the transition to labor and motor activity, the implementation of simple instructions, the implementation of research, cognitive, visual and gaming activities.
4. Fairy tales - help motivate children for educational or labor activity, explain the nature of things, the world around them and the features of relationships in it in simple and accessible words. Fantasy fairy tales are appropriate in the process of implementing almost all types of activities in preschool educational institutions according to the Federal State Educational Standard.
5. Visualization tools (pictures, posters, diagrams) set up preschoolers for productive, cognitive research, communicative, musical and artistic activity.

The connecting link in the process of transition to another type of activity can be a game, the most characteristic of the pupils of the preschool educational institution and meeting their age-related needs. It can also be used as the main integration tool if there is a need to provide comprehensive preparation of children for multi-component educational work with maximum involvement.

Get a standard diploma

To learn more about the legal regulation of the educational activities of a preschool educational institution, the development of the main educational program for preschool education and receive methodological recommendations from experts, the curriculum "Organization and quality control of educational activities in a preschool educational institution" will help

Integration of activities in the preschool educational institution according to the Federal State Educational Standard

The key trend in recent years in the field of preschool education has been an increase in the volume of the educational load, which makes it important to integrate the main activities in the preschool educational institution according to the Federal State Educational Standard. Children from an early age are faced with the need to master a significant amount of information, and for most parents it seems the absolute norm to organize meaningful leisure for their beloved children in early development schools, foreign language courses, dance and sports studios. As a result, a large number of pupils demonstrate a low concentration of attention, which greatly complicates the implementation of the program content. Preschool pedagogical practice needs new organizational solutions, and in light of this, the integration of various types of activity for kids becomes the optimal organizational solution.

Integrated educational activities, regardless of the form of its organization - in the form of classes or unregulated activity - are subject to a number of requirements, which include:

1. Strict thoughtfulness, clarity of structure with concise inclusion of each individual component. Integration provides for the need to somewhat reduce the volume of each of the types of children's activities in the preschool educational institution according to the Federal State Educational Standard in order to ensure a general indicator of the effectiveness of educational work.
2. A clear, easily traceable relationship between the individual components, which is achieved only if the material is carefully studied.
3. Significant information content, availability of information, the explanation of which is carried out within the boundaries of the established time.

The successful organization of integrated classes in kindergarten causes the rejection of traditional methods of interaction between the teacher and children in favor of conducting search, research, heuristic activities, consistent analysis, and finding answers to problematic questions. The task of the teacher is to teach kids to study all the characteristic features of an individual object or phenomenon, which contributes to the consistent implementation of all types of activities provided for by the Federal State Educational Standard of DO, and the satisfaction of age-related psychophysical needs.

It is important to note that all types of children's activity are characterized by progressive development within the framework of five stages: free experimentation, the occurrence of difficulties, work together with an adult (skill formation), activity together or next to peers (skill training), amateur activity with the inclusion of a creative element (fixing skill and its subsequent expansion). Each of these stages is important, but the process of interaction between a child and an adult remains the key, and within the framework of integrative activities, it is given the maximum amount of time. Practice shows that such a pedagogical model contributes to the rapid enrichment of the personal experience of preschoolers, and therefore its inclusion in the organization of the educational process is recognized as appropriate.

Take a test on the topic "Organization and quality control of educational activities in a preschool educational institution"

Only a third of your colleagues pass this test without errors

INTRODUCTION

CHAPTER 1. Development of mental functions in preschool age

§one. Characteristics of the development of thinking, perception and speech

§2. Features of the development of imagination, memory and attention in preschool children

CHAPTER 2. The main activities of a child of preschool age.

§one. Game as a leading activity of preschool age

§2 Visual activity and perception of a fairy tale in preschool age

§3. Labor activity of preschool children

CHAPTER 3. Readiness of the child for school

§one. Crisis of seven years. Symptom of loss of immediacy

§2.Psychological characteristics of readiness for learning at school

CONCLUSION

REFERENCES

INTRODUCTION

Currently, the attention of many psychologists around the world is drawn to the problems of child development. This interest is far from accidental, as it turns out that the preschool period of life is the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The future of the child largely depends on the conditions under which it will proceed. At the same time, multiple factors influencing the socialization of the individual are also laid down and formed precisely in the preschool period of a child's development.

The development of the psychology of a modern person is laid at an early age and is predetermined by the pedagogical characteristics of the impact of society on him, the impact on him of the people around him and, above all, the people closest to the child, his family. This confirms the role that the psychologist-teacher plays in the formation of personality, the formation of its psychological characteristics.

In the upbringing and development of a preschooler, all factors influencing the child are important - both family education and education in a preschool institution.

Society declares its conditions of social behavior developed in the course of social evolution. And here it is important to orient the upbringing and development of a preschooler in such a way that his behavior, as interaction with the environment (society), including orientation in relation to this environment, as well as the development of personal characteristics, including the physical capabilities of the body, correspond to the developed norms and principles, requirements of conditions of socialization.

The topic of this term paper is relevant, because the study of a child of preschool age will always help any person to understand the developmental processes of his child and thereby help to develop any abilities in him most actively.

General theoretical issues of the development of preschool children are disclosed in the works of D.B. Elkonina, A.N. Gvozdev, L.S. Vygotsky and others.

The purpose of the work: to reveal the features of the process of development of a child in preschool age.

The object of the study is preschool children.

The subject of the research is the process of development of preschool children.

Research objectives:

· Analyze the psychological and pedagogical literature on the research topic;

· To study the features of the development of preschool children.

The theoretical significance of the work lies in the consideration of some aspects of the development of the child, which were not well disclosed earlier.

The practical significance of the work lies in the ability to use the information obtained for the development by teachers of various programs necessary for the development of a preschool child.

CHAPTER 1. Development of mental functions in preschool age

§one. Characteristics of the development of thinking, perception and speech

child preschool development

In preschool childhood, the child has to solve increasingly complex and varied tasks that require the identification and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results. Children discover and use the relationship between the degree of moisture content of clay and its pliability during modeling, between the shape of the structure and its stability, between the force of hitting the ball and the height to which it bounces when it hits the floor, etc. Developing thinking gives children the opportunity to anticipate the results of their actions in advance, to plan them.

As curiosity and cognitive interests develop, thinking is increasingly used by children to master the world around them, which goes beyond the tasks put forward by their own practical activities.

The child begins to set cognitive tasks for himself, looking for explanations for the observed phenomena. Preschoolers resort to a kind of experiment to clarify issues of interest to them, observe phenomena, reason about them and draw conclusions. Children acquire the opportunity to talk about such phenomena that are not related to their personal experience, but about which they know from the stories of adults, books read to them. Of course, the reasoning of children is not always logical. To do this, they lack the knowledge and experience. Often preschoolers amuse adults with unexpected comparisons and conclusions.

From finding out the most simple, transparent, superficial connections and relationships of things, preschoolers gradually move on to understanding much more complex and hidden dependencies. One of the most important types of such dependencies is the relationship of cause and effect. Studies have shown that three-year-old children can only detect causes consisting in some external influence on the object (the table was pushed - it fell). But already at the age of four, preschoolers begin to understand that the causes of phenomena can also lie in the properties of the objects themselves (the table fell because it has one leg). At older preschool age, children begin to indicate as causes of phenomena not only the immediately striking features of objects, but also their less noticeable, but constant properties (the table fell, “because it was on one leg, because there are still many edges, because that is heavy and not supported").

The observation of certain phenomena, their own experience of actions with objects allow older preschoolers to clarify their ideas about the causes of phenomena, to come by reasoning to a more correct understanding of them.

By the end of preschool age, children begin to solve rather complex problems that require an understanding of certain physical and other connections and relationships, the ability to use knowledge about these connections and relationships in new conditions.

The expansion of the range of tasks available to the child's thinking is associated with the assimilation of more and more new knowledge. Gaining knowledge is a prerequisite for the development of children's thinking. The fact is that the assimilation of knowledge occurs as a result of thinking, is the solution of mental problems. The child simply will not understand the adult's explanations, will not learn any lessons from his own experience, if he fails to perform mental actions aimed at highlighting those connections and relationships that adults point to him and on which the success of his activity depends. When new knowledge is learned, it is included in the further development of thinking and is used in the child's mental actions to solve subsequent problems.

The basis for the development of thinking is the formation and improvement of mental actions. It depends on what mental actions a child has, what knowledge he can acquire and how he can use them. The mastery of mental actions in preschool age occurs according to the general law of assimilation and internalization of external orienting actions.

Acting in the mind with images, the child imagines a real action with an object and its result, and in this way solves the problem facing him. This is already familiar to us visual-figurative thinking. Performing actions with signs requires distraction from real objects. In this case, words and numbers are used as substitutes for objects. Thinking, carried out with the help of actions with signs, is abstract thinking. Abstract thinking obeys the rules studied by the science of logic, and is therefore called logical thinking.

The correctness of the solution of a practical or cognitive task that requires the participation of thinking depends on whether the child can single out and connect those aspects of the situation, the properties of objects and phenomena that are important, essential for its solution. If a child tries to predict whether an object will float or sink by associating buoyancy, for example, with the size of the object, he can only, by chance, guess the solution, since the property he singled out is actually unimportant for swimming. A child who, in the same situation, associates the ability of a body to float with the material from which it is made, singles out a much more essential property; his assumptions will be justified much more often, but again not always. And only the allocation of the specific gravity of the body in relation to the specific gravity of the liquid (the child masters this knowledge when studying physics at school) will give an unmistakable solution in all cases.

Perception at preschool age becomes more perfect, meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search Children know the main colors and their shades, they can describe the object in shape and size. They learn a system of sensory standards (round like an apple).

In preschool childhood, the long and complex process of mastering speech is basically completed. By the age of 7, the language for the child becomes really native. The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. The vocabulary of speech is growing intensively. As in the previous age stage, there are great individual differences: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. We present the average data for V. Stern. At 1.5 years old, the child actively uses about 100 words, at 3 years old - 1000-1100, at 6 years old - 2500-3000 words. The grammatical structure of speech develops. Children learn the patterns of morphological order (word structure) and syntactic order (phrase construction). A child of 3-5 years old correctly captures the meanings of "adult" words, although he sometimes uses them incorrectly. The words created by the child himself according to the laws of the grammar of the native language are always recognizable, sometimes very successful and certainly original. This children's ability for independent word formation is often called word creation. K.I. Chukovsky in his wonderful book "From Two to Five" collected many examples of children's word creation (From mint cakes in the mouth - a draft; The bald head is barefoot; Look how it rained; I'd rather go for a walk, not eaten; Mom is angry, but quickly fertilizes ; crawler - worm; mazeline - vaseline; mokres - compress).

§2. Features of the development of imagination, memory and attention in preschool children

The development of children's imagination is associated with the end of the period of early childhood, when the child for the first time demonstrates the ability to replace one object with another and use one object in the role of another.

In the games of preschool children, where symbolic substitutions are made quite often, imagination is further developed.

At the senior preschool age (5 - 6 years), when the performance in memorization appears, the imagination turns from reproductive (recreating) into creative. Imagination in children of this age is already connected with thinking, is included in the process of planning actions. The activity of children acquires a conscious, purposeful character.

The creative imagination of children is manifested in role-playing games.

By the end of the preschool period of childhood, imagination in children is presented in two main forms:

) Arbitrary, independent generation by the child of any idea;

) The emergence of an imaginary plan for its implementation.

Imagination in preschoolers performs several functions:

) Cognitive - intellectual,

) Affectively - protective.

The cognitive function allows the child to better know the world around him, it is easier to solve the tasks assigned to him.

The affective-protective function of the imagination protects the vulnerable soul of the child from excessive experiences and traumas.

Games for the development of the child's imagination can be successfully used for a kind of symbolic resolution of conflict situations. This can be explained by the fact that through an imaginary situation, the resulting voltage is discharged.

By the age of 6, the focus of the child's imagination, the stability of his ideas, increases. This finds expression in an increase in the duration of the game on one topic.

It should be noted that during the period of its inception, the imagination of a preschooler is practically inseparable from play actions with the material, it is determined by the nature of the toys, the attributes of the role. And children of 6-7 years old no longer have such a close dependence on play material, and the imagination can find support in such objects that are not similar to those being replaced. Imagination images at this age are characterized by brightness, visibility, mobility.

Senior preschool age is sensitive (sensitive) for the formation of the imagination. It is at this age that the activation of the imagination occurs: first, reproductive, recreating (allowing you to imagine fabulous images), and then creative (which provides the opportunity to create a new image).

The importance of imagination in mental development is great, it contributes to a better knowledge of the world around, the development of the child's personality.

Auditory and visual impressions play an important role in the development of memory in a child of 5-7 years old. Gradually the memory becomes more complex.

The memory of a preschool child is especially rich in images of individual specific objects. These images combine essential, common features characteristic of a whole group of objects (animals, birds, houses, trees, flowers, etc.), as well as non-essential features, particular details.

Children's memory is also characterized by a completely opposite property - this is an exceptional photographic quality. Children can easily memorize any poem or fairy tale. If an adult, retelling a fairy tale, deviates from the original text, then the child will immediately correct him, recall the missing detail.

At preschool age, other features of memory begin to form. Memorization at this age is mostly involuntary (the preschooler does not care that everything that he perceives can be easily and accurately recalled later).

But already at the age of 5 - 6 years, arbitrary memory begins to form.

It should also be noted that visual-figurative memory predominates at the age of 5-7 years. But throughout this entire period, verbal-logical memory arises and develops; during recollection, the essential features of objects begin to stand out.

A characteristic feature of the attention of a preschool child is that it is caused by outwardly attractive objects. Focused attention remains as long as there is interest in the perceived objects: objects, events, people.

Thus, the emergence and development of voluntary attention is preceded by the formation of regulated perception and active command of speech. To improve the ability of a preschooler to self-regulate their cognitive activity, it is necessary:

) develop his cognitive abilities (thinking, perception, memory, imagination),

) train the ability to concentrate consciousness (switch from one subject to another, develop stability of attention, improve its volume).

CHAPTER 2. The main activities of a preschool child

§one. Game as a leading activity of preschool age

The game is the main activity of a preschooler. Children of this age spend most of their time in games, and during the years of preschool childhood, from three to six or seven years, children's games go through a rather significant development path: from subject-manipulative and symbolic to plot-role-playing games with rules. At the older preschool age, one can meet almost all types of games that are found in children before entering school.

The same age is associated with the beginning of two other important types of activity for the development: work and study. Certain stages in the consistent improvement of games, labor and learning of children at this age can be traced by conditionally dividing preschool childhood into three periods for analytical purposes: younger preschool age (3-4 years), middle preschool age (4-5 years) and senior preschool age (5 - 6 years). Such a division is sometimes carried out in developmental psychology in order to emphasize those rapid, qualitative changes in the psychology and behavior of children that occur every one or two years in preschool childhood.

Younger preschoolers still play, as a rule, alone. In their subject and design games, they improve perception, memory, imagination, thinking and motor abilities. The plot-role-playing games of children of this age usually reproduce the actions of those adults whom they observe in everyday life.

Gradually, by the middle period of preschool childhood, games become collaborative, and more and more children are included in them. The main thing in these games is not the reproduction of the behavior of adults in relation to the objective world, but the imitation of certain relationships between people, in particular, role-playing ones. Children identify the roles and rules on which these relationships are built, strictly monitor their observance in the game and try to follow them themselves. Children's role-playing games have various themes with which the child is quite familiar from his own life experience. The roles that children play in the game are, as a rule, either family roles (mom, dad, grandmother, grandfather, son, daughter, etc.), or educational (nanny, teacher in kindergarten), go professional ( doctor, commander, pilot), or fabulous (wolf goat, hare, snake). The role-players in play can be humans, adults or children, or substitute toys such as dolls.

In middle and senior preschool age, role-playing games develop, but at this time they are already distinguished by a much greater variety of topics, roles, game actions, rules introduced and implemented in the game than at younger preschool age. Many objects of a natural nature used in the play of younger preschoolers are replaced here by conventional ones, and the so-called symbolic game arises. For example, a simple cube, depending on the game and the role assigned to it, can symbolically represent various pieces of furniture, a car, people, and animals. A number of play actions in middle and older preschoolers are only implied and performed symbolically, abbreviated, or only indicated by words.

A special role is given in the game to the exact observance of the rules and relations, for example, subordinate ones. Here for the first time leadership appears, children begin to develop organizational skills and abilities.

In addition to games that include real practical actions with imaginary objects and roles, drawing is a symbolic form of individual game activity. Ideas and thinking are gradually more and more actively included in it. From the image of what he sees, the child eventually moves on to drawing what he knows, remembers and invents himself.

Games-competitions stand out in a special class, in which winning or success becomes the most attractive moment for children. It is assumed that it is in such games that the motivation to achieve success is formed and consolidated in preschool children.

At senior preschool age, the design game begins to turn into labor activity, during which the child designs, creates, builds something useful, necessary in everyday life. In such games, children learn elementary labor skills and abilities, learn the physical properties of objects, they actively develop practical thinking. In the game, the child learns to use many tools and household items. The ability to plan his actions appears and develops, manual movements and mental operations, imagination and ideas are improved.

Among the various types of creative activities that preschool children love to engage in, a large place is occupied by fine arts, in particular children's drawing. By the nature of what and how the child depicts, one can judge his perception of the surrounding reality, the features of memory, imagination and thinking. In drawings, children tend to convey their impressions and knowledge received from the outside world. Drawings can vary significantly depending on the physical or psychological state of the child (illness, mood, etc.). It has been established that the drawings made by sick children differ in many respects from the drawings of healthy children.

Music occupies an important place in the artistic and creative activity of preschoolers. Children enjoy listening to music, repeating musical sequences and sounds on various instruments. At this age, for the first time, an interest in serious music lessons arises, which in the future can develop into a real hobby and contribute to the development of musical talent. Children learn to sing, perform a variety of rhythmic movements to music, in particular dance. Singing develops musical ear and vocal abilities.

So, none of the childhood ages requires such a variety of forms of interpersonal cooperation as preschool, since it is associated with the need to develop the most diverse aspects of the child's personality. This is cooperation with peers, with adults, games, communication and joint work. During preschool childhood, the following main activities of children are consistently improved: game-manipulation with objects, individual object game of a constructive type, collective role-playing game, individual and group creativity, competition games, games - communication, housework. Approximately a year or two before entering school, one more activity is added to the above - educational activity, and a child of 5-6 years old practically becomes involved in at least seven or eight different types of activity, each of which develops him specifically intellectually and morally.

§2. Visual activity and perception of a fairy tale in preschool age

The visual activity of the child has long attracted the attention of artists, teachers and psychologists (F. Fröbel, I. Luke, G. Kershensteiner, N.A. Rybnikov, R. Arnheim, and others).

What is the role of visual activity in the overall mental development of the child?

According to A.V. Zaporozhets: “Visual activity, like a game, allows you to more deeply comprehend the subjects of interest to the child. However, it is even more important, as he points out, that as the child masters visual activity, an internal ideal plan is created, which is absent in early childhood. At preschool age, the internal plan of activity is not completely internal, it needs material supports, drawing is one of such supports.

A child can find himself in drawing, and at the same time, an emotional block that hinders his development will be removed. The child may have self-identification, perhaps for the first time in his creative work. At the same time, his creative work in itself may not have aesthetic value. Obviously, such a change in its development is much more important than the final product - the drawing.

In the article "Prehistory of the Development of Written Speech" L.S. Vygotsky considered children's drawing as a transition from a symbol to a sign. The symbol has a resemblance to what it stands for, the sign has no such resemblance. Children's drawings are symbols of objects, since they have a resemblance to the depicted, the word does not have such a resemblance, so it becomes a sign. The drawing helps the word to become a sign. According to LS. Vygotsky, from a psychological point of view, we should consider the drawing as a kind of children's speech. L. S. Vygotsky considers children's drawing as a preparatory stage of written speech.

Another function of children's drawing is an expressive function. In the drawing, the child expresses his attitude to reality; in it you can immediately see what is the main thing for the child, and what is secondary, in the drawing there is always an emotional and semantic center. Through drawing, you can control the emotional and semantic perception of the child.

Finally, the last. The favorite plot of children's drawings is a person - the center of all children's life. Despite the fact that in visual activity the child deals with objective reality, real relations play an extremely important role here too. However, this activity does not sufficiently bring the child into the world of mature social relations, into the world of work, in which adults participate.

In addition to play and visual activity, the perception of a fairy tale also becomes an activity at preschool age. K. Buhler called preschool age the age of fairy tales. This is the most favorite literary genre of the child.

S. Buhler specifically studied the role of fairy tales in the development of the child. In her opinion, the heroes of fairy tales are simple and typical, they are devoid of any individuality. Often they don't even have names. Their characteristics are limited to two or three qualities that are understandable to children's perception. But these characteristics are brought to an absolute degree: unprecedented kindness, courage, resourcefulness. At the same time, the heroes of fairy tales do everything that ordinary people do: they eat, drink, work, get married, etc. All this contributes to a better understanding of the fairy tale by the child.

But in what sense can the perception of a fairy tale be an activity? The perception of a small child differs from the perception of an adult in that it is an extended activity that needs external supports.

A.V. Zaporozhets et al. singled out a specific action for this activity. This assistance, when the child takes the position of the hero of the work, tries to overcome the obstacles that stand in his way. B. M. Teplov, considering the nature of the artistic perception of the child, pointed out that empathy, mental assistance to the hero of the work is "the living soul of artistic perception."

Empathy is similar to the role that the child takes on in the game D.B Elkonin emphasized that the classical fairy tale corresponds to the maximum to the effective nature of the child's perception of a work of art, it outlines the route of those actions that the child must carry out and the child follows this route. Where this route does not exist, the child ceases to understand it, as, for example, in some fairy tales by H. H. Andersen, where there are lyrical digressions. T. A. Repina traced in detail the path of interiorization of assistance: young children understand when they can rely on an image, and not just on a verbal description.

Thus, the first children's books should be picture books, and the pictures are the main support in tracing the action. Later, such tracking becomes less necessary. Now the main actions should be reflected in verbal form, but in the form and in the sequence in which they actually occur. In older preschool age, a generalized description of events is possible.

§3. Labor activity of preschool children

At preschool age, four types of labor are feasible for children.

Self-service - the formation of skills of eating, washing, undressing and dressing; development of skills to use hygiene items (pot, handkerchief, towel, toothbrush, comb, brush for clothes and shoes, etc.); fostering a caring attitude to their things and household items.

Household work - the development of household labor skills in everyday life in children (wiping and washing toys, children's and doll furniture, washing doll and children's (socks, handkerchiefs, etc.) linen, cleaning toys and putting things in order in the room, helping parents with kitchen.

Labor in nature is the active, feasible participation of children in work in the flower garden, berry garden, garden, as well as caring for indoor plants and pets.

Manual labor - independent and with the help of adults, the manufacture of paper, cardboard, natural and waste material of the simplest items needed in everyday life and for a child's games (boxes, needle beds, panels, play material, etc.).

So, starting from an early age, children form labor skills aimed at satisfying personal needs, they are associated with the processes of dressing, undressing, eating, and observing elementary personal hygiene skills. In joint activities with adults, children are introduced to new labor operations: put dishes, wipe the table, remove toys. On a walk, children can help an adult clean leaves on paths and benches, collect snow with a shovel. In a corner of nature, together with adults, they water flowers, feed the living inhabitants.

When teaching children of primary preschool age self-service skills, it is important to preserve their desire for independence, which is a great achievement of a child of this age, the most important factor in the formation of industriousness. From an adult, great patience and pedagogical tact are required in order not to extinguish the children's initiative. Children should be encouraged to try to help each other. The household work of children of this age is reduced to the execution of the simplest assignments, but this work should be encouraged in every possible way, since these actions contain the beginnings of collective labor. It is necessary that work be feasible for children. However, already at this age they should feel that every work is connected with overcoming difficulties. Children should be taught to work side by side without interfering.

Parents should take care of animals and plants in the presence of children, explaining their actions and encouraging the children to want to help him. It is important to form in children a desire to take care of animals and flora.

At the middle preschool age, the skills that children mastered at a younger age are improved. But much attention is paid to diligence, the ability to bring the work started to the end: dress, undress, eat without being distracted. These tasks are solved more successfully when using game techniques and systematic monitoring of children's actions. At this age, the child has a desire to teach a friend what he himself can do.

Household work begins to occupy a significant place in the lives of children, the main form is various assignments. Children perform not only individual labor actions (I wipe the cube), but they learn to perform entire labor processes (wet the cloth, wipe the cubes, rinse the cloth, dry it, put it back in place).

In nature, children participate in feasible labor for the care of living inhabitants, they are responsible for labor assignments at their summer cottage.

During manual labor, children learn the simplest skills of making crafts from paper and natural materials.

In children of older preschool age, special attention should be paid to ensuring that the child uses labor skills consciously (he understands the need to brush his teeth, use a handkerchief, rinse his mouth after eating, etc.). Children are already dressing, undressing on their own, keeping their clothes clean, in order in their locker and the room as a whole. Children are taught to take care of their belongings, clean and dry clothes and shoes. Children are brought up with sensitivity, kindness, responsiveness, the ability to come to the aid of younger and older family members.

Thus, from the older group, the content of the household labor of children expands. Particular attention is paid to the formation of skills for organizing collective family work activities. Children are taught to listen to the task, think over the work plan, prepare everything necessary for its implementation, be careful during work, not interfere with the work of other family members, help them, do not quit the job without finishing it, do not hesitate to ask for help. Along with participation in collective activities, children also carry out individual assignments, which differ both in difficulty and in character.

CHAPTER 3. Readiness of the child for school

§one. Crisis of seven years. Symptom of loss of immediacy

On the basis of the emergence of personal consciousness, a crisis of 7 years arises.

The main symptoms of the crisis:

) loss of immediacy. Wedged between desire and action is the experience of what significance this action will have for the child himself;

) mannerisms; the child builds something out of himself, hides something (the soul is already closed);

) a symptom of "bitter candy": the child feels bad, but he tries not to show it. Difficulties in upbringing arise, the child begins to withdraw and becomes uncontrollable.

These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it. The emergence of inner life is an extremely important fact; now the orientation of behavior will be carried out within this inner life. The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society as a set of people who carry out compulsory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible. Often the higher stage of development that a child reaches by the age of seven is confused with the problem of the child's readiness for schooling. Observations in the first days of a child's stay at school show that many children are not yet ready to study at school.

However, the school is a public institution.

The “symptom of the loss of immediacy” (L.S. Vygotsky) becomes a symptom that cuts through the preschool and primary school ages: between the desire to do something and the activity itself, a new moment arises - an orientation in what the implementation of this or that activity will bring to the child This is internal orientation in what meaning the implementation of activities can have for the child - satisfaction or dissatisfaction with the place that the child will take in relations with adults or other people.

In recent years, there has been an increase in preschool education, but it is characterized by an exclusively intellectualistic approach. The child is taught to read, write, count. However, you can be able to do all this, but not be ready for schooling. Readiness is determined by the activity in which all these skills are included. The assimilation of knowledge and skills by children at preschool age is included in the game activity, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for schooling should never be measured by the formal level of skills and abilities, such as reading, writing, counting. Owning them, the child may not yet have the appropriate mechanisms of mental activity.

The transition to the school system is a transition to the assimilation of scientific concepts. The child must move from a reactive program to a program of school subjects (L. S. Vygotsky). The child must, firstly, learn to distinguish between different aspects of reality, only under this condition can one proceed to subject education. The child must be able to see in an object, in a thing, some of its separate aspects, parameters that make up the content of a separate subject of science. Secondly, in order to master the basics of scientific thinking, the child needs to understand that his own point of view on things cannot be absolute and unique.

J. Piaget singled out two important characteristics of the thinking of a child of preschool age. The first concerns the transition from the pre-operational thinking of a preschool child to the operational thinking of a schoolchild. It is carried out through the formation of operations; and an operation is an internal action that has become reduced, reversible and coordinated with other actions into an integral system. The operation comes from external action, from the manipulation of objects.

As we have repeatedly noted, human action is characterized by a complex relationship between the orienting and executive parts. P.Ya. Galperin emphasized that the characterization of an action only in terms of its executive part is insufficient. This remark, first of all, refers to J. Piaget, since, speaking of action, he does not single out the psychological and objective content in it.

Under the leadership of P. Ya. Galperin, studies were carried out that made it possible to reveal the process of transition from preschool to the beginnings of the school worldview. As you know, the thinking of a preschooler is characterized by a lack of ideas about invariance. It is only at the age of seven or eight that the child recognizes the conservation of quantity. J. Piaget associated the disappearance of this phenomenon with the formation of operations.

So, by the end of preschool age, we have three lines of development.

Voluntary behavior formation line,

The line of mastering the means and standards of cognitive activity,

The line of transition from egocentrism to decentration. Development along these lines determines the child's readiness for schooling.

To these three lines, which were analyzed by D.B. Elkonin, it is necessary to add the child's motivational readiness for schooling. As shown by L. I. Bozhovich, the child strives for the function of a student. For example, during the “playing school”, children of younger ages take on the function of a teacher, older preschoolers prefer the role of students, since this role seems to them especially significant.

L.S. Vygotsky identifies some features that characterize the crisis of seven years:

) Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops new relationships with himself that were impossible before the generalization of experiences.

) By the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failures at every step, lose. A generalization of feelings arises in a child of school age, i.e., if some situation has happened to him many times, he develops an affective formation, the nature of which is related to a single experience or affect in the same way as a concept is related to a single perception or memory.

By the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age.

§2. Psychological characteristics of readiness for learning at school

In cognitive terms, by the time a child enters school, he already reaches a very high level of development, which ensures the free assimilation of the school curriculum. However, psychological readiness for school is not limited to this alone. In addition to developed cognitive processes: perception, attention, imagination, memory, thinking and speech, it includes formed personal characteristics, including interests, motives, abilities, character traits of the child, as well as qualities associated with the performance of various types of activities. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior. In order for a child to be practically ready for learning and mastering knowledge, it is necessary that each of these characteristics be sufficiently developed in him. What does this mean in practice?

The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. The attention of children by the time they enter school should become arbitrary, possessing the necessary volume, stability, distribution, and switchability. Since the difficulties that children encounter in practice at the beginning of schooling are connected precisely with the lack of attention development, it is necessary to take care of its improvement in the first place, preparing a preschooler for learning.

The initial stage of schooling makes great demands on the memory of children. In order for a child to be able to master the school curriculum well, it is necessary that his memory becomes arbitrary, that the child has various effective means for memorizing, preserving and reproducing educational material.

There are usually no problems associated with the development of children's imagination when they enter school, so that almost all children, having played a lot and in various ways at preschool age, have a well-developed and rich imagination.

Thinking is even more important than imagination and memory for children's learning. When entering school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical.

The speech readiness of children for learning and learning is primarily manifested in their ability to use the word for arbitrary control of behavior and cognitive processes. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing. This function of speech should be given special care during middle and senior preschool childhood, since the development of written speech significantly determines the progress of the child's intellectual development.

The personal readiness of children for learning seems to be no less important than cognitive and intellectual. The desire of the child to learn and his success depend on it.

Speaking about the motivational readiness of children to learn, one should also keep in mind the need to achieve success, the corresponding self-esteem and level of claims. The need to achieve success in a child, of course, must dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-esteem is adequate, and the level of claims is appropriate to the real opportunities available to the child.

Thus, the abilities of children do not necessarily have to be formed by the beginning of schooling, especially those that continue to develop actively in the process of learning. Another thing is more significant: that even in the preschool period of childhood, the child should form the necessary inclinations for the development of the necessary abilities.

FINDINGS

The social situation of the development of a preschooler is characterized by a significant expansion of the range of interpersonal relationships, which at the previous stage of development - at an early age - were reduced mainly to a narrow family circle. A preschooler, while maintaining as the most significant relationships with parents and other members of his family (grandparents, siblings, etc.), begins to actively explore the sphere of communication with peers, and having entered a preschool institution, he is included in the relationship with the teacher as a social adult, performing special functions and presenting special, new requirements for the child. However, changes in the social situation of development at this age are not limited only to the expansion of the sphere of relationships: along with the cognitive and personal development of a preschooler, there is also a qualitative change in his previous connections - child-parent relationships are rebuilt, and interaction with other family members acquires a different psychological content. Deeper forms of communication with people become available to the preschooler.

In comparison with early childhood, a preschooler's sphere of activity also becomes fundamentally different. During the preschool age, which lasts for four whole years (from 3 to 7 years old), the child masters such complex activities as role-playing (the leading activity of this age), drawing, construction, perception of a fairy tale and many other types of activity. The activity of communication continues to develop intensively: in addition to the situational-personal and situational-business forms of communication between a child and an adult, a preschooler masters two new, more complex forms of communication - outside situational-cognitive and extra-situational-personal, as well as interaction with peers.

Within the framework of significant relationships that permeate all forms of a child's activity, preschoolers gradually develop a whole system of neoplasms that are of fundamental importance on the scale of the entire ontogenetic process. Studies show that at preschool age, not only individual mental functions (perception, attention, memory, speech, etc.) develop intensively, but a kind of laying of the general foundation of cognitive abilities takes place, including the formation of such types of thinking as visual-effective, visual -figurative and elements of verbal-logical. It is the preschool age that provides the child with unique opportunities for the development of symbolic function and imagination, which underlies any kind of creative activity.

In the personal sphere of a preschooler, a hierarchical structure of motives and needs begins to form, a general and differentiated self-esteem, elements of volitional regulation according to reference. At the same time, moral norms of behavior are actively assimilated, and on the basis of gradually accumulating life experience, value-semantic formations arise. By the end of preschool age, the possibilities of voluntary regulation of behavior also noticeably increase, and the egocentric perception of reality gradually gives way to the ability to take into account not only one's own point of view, but also take into account the views and opinions of other people - both adults and peers.

In the context of a psychologist's diagnostic and correctional work, the components of the social situation of development mentioned above, typical activities, forms of communication and normative neoplasms of preschool age serve as basic guidelines in the process of analyzing the course of a child's development. Violation of any of the links or mechanisms of development of the complex psychological structure of the personality of a preschooler, which A.N. Leontiev called the process of “the initial actual folding of the personality,” can decisively affect the entire further course of the child’s development.

Important features of preschool age include the fact that during it many psychological characteristics of the child (including unfavorable ones) are still latent, not quite obvious, and their manifestations are, as it were, “disguised” as purely childish, and therefore, completely features of immaturity natural for this period. Subsequently, it can be seen that in some cases, socially undesirable aspects of children's behavior turn out to be transient, temporary, and as a result, gradually, as they grow older, the child loses them (for example, timidity and fearfulness in new situations, impulsiveness and immediacy of response, egocentrism, etc. ). However, in many other cases, at preschool age, the roots of serious future problems are laid in a child, since already here quite stable features of personal response begin to form, a hierarchy of motives and values ​​is built, and some characterological features are fixed. In this regard, the warning of A.V., based on numerous facts, is more than fair. Zaporozhets that "if the corresponding intellectual or emotional qualities for one reason or another do not receive proper development in early childhood, then subsequently overcoming such shortcomings turns out to be difficult, and sometimes impossible"

CONCLUSION

The path of knowledge that a child goes through from 3 to 7 years old is huge. During this time, he learns so much about the world around him and so masters various intellectual operations that many psychologists and teachers of the past believed that the preschool child had gone through the main path of development of thinking and that in the future he would only have to master the knowledge gained in science.

At first glance, this view seems to be correct. Indeed, a child (especially by the end of preschool age) already knows how to observe, generalize, draw conclusions, and make comparisons. He has a desire to look into the cause of the phenomenon, to discover the existing connections and relationships of things. This is evidenced, for example, by the persistence and even bothersomeness with which, already in the first half of preschool childhood, he asks adults his endless “why?”.

True, often children can be satisfied with the most superficial and even absurd answers, but there must still be some kind of answer, and if there is none, the child finds it himself, in some kind of logic specific to this age. And these questions deeply concern children, since they are closely related to their general emotional attitude to the environment.

All this suggests that the consciousness of a preschool child is not just filled with individual images, ideas and fragmentary knowledge, but is characterized by a certain holistic perception and understanding of the reality around him, as well as an attitude towards it. In a certain sense, one can say that he has his own view of the world, and he himself and his relationships with other people are not excluded from this world.

We can say that in the period of preschool childhood, a special children's worldview is really formed, which includes some general idea of ​​the world, attitude towards it and attitude towards oneself in this world.

REFERENCES

1. Aseev V. G. Developmental psychology: Textbook. - M.: Enlightenment, 2008. - 230 p.

Vygotsky L.S. Collected Works: In 6 vols.-T. 4. . - M.: Vlados, 2008. - 283 p.

Zimnyaya I.A. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

Martsinkovskaya T.D. History of Child Psychology: Textbook. - M.: Vlados, 2008. - 283 p.

5. Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n / D .: Phoenix, 2007. - 384 p.

Obukhova L.F. Child psychology: theories, facts, problems: Textbook. - Rostov n / D .: Phoenix, 2007. - 384 p.

Pedagogy // ed. Yu.K. Babansky-M.: Gardarika, 2009. - 225 p.

8. Spirin L.F. Theory and technology for solving pedagogical problems: Textbook. - St. Petersburg: Peter, 2005. - 560s.

9. Stolyarenko L.D. Educational psychology: Textbook. - M.: Enlightenment, 2008. - 142 p.

10. Stolyarenko L.D. Educational psychology: Textbook. - M.: Enlightenment, 2008. - 142 p.

11. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

12. Talyzina N.F. Educational psychology: Textbook. - M.: Pedagogy, 2006. - 178 p.

Elkonin D. B. Child psychology. - M.: Pedagogy, 2006. - 178 p.

Yaroshevsky M.G. History of psychology. - M.: Enlightenment, 2008. - 230 p.

Yaroshevsky M.G. History of psychology. - M.: Enlightenment, 2008. - 230 p.