Early childhood, covering the first three years of a baby's life, is a unique period in its development, characterized by a number of features:

fast pace of physical and mental development;

low (weak) endurance of the nervous system;

close relationship between physical and mental development;

instability of the emotional state;

unformed inhibitory processes;

need for movement

the interconnectedness of the skills that the child masters;

easy learning;

unformed voluntary attention, lack of

concentration, as well as distractibility;

the delayed nature of the baby's responses.

To work with children early age The following personal and professional qualities of a teacher are required:

§ positive acceptance of another person,

§ empathy,

§ emotionality,

§ sincerity,

§ knowledge of the patterns of child development,

§ ability to communicate and play with young children.

The purpose of education is to provide the child with a sense of psychological security, develop a humane attitude towards the world around him, support his initiative and creative manifestations.

The admission of a child to a nursery affects his mental and physical condition. Biological adaptation - adaptation of the physiological systems of the body to new conditions of life. Social adaptation- adjusting the child's behavior to new social conditions. A change in lifestyle leads primarily to a violation of the emotional state, which is characterized by emotional tension, anxiety or lethargy. The activity of the child in relation to the objective world is changing.

three degrees of adaptation:

§ easy,

§ average,

§ heavy.

8. Tasks and content of educational work with young children.

Achievements of the child by the end of the first year of life require the construction of a new social situation of development - the joint activity of the child with an adult. Communication continues to develop intensively, because without communication with an adult, objective activity is impossible - leading at an early age. Speech is included in communication associated with objective actions.

The development of objective activity prepares the child for the game.

Tasks for the development of subject activities:

1. Contribute to the mastery of instrumental methods of action in everyday life, play, and in the classroom.

2. To acquaint children with the purpose of household items, furniture, clothing, vehicles; to encourage independent subject-mediated actions in everyday life and play.

3. To develop an amateur experimenting game with various objects and natural materials suitable for this.

4. Contribute to the emergence and development of plot-display games.

5. Encourage children to outdoor and leisure games.

The need for communication, the development of objective actions require the child's own active speech. On the basis of speech, generalizations develop, the symbolic function of thinking, that is, the ability to replace real objects and actions with substitute objects and linguistic signs.

Tasks speech development and verbal communication

second year of life

1. Expand the range of words and simple phrases that the child understands, denoting people, animals, plants, objects, living quarters, their purpose and names, revealing the simplest everyday situations, processes, and game actions that are understandable to him.

2. To teach to listen carefully, understand and follow the instructions of an adult, consisting of 2 - 3 actions related in meaning.

3. Establish trusting emotional communication in the process of all sensitive moments.

4. Encourage the use, along with gestures and facial expressions, of the words necessary to express desires and build relationships with others; address adults and children on various occasions, ask questions; learn (by the end of the year) to tell in a few words about what he saw.

5. Create situations for children to use words denoting people in speech; objects in the room and outside it; some animals and plants; actions of surrounding people and animals; some work activities.

third year of life

6. Support the child's desire to actively engage in communication by all available (non-verbal and verbal) means, respond to questions and suggestions from an adult, speak out proactively; to encourage interest in the affairs of peers, the desire to share impressions with them, to accompany game actions with speech, attitude to what is happening; to encourage off-site communication on topics close to the child from personal experience and etc.

7. Encourage children to use words to refer to objects, their actions and qualities. Enrich the dictionary with words - the names of people, plants, food items, clothes, furniture, pets and their cubs, toys, names of parts of objects.

8. To promote the development of the grammatical design of statements: changing words, coordinating them in sentences of different structures, etc.

9. Exercise in the correct pronunciation of vowels and simple consonants. Learn to recognize characters by onomatopoeia.

social development

the social situation of the child's development changes significantly. A child of this age develops the ability to establish emotional and business contacts with adults who help him adapt to new living conditions.

Tasks of social development:

1. Support the need for the benevolent attention of an adult, communication about objects, toys and actions with them.

Develop interest, trust, sympathy for close adults and peers.

2. To develop the child's ability to see various emotional states close adults and children, change them and express sympathy.

3. To form an idea of ​​what is good and what is bad: what can be done and what cannot be done.

4. Form elementary ways of communication: greet kindly, respond to the greetings of another person, politely express your request, thank.

5. Develop the desire to listen and hear an adult, draw attention to yourself, ask a question, fulfill a request, an assignment, listen to advice, etc.

6. Cultivate a friendly attitude towards peer activities. Develop a desire to do something next to and together with other children, encourage children to interact.

7. Maintain confidence in yourself, your strengths, develop the need for independence.

cognitive development

The desire for knowledge of the environment permeates all spheres of children's activity. A young child is a real explorer.

Tasks of cognitive development:

1. Develop elementary ideas about size, shape, color, volume.

2. Develop visual-effective thinking, forming ways to solve practical problems using various tools (cubes, toys, household items).

3. Develop practical experimentation.

4. Stimulate and support the search for new ways to solve practical problems.

5. Develop the symbolic function of thinking in a plot-display game.

6. To form in children elementary ideas about the environment: about a person: his external physical features; about his physical and mental conditions; about the activities of people close to the child; about objects, actions with them and their purpose; about animate and inanimate nature.

7. To develop a benevolent and caring attitude towards all living things, to arouse interest in animals and sympathy for them; introduce threatening animal behavior.

8. To form an interest in design and to attach to the creation of simple structures.

Aesthetic development

At an early age, the prerequisites for an aesthetic attitude to the environment and elementary types of artistic activity are formed: musical, visual, artistic and speech.

Tasks of aesthetic development:

1. Develop emotional responsiveness to literary works, interest in them.

2. Develop the ability to listen to a literary text and actively respond to its content.

3. To teach children to perform game actions that correspond to the text of familiar nursery rhymes, fairy tales.

4. Help children recognize literary works and their characters through repeated reading and storytelling.

5. Encourage the child to repeat individual words and expressions from poems and fairy tales.

6. Learn to look at illustrations, recognize the heroes of literary works in them and answer elementary questions about the content of the illustrations.

7. To teach children to follow the development of action in short poems, nursery rhymes, fairy tales with visual accompaniment, and then without it.

8. Encourage the child to independently consider books specially published for young children.

9. To educate children's interest in various types of visual activity (drawing, modeling, applications). Encourage them to create associative images, develop a plot-game plan, teach children to convey images of the phenomena of reality with the rhythm of strokes, lines, forms.

10. Support experimentation with paints, a lump of clay, plasticine, ready-made applicative forms to create the simplest compositions.

11. Teach the simplest ways of image in drawing, modeling; technical skills in drawing with paints, pencils.

12. Develop the ability to listen to music, understand its figurative content.

13. Encourage children to sing along and sing along.

14. Develop the ability to connect movements with music in story games, exercises, dances; perform joint movements.

Physical development

Motor activity in the second and third year of life of children is based mainly on walking. New acquisitions at this age stage are attempts to run, climb, jump from a place.

Tasks of physical development:

1. Ensure the protection and strengthening of the health of children, promote psychophysical development, hardening of the body.

2. Encourage children to motor activity, forming the basic vital movements, the ability to maintain a stable body position, ensuring the development of sensory-motor coordination and fine motor skills.

3. To cultivate the ability to act independently, orienting in space, to correlate their movements with surrounding objects, coordinating them with the movements of other children and adults.

Early age is that crucial period of a person's life when the most fundamental abilities are formed that determine the further development of a person. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative opportunities, general vitality and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influence from adults, certain forms of communication and joint activities with the child. The origins of many problems that parents and teachers face (reduced cognitive activity, communication disorders, isolation and increased shyness, or, on the contrary, aggressiveness and hyperactivity of children, etc.), lie precisely in early childhood. Correction and compensation of these deformities at preschool and school age present significant difficulties and require much more effort and expense than their prevention.

At present, the vast majority of children spend their early childhood in the family. family education is indeed optimal for small child, since the love of close adults, their sensitive and flexible attitude, individual communication are necessary conditions for a normal child development and his good emotional health. However, not all parents understand the age characteristics of children under 3 years old and are able to find adequate pedagogical influences. Most families retain ideas about early age as a period of physiological maturation and physical development. It is believed that mental development begins after 3 years. As a result, the attention of parents is focused on the physical health of the baby, limited to hygiene care (feeding, walking, bathing, etc.) and providing him with many toys. In other families, on the contrary, they overestimate the capabilities of the child and begin to teach and educate a 2-year-old baby in the same way as a child of 5–7 years old (they teach to read and write, use a computer, sit in front of a TV, etc.). In both cases, the age characteristics of children are ignored, which can lead to very sad consequences. The result of such “inability” of parents is the growth of disturbing problems associated with the mental health and development of children (delays in mental and speech development, lack of imagination, lack of attention, impulsiveness and aggressiveness, emotional deafness, etc.).

The full development of a young child requires adequate and qualified psychological and pedagogical support from professionals with the necessary qualifications. However, there is currently an acute shortage of relevant specialists (psychologists and educators) to work with young children. In the pedagogical universities of our country, there is no such specialization at all - a teacher-psychologist or an educator of young children. Nursery groups are staffed by specialists in preschool education or those who do not have special education (medical staff, parents or relatives of children, etc.). As a result, young children (1–3 years old) either remain without psychological and pedagogical support at all (the work of the educator is limited to hygienic care and observance of the daily routine), or receive influences that do not correspond to their age characteristics.

Meanwhile, this age stage has significant qualitative specifics. It is impossible to apply methods and techniques of work suitable for educating preschoolers to it. Working with young children requires specific training that involves both specialist knowledge and experience working with young children. All this makes it extremely important to create a psychological service for children under 3 years of age.

This task is of particular relevance at the present time, when there is an intensive influx of young children into kindergartens. In recent decades, after mothers were given the opportunity to raise children up to 3 years of age at home, without losing their jobs and receiving childcare benefits, the nursery system actually collapsed. Educators with experience working with children under 3 years of age either retrained to work with preschoolers or left the education system. However, the opposite process is currently observed: due to the changed socio-economic situation, more and more young mothers are forced to send their young children to nurseries. In Moscow kindergartens, there are already quite a lot of children no older than 3 years old, there is a queue in nursery groups, and in the future, due to the increase in the birth rate in Moscow, the problem of raising young children in a preschool educational institution will become even more acute. It is obvious that this contingent, new to the metropolitan education system, is in dire need of qualified specialists who can work with young children. In this regard, there is an urgent the need to develop models of early childhood psychological service.

Psychological work with children under 3 years of age is a relatively young and still insufficiently formalized area of ​​practical psychology. Today, it is extremely relevant to analyze the experience of the (still small) state educational institution No. 47. This kindergarten specializes in educating young children (from 1 to 3 years old) and is one of the base sites for the experiment of the Central District of Moscow, which tests various forms of psychological and pedagogical work with young children. In addition, Preschool Educational Institution No. 47 is part of the MSUPE University District: university staff provide scientific guidance to the psychological service, and university graduates (the authors of this article) work in it as practical psychologists. In this article, we are trying to summarize this experience and talk about the specifics and tasks of the psychologist's work with this rather peculiar contingent of children.

The specifics of the work of a psychologist with children under 3 years old

Obviously, the work of a psychologist involves, first of all, an orientation towards the age characteristics of children and an understanding of the difficulties faced by educators. Let us dwell on the main problems in working with young children.

The first difficulty faced by both parents and nursery educators is the problem of adaptation to the children's institutiondenia. More than half of children aged 1 to 3 years are not ready for kindergarten. Lack of mental readiness children's institution fraught with numerous medical and psychological difficulties - children begin to get sick continuously, cry all day long, they have neurotic reactions, psychosomatic phenomena become aggravated, etc. However, any special work for the preparation of young children for a child care facility is currently not being conducted. If the preparation of a child for school is repeatedly and carefully worked out and is one of the main tasks of education, then the transition of a child from a family to a children's institution, which turns out to be no less abrupt and traumatic event, remains without the attention of teachers and psychologists. It is obvious that special attention should be paid to this problem.

One of the organizational forms of a child's adaptation to a children's institution is a short stay group, or "adaptation" group.

In DOU No. 47, two such groups regularly work - in the first and second half of the day. The main tasks of these groups are as follows:

overcome the symbiotic relationship of the child with the mother and contribute to the development of his independence and independence;

draw the attention of kids to peers and teach them to focus on the actions of partners;

to establish humane, friendly relations between children;

offer children and parents educational games and activities appropriate for the age of the children;

promote the development of cognitive processes of children (attention, memory, thinking);

enrich the life of kids with new impressions and positive emotions;

prepare children for kindergarten.

These tasks are solved in the process of conducting various games and activities, which are organized jointly by teachers and psychologists. The duration of each lesson is 3 hours. The number of group members is 8-10 children in each. Parents take part in the first lessons. Then, as the children adapt to the new environment, the parents leave the children and go about their business. The experience of conducting classes in a short stay group shows that the positive effect of these groups requires the participation of a psychologist.

A special task of the psychological service in adaptation groups is to work with difficult cases and find an adequate approach to different groups of children. The complexity of this task is that it is impossible to offer a single method of adaptation for all - each child needs a special approach. The only common point is to win the trust and location of the baby. Without such trust in the new adult, normal emotional well-being of the child is impossible.

The need for an individual approach of the teacher to each child is obvious at all ages. However, at an early age, an individual approach is crucial, not only because all children are different, but also because Small child can perceive only that influence of an adult, which addressesbut personally him. Toddlers do not perceive calls or suggestions addressed to the whole group. They need a look in the eyes, calling by name, a gentle touch, in a word, everything that indicates personal attention and personal address of an adult. Only in this case they can accept and understand the suggestions of an adult.

Another feature of working with young children is inefficiency numberthen verbal methods of influence. Any instructions, explanations of the rules, calls for obedience are useless, since children still do not understand them well, moreover, up to 3-4 years old, babies cannot regulate their behavior through words. They live only in the present, and the impact of the situation (surrounding objects, movements, sounds) are much stronger motivators for them than the words of an adult. This feature of young children makes high demands on the actions of the educator and psychologist. They should be extremely expressive, emotional and "contagious". Only one's own enthusiasm for any activity can arouse interest in it in a small child. The teacher should have an increased sensitivity to the states of the baby, expressiveness of movements and facial expressions. This does not mean that small children should not be spoken to. But the words must be included in the context of real actions, have a bright intonational color, be accompanied by appropriate gestures and movements.

It follows from the foregoing that it is impossible to conduct organized frontal classes with young children, when an adult explains or shows something, and the children “learn”. Such activities are not only ineffective, but also harmful, because they can paralyze the activity of children. The task of educating children of this age is to stimulate assetsness each child, call him wish act, communicate, play, solve practical problems. This requires the emotional involvement of children, the creation of a common semantic field, the emotional involvement of an adult in the necessary actions. This is the only way to convey to the child an interest in a new activity, to attract to it and captivate with it, and thus arouse him. own wish. All this places special demands on professionals working with young children. Emotional expressiveness, artistry, the ability to win over and convey interest in activities are the professional qualities of specialists working with young children. These qualities are necessary for both teachers and psychologists.

It should be emphasized that psychologists and educators should work especially closely with children under the age of 3. At an early age, when the basic mental processes are just being formed, correctional work (unlike preschool and school age) is not the main thing for a practical psychologist. It is much more important at this stage to create adequate conditions for the full development of age-related neoplasms. This task is common for a teacher and a psychologist, but if the teacher focuses on a certain program and achievements of the child, then the psychologist focuses on the age and individual characteristics of children, their independent activity and emotional comfort. It is obvious that these lines complement each other, in addition, they are implemented on the basis of a common content and are aimed at the general tasks of the child's development.

The main lines of development of children early age

With regard to early age, there are specific and specific developmental tasks, which become the content of the work of both a psychologist and a teacher. Let's dwell on them in more detail.

First of all, this is the development of objective activity, since this activity is the leading one at an early age. It is in it that the child is introduced to culture, the main psychological neoplasms of this period are formed in it: speech, visual-effective and figurative thinking, cognitive activity, purposefulness, etc. Within the framework of objective activity, several areas can be distinguished, each of which is an independent task and involves certain methods of implementation.

First, it is the development of culturally normalized, specific and instrumental actions. A small child must learn to use the surrounding objects: eat correctly with a spoon, draw with a pencil, dig with a scoop, comb your hair, fasten buttons, etc. All this is necessary not only for the development of hand movements and general motor skills, but also for overcoming spontaneous, impulsive activity, and therefore, to master oneself and one's behavior. The child must understand and appropriate the meaning of these simple actions, see their result, feel his skill. So he gains a sense of his competence, independence, self-confidence. To solve this problem, it is necessary from the first year of a child's life to teach him to self-service: to show how to dress properly, comb his hair, hold a spoon or a cup, leaving him the opportunity to act independently and encouraging him to do so. In addition to the usual household procedures, you need special toys created for young children (scoops, shovels, fishing rods with a magnet, etc.).

Another line of objective activity is the development of visual_effective thinking and cognitive activity. A young child thinks, first of all, by acting with his hands. Correlating the shape or size of individual objects, he connects the properties of objects, learns to perceive their physical qualities. For such activities, there are numerous toys specifically designed for babies. These are all kinds of inserts of various shapes, pyramids, simple nesting dolls, turrets, etc. By guiding the balls through the labyrinth or trying to open the mysterious boxes in which the coveted prize is hidden, the baby solves real mental problems. And although the solution of these problems is inseparable from practical actions, it requires significant mental effort and cognitive activity. The adult's task here is not to show the correct course of action (i.e., to suggest a solution to the problem), but to provoke and maintain cognitive activity, interest the baby in a mysterious object and encourage independent experimentation.

Another important direction in the development of objective activity is formation of purposefulness and perseverance of the child's actions. It is known that the activity of a child under 2 years of age is procedural in nature: the baby enjoys the very process of actions, their result does not yet have any independent significance. By the age of 3, the child develops a certain idea about the result of what he wants to do, and this idea begins to motivate the child's actions. A child at this age acts no longer just like that, but in order to obtain a certain result. Thus, the activity becomes purposeful. Obviously, focus on results, perseverance in achieving the goal are the most important characteristics not only of the child's activity, but also of his personality as a whole. For the formation of this valuable quality, the help of an adult is needed. A small child needs to be helped to "keep" the goal, to direct it to achieve the desired result.

To do this, you can use constructive games and toys that involve obtaining a specific product. These can be curly pyramids from which you need to assemble any object (car, soldier, dog, etc.), all possible mosaics or puzzles that make up pictures, cubes or simple designers for young children. All these games require an idea of ​​​​what should happen and perseverance in achieving the result.

All of the listed types of objective actions involve the individual work of the child. Small children do not yet know how to act together; objects and actions with them completely absorb the interests of the kids, while they cannot be guided by the actions of a partner, take into account other people's desires, etc. Each child should have his own toy in his hands and his own ways of acting with it. Such individual activity with objects causes focus and concentration on the object, a kind of "fascination" with one's actions. This is a very important and valuable state. Montessori saw in the concentration of kids on actions with objects the beginning of the will of the child. It is necessary to support in every possible way the individual work of the child with objects and create the necessary conditions for it. This, in turn, requires a sufficient number of adequate benefits and a special organization of the developing environment. Consultations of educators on the selection of the right toys, the creation of a game development environment, its periodic updating - all these are the tasks of a psychologist who must focus on the interests and capabilities of children of this age.

Another extremely important and responsible task of educating young children is speech development. Mastering speech, as you know, mainly occurs during this period - from one to three years. Speech rebuilds all mental processes of the child: perception, thinking, memory, feelings, desires. It opens up opportunities for completely new and specifically human forms of external and internal life - consciousness, imagination, planning, control of one's behavior, logical and figurative thinking and, of course, new forms of communication.

Speech in a small child arises and initially functions in the process of communication with an adult. The first task of education in this regard is the development of active, communicative speech. To do this, it is necessary not only to constantly talk with the child, but also to include him in the dialogue, to create in him the need for his own statements. The child's speech does not develop through imitation of someone else's, even the most correct, patterns. In order for a child to speak, he must have a need for this, the need to express in words what cannot be expressed by other means. Such a speech task (the task of pronouncing the right word) is set before the child by an adult.

At the first stages of development, the baby's speech is included in his practical objective actions and is inseparable from them. The child can only talk about what he sees and what he does here and now. Therefore, the inclusion of words in specific actions (or “the unity of words and deeds”) is an important principle in the formation of active speech. Each new word should be clear to the child, carry a certain meaning and be based on a specific situation. The creation of such a speech-generating situation that activates the speech of children is a special psychological and pedagogical task that must be solved jointly by a teacher and a psychologist.

The second important line of speech development is the improvement of the so-called passive speech, i.e., understanding the speech of an adult. Most babies at 1.5–2 years old already understand all the words and simple phrases well, if they are included in a particular situation. Overcoming situational connectedness and the formation of the grammatical structure of speech is the most important line of development at an early age. Literature plays an invaluable role in this. Short and simple children's tales, poems by A. Barto or S. Marshak, folk rhymes and songs give necessary material for speech development. However, adults should open this material to kids, make it understandable and attractive. This is helped by expressive reading, accompanied by gestures, bright intonations and, possibly, a puppet show. The development of a methodology for the speech development of young children is also included in the tasks of a psychologist.

At an early age, another important function of speech arises - regulatory. The ability to control one's behavior with the help of a word appears. If up to 2 years the child's actions are determined mainly by the perceived situation, then in the second half of the early age it becomes possible to regulate the child's behavior through speech, when the child carries out the speech instructions of an adult. Psychologists consider this form of behavior as the first stage in the development of voluntary behavior, when the child's actions are mediated by a speech sign. Therefore, the action according to the instructions opens up the possibility of developing self-regulation and self-control. This most important ability should be developed and exercised. It is important to choose for each child a certain level of complexity of the instruction, which corresponds to his abilities and abilities. This is a very significant line of development of the child at an early age, which needs appropriate psychological and pedagogical support.

The acquisition of speech at an early age makes it possible for children's imagination to develop. Imagination arises in the third year of life, when the ability to play substitutions appears, when familiar objects are endowed with new names and begin to be used in a new capacity. Such game substitutions are the first form of the child's imagination and constitute the most important step towards the new leading activity of the child - the role-playing game. Numerous observations and studies show that the game does not arise by itself, without the participation of those who already know how to play - adults or older children. A small child needs to be taught to play. Learning to play is not carried out in the classroom, but in the process of playing together with an adult who passes on to the child a way to replace some objects with others. The game of kids requires the indispensable participation of an adult, who not only conveys to them the necessary ways of playing actions, but also “infects” them with interest in activities, stimulates and supports their activity. Any game has a complex educational impact: it requires both mental, strong-willed, and physical efforts, and coordination of their actions, and, of course (if the child is truly included in it), it brings emotional satisfaction. Therefore, the development of creative play and imagination in children 2–3 years old is the most important task of a psychologist.

At an early age, another extremely important area of ​​a child's life arises - his communication and relationships with peers. Despite the fact that the need for a peer is far from being the main place at an early age and is usually not considered as the main line of its development, the first forms of interaction of toddlers play an extremely important role in the development of a child's personality and interpersonal relationships. It is here that a sense of immediate community and connection with other people equal to the child is laid. Studies show that the need to communicate with peers occurs in the third year of life. At this age, the communication of babies has a very specific content, which is an emotional and practical interaction. A special place in such interaction is occupied by imitation of each other. Children, as it were, infect each other with common movements and emotions, and through this they feel a mutual community. Such interaction gives the child a sense of similarity with another being equal to him. The experience of similarity and commonality causes intense joy and promotes self-awareness. The educator can give it a cultural, organized form. The best means for this are well-known games in which children act simultaneously and in the same way: “Loaf”, “Carousels”, “Inflate, Bubble”, “Bunny”, etc. These games at an early age should take place with the direct participation of an adult who organizes children, shows them the necessary movements and words, immerses them in the general atmosphere of the game. The development, selection and conduct of such games are an important area of ​​work for a psychologist.

Almost all young children (from 1.5 years old) growing up in a family need contacts with peers and mastering communication skills. Early childhood is a sensitive period for the formation of tolerant attitude towards others. Therefore, it is advisable to combine children with different difficulties in one group. There are two integrative groups in preschool №47, which are attended by several kids with Down syndrome. This association of different children at an early age is very effective. For children with special needs, this facilitates adaptation to peer society and accelerates their development, while for ordinary children it gives an indispensable experience of communicating with other people who are different from them, which is extremely important for the development of tolerance. At the same time, the correct organization of communication between children in an integrative group presents serious difficulties and requires the participation of professional psychologists.

All of these tasks are common to the teacher and psychologist and are solved in their close cooperation. The practical psychologist in the nursery group has its own specific functions. This is primarily psychological diagnosis and work with parents. Let us dwell on them in more detail and tell you how these areas are implemented in preschool educational institution No. 47.

Features of psychological diagnosis of young children

Practice shows that in recent years children are increasingly various forms violations mental development. Children with special needs make up a large part of the child population. In healthy children, speech development delays, emotional disturbances, impulsivity, disinhibition, etc. are often observed. Timely identification of these problems is of decisive importance for overcoming them and building an adequate strategy for working with the child. The most important task of the psychological service is psi controlthe chemical development of young childrenone hundred. It is known that in the first 2-3 years of life, the development of the child is extremely intensive, in fact, every 2-3 months, new abilities and capabilities of the baby are discovered. Delays or deviations in development at this age are fraught with serious problems in later periods. However, as a rule, specialists do not monitor the normal mental development of children. If the procedure for medical examination of young children is carried out regularly, then their mental development is left without the attention of professionals. Filling this serious gap is one of the important tasks of the psychological service.

However, the diagnosis of the development of young children has significant specifics and requires a special approach. In our kindergarten used new version psychological diagnostics.

The novelty of this diagnostic lies in the fact that for the first time it is based on the fundamental spheres for the mental and personal development of children - communication with adults and objective activity. This approach allows you to take a fresh look at the child, evaluate his achievements along the main lines of his development, which provide the formation of such basic personal qualities as initiative, curiosity, creativity in relationships with the social and objective world, trust in him and self-confidence. At the same time, the importance of developing motor skills, sensory sphere, speech and other mental functions is not denied, but they are considered as means of communication and objective activity, and not as the main tasks of education.

The fact of the influence of an adult on the full development of a child has recently been established and generally recognized. The formation of almost all abilities is carried out in his interaction with adults and depends on the content of communication. However, in practice, diagnostic procedures, as a rule, provide for an assessment of the fulfillment by children of individual instructions, isolated actions, and practically do not include tests aimed at identifying the nature of the child's communication with adults. This diagnostic option fills this significant gap. Based on many years of scientific research, the authors have developed qualitative and quantitative criteria for assessing the main forms of communication between a young child and adults. The specificity of this communication lies in the fact that it unfolds against the background of actions with objects and includes them as its content. This determines the diagnostic procedure, which is based on the diagnostician's simultaneous observation of how the child communicates with an adult (including speech means) and how his objective activity proceeds. Thus, diagnostics is carried out immediately in several directions, the main of which are the following:

diagnostics of the development of communication with an adult, including the identification of the development of speech as a means of communication;

diagnostics of the level of development of objective activity leading at an early age (motor abilities and the level of cognitive activity are considered as aspects of objective activity).

Aggregate qualitative analysis allows not only diagnosing the current level of development of individual areas, but also establishing the causes of certain developmental lags. A distinctive feature of the methods that determine the level of development of a child's activity is his involvement in communication with an adult. Relying on the concept of the zone of proximal development, we proceed from the fact that in order to determine the actual level of a child’s development, it is not enough just to measure and fix his actual actions, it is necessary to detect and take into account his potential opportunities that arise and manifest themselves in joint activities with an adult. The degree of acceptance of help and support from an adult, the ability of an adult to influence the independent actions of a child serve as the most important indicator of the potential of the child himself.

However, diagnostics is far from the main area of ​​work of a psychologist. As already noted, it is much more important to provide adequate conditions for the normal development of the psyche and personality of the child. The main among these conditions is a complete and adequate age generalchild with close adults.

The work of a psychologist with parents

The central and determining figures in the upbringing and development of the baby are, of course, parents. The task of raising the psychological and pedagogical awareness of parents is closely related to formation of an adequateparental position. Obviously, the main figure for a small child in most cases is the mother. It is the nature of the mother's communication with the child, the adequacy of her influences to the age and individual needs and abilities of the baby that determine both the emotional well-being of the child and his mental development. Therefore, developmental and corrective work with young children can be effective only with the participation and active involvement of parents. Meanwhile, practice shows that not all mothers know how and consider it necessary to play with a child, most of them do not know what games and toys correspond to the age characteristics of the child, do not take into account the individual needs and abilities of their child. Peculiar enlightenedparenting and education, counseling them about educational toys, games and activities, including parents in a joint game with the baby, revealing the peculiarities of the psychology of a small child and the age patterns of his development is an important and necessary task for psychologists.

In preschool educational institution No. 47, a parent seminar began to work, at which a kind of education and traininglei, carried out in such forms as the story of specialists about the age-related possibilities and (limitations) of young children; advising on educational toys, games and activities; revealing the features of the psychology of a small child and the age patterns of his development; psychotherapeutic work with parents; mastering practical types of joint activities with the child.

Special seminars are devoted to various topics relevant to family education: the role of family holidays in raising a child; excitable child; work and play of the child, fairy tales and literature for children.

The first seminars caused resistance from parents. Many of them refused to visit them, referring to the fact that raising children is a matter for specialists. Some mothers demanded additional classes in a foreign language, literacy, mathematics, etc. However, later the resistance was overcome, and now an increasing number of parents are joining the classes. Feedback from parents testifies to the good performance of this form of work. Some of them note that they saw the child “with different eyes”, found the right approach to him, learned to talk and play differently with their children.

So, we have tried to summarize our experience of early childhood psychological service and talk about the main forms of work of a psychologist in nursery groups.

Naturally, these forms do not define and do not exhaust all the possibilities of early childhood psychological service. But, based on the above, we can formulate the following principles for the work of a psychologist with young children:

orientation to the specifics of age, interests and abilities of children 1–3 years old;

priority of developing work on corrective and diagnostic work;

communication with parents, increasing their psychological and pedagogical competence and involvement in the pedagogical process.

It seems to us that, taking into account these principles and with the availability of appropriate qualifications, it is possible to diversify the existing and create new forms of work for early childhood psychological services.

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Slides captions:

"Features of working with children of early preschool age"

Childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become. "Sukhomlinsky V.A.

1. The development of walking, fine motor skills, expanding the possibilities of knowing the world around. 2. Development of situational business communication with adults. 3. The development of cognitive processes: the growth of stability of attention, the increase in memory and its gradual release from reliance on perception. 4. Assimilation of sensory standards, such as geometric shapes, colors, sizes, sounds. 5. Improving visual-effective and the emergence of visual-figurative thinking. 6. Mastering passive and active speech. 7. Development of the affective and volitional spheres: increased perseverance in activities, the emergence of a desire to achieve results in it. 8. Formation of communication with peers. 9. Formation of self-awareness: the emergence of knowledge about one's capabilities and abilities, specific self-esteem, pride in achievements in objective activities.

Educational work Compliance with the regime of the day Proper conduct of regime processes Conducting individual and group classes, games, entertainment. Creation of conditions for independent activity of children

active focus on performing an action without the help of an adult, the simplest forms of expression of independence; further development of visual-effective thinking and the emergence of elementary types of speech judgments about the environment; the formation of new forms of relationships between children, the gradual transition from single games and games side by side to the simplest forms of joint gaming activity.

Preview:

"Features of working with children of early preschool age"

Childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become. "(Sukhomlinsky V.A.)

Early childhood consists of two stages - infancy (from birth to one year) and early childhood (from one year to three years).

Today we will talk about an early age, since children from the age of 2 are accepted into our kindergartens, i.e. in the first junior group there are children 2 - 3 years old. What are these kids?

Early age - the stage of mental development of the child, covering the period from 1 year to 3 years. The main distinguishing features of mental processes at an early age: their dependence on the visual situation; functioning in close connection with practical actions; affective nature of the focus on the knowledge of the world.

The leading activity at an early age is the mastery of objective actions: culturally fixed ways of using objects. The child learns their permanent meaning, function and how they should be used. The formation of objective actions occurs when children learn patterns of using utilitarian things (spoon, cup, comb, etc.), in playing with didactic toys (constructors, mosaics, pyramids, etc.) and in procedural play with plot toys.

The formation of objective actions is inseparable from the communication of a child with an adult, which acts at this stage of development as a situational business. The period from 1.5 to 3 years is the stage of speech development.

The main lines of mental development of children:

1. The development of walking, fine motor skills, expanding the possibilities of knowing the world around.

2. Development of situational business communication with adults.

3. The development of cognitive processes: the growth of stability of attention, the increase in memory and its gradual release from reliance on perception;

assimilation of sensory standards, such as geometric shapes, colors, sizes, sounds;

improvement of visual-effective and the emergence of visual-figurative thinking;

formation of goal-setting activity.

4. Mastering passive and active speech.

5. Development of the affective and volitional spheres: increased perseverance in activities, the emergence of a desire to achieve results in it.

6. Formation of communication with peers.

7. Formation of self-awareness: the emergence of knowledge about one's capabilities and abilities, specific self-esteem, pride in achievements in objective activities; development of gender identity.

The end of this period is marked by a crisis of 3 years, which affects the increased independence of the child and the purposefulness of his actions.

In accordance with the requirements for the organization of the educational process, for young children from 1.5 to 3 years, the duration of continuous direct educational activity should not exceed 10 minutes. It is allowed to carry out educational activities in the first and second half of the day (8-10 minutes each). It is allowed to carry out educational activities on the playground during a walk.

Features of work.

AT last years psychologists are increasingly drawing the attention of preschool teachers and parents to the importance of the problem of development, upbringing and education of a child from birth to 3 years. Domestic and foreign scientists come to a common opinion about the presence of a special sensitivity of children of this age to speech, sensory, mental, physical, aesthetic, patriotic and other areas of personality development.

Early age is considered as unique in terms of solving educational, developmental and educational tasks.

An educational program that takes into account the psychophysiological characteristics of a child aged 1 to 3 years is the basis for the development of the child's intellectual potential. Education immerses the child in the world of information on all sections of human knowledge in the optimal age period(from 1 year to 3 years). Only as a result of direct training in the period from 1 to 3 years does it become possible to harmoniously influence mental maturation through classes in the following areas:

sensory development,

development of all mental processes (memory, attention, thinking,

perception, imagination and speech)

formation of elementary mathematical representations,

formation of speech development,

development of fine and gross motor skills,

physical development,

musical development,

​ creative development(training in modeling, drawing, designing).

Compliance with the day regimen established for young children, i.e.

correct distribution during the day and a clear sequence of sleep, feeding, wakefulness, change different types activities;

Proper conduct of routine processes: feeding,

hygienic care, putting to bed, dousing, etc.;

Conducting individual and group classes, games, entertainment;

​ creating conditions for an active and diverse independent

children's activities.

Successful implementation of tasks educational work depends on the pedagogically justified choice of its forms and methods, on the correct organization of the whole life of children.

Of great importance in the upbringing of healthy and well-developed children is the correct organization of their lives during the period of getting used to (adaptation) to a children's institution. The process of getting used to new conditions is difficult for the developing nervous system of the child. During this period, it is necessary to ensure the unity of educational methods used in the family and the children's institution.

When working with young children, the teacher focuses on their age characteristics and, at times, faces various difficulties, one of the most characteristic difficulties in raising young children is the problem of adaptation to kindergarten conditions.

The success of a child getting used to a child care institution is influenced by various factors: physical condition, age of the child, the degree of formation of communication and objective activities, the child's relationship with peers, relationships in the family.

A sign of the completion of the adaptation period is the child's good physical and emotional well-being, his enthusiastic play with toys, and his friendly attitude towards the teacher and peers.

Tasks and methods of educating young children

The educator, leading the independent activities of children, is obliged to ensure that all of them are active, active. It is important to ensure a change of movements in children, preventing possible fatigue during monotonous manipulations. The regulation of motor activity, the motivation for children not only to walk, but also to perform other movements (sitting down, climbing a hill, etc.), is an important condition for their physical development. In order to prevent the exhaustion of scattered children, it is necessary to seat some of them at tables for quiet games.

It is mandatory to conduct outdoor games that are of great pedagogical value. Emotions of surprise, joy experienced by children during outdoor games contribute to better assimilation of movements. When organizing outdoor games, children should not be obliged to walk in pairs or in formation. Their level of development of voluntary movements is still low, and they cannot move in an organized manner, for example, holding hands, walking in one direction.

Outdoor games with musical accompaniment are of significant value for the overall development of children: stomping, squatting, etc. to the beat of music help to develop a sense of rhythm and harmony of movements.

Also of great importance for the formation of clear movements and coordinated walking is the methodically correct organization of the walk.

The development of children in the third year of life is determined by what they have acquired earlier, as well as by new tasks and conditions of education.

This age is, as it were, transitional from early to preschool childhood, and the educator, solving new problems, taking into account the increased capabilities of children. In children, the duration of wakefulness continues to increase. During the day, children sleep once, approximately 2-2.5 hours. The duration of the walk increases significantly, because children become more independent. The first walk lasts about 2 hours, the second - 1.5 hours. Unlike the previous groups, with children of the third year of life, morning exercises are performed.

When carrying out regime processes, the principle of gradualness is necessarily observed. This means that each child spends as much time on feeding, dressing, washing as it takes for him alone, but not for the whole group. Children don't have to wait. For example, the nanny brought breakfast to the group from the kitchen. The teacher, addressing each child by name, offers three or four less busy playing children go wash their hands. Nanny is watching them. After washing their hands, the kids sit down at the table and get breakfast. At this time, several more children are invited to the washroom, etc. The one who had breakfast thanks, pushes the chair and goes to play. If the principle of gradualness is violated, these regime moments would look different: if all the children are in the washroom, then some of them are forced to wait, and often they are naughty; if one child takes 2-3 minutes to wash, then with such an organization he will spend 15 minutes, etc.

Regime processes take quite a lot of time, so they should be used as much as possible for the development of children: the formation of speech, movements, learning the skills of feasible independence, rules of conduct.

Children know the names of many objects that they encounter in everyday life, with the help of a teacher, they establish the simplest interdependencies: “Hands are washed with soap so that they are clean”, “Boots are put on because it has rained”, etc.

When working with children of the third year of life, one should try to avoid the use of stereotypical phrases. Sometimes educators, wanting the child to thank him, turn to him with the same phrase: “What should I say?” - instead of offering him: “Thank you” or simply: “Say “thank you”. The speech of the educator should serve as a role model for children.

In regime processes, the skills and abilities acquired by children earlier are improved. The child should eat independently, carefully, keep the spoon in right hand, use a napkin, give thanks. By the age of three, with a little help from an adult, he dresses and undresses: he unties his shoelaces, unfastens the buttons in front, knows the order in dressing and undressing. Clothing should be comfortable, such that the child can easily act on his own. The manifestation of independence is facilitated by: selection of furniture, arrangement of group room equipment, washrooms, dressing rooms: low towel racks, low-lying sinks, convenient lockers for outerwear etc.

The activity of the central nervous system is improved, which is manifested in an increase in working capacity: children can engage in the same type of activity for up to 20 minutes.

The third year of life is a period of active improvement of the quality of existing movements. The movements of the hand and fingers become more coordinated. The child coordinates his movements with external conditions, for example, changes the movement depending on the tempo of the music. There is an improvement in such movements as running, climbing, throwing.

The kid moves a lot, cannot remain motionless for a long time, but quickly gets tired of monotonous movements. When choosing games and exercises, it is necessary to take into account the age characteristics of children, in particular, the softness and suppleness of the skeleton, the relatively insufficient development of muscles, and rapid fatigue. Some movements are harmful to children. You can not offer them to hang on their hands (which parents often allow), jump from a height, require a long repetition of the same movements. An adult should promptly switch children from such movements to more calm games.

The teacher uses a variety of means to develop the movements of children.

An effective means of developing movements is game activity. During the game, children make a wide variety of movements: crawl on all fours, depicting an animal, catch up with each other, etc. On a walk, they often have to overcome obstacles.

General strengthening exercises that children perform in physical education classes in standing, sitting, lying positions are very important for the development of movements.

There should be enough space in the playroom so that children can run freely, play ball and other outdoor games. In their use there should be toys that promote the development of movements: balls of various sizes, tricycles, all kinds of carts, cars. On the site, you should have special benefits - a hexagon, boards of the required width.

The kindergarten education program defines the following leading lines in the development of children in the third year of life:32

active focus on performing an action without the help of an adult,

the simplest forms of expression of independence;

further development of visual-effective thinking and the emergence

elementary types of speech judgments about the environment;

the formation of new forms of relations between children, a gradual transition from

single games and games are close to the simplest forms of joint gaming activity.

In the third year of life, independence is intensively formed. If adults do not satisfy the desire of the child to act independently, then often there are whims, stubbornness or bad habit to an inactive state, constant expectation of help from others.

The independence of babies is manifested in regime processes, where self-service skills are improved; in the game, when the child independently, without the prompting of an adult, reproduces one or two episodes from life. In the classroom, children independently invent and carry out construction; when performing labor assignments, they help the teacher to take toys to the site, arrange plates of bread before dinner, feed fish, birds, etc. Independence is also manifested in relationships between children. The child, on his own initiative, expresses attention to his peers: he regrets, provides assistance.

Thus, in all types of activities and in different life situations, children's independence is manifested and formed - an important and complex quality of a person.

When organizing the subject activities of children, it is necessary to ensure that each type of didactic aid is used by the child for its intended purpose; if he does not have the ability to act with a toy, the teacher teaches him using the method of passive movements. In order to avoid fatigue of children who are engaged for a long time with the same toy and performing the same learned actions, it is necessary to switch them to activities with other toys.

Teaching new actions, their complication, switching to other types of activities are the main points of organizing the subject activity of children by the educator.

During the third year of life, the semantic content of speech is further enriched. Children understand an adult well when he talks about what directly surrounds them, is connected with their experiences. A generalized meaning for children begins to acquire not only words denoting objects and actions associated with direct sensory experience, but also denoting qualities, properties of objects. So, to the question “Who flies?” the child answers: “A butterfly flies, a fly flies, an airplane flies” (2 years 9 months). Or the teacher says: “You have a red dress, but where else do you see red?” The child answers: “A red flag, Luda has a bow, red cubes, and sometimes a watermelon is red.”

Children begin to establish a causal relationship between individual, often repeated phenomena, make comparisons, conclusions: “It’s cold outside, you need to put on a coat”, “Snow is like sugar”, etc. Children ask about an unfamiliar adult who checks a child’s pulse : “Is he a doctor?”

A child of the third year of life already understands the story, not accompanied by a demonstration of objects, illustrations, listens with interest to a familiar fairy tale without showing illustrations. He recalls with pleasure recent events from his life, therefore, in everyday communication with the baby, you need to encourage him to talk about the holiday, walk, etc.

However, understanding the speech of surrounding adults is not perfect enough. It is necessary to continue to exercise children in distinguishing objects according to appearance, to acquaint with their individual features, verbal designation. Children already need to be encouraged to group homogeneous objects that can be called in one word (furniture, dishes, toys).

Toddlers are taught to understand a variety of questions: “Who is this?”, “What is this?”, “What is he wearing?”, “What is lucky?”, “Why? ..”, “When? ..”, “Why? .. ”

Observing the environment and acting independently, while receiving the correct verbal explanations from adults, the child learns the environment more and more, orients himself in it, comprehends the phenomena and events accessible to his understanding. Under the influence of the development of speech and in the process of activity in children, there is a further improvement of mental processes: perception, attention, memory, imagination begins to develop, which is most manifested in play activity.

At the end of the second-beginning of the third year of life, educators are faced with the task of developing the individual game of each child, which is a favorable prerequisite for the joint games of children at an older age. At this stage, it is important to teach children how to act with toys, how to use them for their intended purpose, you need to arouse interest in different toys, show their playing capabilities, that is, teach them how to act with them. Along with this, children should be brought to the understanding that they should not interfere with others when they play, that they should not take away toys. It is necessary to form the stability of game activity, the ability to focus on your game.

In order to develop and enrich play activities, it is necessary to carry out observations, excursions, games and activities with dolls, the content of which is prompted by actions with toys: a doll can be fed, put to bed, treated. Small performances with a doll introduce children to some rules of behavior: you must not take away the toy, but ask for it; the toy should be put away after the game, etc.

In the process of forming the game and relationships of children, encouragement should be used, their attention should be drawn to the successful actions of a particular child (correctly assembled pyramid, matryoshka, etc.).

Individual play organizes the child's behavior, forms concentrated activity, the ability to act alongside others and not interfere with them. The educator needs to protect the individual games of children in every possible way, try to prolong them by one method or another, and not interrupt them with unnecessary remarks.

In individual play there are prerequisites for the emergence of collective play: there is an interest in the activities of other children, emotional responsiveness. For example, Kolya comes up to Vova, watches how he strings the rings on the rod of the pyramid and gives him two rings.

In order to develop positive relationships during the game, it is necessary to create conditions conducive to the unification of children. This may be a common place of action, for example, a table at which children sit and collect nesting dolls; the same actions: all children-toddlers are sparrows in the game “Sparrows and a car”, or they are all birds, bunnies, etc. These games bring children together with the joy of joint actions, cause a desire to act like others act, promote coordination of actions. You can organize games that bring children together with a common subject and a common action with it. These are games like “Roll the ball (ball)”. Playing with a common toy encourages children to communicate with each other, they learn to act in turn, to wait for a partner to act.

Even more opportunities for the emergence of relationships between children provides role-playing game, for example, playing hairdresser, doctor is impossible without a partner. The children agree: “Come on, I’ll cut your hair”, “First you me, then I you ...”

The role-playing game does not appear immediately. At the end of the second year of life, the child begins to consistently reproduce several interrelated actions: feeds the doll, puts her to bed, walks with her. In the third year, he already feeds differently than before, simply putting a plate to the doll’s mouth, but pours something into a cup, plate, uses a spoon, and washes the dishes. But the child's actions do not always correctly reflect their real sequence. He can treat, feed, ride the doll in a car at the same time. In the game, children reproduce the actions of educators, a doctor, a hairdresser, a driver, and parents. Under the influence of the educator, they begin to reproduce not only the actions of an adult, but also their relationships. Therefore, a positive example of the relationship of elders is very important.

An example of adults, success in general development, and especially in the development of speech, the ability to coordinate their actions and movements with other children contribute to the fact that in the second half of the third year of life, children, along with games nearby, have joint games and positive relationships outside the game.

The task of educating and educating young children is not limited to acquiring knowledge and learning skills. It is much more important to develop a child's attention, thinking, speech, to arouse interest in the world around them, to form the ability to make discoveries and be surprised by them. From birth, children are surrounded by various phenomena of inanimate nature: the sun, wind, starry sky, the crunch of snow underfoot. Children with interest collect stones, shells, play with sand and water, objects and phenomena of inanimate nature enter into their life activity, are objects of observation and play. This circumstance makes it possible to systematically and purposefully familiarize children with the phenomena of the surrounding world.

The purpose of the work of the preschool educational institution team is to provide conditions for the development of natural science ideas in children, for example, about the physical properties of the world around them, in accordance with the age capabilities of children, using the methods of children's experimentation.

Experimentation affects all areas of children's activities: walking, eating, classes, games, solving the most important problems of our children, whether it be the first attempts to bring your hand to your mouth or disassemble new car just given for my birthday. Only their own experience helps the child to acquire the necessary knowledge about life. And teachers need to create conditions for experimental activities, to support the child's interest in research and discoveries.

Conclusion

Early age is the most crucial period of a person's life, when the most fundamental abilities are formed that determine the further development of a person. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative opportunities, general vital activity and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influence from adults, certain forms of communication and joint activities with the child. The origins of many problems that parents and teachers face (reduced cognitive activity, communication disorders, isolation and increased shyness, or vice versa, aggressiveness and hyperactivity of children, etc.) lie precisely in early childhood. Correction and compensation of these deformities at preschool and school age presents significant difficulties and requires much more effort and expense than their prevention.

The goals of the educational process in the preschool educational institution are to comprehensively educate the child on the basis of a harmonious combination of intellectual and physical development, the formation of social contacts in children and the ability to work together in conditions of developmental education and upbringing.

The full development of a young child requires adequate and qualified psychological and pedagogical support from professionals with appropriate qualifications. However, at present there is an acute shortage of relevant specialists (psychologists and teachers) to work with young children. Meanwhile, this age stage has significant qualitative specifics. Methods and methods of work that are adequate for preschoolers are inapplicable to him. Working with young children requires specific training that involves both specialist knowledge and experience working with young children. All this makes it extremely relevant to study the characteristics of the upbringing and education of young children.

In this regard, there is an urgent need to develop methods of pedagogical classes with young children.

In the period from 1 to 4 years, the concept of "learning" for a child is inseparable from the concept of "life". Children learn everything: listen, see, talk, sit, stand, walk, etc. Toddlers do not think: should I learn to walk or not? They strive to know the whole world and learn everything, since in the period from 1 to 4 years, the desire for knowledge reaches its peak. Moreover, knowledge during this period proceeds naturally, as if by itself. Children, playing, learn the world and know the world, playing. The educational program of the preschool educational institution, based on the needs of the child, expands the life experience of children.

The central moment of education and upbringing is the possibility of transition from what the child can do to what he can't, with the help of imitation. Imitation is the main form in which learning influences development. AT preschool child learns not what he already knows how to do on his own, but what he still does not know how, but what turns out to be available to him in cooperation with the teacher and under his guidance. In cooperation with the teacher, with the help of imitation, the child can always do more in the intellectual field than what he is capable of, acting only on his own.

The area of ​​immature but maturing processes constitutes the zone of proximal development. This is the fundamental task of child development in the preschool program.

In each task that is given to the child in class, the child is always given a specific intellectual task that affects the zone of proximal development. The system of the educational and educational program of the preschool educational institution should be built on the principles of an integrated approach in the upbringing and education of children at an early age.

Bibliography:

1. Alyamovskaya V. G. Nursery - this is serious. - M., 1999.

2. Borodich A.M. Methods for the development of children's speech. -M.: Enlightenment, 1981. -255p.

3. Early childhood education. Moscow, Enlightenment, 1996

4. Gvozdev A.N. From first words to first grade: Diary of scientific

observations. Saratov: Sarat Publishing House. un-ta, 1981.

5. Pavlova L.N. Early childhood: the development of speech and thinking. – M.: Mosaic-

Synthesis, 2005.

6. Tikheeva E.I. Development of speech of children (early and preschool age). –M.:

Enlightenment, 1981. -159p.

Early age is a special period of the formation of organs and systems, the formation of their functions, primarily the functions of the brain. The functions of the cerebral cortex develop as a result of the interaction of the organism with the environment, this occurs especially intensively in the first three years of life. During this period, the ability of the brain to receive signals from the outside, process and store information is improved, which forms the basis for the further intellectual development of the child. Early childhood is characterized by a number of features.

Firstly, this is an extremely fast pace of development, which has a spasmodic character. Periods of slow accumulation alternate with critical periods: the crisis of 1 year is associated with the mastery of walking, 2 years - with a turning point in the development of rhea, the beginning of the development of speech and mental activity, as well as with the development of visual and effective thinking. At the age of three, the development of the child's self-awareness begins, and vice versa, the absence of jumps is the result of deviations in the development of the child. During critical periods, the child may experience some behavioral features, decreased performance, and functional disorders.

Another feature of development at an early age is the instability and incompleteness of emerging skills and abilities.

Under the influence of unfavorable factors (stress, past illness, lack of targeted pedagogical influence), skills may be lost, the phenomenon of retardation (“stuck” at an earlier stage of development) is observed.

The reason for the uneven development of the psyche of a young child is determined by the fact that the maturation of various functions occurs at different times. Each mental function has its own sensitive terms. In general, early age is a sensitive period for the development of all types of perception (sensory-perceptual activity), involuntary memory and speech. The formation of these processes occurs within the framework of objective activity with active interaction with an adult. It is at an early age that the foundation is laid for the development of thinking and speech.

Another feature of early childhood is the interconnection and interdependence of the state of health, physical and neuropsychic development of children. Changes in the state of health of the baby affect his neuropsychic sphere.

At an early age, a high degree of orienting reactions to the environment is clearly manifested. It is known that with sensory, emotional deprivation, the rate of development of the child slows down significantly. Sensory needs cause high motor activity, and the state of the motor sphere largely determines the child's ability to cognize the world around him.

A young child is characterized by increased emotionality. early formation positive emotions- the key to the formation of the child's personality, the basis for cognitive activity.

The psychomotor development of a child in the first years of his life depends on many factors, primarily on hereditary characteristics, general health, gender, and the environment. Delayed psychomotor development can be caused by various adverse factors affecting the developing brain in the perinatal and early postnatal period.

Differential diagnosis at an early age is difficult; with different localization of disorders, similar symptoms can be observed (for example, underdevelopment of speech in a hearing-impaired, mentally retarded and alalik child). The retarded pace of development may concern one or more functions, be combined or not combined with various neurological disorders.

Due to different forms and varying degrees of severity of organic damage to the CNS, the maturation of different structures is delayed to a different extent, which means that the sensitive periods for the development of certain functions have a temporary spread.

Assessment of the level of psycho-motor development of the child in early and preschool age must be done very carefully. At the same time, one should take into account the features of the development of general and fine motor skills, sensory-perceptual activity, rhea, and emotional development.

The diagnostic group can include children with the consequences of perinatal CNS damage, who have a delay in psychomotor development and speech. It is important to determine the severity of violations - children with gross organic damage to the central nervous system are sent to preschool institutions for children with intellectual disabilities.

In a kindergarten for children with mental retardation, a diagnostic group can be formed as a different age, the main indicator is the level of mental and speech development of the child (children from 2.5 to 3.5 years old can be accepted). The number of children in the group is 6 people.

At the forefront in working with young children is the study of the dynamics of development in a targeted examination and on the basis of constant observations in the process of corrective work.

Children entering a specialized group are distinguished by a number of features.

As a rule, these are somatically weakened children, lagging behind not only in mental, but also in physical development. In the anamnesis, there is a delay in the formation of static and locomotor functions (the function of moving one's own body in space), at the time of the examination, the unformedness of all components of the motor status (physical development, movement technique, motor qualities) in relation to age capabilities is revealed.

A decrease in orienting-cognitive activity is found, it is difficult to attract and hold the child's attention. Difficulty in sensory-perceptual activity. Children do not know how to examine objects, find it difficult to orient themselves in their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with adults and with its help cope with the solution of visual and practical problems.

Children practically do not speak - they use either a few babble words or separate sound complexes. Some of them can form a simple phrase, but the range of the child's ability to actively use the phrasal rhea is significantly narrowed.

Predominantly manipulates objects, but they are also familiar with some objective actions - they adequately use didactic toys, although the methods for performing related actions are imperfect, children need much large quantity trials and fittings to solve a visual problem. Unlike mentally retarded preschoolers, children accept and use the help of an adult.

General motor clumsiness and insufficiency of fine motor skills determine the lack of self-service skills: many find it difficult to use a spoon, and may find it difficult to dress.

Taking into account the above features, the following program tasks are defined:

- Improving motor functions , which implies the need for the development of general and fine motor skills, the formation of elementary graphomotor skills.

In close connection with the development of movements,sensory education aimed at improving optical-spatial and auditory functions, improving sensory-perceptual activity.

The solution of the above two problems is carried out on the basis ofsubstantive activity as a leading activity of an early age (from 1 to 3 years). It is important not only to improve visual-motor coordination, it is necessary to encourage children to solve visual tasks in didactic games and in everyday life, developing visual forms of thinking.

The development of a young child occurs in active interaction with an adult, therefore it is very important to form in childrenskills of emotional and situational business communication with adults and peers .

The main means of communication are speech means, the most important aspect of working with young children ispurposeful development of speech , its functions.

The content of the correctional work and its main stages, conditionally designated as "Steps of development", which can be correlated with the periods of training.

During the first month of the child's stay in the diagnostic group, an in-depth comprehensive examination is carried out in order to determine the level of development of the child.

In the future, classes are held individually or children are combined into subgroups of 2-3 people.

The main feature of correctional work is an integrated approach to the formation of certain skills in children, which involves:

Diagnostic study of the child at the time of his admission to the group to clarify the starting opportunities, prospects and pace of learning;

Feedback from the family in order to obtain complete information about the development of the child and counseling the family;

Interaction with medical specialists, especially a neuropathologist and a neuropsychiatrist, in order to monitor the child's health and provide timely medical care;

Construction of classes taking into account age and individual characteristics;

Classes of an integrative nature, which implies the possibility of solving several diverse tasks within the framework of one lesson;

Individually differentiated approach: within the framework of one general task, the target settings may coincide, but the ways in which each child completes the task may be different depending on his violations, which are most pronounced in each child;

The construction of the program is carried out in a spiral: at each next stage, the tasks of work become more complicated and in each type of activity skills are not only fixed, but also become more complicated;

The use of game motivation in all classes;

The duration of classes is set depending on the degree of complexity of the lesson and on the condition of the children on a given day, but no more than 15-20 minutes;

The need for continuity in the work of an educator, speech therapist and speech pathologist: using similar material, within the same topic, each of the specialists solves general and specific problems.

Conventionally, two months are allotted for the passage of each step. Terms may vary depending on the individual characteristics of children.

1. Development of general fine motor skills. Formation of elementary graphomotor skills

1 step

The improvement of the motor functions of the child occurs on the basis of imitation of an adult and actions with objects, therefore it is necessary:

Develop posture praxis while imitating individual movements of an adult (in terms of general motor skills: sit down, stand up, stomp, clap, shake your head, etc.);

To normalize the state of the tone of small muscles, for this purpose, you can use the massage of the fingers and hands in games with walnuts, alternately with cold and hot water (similarly with an ice cube), with dough, clay;

Arouse interest in visual activity, introduce paper and various visual means: drawing with a finger and palm, applying color spots. At the same time, children should be taught the correct fit, not to force the child to activity if he is tired and does not show interest in it.

2 steps

In terms of general motor skills, to form more complex skills:

Learn to imitate more complex actions: walking, jumping, tilting, imitating actions with objects: transfer, rearrange, shift, etc .;

When developing hand motor skills, it is important to improve grasping movements, learn to grab large objects with two hands, and small ones with one hand, fix various ways grasping: fist, pinch;

When performing correlative actions in didactic games, develop the accuracy of hand movements, hand-eye coordination;

To teach the correct grip of a pencil, to stimulate rhythmic games with a pencil and paper, to learn to perform free arcuate, as well as circular hand movements “Kalyaki-malaki”, “Tangle”, “Cloud”, “lamb”), while at first the child passively participates in joint with an adult activity (an adult leads the child's hand), and then performs the movements independently.

3 step

Develop the praxis of the posture while imitating the movements of an adult, constructing images with the help of fingers and hands ( finger gymnastics, the simplest poses: “cam”, “roof”, “high chair”);

To consolidate the ability to grab an object with a pinch and use the index type of grasping (two fingers: index and thumb), for this purpose, you can offer children didactic games for carrying, shifting and sorting small items, stringing on a rod, playing with a large mosaic, constructor);

Develop the movements of the hands (especially useful are the relaxation exercises “Let's Stroke the Kitten”, “Malyar”, “Rinse the Linen”); exercises of this type should be alternated with dynamic ones ("Fist - palm - fist");

To teach how to thread a flexible cord into a hole, to teach how to fasten buttons (on special aids);

Learn to draw points of a given brightness, arrange them at different frequencies, learn to draw vertical and horizontal lines, then draw a line in different directions. (In this case, it is advisable to use the techniques of copying, rims, drawing on supports, drawing on a limited surface, arbitrary line drawing with game motivation, drawing on reference points, coloring a sheet without limiting the surface in different directions).

4 steps

Learn to perform a series of imitation movements (in terms of general and fine motor skills);

Develop fastening skills (buttons, buttons, Velcro) and lacing;

To teach elementary expressive hand movements in finger games - dramatization (“A horned goat is walking”, “Finger-boy, where have you been?”);

To teach to perform actions with objects, focusing on verbal instructions (If children have mastered the movement or action well, it is useful to use instructions on the contrary, contradicting the show: the teacher says: “Goat”, but shows a fist, and the child must act according to the instructions);

Learn to draw broken, wavy and arcuate lines, learn to perform movements in one plane when painting over a sheet.

2. Sensory perception

2.1. Development of visual perception

1 step

The development of sensory-perceptual activity at the first stage involves the solution of the following tasks:

Stimulate orienting activity, drawing the child's attention to objects and phenomena, providing motivation;

Improve the skill of fixing the gaze on an object, concentrating, tracking its movement in a small space;

Develop the ability to recognize household items and toys, according to the instructions of an adult and showing them, distinguish them among heterogeneous objects, find identical ones (instruction like: “Give a toy”, “Show the ball”, didactic games with paired toys - a choice of two items);

Develop visual attention and visual memory when observing two objects (games like “Where is the mouse?”, “Where did the bunny run?”). In this case, the objects move before the eyes of the child.

2 steps

More serious requirements are imposed on sensory-perceptual activity, therefore it is necessary:

Develop the skill of identifying objects based on a holistic perception without analyzing signs and properties (the child follows instructions such as: “Give the same toy.” “Find the same balls”, the adult comments on the child’s actions and sums up: “That’s right, these are the same balls, you have such just like mine");

Learn to correlate an object and its image, recognize it in a picture;

To learn to distinguish between two objects by an undifferentiated sign of size (large - small);

Develop attention and memory, learn to follow the movement and movement of objects in relation to other objects. For example, the teacher suggests to the child: “Look at the toys. Show me the doll. Show me the mouse. Close your eyes, ”at this time the teacher changes the location of the toys. The child opens his eyes and is asked: “Take the doll. Put her in her place";

Develop the ability for a holistic perception of objects, working with split pictures without a background in two parts;

To develop spatial orientations, first of all, the child should be taught orientation in his own body by imitation: "Show me where your head, arms, legs are." Similarly, the child recognizes body parts when presented with a doll.

3 step

The formation of visual perception at this stage occurs due to teaching children the differentiation of objects in shape and the identification of the object and the form of the standard sample. The following tasks are solved:

To teach to follow the instruction “Give the same figure”, encouraging practical trying on, comparison. An adult accompanies the child's actions with speech, generalizes them, resorting to "objectification": "Well done, I have a window (square) and you, they are the same." For practical acquaintance with the form, the "Segen Board", a box of forms ("Mailbox"), and then planar matrices - stencils and inserts for them in the form of subject images and geometric figures are used;

You should learn to perceive objects, differentiating them by quantity: one-many;

Learn to collect cut pictures without a background, developing a holistic perception;

Improve orientation in your own body, as well as parts of the body of another person, dolls, toy animals (“Show me where the bunny has ears, paws, tail”) and their images.

4 steps

Is put new task- to form visual gnosis, in particular, the skill of identifying objects based on color (red, yellow, blue). If the child quickly masters the idea, it is added green color. At this stage, the following tasks are solved:

Learn to follow instructions like: “Give the same ribbon”, focusing on the color of objects. An adult teaches the child the methods of practical trying on (attaching), comments and summarizes his actions: “That's right, I have a red ribbon and you have, look: they are the same - red.” At this stage, the child is not required to name the color and find the object according to the indication of the color. Didactic games are used such as: "Hide the mouse", "Pick up a dress for the doll", "Close the saucepan";

To teach the perception of objects by quantitative characteristics: one-many, one-two. The child follows the instructions: “give one, show where there is a lot”, “Give the same amount (one, two)”, etc.;

Develop optical-spatial functions in games with split pictures (image on a card with a white background);

Improve the perception of form in games for the selection of three-dimensional geometric bodies and planar figures of a more complex configuration (star, oval, polygon);

Exercise in the perception of form in games with didactic toys: a pyramid, a matryoshka, matrices;

Develop spatial gnosis in designing by imitation and model (desktop building material is used, as well as arithmetic sticks, from which the child puts together simple figures);

Form spatial orientations in coordinates top-bottom.

2.2. Development of auditory functions

1 step

Develop auditory concentration using sounding children's and musical toys. Games like "Guess where the rattle is?", with two screens in front of the teacher and a rattle behind one of them;

Develop auditory attention and memory: the game "What sounds?" - sound is produced behind the screen, and the child chooses the right toy of the two in front of him.

2. step

To develop auditory perception when distinguishing non-speech sounds (a series of 2-3 sounds), to learn to recognize objects and animals in pictures, focusing on the onomatopoeia of an adult: "Chu-choo-choo" - what is this going to?, "Bee-bee" - what is this?”, “Who calls you - “meow”?”

3 step

Develop the ability to recognize and distinguish non-speech sounds in a series of 3-4 signals;

Recognize and distinguish between the vowel sounds “A”, “O”, “I”: “Mom sings a song, shakes her daughter: “Ah-ah”, “Who sings, show the picture?”, “The doll cries: “Oh-oh -o", the steamer hums: "Uuu", the mouse squeaks: "I-i-i";

Develop an orientation towards the volume and duration of sound in games. For example, a child must find a toy, focusing on the volume of the drum sound (loud-close, quiet-far). Another option is for the children to stand in a circle and pass a bell behind their backs, the driver must find a toy. "What's buzzing?" (depending on the volume? A large steamer hums loudly, a small one quietly).

4 steps

Orientation in the sound of musical instruments: a pipe, a bell, a tambourine, a drum, a metallophone;

To teach to perceive and reproduce an iterative rhythm (repetition rhythm, sounds are presented at the same time intervals) no more than two signals. The child is offered to clap, tap on a tambourine, drum (with and without visual control, when the teacher pronounces the sound behind the screen);

To learn to focus on the height, strength, timbre of the voice: “Who is meowing - a big cat or a small kitten, a big or small pipe is playing?”, “Who is calling you - a big bear or a small one: “Ay?”.

To teach with closed eyes to locate the source of sound;

Strengthen the ability to focus on the sound of vowel sounds. On a signal (A, O, Y, I) perform certain actions;

Learn to listen to the intonation of an adult, to respond to the volume of his voice (loud, soft, whisper).

3. Formation of objective activity

1 step

The propaedeutic period involves the solution of the following tasks:

Develop somato-sensory gnosis in touch localization games. For example, a child is offered: "Catch a pussy." The child closes his eyes, and the adult touches the legs, knees, head of the child with a toy. The child must catch the pussy;

Develop visual-motor coordination, teach the actions of grasping, feeling, moving objects (first joint movements are allowed, then the child performs them independently);

More complex tasks involve training in instrumental actions with objects that have a fixed value: a spoon, a cup, a scoop, a bucket, a watering can.

2 steps

Improve grasping with a pinch, index and thumb in games for sorting, carrying;

To teach to perform some correlative actions in games with inserts, saucepans, pyramids, to encourage orientation in size;

To teach to combine a figure with a slot, to act consistently, purposefully, to support an object with the other hand, to exercise in coordinating the movements of both hands (Segen's board, matrices are used);

Exercise in grabbing and carrying objects of different sizes and shapes (“Collect balls”, “Collect cubes, rings, sticks”);

To teach gun actions using auxiliary means or tools in problem situations: "Get the candy", "Get the toys out of the can", etc.

3 step

Develop tactile gnosis, learn to feel an object, trace a finger along its contour;

Develop stereognosis, exercise in recognizing objects by touch, different in size and shape (ball, pussy, wand). You can offer games with a “wonderful bag”: “Find your toy”, “Whose handkerchief?”; games with "Mailbox" to the touch;

To learn by touch to navigate the texture of the subject;

Improve correlative actions in games with a pyramid, nesting dolls. Learn to assemble a pyramid of 3 rings, taking into account the size, disassemble and fold a 2-component nesting doll;

To learn to correlate pairs of objects in size, for example, to pick up dishes, clothes, furniture of different sizes for dolls;

Improve gun actions in problem situations: "Push the ball", "Fix the car";

Teach how to make a simple tool or aid: instead of a scoop, use a plank, instead of a chair - a cube, with the help of a teacher, tie two ropes to hang doll linen, etc .;

To improve visual-motor coordination, to consolidate the skills of examining an object: palpation, tracing with a finger. The adult comments and summarizes the child's actions, naming the large and small details of the object, their size and shape;

To teach to recognize objects by the circling movement of the hand and show them;

Learn to draw with a finger on the table and in the air the outline of a circle, square;

Develop constructive praxis: reproduce the simplest buildings in imitation and model.

4 steps

Improve tactile gnosis: learn to distinguish between temperature properties (cold, hot, warm);

To teach practical discrimination to the touch of the features of the texture (smooth, hard, fluffy, soft), to find paired objects in the “wonderful bag” by texture, by size;

To consolidate the skills of designing by imitation and by model;

Perform correlative and instrumental actions in games with objects;

To teach object-game actions: drive a car, roll a doll, feed a hare, rock a doll.

4. Formation of communication skills

1 step

Establish emotional contact with the child, encourage visual contact, form the ability to listen to the teacher, respond to the appeal, perform simple instructions: "Come to me", "Look at me", "Show me a toy";

Create a warm emotional atmosphere, evoke a positive emotional attitude to the situation of being in kindergarten, take into account the individual characteristics of children. At first, you can offer a flexible schedule for visiting the group, bringing your favorite toys, being in the group with your mother;

Develop the ability to pay attention and respond to facial expressions and gestures of an adult, his intonation;

Learn to perform exercises, imitating the movements of an adult;

To form in children the image of their own Self, to teach them to recognize themselves in the mirror, to choose their reflection from two (paired with another child);

Cause in children joint emotional experiences (joy, surprise) in outdoor games, fun, round dances and musical games;

Learn to greet and say goodbye to adults and children of the group.

2 steps

To consolidate the desire and readiness for joint activities with an adult. Joint games and exercises with one object (ball, bucket, ball) are recommended;

Learn to imitate the expressive movements and facial expressions of an adult, depicting a bear, bunny, bird, etc .;

Exercise in imitation of facial movements in game situations: raise eyebrows, frown them, smile, wrinkle your nose;

Understand gestures and expressive movements (pointing gesture, head nod, head shake, inviting gesture, etc.), combined with and without verbal instruction;

Learn to recognize yourself and your loved ones in photographs. It is advisable that each child bring a small album with such photographs;

Pair children and learn to interact in games with one object (roll a ball, a car to each other, pour sand into one bucket).

3 step

To teach joint activities with an adult during individual lessons, in games, in everyday life;

Encourage speech in communication situations, asking for “give”, indicating “here”, etc .;

Learn to imitate elementary articulatory movements: open your mouth - yawn, stretch your lips - blow, show the tongue - “aaaa” - does the neck hurt;

Encourage imitation of expressive movements in outdoor games: a fox sneaks, a cockerel proudly walks, a bunny jumps;

Learn to recognize yourself, your loved ones, teachers in photographs;

Organize "Games nearby", encouraging children to interact: pass a toy, perform joint actions - build a tower, alternately placing cubes one on top of the other.

4 steps

Expand the range of joint activities with adults in games with story elements “Dress the Doll”, “Feed the Animals”, “Let's Build a House”;

Use elementary dramatization in games using folklore (songs, nursery rhymes), improve the skills of expressive movements;

Develop articulatory praxis in imitation games;

To teach to recognize peers from the group in photographs by looking at joint photographs: “Our holidays”. "We are walking".

Unite children in process games and introduce plot elements: “Let's put the dolls to sleep”, “Let's build a house”, etc .;

Learn to address each other by name, say hello, say goodbye, show sympathy, sympathy.

5. Development of speech

1 step

Developing the impressive side of speech, one should strive to solve the following tasks:

The child must understand and correlate the word with familiar household items, toys, actions;

Learn to understand elementary one-word instructions: "Give." “Take”, “Go”, etc. and the questions “Who is this?”, “Where?”, “What?”;

Learn to listen to the speech of an adult, respond to a call by name.

In expressive speech, the simplest vocabulary is formed on the material of onomatopoeia. The child imitates the adult in the pronunciation of vowels: “A-a-a” - mother sings ”; “Wa-wa” - the baby is crying, ”etc.;

The child should be encouraged to pronounce the available babbling words in relation to a particular subject.

2 steps

In terms of the development of phonemic processes, learn to listen to non-speech and speech sounds, imitate them.

Vocabulary

Improve onomatopoeia skills: "Ay", "Wah", "Tu-tu", "Boom-boom";

Enrich impressive and expressive speech, form an understanding of nouns - the names of body parts: arm, leg, head, nose, eyes, etc. and animal body parts: paw, tail, ears, etc.;

Learn to understand and follow instructions: find, show, give, name, bring, lift, open, close; understand adjectives: give me a big ball, give me a small ball; pronouns: I, you, mine, yours, such;

In the active dictionary, learn to use nouns in the nominative singular; verbs in the singular present tense and imperative; possessive pronouns: my, my; personal pronouns: at me, at you, at him;

Encourage the construction of grammatical constructions, ending the teacher’s phrase with onomatopoeia: the pussy meows “meow”, the car hums “bee-bee”, the dog barks “woof-woof”;

Strengthen the ability to perform simple designs.

3 step

Phonetic-phonemic development:

Repeat vowel sound combinations, imitating the articulation of adults: A, U, I, AU.

In impressive speech:

Recognize objects by their name: toys, body parts, clothing, toilet items, household items, natural phenomena (rain, snow, sun), animal names. The passive verbal dictionary should include the names of actions performed by the child himself with loved ones, animals;

Learn to perform actions with familiar objects according to the instructions. At the same time, the adult comments on the actions of the child, summarizes them, encourages the child himself to do so.

In expressive speech:

To learn to use words that are simple in syllable structure (classes 1 and 3 of syllabic structures according to A.K. Makarova), the names of native people, their names, the names of toys, their images, the names of household items, natural phenomena, while distortions of the sound-producing side are acceptable;

Encourage them to make requests (“Give”, “More”, “Show”), express their state, needs (verbs: “I don’t want”, “I’ll go for a walk” and interjections: “Ah”, “Well”, “Here”) ;

To learn to actively use onomatopoeia for animals, vehicles, musical instruments (“Meow”, “Av-av”, “Bi-bi”, “U-u-u”, “Doo-doo”, “Bam-bam”);

To teach in impressive and expressive speech to use nouns in the form of the accusative case of the singular in the meaning of the object (“Eat porridge”, “Dress the doll”) and in the plural in the nominative case;

Learn to understand nouns in the form of the dative case in the meaning of a person (“Give me a doll”, “Show mom a ball”);

The vocabulary is expanded due to the understanding and use of verbs in the singular imperative and 1 and 3 persons of the singular present tense of the expressed mood; adjectives denoting the size (large-small) in the initial form.

In terms of the formation of the syntactic side of speech:

To teach in impressive speech to understand, and in expressive speech to reproduce by imitation two-part non-common sentences (“I’m going.” “The dog barks”), to spread the phrase through onomatopoeia (“Pussy meows “meow”);

Learn to understand and follow two-step instructions (“Come to me and take the doll”);

Understand two-word combinations with an adjective (“gray bunny”), adverbs (“cries loudly”, “beeps softly”).

4 steps

Development of phonemic processes:

Improve orientation in speech and non-speech sounds;

Learn to imitate the pronunciation of vowels (A, U, I, O), vowel combinations (UA, AU, IA);

Learn to listen to the sound of consonants (P, B, M, C, F, T, D, N, K, G, X), correlate with the display of certain objects in the name of which a sound is heard.

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Interaction of adults with children in different models of education

The interaction of adults with children is the most important condition for the development of the child. In the practice of education, one can distinguish two types of interaction an adult with a child, characteristic of authoritarian and student-centered pedagogy.

As part of authoritarian pedagogy, a small child is considered as an object of care and pedagogical influences aimed at the formation of knowledge, skills and abilities. At the same time, he acts as a pupil, functioning according to certain rules and corresponding to specific standards. The formation of basic personal qualities for this age, such as a positive sense of self, trust in others, initiative are not singled out as a pedagogical goal. Pedagogy of early childhood, built on the principles of an authoritarian model of education, does not operate with such categories as personality, creativity, freedom of choice. The main goal in this case is the upbringing of an obedient, executive child who obeys the authority of an adult. The task of the teacher is the implementation of the program, the satisfaction of the requirements of management and supervisory authorities. Under these conditions, methodological instructions turn into a law that does not allow any exceptions. This model can be called adult-centered.

• influence of authority;
• instructions, notations;
• instructions;
• the control;
• punishment, shout.

At this style interactions, the appeal of adults to children is predominantly directive in nature, often aimed at limiting their activity, initiative, independence, and curiosity. Teachers, as a rule, are not addressed to an individual child, but to the group as a whole. This style of interaction is not characterized by the desire to follow the interests and desires of children, to take into account their mood, tastes and preferences, to establish trusting relationship provide emotional support to each child. Of particular importance within the framework of this model is the formation of skills in children " correct behavior"(do not scream, do not make noise, do not interfere with adults, do not break toys, do not stain clothes, etc.). The center of the pedagogical process is the frontal forms of work with children, and above all, classes that are built according to the type of a school lesson. Children's activity is suppressed for the sake of external order and formal discipline.The game as the main type of children's activity is infringed in time and strictly regulated by adults.

In the framework of authoritarian pedagogy, the ideal child of an early age is a child who eats and goes to the toilet carefully, sleeps well, does not cry, knows how to occupy himself and follows the instructions of adults, has knowledge and skills within the limits set by adults. At the same time, such important values, from the point of view of personality-oriented pedagogy, as the development of personality, humane feelings and positive relationships with others, although declared, are not embodied in specific methods and technologies.

• completely depend on an adult in solving any problems, obey other people's influences. Accustomed to obey the instructions of adults, the child learns that the elders decide everything for him, becomes passive in the choice of activities and games. Deprived of his own initiative, accustomed to obey meekly, he learns the "truth" that those who are older and stronger are always right;
• depend on external control . Under the influence of constant assessments and remarks from adults who are not interested in the child's attitude to his own activities, he does not form his own point of view on what he is doing, he is constantly looking for adult assessments, becomes unsure of himself;
• suppress your feelings because nobody cares about them. A child should not cry, otherwise he will be called a "crybaby", laugh out loud, because "he interferes with others." During the period of adaptation to preschool he turns out to be left to himself, not meeting with educators understanding of his difficulties and emotional support;
• behave differently in situations of observation of them by adults and when there is no observation. The desire of the teacher to impose his will on children most often leads to the fact that the motive of the child's activity is the desires of an adult, and not their own interests. As soon as external control disappears, its behavior may change, sharply different from what is expected; he learns to live by a "double standard";
• ignore punishment. Observations show that punishment is an ineffective way of influencing, since children who are often punished repeat the actions for which they were punished. Having overcome the barrier of fear of punishment, they can become uncontrollable;
• be like everyone else. Irregular child He only hears: “Look, everyone has already eaten, and you’re all sitting”, “Everyone has already drawn a snowball, and what’s on your leaf?”, “All the guys have dry feet, and you measured all the puddles”, “Do as all".

The basic principles of student-centered pedagogy are the acceptance of the child as he is, and faith in his abilities. The task of adults is to create conditions for the disclosure of the potential of each child, the formation of a positive sense of self, self-confidence, trust in the world and people, initiative and curiosity. Skills and abilities within the framework of this model are not considered as goals , but as facilities development of the child, which in no way implies the abolition of the systematic education and upbringing of children, the conduct of systematic pedagogical work with them. However, the main importance in the pedagogical process is given not to school-type activities, but to the game, which becomes the main form of organizing children's life. Based on the free interaction of an adult with children and the children themselves with each other, it allows them to show their own activity, to realize themselves to the fullest.

Such a view presupposes a fundamentally different approach to the educational process, which is aimed at forming an active position in relation to the world around from the first years of a child's life. It is based not on directive methods (impersonal manipulation, condemnation, punishment), but on relationships with children that are built on the basis of equality and cooperation. An adult does not adjust the baby to the standard, does not measure everyone with one measure, but adapts to the individual characteristics of each child, proceeds from his interests, takes into account his character, habits, preferences. Within the framework of personality-oriented pedagogy, an adult is not an indisputable authority, but a benevolent partner and mentor. Looking at the child as a full participant in joint activities creates conditions for his personal growth, the development of creative activity, and the reduction of emotional tension and conflict.

The personality-oriented model of education is characterized by the following ways of interaction between adults and children:

• recognition of the rights and freedoms of the child,
• cooperation,
• empathy and support
• discussion,
• flexible restrictions.

All these methods are aimed at providing the child with a sense of psychological security, developing in him an individuality, a humane attitude towards the world around him, and positive relationships with adults and peers. An adult builds his actions so as not to suppress the initiative and independence of children.

Person-centered interaction contributes to the fact that the child learns:

• respect yourself and others. They themselves are treated with respect, and the child's attitude towards himself and others reflects the nature of the attitude of the surrounding adults towards him;
• to feel yourself confident , not be afraid of mistakes. When adults provide him with independence, provide support, instill confidence in his strength, he does not succumb to difficulties, persistently looking for ways to overcome them;
• be sincere. If adults support the individuality of the child, accept him as he is, avoid unjustified restrictions and punishments, he is not afraid to be himself, to admit his mistakes. Mutual trust between adults and children contributes to the true acceptance of moral norms by them, prevents the formation of duplicity;
• take responsibility for your decisions and actions. An adult, wherever possible, gives the child the right to choose this or action. Recognition for him of the right to have his own opinion, choose activities to his liking, play partners contributes to the formation of the child's personal maturity and, as a result, the formation of a sense of responsibility for his choice;
• think for yourself , since the adult does not impose his decision on the child, but helps to make it himself. Respect for his point of view promotes independent thinking;
• express your feelings appropriately. These feelings are not rejected, but accepted by an adult who seeks to share or alleviate them. Helping a child to realize his feelings, to express them in words, an adult contributes to the formation of his ability to express feelings in a socially acceptable way;
• understand others and empathize with them. The child receives this experience from communication with an adult and transfers it to other people.

The task of the educator is to assist each child in revealing his inner peace, giving him additional strength in search of new discoveries and meanings, in building his own personality. Such relationships require great internal efforts from an adult, and sometimes a restructuring of their views on the process of education and their role in it.