Physical development of children. Physical and mental development of children
Physical education is to children what the foundation is to a building. The stronger the foundation is laid, the higher the building can be erected; the more worries about the physical education of the child, the more success he will achieve in general development; in science; in the ability to work and be a useful person for society.
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INFLUENCE OF PHYSICAL EDUCATION ON THE MENTAL DEVELOPMENT OF PRESCHOOL CHILDREN
Physical education is to children what the foundation is to a building. The stronger the foundation is laid, the higher the building can be erected; the more worries about the physical education of the child, the more success he will achieve in general development; in science; in the ability to work and be a useful person for society.
At no other age is physical education so closely related to general education as the first seven years. During preschool childhood, a child lays the foundations of health, longevity, comprehensive motor fitness and harmonious physical development.
Raising children healthy, strong, cheerful is the task not only of parents, but also of every preschool institution, since children spend most of the day in them. Kindergartens provide for physical education classes, which should be built in accordance with the psychological characteristics of a particular age, accessibility and expediency of exercises. Complexes of exercises should be exciting, and should also provide for physiological and pedagogical justified loads that satisfy the child's need for movement.
Positive emotions, emotional saturation of classes are the main conditions for teaching children movements. Imitation - gives rise to emotions that activate the child. The development of movements has a good effect on the development of the child's speech. The understanding of adult speech is improved, the vocabulary of active speech is expanding. That is why the outstanding Soviet teacher V.A. Sukhomlinsky: "I am not afraid to repeat once again: taking care of health is the most important work of an educator." Therefore, it is extremely important to properly deliver physical education at this particular age, which will allow the baby’s body to accumulate strength and ensure not only full physical, but also mental development in the future.
At the present stage, the problem of the development of mental abilities of preschoolers in the process of physical education is of particular importance, since the content, forms, methods of mental and physical education of children in a preschool institution are rethought in a new way. The relevance of this topic was determined by the following parameters:
First, against the background of the socio-economic transformations in Russia, ideas about childhood are changing, which is now considered as a valuable period in human life;
Secondly, at present, preschool education orients the teacher in the process of upbringing to the need for early education, which is justified by the "Convention on the Rights of the Child", as well as scientific findings on the developmental opportunities of an early age child, which can help ensure a smooth transition of the child to primary school. ;
Thirdly, physical education provides for the development in children in the process of various types of activity - attention, perception, thinking, as well as ways of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.).
The means of mental education include specially organized problem situations in the process of physical exercises, the resolution of which requires mental actions (reception and processing of information, analysis, decision-making, etc.).
The methods of mental education include a survey on the material being taught; observation and comparison; analysis and generalization of the studied material; critical evaluation and analysis of motor actions.
Physical exercises have a direct and indirect impact on the mental development of children in the process of physical education
Mental development is determined by intelligence, intellectual abilities. In a broad sense, intelligence is the totality of all cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking. Intelligence is the main form of cognition of reality.
One of the factors of intellectual development is motor activity, as a result of motor activity, cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and a person’s mental performance increases. Achievements in the field of intelligence and creativity are largely related to the level of development of the child's psychomotor sphere. In special studies, facts have been recorded that indicate that children who are more physically developed receive higher marks in school. Children involved in sports sections have the best indicators of mental performance.
Physical exercises create opportunities for the successful flow of all mental processes, i.e. require attention, observation, ingenuity. A variety of movements, a wealth of coordination increase the plasticity of the nervous system. So, there are numerous data that under the influence of physical exercises increases the amount of memory, increases the stability of attention, speeds up the solution of elementary intellectual tasks, speeds up visual-motor reactions.
Boyko V.V. writes that during the period of preschool childhood, global changes occur in the mental development of the child: from an undifferentiated perception of objects, to the ability to use independently acquired knowledge and skills.
Under the influence of physical exercises in preschool children, the formation of various types of thinking is more effective:
1) Visual-effective thinking.
2) Visual-figurative thinking
3) Verbal-logical thinking begins to form in children of older preschool age. It involves the development of the ability to operate with words, to understand the logic of reasoning. Reasoning means connecting different knowledge with each other in order to get an answer to a standing question, to solve a mental problem.
Motor activity stimulates perceptual, mnemonic and intellectual processes. Children with a large amount of motor activity in the daily routine are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, as a result of which the child's memory improves, and all thought processes that determine intelligence.
The connection between mental and physical education
In terms of the tasks of mental education in the process of physical education, it is provided:
Enrichment with special knowledge related to the field of physical culture, sports; their systematic expansion and deepening, the formation on this basis of a meaningful attitude to physical culture, sports activities, assistance in the formation of a scientific worldview;
Development of cognitive abilities, qualities of the mind, promotion of creative manifestations of the individual, including self-knowledge and self-education by means of physical culture, sports.
The implementation of these tasks in the process of physical education is connected, first of all, with physical education, and the pedagogical basis is didactic principles, means and methods.
Mastering them in a specific application, i.e. in unity with practical skills and abilities, constitutes the main educational line in physical education. This line should be closely connected with the education of cognitive activity and qualities of the mind, such as curiosity and inquisitiveness, dynamism, flexibility and subtlety of mental operations (sharpness of thinking), for which there are considerable opportunities in the process of physical education.
Transferring knowledge directly within the framework of physical exercises, the teacher uses original methods, the features of which are determined by the specifics of physical education (laconic explanation, instruction, accompanying explanations in the course of performing motor tasks, prompt analysis of the results of their implementation, etc.). This gives dynamism to the cognitive activity of students.
The connection between physical and mental education was pointed out by many defectologists (A.S. Samylichev 1 , A.A. Dmitriev 2 , N.A. Kozlenko and others). So, A.S. Samylichev conducted research to determine the ratios of the development of mental performance and physical qualities in students of an auxiliary school. As a result, it was found that in the vast majority of cases there is a direct relationship between the studied indicators - children with higher mental performance are distinguished by a better development of physical qualities, and vice versa. That is, by increasing the level of development of physical qualities in mentally retarded children in the process of physical education with the help of targeted individually dosed exercises, we will thereby indirectly influence the development of their mental abilities, which is one of the most important tasks of correctional and educational work in an auxiliary school. So, the development of mental performance and the level of physical qualities in mentally retarded children are in a certain relationship, which is evidence of a connection between the physical and mental aspects of education. Physical and mental education are two complementary aspects of the educational process in schools for both normal and mentally retarded children.
Unity of labor and physical education
Labor education is, in fact, not so much a separate part of education as the main applied direction of all aspects of education. The labor orientation of the system of physical education in our country is clearly expressed in its goals, objectives, fundamental principles. The role of physical education in labor education and the main lines of their relationship are characterized by the following provisions:
1. Physical education has a general preparatory and directly applied value for labor activity. The importance of physical education for labor is due, first of all, to the objective unity of body functions. No matter how different individual types of useful labor or productive activity may be, from the physiological point of view, these are, in any case, functions of the human body, and each such function, whatever its content, is in essence a waste of the human brain, muscles, sensory organs and etc. Physical education, providing an increase in the functional capabilities of the body, thereby creates the most important prerequisites for high performance for all types of work that require similar functional capabilities.
This is the basis, in particular, for the effect of professionally applied physical training. If physical education forms motor skills and abilities that are directly applicable in the chosen labor activity, then in this case it is, in essence, one of the forms of practical labor education.
At the same time, physical education has a wider meaning for labor activity. Comprehensively developing physical abilities and creating a rich stock of various motor skills and abilities, it guarantees general physical fitness as a prerequisite for high productivity in any kind of labor.
2. The path to physical perfection is the path of many years of hard work to transform oneself, one's “nature”, it goes through overcoming increasing loads, often very difficult, requiring maximum self-mobilization. In such voluntary everyday work, an attitude towards labor in general is also developed, especially when the physical is inextricably linked with the moral and other types of education. Then it is one of the main factors in the education of industriousness, forming the habit of working with full dedication of strength and developing creative abilities.
3. In the physical culture movement of our country, a large place is given to the voluntary and gratuitous participation of sports teams in public work and socially useful deeds related to specific labor operations.
4. Labor education in the process of physical exercises is also facilitated by the systematic fulfillment of practical duties for self-service and maintenance of the group (preparation and cleaning of training places, inventory, care for sports equipment, equipment, etc.).
It is important that the system for fulfilling such duties is connected with the satisfaction of not only personal needs, but also the needs of the team. Thanks to this, those involved not only learn the elementary methods of everyday work, but at the same time accustom themselves to responsibility, conscious discipline, organization, coordination of actions in a joint business, and also acquire the ability to lead and obey, enjoying a well-established, albeit everyday, but necessary and useful for the team.
So, we see that physical and labor education are inextricably linked. The connection between physical and labor education of mentally retarded children was pointed out by such defectologists as D.I. Azbukin (1943) 1 , A.N. Graborov (1961), G.M. Dulnev and others.
Physical education plays an important role in preparing secondary school students for work. Physical education promotes comprehensive physical development and health promotion, corrects deficiencies in mental and physical development, forms the correct skills of vital movements and expands motor capabilities by correcting motor deficiencies, develops readiness to master new skills and abilities.
Graduates of the VIII type school after graduation must find a job. The problem of social and labor adaptation of school graduates of the VIII type is currently one of the most important special problems of defectology. How successfully a mentally retarded student masters a working profession depends on his further social position and, consequently, successful adaptation in independent life. In this regard, considerable attention is paid to the physical education of schoolchildren, which makes it possible to identify and develop the interests and inclinations of students, their potential.
So, from the foregoing, we can conclude that moral, aesthetic, mental, labor and physical education are interrelated, complementary aspects of the educational process in an auxiliary school.
A new study by scientists from Finland suggests that activity plays a key role in a child's mental development, especially in primary school. Researchers have found that good academic performance can be associated with physical condition. Good physical fitness among boys is important.
experiment
Researchers from the University of Eastern Finland found that for boys, during the first 3 years of school, reading and counting skills were higher who had a good level of physical fitness and were active. Under the concept of activity, scientists meant both walking or cycling, and behavior at breaks.
The risks of a sedentary lifestyle are increasingly being documented. A sedentary lifestyle during childhood increases the risk of chronic diseases such as cardiovascular problems in adulthood.
In 2012, the Mayo Clinic reported that 50-70% of Americans spend 6 or more hours a day sitting, and 20-35% of people spend 4 or more hours sitting in front of the TV.
The authors argue that the level of physical activity is reduced, while from a sedentary lifestyle, like watching TV, nothing good should be expected. Previous research has also suggested that low levels of physical activity have a negative impact on children's performance in school.
Other studies have found a link between physical fitness and academic performance, but the authors say the data is limited because it takes more time and effort to analyze and categorize data from different levels of activity in people with completely unique habits.
Physical activity versus inactivity
In their study, published in PLoS ONE, the authors write that "there are no prospective studies that compare the relationship of various types of physical activity (PA) and sedentary lifestyle with children's learning skills."
They have already studied different types of behavior among first-graders and tried to link the results with children's performance in arithmetic and reading. The test participants were 186 Finnish children who took part during the first three years of schooling.
They found that high levels of physical activity did affect children's arithmetic ability, and exercise only improved math test scores.
Improvements in academic achievement were most pronounced among boys. Those who preferred to run and jump in their free time achieved better results than boys who spent time sitting after school. Good learning outcomes are also associated with moderate computer use.
Scientists could not reach similar conclusions regarding girls. Perhaps this can be explained by gender differences, but the relationship between physical activity or inactivity and mental achievement is not so noticeable among females.
“Children need to move more during the breaks. They sit at the school desk for a long time, so vigorous activity will not hurt anyone, but will only help. In addition, this style of behavior will only improve personal success.”
The study showed that there are significant differences between boys and girls in terms of the impact of the role of physical activity. In addition, too much physical activity among females only worsened school performance.
Physical and mental development of preschool children. The role of the family in the development of preschoolers. Psychological and pedagogical testing according to the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age.
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Ministry of Education of the Republic of Belarus
educational institution
"Gomel State University
named after Francysk Skaryna"
Department of Biology
Department of Human and Animal Physiology
GRADUATE WORK
CHARACTERISTICS OF MENTAL AND PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN (ON THE EXAMPLE OF G. GOMEL)
Executor:
student of group B-52
Korshak Lyudmila Ivanovna
Scientific adviser:
assistant Drozdov Denis Nikolaevich
Gomel 2012
Content
- Introduction
- 1. Literature review
- 2.2 Research methodology
- Conclusion
- List of sources used
Introduction
Preschool age is a period during which there is a colossal enrichment and streamlining of the child's sensory experience, mastery of specifically human forms of perception and thinking, the rapid development of the imagination, the formation of voluntary attention and semantic memory.
An important role in the formation of the child's personality is also played by a certain level of physical fitness, mastery of special knowledge, motor skills and abilities.
Many psychologists believe that a six-year-old child is psychologically ready for school and is physically developed enough.
However, according to the Russian psychologist Kushnir N.Ya., attempts to implement this provision cannot be called completely successful. The age of the child from six to seven years is considered to be transitional. On the one hand, this age can be called senior preschool, on the other hand, junior school.
As a rule, when a child goes to school, he has individual abilities in physical and mental development, which he received in the process of education.
Currently, the issue of mental and physical development of preschool children, as well as, importantly, personal growth when children are admitted to school, is becoming relevant. Teachers and psychologists analyze the main factors, conditions that affect the full development of a preschool child: the family with its foundations and traditions, the atmosphere of the family; preschool institutions, in particular kindergartens, where the main form of education is the lesson, as well as the children's team with its interpersonal relationships.
aim work was an assessment of the mental and physical development of preschool children.
Practical meaning work lies in the fact that, based on the results of research, to establish the overall level of development of children of five and six years of age, brought up in a preschool institution. Pay special attention to preschoolers who are lagging behind in development, and develop recommendations for them on the mental correction of their development.
1. Literature review
1.1 Features of the physical development of preschool children
The physical development of a child is a complex process, which is expressed in a change in the size of the body and the ratio of individual parts of the body to each other. Development includes growth (an increase in the mass of an organism, a change in the number of its cells or their size), differentiation of organs and tissues, and shaping (acquisition of the body's inherent forms).
A characteristic feature of the growth process of the child's body is its unevenness and undulation. Periods of increased growth are replaced by some slowdown.
It is in the period from 5 to 7 years that an increase in the rate of growth of the body in length (the so-called "half-height jump") is observed, and the limbs at this time grow faster than the body. There is an intensive growth of the tubular bones of the legs and arms, the curves of the spine are formed, the structure of the bones changes: cartilage tissue is replaced by bone. Bones contain more organic matter and are more supplied with blood.
The spine of a healthy child takes a normal, permanent shape and physiological posture only by the age of 6-7 years. Children's posture is not stable, and may improve or worsen. Therefore, it is necessary to carry out physical exercises with children during the day to prevent curvature of the spine.
Intervertebral discs in children are relatively thicker than in adults. With age, they shrink and become less elastic.
From 3 to 7 years, the growth of the entire skull continues, especially its base. By the age of 7, the growth of the base of the skull in length basically ends, and it reaches almost the same size as in an adult.
mental physical development preschool
Fusion of parts of the ethmoid bone of the skull and ossification of the ear canal ends by the age of six. The fusion between the parts of the occipital, main and both halves of the frontal bones of the skull has not yet been completed by this age. Cartilaginous zones are preserved between the bones of the skull, so the growth of the brain can continue. (The volume or circumference of the head of a child by the age of six is approximately 50 cm.). The ossification of the supporting parts of the nasal septum does not end either.
The external auditory meatus is formed in the temporal bone by the age of 6, when its length reaches 24 mm and width - 17 mm. During the first 6 years of life, the air cells of the mastoid process of the temporal bone are formed. The bony labyrinth of the organ of hearing has already been formed by this time. The frontal sinuses, which have the size of a pea by the age of 4, reach the size of a hazelnut by the age of 7-8, and only by the age of 12 are half the size of an adult.
As a result of the “half-height jump”, the shape of the chest changes, its typological configuration appears, which is closely related to the development and functionality of the lung tissue.
The growth of the chest slows down, its mobility increases, the cardiovascular system strengthens, and the digestive apparatus improves.
During this period, the fusion of the tubercles of the humerus with her body begins; in the elbow joint there is already a nucleus of ossification, but the condyles are cartilaginous. In the child's hand, centers of ossification of all the bones of the wrist are observed.
In the bones of the tarsus, ossification points appear in the period from 3 months to 5 years.
In the bones of the pelvis, the X-shaped cartilage is well expressed in the region of the acetabulum, where a large load is transferred from the trunk to the limbs. The cartilaginous crest of the femur and its lesser trochanter are poorly expressed, by the age of 5 they merge into a single bone, ossification nuclei appear at the upper end of the fibula. In children 4-5 years old, the bones of the tarsus are largely cartilaginous, only the nuclei of the 1st and 2nd sphenoid bones are well expressed, the nucleus of ossification of the calcaneal tuber is absent up to 7-8 years.
In the period of five to seven years, incompleteness of the structure of the foot is also observed. In this regard, it is necessary to prevent the appearance and consolidation of flat feet in a child, which can be caused by shoes.
In parallel with the growth of the skeleton, there is an increase in muscle mass. In children, muscles account for 20-25% of body weight.
Muscles become dense, their strength increases. The muscles of the chest, back, and pelvis develop especially quickly. The small muscles of the hand and foot are still under development.
The age of 3-7 years is an important period in the formation of an arbitrary motor function, which further affects the morphological maturation and development of the functional capabilities of the motor analyzer.
Children with a high level of physical development and functional state, as a rule, lead an active "healthy lifestyle", primarily with the help of their parents, and secondly - with the help of a team of kindergarten teachers.
Children with low physical fitness - very often get sick and rarely attend preschool institutions. This, in turn, negatively affects the nature of the mental performance of children. Therefore, the main task of the educator is to purposefully and consistently overcome the underdevelopment of children's motor skills and movements.
1.2 Features of the mental development of preschool children
Within each period, the development of children proceeds unevenly: either one or another task comes to the fore in the development of the personality (either physical, then mental, then moral, then labor, then aesthetic) while solving other problems of education.
The peculiarity of the development of children of 6-7 years old consists in the enormous opportunities for the formation of those mental qualities that need to be developed in a child, based on his natural (natural) prerequisites and the most age-appropriate types of activities.
A remarkable feature of the development of a child is that nature itself has developed an amazing ability for continuous and endless individual development and improvement.
However, this need and the ability of the child's body to constantly change and improve is only a prerequisite for the successful mental development of the individual. Mental development is the process of forming the cognitive activity of children, the development of their feelings and will, the formation of various personality traits (temperament, character, ability, interests). ()
When organizing work on the upbringing and education of children of 6-7 years old, it is necessary to give a sufficient amount of external impressions that would ensure the active functioning of the brain.
External impressions, educational influences of adults should be varied, since the maturing brain of a child is very sensitive to overload, quickly gets tired of monotonous activity.
Characteristic in the development of the child is his own participation in his development. At preschool age, there are such forms of self-development as orientation towards a person or a team, adaptation, imitation, and the nascent beginnings of self-education.
Self-education as the highest form of participation of a child in his development at the age of 6-7 is possible in elementary manifestations, but it is not decisive, since it involves self-management of development, high conscious demands on oneself, which is not yet available to preschoolers.
For the development of children 6-7 years old, the phenomenon of acceleration is characteristic, i.e. acceleration of physical and mental development. Psychologists explain the accelerated mental development by the increased flow of information that children receive from various sources - radio, television, communication with adults and peers, reading books, learning, etc. .
In the preschool period, the analyzer-synthetic functions of the brain are actively improved, the differentiation of nerve cells continues, and by the end of the period, the cerebral cortex is similar in structure to the cerebral cortex of adults.
The intellectual abilities of the child develop rapidly, judgments are formed, children master motor speech, grammatical forms of speech begin to form.
With the development of the child, not only the forms and types of his physical activity are enriched, but its structure becomes more complicated. A new type of activity arises - mental activity.
The child first comprehends the action that he performs, then begins to plan it, sets a goal, thinks about how to achieve it, argues, criticizes, corrects.
Six-year-old children are interested not only in a new subject, but also want to know its device, purpose, method of use, and origin. The motive that prompts the preschooler to manipulate objects is cognitive interest. On the basis of it, among preschoolers, it clearly appears that the desire of children to engage in mental activity is growing.
During preschool age, noticeable changes occur, both in the content of feelings and in the form of their flow.
Previously arisen feelings deepen and become more stable, diverse, clearly expressed.
At preschool age, the child intensively masters speech as a means of communication: with the help of speech, he learns to talk about events that are significant to him, shares his impressions.
The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking. Under certain conditions of upbringing, the child begins not only to use speech, but also to realize its structure, which is important for the subsequent acquisition of literacy.
Compared with early childhood, the vocabulary of a preschool child increases, as a rule, three times. At the same time, the growth of vocabulary directly depends on the conditions of life and upbringing.
And by the age of six, the child's stock increases so much that he can easily explain himself to another person on any occasion related to everyday life and within the scope of his interests.
The fact that the child learns the grammatical forms of the language and acquires a large active vocabulary allows him to move to contextual speech at the end of preschool age.
The possibilities of communication between preschoolers and adults are expanding, its content is deepening, which is facilitated by the achieved level of speech development.
At preschool age, the child is characterized by arbitrary actions - observation, examination, search. The child perceives the objects around him meaningfully, analyzing them. Perception is a complex active process that includes the analysis and synthesis of incoming information. .
The child not only distinguishes colors, shapes, sizes of objects and their position, he can also depict the simplest forms and paint them in a given color.
At the same time, the figurative beginning, which is very strong in this period, often prevents the child from drawing correct conclusions about what he observes.
At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which brings the child of preschool age to pre-operational thinking. Thinking is an active process of reflecting the objective world with the help of words and images.
The preschooler's thinking remains largely visual, including elements of mental abstract operations, which can be seen as a progressive change compared to the previous early age.
If in early childhood the leading form of thinking of the child is visual-effective, then preschool age is the period of dominance of visual-figurative thinking. At the older preschool age, elements of a more mature - verbal-logical thinking begin to appear.
The preschooler thinks figuratively, he has not yet acquired the adult logic of reasoning.
In the context of purposeful learning, children can reach a higher level of thinking. As a result of specially organized versatile orienting activity, correct, accurate, rich images, meaningful ideas about objects are formed in children, which become the basis for the development of thinking. Modeling the sound composition of a word contributes to the formation of phonemic hearing and, on its basis, more effective mastery of reading and writing.
The thinking of a six-year-old child is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations.
The child strives for knowledge, and the very assimilation of knowledge occurs through numerous "why?", "How?", "Why?".
Preschool age is the age of intensive memory development. Memory is the process of accumulation, storage and reproduction of incoming information. However, the memory of a preschooler has a number of specific features.
Memory captures significant events and information for the child and stores them. A six-year-old child can memorize arbitrarily. When memorization becomes a condition for a successful game or is important for the realization of the child's claims. However, involuntary memorization remains more productive.
The development of memory leads to a restructuring of the interests and motives of the child's activities. For the first time in life, at preschool age, interest begins to be determined by experience stored in memory.
The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. Attention is a state of mind expressed in concentration on something.
The selectivity of the preschooler's voluntary attention is a function of his spontaneous play activity, since in the game he arbitrarily directs his attention to what he needs for it.
Although six-year-olds can voluntarily regulate their behavior, involuntary attention predominates. It is difficult for children to concentrate on monotonous and unattractive activities for them.
The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central mental ability, on the other hand, the formation of voluntary behavior.
1.3 The role of the family in the development of a preschooler
Having been born, the baby enters into certain relationships with the environment and people. In the system of these relationships, the formation of his personality takes place. This is a long and complex process in which the child learns moral norms with the help of adults.
The preschooler is distinguished by curiosity, which is reflected in his endless questions "why?", "Why?". The child develops a desire to exercise himself in actions, deeds in which he tries to show his independence.
A special influence on the development of curiosity and cognitive interests is exerted by the joint activities of parents and children, which each family can organize. In the process of such activities, older family members reasonably encourage the efforts of the child, provide support and timely assistance in case of difficulties encountered, positively evaluate the results achieved. All this strengthens the cognitive interests and curiosity of the preschooler.
A child of 3-6 years old masters the elements of learning, is engaged in playing, modeling, labor, construction and other activities that are organized by adults.
Throughout preschool childhood, the degree of awareness changes when children follow the rules. Children 5-6 years old already follow the rules not out of habit, but consciously, understanding their meaning.
The main way of influence of an adult on the development of the personality of children is the organization of conditions for the practical assimilation of moral norms by them. The first such condition is the model of an adult, his attitudes and actions. The child is inclined to imitate, adopt the manner of adults, borrow their assessment of people, things, events. Equally important are the patterns of behavior presented in stories and fairy tales. It is very important for a child to evaluate the actions of adults, the actions of his peers, himself, and fairy-tale characters.
The child is taught the rules of behavior, which become more complicated over time. By presenting demands to children and evaluating their actions, adults make children comply with the rules. Gradually, the children themselves begin to evaluate their actions, based on the idea of what behavior others expect from them. There is a process of assimilation of experience and its individualization, that is, self-awareness. This is how personality is formed.
The game is the main activity of a preschooler, and therefore, on its basis, the personal development of the child takes place. The game forms important qualities in him, including collectivism. By copying the activities of adults, imitating them in role-playing and story games, the child gets to know the reality around him more deeply, gets acquainted with the life of people, their work. In the game, children develop not only thinking, but also imagination. During the game, the child performs certain tasks and goals, obeys its rules, which educates and strengthens his will. Through the game, educators and parents introduce the child in an accessible form to social and moral norms. Therefore, one of the important tasks of the educator is the organization of children's activities. Performing a certain role, the child identifies those rules and norms that are accepted in the social environment around him. They become the rules of his playing behavior.
The game contributes to the formation of self-esteem of a preschooler. It creates favorable opportunities for meeting and developing the child's need for self-assertion and recognition.
In the game, as in the leading form of activity of preschoolers, mental processes are actively formed or rebuilt, starting from the simplest and ending with complex ones.
It is also important that the ability to take the point of view of another person, a partner in the game, to look at things from his position is actively formed in the game.
It is also extremely important that in the process of play activity, the child develops imagination as the psychological basis of creativity, which makes the subject capable of creating something new in various fields of activity and at different levels of significance.
In the game, he himself determines how to behave in a given situation, what should be done and what should not be done. The child does not expect the approval of others for this. He is rewarded with the satisfaction and joy he experiences from fulfilling his role. It should be noted that the elements of the role-playing game arise and begin to develop already at a young age.
Of course, both the preschooler and the "children's society" develop in other activities as well. But play is of particular importance in this process. It is the leading activity in the preschool period and, like no other activity, meets the characteristics of the child's psyche, is most characteristic and characteristic of him.
Currently, there is an acute problem of raising children in dysfunctional families, which negatively affects the moral and mental development of children.
Families where parents abuse alcohol are called families of social risk, since the behavior of their adult members, their lifestyle does not meet the requirements of society. In such families, individuals with deviations in moral and mental development are more often formed, representing a danger to society.
There is another type of trouble: outwardly, the family is also quite prosperous, but the parents are constantly busy acquiring things or arranging their personal lives. No one is seriously involved in the upbringing of children in such families. The interests and needs of the child are not taken into account, the inner world of the child does not seem to deserve a serious attitude. Parents do not create conditions for children's games and activities, there is no joint leisure, sports, reading books.
Families where no requirements are made to the child, where all his whims are satisfied, which creates the basis for the formation of selfishness, arrogance, and disrespect for others, should also be classified as dysfunctional. A family raises a person who does not want to reckon with anyone, including his own parents.
Thus, the most typical causes of trouble in the family are: alcoholism, open and hidden conflicts between parents and other family members, parents' orientation only on the material support of the child, lack of concern for his upbringing, about his spiritual development. All of these reasons are usually combined with each other.
In a number of families, trouble arises in connection with the divorce of parents. The period of family breakup is especially difficult for children. In kindergarten, they are capricious, stubborn, withdrawn, tearful. An incomplete family formed as a result of a divorce can become dysfunctional.
In most dysfunctional families, when all household and parental cares fall on the shoulders of the mother. This leads to her overwork, irritability, which causes quarrels and, ultimately, adversely affects the fragile nervous system of the child.
As you can see, parents are often unaware of the troubles of their family, as well as the dire consequences to which it can lead.
2. Object, program and research methodology
2.1 Object and program of research
The object of the study are 106 children of preschool age. The examination took place in kindergarten No. 3 in the town of Loeva and a nursery - kindergarten No. 114 in Gomel. The study included 3 samples, which are shown in Table 1.
Table 1 - Number of surveyed preschoolers
The research program included the following tasks:
1) Determining the level of mental development of preschool children according to the method of N. Ya. Kushnir;
2) The use of additional techniques developed for children of five years of age;
3) Measurement of anthropometric indicators in preschool children;
4) Make an analysis of the results of the examined children.
2.2 Research methodology
Psychological and pedagogical testing developed by Kushnir N.Ya. made it possible to identify in children:
the level of arbitrary memorization;
level of development of thinking;
level of self-regulation.
And also included additional methods to determine the mental development of children of five years of age. These methods have revealed:
the level of visual-effective thinking;
the level of figurative-logical thinking;
memory based on recognition.
Measurement of children, on the basis of which it is possible to judge the degree of their physical condition of the body, includes:
standing height, see;
body weight, kg;
chest circumference at rest, cm.
2.2.1 Psychological and pedagogical testing according to the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age
The survey begins with an introductory, confidential conversation that allows you to enter into informal contact with the child. In this case, the results are not evaluated. Then the teacher proceeds directly to testing.
1. Revealing the level of arbitrary memorization
Technique "Memorizing ten words". Children are offered ten one- and two-syllable words: book, moon, ringing, honey, water, window, ice, day, thunder, brother. High level: after the first reading at least 4-5 words, after the fourth - 8-10 words; intermediate level: after the first reading at least 3-4 words, after the fourth - 6-7 words; low level: after the first reading no more than 3 words, after the fourth - 4-5 words.
2. Identification of the level of development of thinking
Method "Name it in one word". The child is offered ten sentences.
apples, plums, pears...
dog, cat, bear...
table, bench, bed...
T-shirt, jacket, dress - this is ...
hand, face, ears...
red, black, yellow...
shoes, boots, shoes...
Nastya, Julia, Sasha - this is ...
cheese, meat, bread...
plate, cup, fork...
The child must generalize the concepts. Evaluation of the results: 1-2 mistakes made - 3 points, 3-4 mistakes made - 2 points, 5-6 mistakes made - 1 point. High level: 8-10 points, average level: 4-7 points, low level: 0-6 points.
3. Revealing the level of self-regulation
Method "Yes" and "No". The child is invited to answer questions, but it is impossible to answer with the words "yes" or "no".
1) Do you have many friends, girlfriends?
2) Do you like to write, read, count?
3) Do you like going to kindergarten?
4) Do you want to go to school?
5) Do you help your parents at home?
6) Do you like animals?
High level: the child restrains the desire to answer with the words "yes" or "no", considers the answer, average level: the child replaces the words "yes" or "no" with affirmative and negative shaking of the head, low level: the child does not follow the rule.
Based on the results of the examination, the average value of the indicators of the level of mental development is derived for each child.
4. Technique "Cut out the shapes"
This technique is intended for psychodiagnostics of visual-effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the figures drawn on it from paper. In figure 1, in the six squares into which it is divided, various figures are depicted. This drawing during testing is offered to the child not as a whole, but in separate squares. To do this, the experimenter preliminarily cuts it into a plurality of squares.
The child in turn receives all six squares with drawings (the order of their presentation is marked with numbers on the drawings themselves), scissors and the task of cutting all these figures as quickly and accurately as possible. (The first of the squares is simply cut in half with scissors along the horizontal line drawn in it.)
Evaluation of results
In the course of evaluating the results obtained in this technique, the time and accuracy of the child's performance of the task are taken into account:
10 points - all the figures are cut out by the child in no more than 3 minutes, and the contours of the cut out figures differ by no more than 1 mm from the given ones.
8-9 points - all the figures are cut out by the child in 3 to 4 minutes, and their
contours differ from the originals by 1 mm to 2 mm.
6-7 points - all the figures were cut out by the child in 4 to 5 minutes, and their contours differ from the originals by 2-3 mm.
4-5 points - all the figures are cut out by the child in 5 to 6 minutes, and their
the contours differ from the originals by 3-4 mm.
2-3 points - all the figures are cut out by the child in 6 to 7 minutes, and their
the contours differ from the originals by 4-5 mm.
0-1 point - the child did not cope with the task in 7 minutes, and cut out by him
figures differ from the originals by more than 5 mm.
conclusions about level unfoldAndtiya
10 points - very high. 8-9 points - high.
4-7 points - average. 2-3 points - low. 0-1 point - very low.
Figure 1 - The contours of the cut out figures for the "Cut out the figures" method
5. Methodology "What is superfluous here?"
This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (Figure 2) showing different objects, accompanied by the following instructions:
"In each of these pictures, one of the four items depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous." You have 3 minutes to solve the problem.
Evaluation of results
10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8-9 points - the child correctly solved the problem in the time from 1 minute to 1.5 minutes.
6-7 points - the child coped with the task in 1.5 to 2.0 minutes.
4-5 points - the child solved the problem in 2.0 to 2.5 minutes.
2-3 points - the child solved the problem in 2.5 minutes to 3 minutes.
0-1 point - the child did not cope with the task in 3 minutes.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Figure 2 - Pictures for the method "What is superfluous here?"
6. Technique "Recognize the figures"
This technique is for recognition. This type of memory appears and develops in children in ontogenesis one of the first. The formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.
In the methodology, children are offered the pictures shown in Figure 3, accompanied by the following instructions:
"There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a double vertical line and looks like one of the four pictures located in a row to the right of it. You need to find and point to a similar picture as soon as possible."
First, for a test, the child is offered to solve this problem in the pictures shown in row number 0, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem in pictures with numbers from 1 to 10.
The experiment is carried out until the child solves all 10 tasks, but no more than 1.5 minutes, even if the child has not completed all the tasks by this time.
Evaluation of results
10 points - the child completed all the tasks in less than 45 seconds.
8-9 points - the child coped with all tasks in 45 to 50 seconds.
6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.
4-5 points - the child coped with all tasks in 60 to 70 seconds.
2-3 points - the child solved all the problems in 70 to 80 seconds.
0-1 point - the child solved all the problems, spending more than 80 seconds on it.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
Figure 3 - Pictures for the method "Recognize the figures"
This testing was quantified. For each of the tests, according to the data obtained, the ratio was found according to formula 1:
y=, (1)
y - coefficient characterizing the level for each of the indicators;
x - the number of correct answers, the number of words or the time it took the child to complete the task;
n is the total number of subjects.
2.2.2 Study of the level of physical condition of children of six years
Examination of the level of physical condition of children of six years is organized during classes in the sports hall of the kindergarten. The following measurements are taken:
1) height measurement - carried out using a stadiometer. The subject must stand on the platform of the stadiometer, touching the vertical stand with the heels, buttocks, interscapular region and the back of the head. The full result is fixed;
2) measurement of chest circumference - measured with a centimeter tape. The subject raises his hands, the tape touches so that it passes along the lower corners of the shoulder blades. In front, the tape runs along the mid-sternal point and fits snugly to the body. The indicator is measured in a pause;
3) determination of body weight - measurements are carried out using medical scales;
For each group, for each indicator, the mean value, standard deviation and mean error were calculated m .
=, (2)
x- sign value; n- number of values
, (3)
x 2 - the sum of the squares of the differences between each value of the attribute and the average;
n- 1 - the number of degrees of freedom, equal to the number of objects in the group without one.
, (4)
The obtained data were statistically processed.
3. Research results and discussion
3.1 Analysis of the results on the physical development of preschoolers
According to the results of the study, it was found that in children in the physical development of deviations from the norm are not observed. The data are given in tables 2,3, 4.
Table 2 - Body growth statistics
Table 3 - Statistical data on body weight
Table 4 - Statistical data on chest circumference
From tables 2, 3, 4 it can be seen that for both boys and girls of the age group of 5-6 years, there was no significant difference and deviation of the considered indicators from the normal limit (Kholodov Zh.K., Kuznetsov V.S. Theory and methodology of physical education and sports: textbook, 2nd edition - M.: Academy, 2002. - 480 pp.) for these age groups.
3.2 Analysis of the results on the mental development of preschoolers
Table 5 - Results of a survey on voluntary memorization in five-year-old children
|
No. of the subject |
boys |
||
|
Arbitrary memorization |
|||
Picture 1
Analyzing table 5, it should be said that the average value of boys does not differ much from the average value of girls. But Figure 1 shows that according to the initial data, the boys showed a higher result than the girls.
Table 6 - Results of a survey on thinking in five-year-old children
|
No. of the subject |
boys |
||
|
Thinking |
|||
Figure 2
Based on the data in Table 6, it follows that the average value of boys is equal to the average value of girls. From here, from Figure 2 it can be seen that, according to the initial data, the results of both girls and boys are almost the same.
Table 7 - Results of a survey on self-regulation in five-year-old children
|
Quantity examined |
boys |
||
|
Self-regulation |
|||
Figure 3
Similarly to table 6, table 7 shows that the average values of boys and girls are the same. From figure 3 it follows that boys do not differ much from girls according to the initial data.
Table 8 - Results of the survey on visual-effective thinking in five-year-old children
|
No. of the subject |
boys |
||
|
Visual Action Thinking |
|||
Figure 4
The results of Table 8 show that the average value of boys is 0.1 unit higher than that of girls. If we consider Figure 4, then according to the initial data, it can be seen that boys show a higher result than girls.
Table 9 - Results of a survey on the development of memory in five-year-old children
|
No. of the subject |
boys |
||
Figure 5
Analyzing table 9, it should be said that girls have a higher average value than boys. Based on Figure 5, it can be seen that girls, according to the initial data, show better results.
Table 10 - Results of a survey on figurative-logical thinking in five-year-old children
|
No. of the subject |
boys |
||
|
Figurative-logical thinking |
|||
Figure 6
According to the results from table 10, it follows that girls and boys are numb differences in the average value. In figure 6, there is no significant difference in the results for both girls and boys.
Table 11 - Results of a survey on voluntary memorization in six-year-old children
|
No. of the subject |
boys |
||
|
Arbitrary memorization |
|||
Figure 7
Based on the data in Table 11, it follows that the average value of boys is less than the average value of girls. From here, from Figure 7 it can be seen that, according to the initial data, the results of girls exceed the results of boys.
Table 12 - Results of a survey on the development of thinking in six-year-old children
|
No. of the subject |
boys |
||
|
Thinking |
|||
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Physical exercise undoubtedly has a very good effect on the mental development of the child. It is possible to stimulate a child's body with the logical mind for the first years of study, and this will be a great victory for your child, but if you do not develop physical health, then over time these benefits will decrease. In the future, due to the emergence of chronic diseases, the mental development of children will be greatly reduced.
The child develops and grows. Physical activity is of great benefit for this. Therefore, it is not necessary to constantly force the child to sit at the table and not perform any movements, but only to teach, read, etc. And children will not be able to sit in a calm state for a long time if before that they did not run, that is, they did not perform physical activity. But it is very important that the child does not overdo it, because he does not control his fatigue. It is very important for parents to stop the child in time by changing the type of activity.
There is an interesting fact that if a child can control his body more well, then he remembers the theory better, and can put it into practice for a long time.
For a child of school age, it is quite enough to exercise in the morning, outdoor games, and not very heavy loads in the evening. Even if this minimum is not met, then this is not very good, it will have a good effect on the mental development of the child. For example, the metabolic process will worsen, this leads to the fact that the child becomes inattentive, unable to think logically.
Many sports have a good effect on the mental development of a child. Gymnastics is the best. But there are others, such as football, basketball, swimming.
Parents who have the opportunity have a chance to enroll their child in some section for physical exercise and sports. Professionals usually work there, and for your child they will select an individual type of robots, a schedule of classes. This will play a big role, and, having come home, he will be able to immediately sit down to carry out his tasks.
The influence of physical exercises on the mental development of children needs to be given a lot of attention and requires a lot of strength and patience. For example, if a child needs to learn something, it is better to start with a physical warm-up or let him play outdoor games with other children. This will help not only to learn the verse more easily, but also to study well at school. Also, the child will improve health.
It must be remembered that an active lifestyle has a good effect on blood circulation, so the elements that are so useful for a young preschooler disperse throughout the child's body. There are receptors throughout the child's body, from which signals are sent to the child's brain. If you perform a sufficient amount of exercise, then the child will be well developed, both physically and mentally. In order for a child to develop well, he needs to eat normally. And you can get a sufficient amount of useful substances only through the digestive system, for which not very great physical activity is required. At the same time, there will be a healthy appetite, a normal work of the digestive organs.
There are many factors that have a positive effect of physical exercise on the mental development of children. The most important thing for parents is to watch this process, and stop it if the child is overdoing it, figure out how much exercise is right for him. And then your child will be smart and healthy and physically developed.
Grow healthy!
