Summary: Psychology of the child. Ages four to six. Child independence. indicators of child development. Night sleep, how to lay a child. The development of the child's psyche, the formation of individuality. Psychological foundations of education of a preschooler.

The age from four to six is ​​a period of relative calm. One way or another, the child got out of the crisis, became calmer, more obedient, more accommodating. He develops, as doctors say, a primary affective attachment to loved ones, a need for friends appears, an interest in the world around him and people's relationships increases sharply.

Acquires a baby and a certain independence.

Ideally, he can already eat on his own, walks and runs well, speaks easily, has been trained in hygiene and tidiness, sleep is stabilizing, behavior is being streamlined, he no longer needs constant and inseparable guardianship. But this, of course, does not mean that all problems have been solved. With the wrong tactics, it is easy, for example, to disturb appetite or sleep patterns.

We note right away, as in the previous age stages, indicators of proper nutrition are the measure physical development child. So, in the third year, the baby grows by about 10 cm, and adds about 3 kg in weight. In the future, this rate slows down somewhat: up to 5-7 cm and up to 2 kg every year. If the child maintains this pace, there should not be much concern.

Night sleep during this period, as before, should be at least 10 hours. And almost to the school itself, it is also recommended daytime sleep- an hour and a half.

There are known difficulties with falling asleep in the evening. Therefore, going to bed must be arranged with a special ritual: hygienic measures, dressing in night clothes, affectionate and tactful conversation, increased attention to the words and behavior of the child, an interesting fairy tale or an instructive story told calmly, soothingly, subdued light, relative silence.

The whole procedure of laying should be leisurely and pleasant for the child. This is especially true for children with a weak type of higher nervous activity.

Neatness habits are usually already well mastered by the child, but he continues for some time; sometimes wake up "wet". And in this case there is no place for excessive haste and nervousness. It makes no sense to wake the child at night so that he goes to the potty. Let everything go naturally.

To instill hygiene skills, use the child's craving for self-assertion and a tendency to imitate. If adults themselves constantly comply with hygiene requirements, then the baby will eventually feel the need to wash his hands before eating: and how, he is quite “big”.

Already the youngest preschooler begins to realize his individuality, personal isolation, his "self", he begins to form the first concepts of good and evil. Of course, it is still impossible to say that a preschooler has at least to some extent formed moral principles and moral assessments, nevertheless, he already knows very well "what is good and what is bad", he can already understand that it is necessary to obey and respect elders, that it is indecent to commit certain acts, he is able to experience feelings such as pride and shame.

The main incentive for activity is the assessment of his behavior by adults; he most often does good deeds in order to earn praise.

He is already capable to some extent of both empathy and sympathy. He can force himself (at least for a while) not to make noise if he is told; that my mother is ill, that my mother is in pain. He can already - resigned and serious - approach her to console, to help her with his sympathy and love, his kiss and strong hug.

At the same time, the first sprouts of kindness and generosity appear in the child. And it is required not to drown out these sprouts in the bud. For example, a baby shares a favorite treat with you or with someone else. And it is hardly necessary to immediately give the candy or pear back to him. On the contrary, you must let him taste the joy of your generosity and even self-sacrifice, if you like. This joy will further develop the grace-filled properties of his soul.

Already in preschool age it is necessary to educate in the child the ability to take into account the needs and needs of others, especially yourself. He may already understand that you are busy, that you have no time now, that you have urgent business, important work.

It is also necessary to teach him how to get along with other children in the family, at a party, on the playground, to teach him to wait his turn in games, to yield if necessary, to share toys. All this is not achieved immediately, but it is quite accessible to every child. These skills of self-restraint and collectivism will help the baby to painlessly adapt to kindergarten conditions, and later to school.

An important factor in the education of preschool children is their tendency to imitate their parents. Here is what A. S. Makarenko wrote about this: “Do not think that you raise a child only when you talk to him or teach him, or order him. You bring him up at every moment of your life, even when you are not How you dress, how you talk to and about other people, how you feel happy or sad, how you treat your friends and enemies, how you laugh, how you read the newspaper - all this is of great importance for a child.

The child sees or feels the slightest changes in tone, all turns of your thought reach him in invisible ways, you do not notice them. And if at home you are rude or boastful, or drunk, and even worse, if you insult your mother, you are already doing great harm to your children, you are already raising them badly ... Perhaps you can’t say it better.

Most children under normal conditions are characterized by an optimistic perception of life. The world seems to them the most arranged in the best way. You must always remember this, spare and protect the easily vulnerable psyche of the child. It is dangerous to find out your relationship in the presence of children, arrange scenes and scandals.

It makes no sense to tell the children various scary stories, talk about serious illnesses and death, because for another child such information can become a super-strong irritant, a kind of springboard for a nervous breakdown. It is necessary to gradually, extremely carefully and at an older age introduce a small person into a complex and contradictory adult world.

Preschool age is a period of rich and rich emotional life, a violent flowering of creative imagination, a period of discovery of the world in its pristine beauty and purity. Here is how F. G. Lorca wrote about a young child: “... what a wonderful artist he is! A creator with a first-class poetic feeling. One has only to watch his first games until he is spoiled by rationality to see what stellar beauty inspires them , what ideal simplicity and what mysterious relations are revealed in this case between simple things.

From a button, a spool of thread, and the five fingers of his hand, a child builds a difficult world, crossed by unprecedented resonances that sing and thrillingly collide amid a bright joy that defies analysis. The child knows much more than we think ... In his innocence he is wise and understands better than we do the unspeakable secret of the poetic essence.

The curiosity of a child at preschool age knows no bounds. He is interested in literally everything, he asks adults thousands of questions and each one requires an immediate, understandable answer for him. When explaining, the child loves and asks for repetitions - they help him remember and better understand the explanation, so you can’t get angry and cut off the baby when he asks the same question for the second, third and fourth time. Scientists called this age period the “question stage”. It is very important to give children truthful answers to questions that they can understand.

L. N. Tolstoy once wrote that one should write for children in the same way as for adults, that the most valuable and significant are those works of art for children that are equally interesting to adults. Such works contain deep life and artistic truth, but it is presented in such a way that everyone perceives it depending on life experience.

Such, for example, are "Winnie the Pooh", "The Scarlet Flower", Tolstoy's children's stories, Andersen's fairy tales and folk tales. In our answers to children, we must adhere to the same principle, especially when it comes to answering the most difficult questions.

Incorrect explanations, deliberately false versions, attempts to dismiss the child's questions can lead to sad results. As a rule, if a child discovers this untruth, he stops turning to his parents with his feelings and doubts. This, in turn, alienates parents and children, leading to disruption of contact between them. And without contact, trust, the normal development of the child is impossible.

For the normal development of the child's personality and all its components - intelligence, creativity, emotional and social sphere- it is necessary that from early childhood he felt a sense of security, perceived the care of adults about himself.

At the age of 5-6 years, children experience the "peak of fears" known in psychology, when the number of children's fears, fears and their intensity increase. By the age of 6, there is an awareness of the finiteness of a separate life and the formation of a "fear of death".

These, in general, are the main features of the psychology of preschool children.

We recommend to parents and specialists the best site in Runet with free educational games and exercises for children - games-for-kids.ru. Regularly studying with a preschooler according to the methods proposed here, you can easily prepare your child for school. On this site you will find games and exercises for the development of thinking, speech, memory, attention, learning to read and count. Be sure to visit the special section of the site "Preparing for school games". Here are some examples of tasks for reference:

Hello dear visitors of our blog! The topic of our next article: "Peculiarities of the psychology of preschool children." Let's talk about the features of the development of the child from the age of three. How does their perception of the surrounding reality change. Find out what parents of a growing baby should pay attention to. Read the full article for details!

Features of the psychology of preschool children

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

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

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

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

Psychology of a child of senior preschool age

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

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

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

How the psychology of children of primary preschool age is changing

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

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

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

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

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

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

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

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

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

In developmental psychology, preschool childhood is considered one of the most difficult and milestones mental development of the child. Every parent needs to know psychological features preschoolers in order to be able to create favorable conditions for the development of the baby, to educate him as a strong, harmonious personality.

The preschool period is divided into three stages:

• younger preschool age (3-4 years);
• medium (4–5 years);
• senior (5–7 years).

The psychological characteristics of the child largely depend on which age group he belongs to. In the psychology of younger preschool age, the need for love and attention of adults, gender self-identification come to the fore. Already at the age of three, the child begins to understand whether he is a boy or a girl, admires the parent of his gender and tries to imitate him. For older preschoolers, communication with peers and the development of creative inclinations are of great importance. Accordingly, the approach to education must undergo changes.

Psychological characteristics of preschool children: briefly about the development of mental processes

The development of thinking takes place in several stages.

1. Visual-effective thinking (typical for the psychology of children of primary preschool age) - thought processes are inextricably linked with the performance of actions. As a result of repeated manipulations with real objects, their physical transformation, the child gets an idea of ​​their properties and hidden connections. For example, many guys like to break, disassemble toys into pieces to see how they are arranged.
2. Visual-figurative thinking (the dominant type of thinking in the middle preschool age). The child learns to operate not with specific objects, but with their visual images, models.
3. Verbal-logical thinking. Begins to form at the age of 6-7 years. The child learns to operate with rather abstract concepts, even if they are not presented in a visual or model form.

The psychological characteristics of preschool children must be borne in mind when dealing with them. For example, a 4-year-old baby is interested in when dad will come home. You explain that he will be back in the evening after work. It is likely that a few minutes later the baby will ask the same question. And this is not a prank. Due to the peculiarities of children's thinking, the child simply could not comprehend the answer given to him. Using the words "after", "in the evening", you appeal to the verbal-logical thinking, which the child has not yet formed. In order for the baby to understand you, it will be much more effective to list the activities, events in his life, after which the father will appear at home. For example, now we will play, have lunch, sleep, watch a cartoon, it will get dark outside the window, and dad will come.

Attention in the preschool period is still involuntary. Although it becomes more stable as it gets older. It is possible to keep children's attention only if you maintain interest in activities. The use of speech helps to organize attention on the upcoming activity. It is much easier for older preschool children who say out loud the instructions received from adults to focus on their implementation.

Arbitrary memory begins The most difficult material for a child is easier to learn if its memorization is organized in the form of a game activity. For example, to help a child memorize a poem, you need to play a scene with him based on this work.

At preschool age, the process of mastering speech is basically completed. There is a transition from situational speech (“Give me a doll”, “I want to leave”) to an abstract one, not directly related to the momentary situation. The vocabulary is growing rapidly.

At the age of 3–5 years, egocentric speech is observed - commenting on one's actions aloud without addressing a specific interlocutor in order to influence him. This is an absolutely normal phenomenon, an intermediate form between social and internal speech, performs the function of self-regulation.

A child's mastery of speech is the most important condition for his full-fledged mental development. Much depends on how often and how adults communicate with the baby. It is important not to lisp with the child, not to distort words. On the contrary, carefully monitor the literacy and purity of your speech when talking with a child. After all, children develop their speech skills by actively imitating others. Speak the words clearly, slowly, but emotionally. Talk to your baby and just in his presence as often as possible. Accompany verbal comments to all your actions.

Do not limit yourself to everyday speech. Learn together tongue twisters, rhymes - everything that is good and rhythmically falls on the ear. Play riddle game. This will help to form in the child the ability to analyze, generalize, the ability to determine the characteristic features of an object and draw logical conclusions.

Game as a leading activity

Preschool games can be divided into three categories:

• mobile (ball, tags, blind man's blind man's blind man's bones), primarily contributing to the development of the physical body;
• educational (puzzles, lotto) - developing intelligence;
• role-playing - the most popular among preschoolers and play a major role in their psychological development.

The psychology of preschool children pays close attention to children's fears and phobias, since their specificity can indicate the nature of the existing problems in the psychological development of the baby. For example, recurring nightmares involving a negative female character (Baba Yaga, someone else's aunt) may indicate the child's rejection of certain features of the mother's behavior. But since the parents are idealized by the baby, negative emotions towards them are repressed and personified in the form of negative heroes of fairy tales or evil strangers.

The psychological characteristics of children are such that they can use fears to attract attention to themselves, to arouse sympathy. Such behavior can provoke insufficient emotional responsiveness of parents, jealousy of a child for a younger brother or sister.

There is a direct relationship between the number of fears in the baby and his parents, especially the mother. The channel for the transmission of anxiety becomes maternal care, consisting of some fears and anxieties. In this case, it is not so much the child who needs therapy as the parents themselves. Listening to hypnotic suggestions for fear and panic attacks will help put your nerves in order:

In addition to these factors, children's phobias develop as a result of fixation in the emotional memory of strong fears. However, one should not think that any irrational fear in preschool age is a pathology. Many of the childhood phobias, in terms of preschool psychology, are considered natural, characteristic of a given age period, and as the child grows older, they disappear on their own. For example, the fear of death, attacks, abductions, fear of closed space, darkness are considered the norm.

Methods for treating children's fears and other psychological problems resemble the favorite activities of preschoolers:

• art therapy (drawing, modeling);
• play therapy;
• fairy tale therapy (Ericksonian hypnosis).

The point of using such techniques is that the logical thinking of preschoolers is not yet sufficiently developed, and a rational explanation to the child of the groundlessness of his fear will not bring results. It is necessary to appeal to figurative thinking - through archetypes and symbols, with which fine art and fairy tales are thoroughly saturated.

Introduction

Preschool age is a particularly responsible period in education, as it is the age of the initial formation of the child's personality. At this time, in the communication of the child with peers, rather complex relationships arise that significantly affect the development of his personality.

At preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him.

So, preschool childhood is an extremely important period of human development. Its existence is due to the socio-historical evolutionary-biological development of society and a particular individual, which determines the tasks and opportunities for the development of a child of a given age. Preschool childhood has an independent value, regardless of the upcoming schooling for the child.

The preschool period of childhood is sensitive for the formation in the child of the foundations of collectivist qualities, as well as a humane attitude towards other people. If the foundations of these qualities are not formed at preschool age, then the whole personality of the child may become flawed, and subsequently it will be extremely difficult to fill this gap.

Preschool age is a stage in the mental development of children, covering a period from 3 to 6-7 years, characterized by the fact that the leading activity is the game, it is very important for the formation of the child's personality. There are three periods:

1) junior preschool age - from 3 to 4 years;

2) middle preschool age - from 4 to 5 years;

3) senior preschool age - from 5 to 7 years.

During the period of preschool age, the child discovers for himself, not without the help of an adult, the world of human relationships, various activities.

Psychology at preschool age

The driving forces behind the development of the psyche of a preschooler are the contradictions that arise in connection with the development of a number of his needs. The most important of them: the need for communication, with the help of which social experience; the need for external impressions, resulting in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

The need to communicate with adults and peers determines the formation of the child's personality. Communication with adults is developed on the basis of the increasing independence of the preschooler, expanding his acquaintance with the surrounding reality. At this age, speech becomes the main means of communication. younger preschoolers ask thousands of questions. Listening to the answers, the child demands that the adult take him seriously as a comrade, partner. Such cooperation is called cognitive communication. If the child does not meet such an attitude, he develops negativism and stubbornness.

A significant role in shaping the personality of the child is played by the need to communicate with peers, in whose circle he is from the first years of life. A variety of forms of relationships can arise between children. Therefore, it is very important that the baby from the very beginning of his stay in preschool acquired a positive experience of cooperation, mutual understanding. In the third year of life, relationships between children arise mainly on the basis of their actions with objects and toys. These actions acquire a joint, interdependent character. By the senior preschool age, in joint activities, children already master the following forms of cooperation: alternate and coordinate actions; jointly perform one operation; control the actions of the partner, correct his mistakes; help the partner, do part of his work; accept the partner's comments, correct their mistakes. In the process of joint activities, the children acquire the experience of leading other children, the experience of submission. The desire for leadership in a preschooler is determined by the emotional attitude to the activity itself, and not to the position of the leader. Preschoolers do not yet have a conscious struggle for leadership. At preschool age, ways of communication continue to develop. Genetically, the earliest form of communication is imitation. A.V. Zaporozhets notes that the child's arbitrary imitation is one of the ways of mastering social experience.

During preschool age, the nature of imitation changes in a child. If at the younger preschool age he imitates certain forms of behavior of adults and peers, then at the middle preschool age the child no longer blindly imitates, but consciously assimilates patterns of behavior. The activities of a preschooler are diverse: playing, drawing, designing, elements of labor and learning, which is the manifestation of the child's activity.

At preschool age, elements of labor appear in the child's activity. In labor, it is formed moral qualities, a sense of collectivism, respect for people. At the same time, it is very important that he experiences positive feelings that stimulate the development of interest in work. Through direct participation in it and in the process of observing the work of adults, a preschooler gets acquainted with operations, tools, types of labor, acquires skills and abilities. Education has a great influence on mental development. By the beginning of preschool age, the mental development of the child reaches a level at which it is possible to form motor, speech, sensory and a number of intellectual skills, it becomes possible to introduce elements of educational activity. At preschool age, under the influence of training and education, there is an intensive development of all cognitive mental processes. It refers to sensory development.

Sensory development is the improvement of sensations, perceptions, visual representations. In children, the thresholds for sensations are reduced. Visual acuity and accuracy of color discrimination increase, phonemic and sound-altitude hearing develops, and the accuracy of estimates of the weight of objects increases significantly. As a result sensory development the child masters perceptual actions, the main function of which is to examine objects and isolate the most characteristic properties in them, as well as to assimilate sensory standards, generally accepted patterns of sensory properties and relations of objects. The most accessible sensory standards for a preschooler are geometric shapes (square, triangle, circle) and spectrum colors. Sensory standards are formed in activity. Sculpting, drawing, designing most of all contribute to the acceleration of sensory development.

Children of this age are not yet able to single out significant connections in objects and phenomena and draw generalizing conclusions. Throughout the preschool age, the thinking of the child changes significantly. This is primarily expressed in the fact that he masters new ways of thinking and mental actions. Its development occurs in stages, and each previous level is necessary for the next. Thinking develops from visual-effective to figurative. Then, on the basis of figurative thinking, figurative-schematic thinking begins to develop, which represents an intermediate link between figurative and logical thinking. Figurative-schematic thinking makes it possible to establish connections and relationships between objects and their properties. The development of his thinking is closely connected with speech. At the younger preschool age in the third year of life, speech accompanies the child's practical actions, but it does not yet perform a planning function. At 4 years old, children are able to imagine the course of a practical action, but they are not able to tell about the action that needs to be performed. In the middle preschool age, speech begins to precede the implementation of practical actions, helps to plan them. However, at this stage, images remain the basis of mental actions. Only at the next stage of development does the child become capable of solving practical problems, planning them with verbal reasoning. During preschool age, further development of memory takes place, it is more and more separated from perception. The child's imagination begins to develop at the end of the second - beginning of the third year of life. The presence of images as a result of imagination can be judged by the fact that children are happy to listen to stories, fairy tales, empathizing with the characters. The development of the recreative (reproductive) and creative (productive) imagination of preschoolers is facilitated by different kinds activities such as playing, building, modeling, drawing.

Preschool age is the initial stage of personality formation. Children have such personal formations as the subordination of motives, the assimilation of moral norms and the formation of arbitrariness of behavior. The subordination of motives consists in the fact that the activities and behavior of children begin to be carried out on the basis of a system of motives, among which the motives of social content, which subordinate other motives, are becoming increasingly important. The study of the motives of preschoolers made it possible to establish among them two large groups: personal and socially significant. In children of primary and secondary preschool age, personal motives predominate. They are most clearly manifested in communication with adults. The child seeks to receive an emotional assessment of an adult - approval, praise, affection. His need for evaluation is so great that he often ascribes positive qualities to himself. Personal motives appear in different types activities.

At preschool age, children begin to be guided in their behavior by moral standards. Acquaintance with moral norms and understanding of their value in a child is formed in communication with adults who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (one must tell the truth). From about 4 years old, kids already know that they should tell the truth, and it’s bad to lie. But the knowledge available to almost all children of this age does not in itself ensure the observance of moral standards.

The child's assimilation of norms and rules, the ability to correlate his actions with these norms gradually lead to the formation of the first inclinations of voluntary behavior, i.e. such behavior, which is characterized by stability, non-situation, the correspondence of external actions to the internal position.

D. B. Elkonin emphasizes that during the preschool age the child goes through a long way of development - from separating himself from the adult (“I myself”) to the discovery of his inner life, self-consciousness. At the same time, the nature of the motives that induce a person to satisfy the needs for communication, activity, and a certain form of behavior is of decisive importance.

1. Leading activity at preschool age becomes the game. However, throughout the entire age period, gaming activity undergoes significant changes.
Younger preschoolers (3-4 years old) mostly play alone.

The duration of the games is usually limited to 15-20 minutes, and the plot is to reproduce the actions of those adults whom they observe in everyday life.

Average preschoolers (4-5 years old) prefer already joint games, in which the main thing is to imitate relationships between people.

Children clearly follow the rules in the performance of roles. common themed games with many roles.

For the first time, leadership and organizational skills begin to appear.

In the middle preschool age, drawing actively develops. A schematic, x-ray drawing is characteristic, when something that is not visible externally is drawn, for example, when depicted in profile, both eyes are drawn.

Games-competitions begin to arouse an active interest, which contribute to the formation of motives for achieving success in children.

Senior preschooler (5–7 years old) able to play long time even for several days.

In games, more attention is paid to the reproduction of moral and ethical standards.
Construction is actively developing, during which the child learns the simplest labor skills, gets acquainted with the properties of objects, develops practical thinking, learns to use tools and household items.
The drawing of the child becomes voluminous, plot.

Thus, during preschool childhood, games with objects, role-playing games, designing, drawing, and household work are consistently developed and improved.

2. Active at preschool age sensory development. The child improves in the accuracy of perception of color, size, shape, weight, etc. He is able to notice the difference between sounds of different pitch, sounds similar in pronunciation, learn a rhythmic pattern, determine the position of objects in space, intervals of time.

The perception of a preschool child will be more accurate if it is caused by bright stimuli and is accompanied by positive emotions.

By the older preschool age, the meaningfulness of perception increases sharply, i.e., ideas about the environment expand and deepen.

The thinking of a preschooler is represented by three types: visual-effective, visual-figurative, verbal-logical. At the beginning of the preschool period, the child solves most of the problems with the help of practical actions.

By the older preschool age, visual-figurative thinking acquires a leading role. Against the background of its rapid development, the foundation is being laid logical thinking, which will be so necessary during the period of schooling.

The attention of the child throughout the entire preschool age continues to be involuntary, although it acquires greater stability and concentration.

True, most often a child is concentrated if he is engaged in an interesting, exciting activity.

By the end of the preschool period, the child is able to maintain steady attention when performing intellectual activities: solving puzzles, guessing puzzles, charades, riddles, etc.

Memory preschooler has the following features:

1. the most developed figurative memory, including such a variety of it as eidetic;
2. memorization occurs better if it is organized in the course of gaming activity, involuntary memorization is characteristic;
3. when setting a mnemonic task, memorization occurs mechanically, that is, by repetition;
4. a preschooler listens with pleasure to what he has already heard before, thus training his memory;
5. emotional memory is well developed, the great impressionability of the child leads to the fact that we retain a large number of vivid images of childhood.

Consider the features imagination preschooler:

1. imaginative images arise easily.
2. The “products” of fantasy are distinguished by contradictions: on the one hand, the child is a “terrible” realist (“It doesn’t happen like that”), on the other, a great dreamer;
3. the images of the preschooler's imagination are distinguished by their brightness, emotionality, originality of ideas, although most often these ideas are repelled from the previously known (recreating imagination);
4. often the child's fantasies are directed to the future, although in these images he is very fickle.

At preschool age, the child's speech continues to improve actively. This is facilitated by play activities, during which children agree on the rules, distribute roles, etc.

There is a mastery of grammar rules, declensions and conjugations, complex sentences, rules for the use of connecting unions, suffixes and prefixes.
As facilities communication, the child uses the following types of speech:

1. situational;
2. contextual;
3. explanatory.

Situational speech is often understandable only to the interlocutor, it remains inaccessible to outsiders, it contains many verbal patterns, adverbs, there are no proper names, the subject drops out.

As the child masters more complex activities, speech becomes expanded, including explanations of the situation.

Such speech is called contextual. At the senior preschool age, the child develops an explanatory speech, when the sequence of presentation is preserved, the main thing is highlighted.

At preschool age, egocentric speech is also quite common.

This is an intermediate form between external and internal speech and is expressed in commenting on one's actions aloud, without addressing anyone in particular.

So, at preschool age, the arbitrariness of the actions and mental processes of the child increases, knowledge about the world around them deepens and expands.

3. personal development preschool includes:

1. understanding of the surrounding world and one's place in this world;
2. development of the emotional and volitional sphere.

The attitude of an adult to a child largely determines the formation of his personality.

At the same time, observance of the norms of public morality becomes important. A preschooler can learn these norms in the following ways:

1. imitating loved ones;
2. observing the work of adults;
3. listening to reading stories, fairy tales, poems;
4. imitating peers who enjoy attention from adults;
5. through the media, especially television.

Younger preschoolers learn cultural and hygienic skills, daily routine, rules for handling toys, books; middle and older preschoolers - rules for relationships with other children.

At preschool age, the self-awareness of the child begins to actively form, which is manifested in self-esteem.

At the initial stage, the child learns to evaluate the characters of fairy tales, stories, then transfers these assessments to real people, and only by the senior preschool age does the ability to correctly evaluate oneself begin to take shape.

Throughout preschool age, feelings accompany the behavior of the child.
The kid is not yet able to fully control his emotional experiences, his mood can quickly change to the opposite, but with age, feelings acquire greater depth and stability.

The "reasonableness" of feelings increases, which is explained by the acceleration of mental development.
Increasingly, one can observe the manifestation of such feelings as a sense of joy and pride in a completed task, or the opposite - feelings of chagrin and shame if the task is not completed, a sense of the comic (children come up with verbal shifters), a sense of beauty.

By the end of preschool age, the child in some cases manages to restrain violent manifestations of feelings.
He gradually masters the understanding of the non-verbal language of emotions.
Thus, personal development a child in preschool age occurs as a result of active interaction with adults.

4. Let's dwell on the consideration psychological readiness for schooling, which is understood as “the necessary and sufficient level of a child’s mental development for mastering the school curriculum in the conditions of learning in a peer group” (I. V. Dubrovina, 1997).

In other words, the child, being in a peer group, should be able to learn school material.

There are different opinions on the subject of highlighting the parameters of the mental development of the child.

L. I. Bozhovich singled out:

• the level of motivational development, including cognitive and social (the desire to take a certain position in a peer group) motives for learning;
• a sufficient level of development of arbitrariness and a certain level of development of the intellectual sphere, while priority was given to motivational development.

Readiness for schooling implies the formation of the "internal position of the student", which means the child's ability to consciously set and fulfill certain intentions and goals.

Most researchers assign one of the main places to arbitrariness. D. B. Elkonin singled out as the main skills such as the conscious subordination of one’s actions to the rule, orientation to a given system of requirements, attentive listening to the speaker and the exact fulfillment of the task offered orally.

These parameters are the elements of developed arbitrariness.

For successful schooling, it is also important to have the ability to communicate with adults and peers, readiness to accept a new social position: “the position of a student”.

Intellectual readiness to school education, first of all, it does not consist of the amount of acquired knowledge, but of the level of development of cognitive processes, that is, the child’s ability to reason, analyze, compare, draw conclusions, etc. At the same time, a good level of speech development is extremely important.

Summarizing the above approaches, we can distinguish three aspects of school readiness: intellectual, emotional, social.

Intelligent Component It is expressed in the level of outlook, a certain vocabulary, the level of development of cognitive processes (perception, memory, attention, thinking and imagination, speech) and the ability to single out a learning task.

Emotional readiness- this is the ability of a child to perform an unattractive task for a long time without being distracted, a decrease in impulsive reactions, the ability to set a goal and achieve it, despite the difficulties.

Social component manifests itself in the ability and desire to communicate with peers, to obey the laws of the children's group, in the willingness to accept the status of a student.

Some researchers focus on motivational readiness, which manifests itself in a pronounced need to achieve success in learning and communication, the presence of adequate (corresponding to the true position) self-esteem, a moderately high level of claims (the desire to achieve something). So, a child who is psychologically ready for schooling should have all the components listed above.