Age features in the middle group according to fgos. Accounting for the age characteristics of children in the middle group. The results of the development of the program

Consultation for teachers

Brief description of the age characteristics of children of the middle group

Rybchenko S.R.

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothes and details. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.

The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the form that this or that object looks like. They can isolate simple forms in complex objects from simple forms to recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.

The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape, they remember the instructions of adults, they can learn a short poem, etc.

Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult to take the position of another observer and, on the internal plane, make a mental transformation of the image.

For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of the amount of volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

The imagination continues to develop. Its features such as originality and arbitrariness are being formed. Children can independently come up with a short fairy tale on a given topic.

Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

Average preschool age improves pronunciation of sounds and diction. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhyme.

The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes out of situational.

The content of communication with a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that the child receives in the process of communication can be complex and difficult to understand, but it is of interest to him. Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition, competitiveness. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment.

A number of new features appear in the behavior and activities of children of the fifth year of life, manifesting themselves in physical, intellectual, social and emotional development.

The physical abilities of children have increased:

their movements became much more confident and varied. Preschoolers are in dire need of movement. Therefore, in the middle group, it is especially important to establish a reasonable motor mode, fill the life of children with a variety of outdoor games, game tasks, dance movements to music, round dance games.

Emotionally colored activity becomes not only a means physical development, but also as a way of psychological unloading of children of middle preschool age, who are distinguished by a rather high excitability. Atchildren actively demonstrate the desire to communicate with their peers.The teacher uses this desire to build friendships between children, aboutconnecting children into small subgroups based on common interests, mutual sympathy.By participating in games, the educator helps children understand how to negotiate,pick up the right toys, create a playful environment.

New features appear in the communication of children 4 - 5 years old with a teacher. Preschoolers willinglycooperate with adults in practical matters, but at the same time actively strive forcognitive, intellectual communication. In their own cognitive interests, the childbegins to go beyond the specific situation. The age of the “why” is manifested innumerous questions of children to the teacher: “Why?”, “Why?”, “For what?”. At the levelcognitive communication, children have an acute need for respectfulattitude from an adult. Friendly, caring teacherto children's issues and problems, the willingness to discuss them on an equal footing helps, on the one hand,support and direct children's cognitive activity in the right direction, on the other hand -strengthens preschoolers' trust in adults.

A child of the fifth year of life is highly active. This creates newopportunities to develop independence in all spheres of his life. The development of independence in cognition is facilitated by the development by children of a system of various investigative actions, methods of simple analysis, comparison, and the ability to observe. Paying attention to the development of children's independence, the educator makes extensive use of individual approach techniques, following the rule: do not do for the child what he is able to do on his own. But at the same time the educator proceeds from the actual level of skills, which can vary significantly from child to child.

Children 4-5 years old show a clear interest in the game. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. The game continues to be the main form of organization of children's lives. The teacher gives preference to the game construction of the entire lifestyle of preschoolers. The task of the educator is to create opportunities for variable play activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment. A notable feature of children is fantasizing, they often confuse fiction and reality. Game motivation is actively used by the educator in organizing the activities of children. All types of developing educational situations take place either in the form of a game, or are composed of game techniques and actions. Due to the peculiarities of the visual-figurative thinking of the average preschooler, preference is given to visual, playful and practical methods, the words of the teacher are accompanied by various forms of visualization and practical activities of children.

Children of this age have awakening interest in the rules of conduct, as evidenced by the numerous complaints-statements of children to the teacher that someone is doing something wrong or does not fulfill some requirement. Therefore, among educational techniques, a large place belongs to the personal example of the teacher, as well as projective assessments - assessments for the expected future correct actions of the child.

The children go active development and maturation of the emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others gradually develops into a more complex feeling of sympathy, affection. Supporting them, the educator specifically creates situations in which preschoolers acquire the experience of friendly communication, attention to others. Age is a feature vulnerability of a child 4-5 years old.

In the fifth year of life children begin to become aware of their gender. The task of the educator is the gradual formation of ideas about the behavior of a boy or girl, their relationship.

Children's vocabulary increases up to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones.

The teacher develops the aesthetic feelings of children. Much attention is paid development of creative abilities – in the game, in visual, musical, theatrical and performing activities. The attentive, caring attitude of the educator to children, the ability to support their cognitive activity and develop independence, the organization of various activities form the basis for the proper upbringing and full development of children in the middle group of kindergarten.

Age features of children of the middle group "

Time is running fast, children are getting older. They have their own opinion, their own interests, tastes, preferences like an adult, but we forget that only a year has passed, and sometimes we demand from a child the impossible performance of actions that are simple for us (perseverance, diligence), but the child is not ready for this yet.

That is why it is very important to know about the age characteristics of the child, his capabilities and needs, and also to be prepared for changes in his character or type of behavior, which become especially evident during age-related crises.

A crisis is not something that happens to "wrongly brought up children". It is something that must happen to every child in order for him to move to a new stage of his development. In a crisis, a child's behavior changes, and this creates an opportunity for him to move away from previous patterns of behavior and relationships with the world and acquire new models necessary for further development.Therefore, crises are inevitable and necessary, they should not be scared.It is important just to know what is happening with your child, and understand that this is natural.

Undoubtedly, all children are different, and each child grows in his own way, but, nevertheless, there are general patterns of development. For example, at 2-3 years old a child cannot concentrate for a long time, is easily distracted, at 3 years old he can be naughty and do the opposite, at 6-7 years old his desire for independence intensifies, etc. In order not to rush, putting forward unbearable demands on the child, and at the same time keep up with his real capabilities, in order to be patient and calmly treat all the manifestations of your child, you need to know about the characteristics of this or that age period features.

Age features of children 4-5 years old

The age of four to five years is a period of relative calm. The child came out of the crisis and, on the whole, became calmer, more obedient, more accommodating. The need for friends becomes more and more strong, interest in the world around us increases sharply.

At this age, your child is actively manifesting:

Striving for independence. It is important for a child to do a lot on his own, he is already more able to take care of himself and needs less care from adults. The reverse side of independence is a statement about one's rights, needs, attempts to establish one's own rules in the world around one.

ethical ideas. The child expands the palette of conscious emotions, he begins to understand the feelings of other people, to empathize. At this age, basic ethical concepts begin to form, perceived by the child not through what adults tell him, but based on how they act.

Creative skills. The development of the imagination enters a very active phase. A child lives in a world of fairy tales, fantasies, he is able to create entire worlds on paper or in his head. In dreams, various fantasies, the child gets the opportunity to become the main character, to achieve the recognition he lacks.

Fears as a consequence of a developed imagination. The child feels insufficiently protected before the big world. He uses his magical thinking in order to gain a sense of security. But the rampant fantasies can give rise to a wide variety of fears.

Relationships with peers. The child develops a great interest in peers, and he moves more and more from intra-family relations to broader relations with the world. The joint game becomes more difficult, it has a variety of role-playing content (games in the hospital, in the store, in the war, playing favorite fairy tales). Children make friends, quarrel, make up, get offended, jealous, help each other. Communication with peers occupies an increasing place in the life of a child, the need for recognition and respect from peers becomes more and more pronounced.

Active curiosity, which causes children to constantly ask questions about everything they see. They are ready to talk all the time, to discuss various issues. But their arbitrariness, that is, the ability to do what they are not interested in, is still not sufficiently developed, and therefore their cognitive interest is best quenched in an exciting conversation or an entertaining game.

It is important for you as his parents:

Understand what are the rules and laws in your family that the child is not allowed to break. Remember that there should not be too many laws and prohibitions, otherwise they are difficult to comply with.

If possible, instead of prohibitions, offer alternatives, formulating them like this: “You can’t draw on the wall, but you can on this piece of paper.” It's just that prohibitions give rise in a child to either a sense of guilt, or anger and protest. If you explicitly forbid something to a child, be prepared to withstand his fair anger or resentment about this.

Tell your child about your feelings so that he better understands what kind of reaction in another person one or another of his actions give rise to. Be prepared to deal with him in a difficult ethical situation. To live in accordance with the ethical principles that you transmit to the child.

Do not overload the conscience of the child. Excessive disapproval, punishment for minor offenses and mistakes cause a constant feeling of guilt, fear of punishment, revenge. Passivity can also develop, initiative disappears.

Remember that you should not tell the child various horror stories, talk about serious illnesses and death, because for some children such information can become an overpowering irritant. It is important to listen to the child, to share his fears with him, allowing him to live them with you.

Give your child opportunities for creativity and self-expression. Be interested in any creative product, if possible, without evaluating it in any way, either positively or negatively, offering the child himself to evaluate his creativity.

To provide the child with the opportunity to play together with other children, realizing that such a game not only develops his imagination and imaginative thinking, but is also absolutely necessary for healthy emotional development. Offer the child to play not only toys that are complete in form, but also unformed objects that do not have a clear function: pebbles, sticks, sticks, etc.

Understand that the child is already able to do what he likes for a long time and enthusiastically, and it can be very difficult for him to interrupt the game, so you should warn him about the need to finish it in advance.

Be open to the child's questions, be interested in his opinion, turning his thirst for knowledge into the ability to find answers to his questions on his own. It is useful to discuss with the child any events and phenomena that interest him, and in his language to formulate the results of your joint reasoning and conclusions.

Prepared by:

Educator MDOU No. 75,

Sotova Ekaterina Vladimirovna

State budgetary preschool educational institution kindergarten No. 43 of the Kolpinsky district of St. Petersburg

"Age features of children 4-5 years old."

Members:

Educators, parents.

September 2017

Summary of the parent meeting: "Age characteristics of children 4-5 years old" from 12.09.17

Gr. "Teremok" educators: Efimova A.I.; Grigoryeva E. V.

Goals: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.

Tasks: consider the age and individual characteristics of children 4-5 years old; to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year;

update the personal data of the families of pupils; to teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; intensify work on the development of children's speech.

Members: educators and parents.

Plan of the event:

1. Introductory part.

2. Age and individual characteristics of children 4-5 years old.

3. Features of the educational process in the middle group.

4. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.

5. Election of a new composition of the parent committee.

6. Briefly about miscellaneous.

Event progress

Preparatory stage.

Preparation of an article on the age and individual characteristics of children 4-5 years old; extracts from the annual plan work of preschool educational institution for the new academic year.

organizational stage.

Parents come in, sit down randomly. Music is played, helping to relieve fatigue, setting up to work together.

Introductory part.

Solemn music sounds.

Educator: Good evening dear parents! We are very glad to see you in our cozy group! We would like to wish you a happy new school year. Your children have grown up over the summer and moved to the middle group of the kindergarten.Our children have grown up and become a year older. The kids have learned a lot this year. They grew up, got stronger, became more independent. They also became very inquisitive.

With the adoption of the Federal State Educational Standard, the kindergarten became the initial stage of the Russian educational system. However, this does not mean that the kindergarten should teach the child to read and write by the time they enter school. The task of the kindergarten is to develop the child's desire to learn, to learn new things. The educator is not a teacher, the child acquires all knowledge by playing. Therefore, do not be surprised when your question: “What did you do today?” get the answer: "None." It is while playing that we observe, and talk, and sculpt, and work.

We try to present any even the most complex knowledge to the child in a game where you can run, hear a fairy tale, and reason.
We try to create conditions for each child to feel emotionally comfortable, psychologically protected, to feel loved and unique. We put a lot of effort so that children can choose some corner of the group room for play. Of course, we cannot do without your help, dear parents.
Children love you so much, are proud of you, imitate in everything and we share their feelings.

We hope that just as fruitfully, we will continue our journey through the country of knowledge, and with the same wonderful teams we will approach our final destination - this is graduation to school.

At the beginning of our meeting, we want to express our gratitude to the parents who actively participated in the life of the group - our parent committee. Thank you very much for your help. And also to all the parents who always came to our aid. With great pleasure we give you - thanks, and we hope that other members will also participate in the life of the group.

Educator: Do you know, dear parents, what are children aged 4-5 years old?

Each child develops differently, each has its own path and pace of development.

The age of 4-5 years is rightly called the average preschool. Closer to the age of five, children begin to appear features characteristic of older preschoolers: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the phenomena of life around them that are of interest to them. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior. These features, for example, make it easier for a child of the fifth year of life to master the norms of their native language and the functions of speech.

At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for the game and game situations bring children of the fifth year of life closer to younger preschoolers. And the opportunities for raising and educating children that are expanding at this age stage cannot be realized without knowing and taking into account this duality of development. (V.V. Gerbova)

Features of the educational process in the middle group.

Dear parents!!! We kindly ask you to bring your beloved kids to kindergarten on time, without delay. On Mondays and Thursdays at 8.00 - 8.10 in the music hall there is morning exercises, I want to see the children on exercises, on the rest of the days the exercises take place in a group. Many kids are late for breakfast and classes. During classes, we will turn off the intercom, as the lesson is disrupted, the kids are distracted and the teacher is wasting time. If you are late and arrive during class, please wait until class is over in the locker room. This year we will continue to engage in physical education and music, and for this, children need sports uniforms and shoes and Czech shoes.

Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.

Our garden works according to the program "From Birth to School" edited by Vasilyeva.

In that academic year the development of children will also be carried out in the organization of all types of children's activities: play, communication, elementary labor, motor, cognitive research, visual, constructive, musical, perception of fiction and folklore.

Organized activities of children are carried out in the following educational areas:

"Social and communicative development",

« cognitive development»,

« Speech development»,

"Artistic and aesthetic development",

"Physical development".

Election of a new composition of the parent committee.

Dear parents, to help organize all our joint activities, we need to choose a parent group committee. (5 people)

The choice of the parent committee takes place by counting votes and announcing the results. There is a discussion of the personal composition of the parent committee of the group. The parent committee of the group is approved by direct voting.

Understanding, good relations, mutual assistance and mutual respect are very important in any team. The conditions for harmonious relations between children and parents, children and teachers, teachers and parents is the ability to yield to each other, mutual tolerance.

Final part

We wish you success, interesting discoveries, fun games and true friends! Only forward!

Reminder for parents: What should a 4-5 year old child know and be able to do?

Speech development:

Pronounce all the sounds of your native language correctly;

Use in speech nouns denoting professions;

Use nouns with a general meaning: vegetables, fruits, berries, animals;

Match words in gender, number, case;

Use sentences with homogeneous members;

Retell short literary texts, compose a story based on a plot picture, toy, objects;

Be able to answer questions about the content of the reading;

Reproduce the content of works of art with the help of questions from the educator.

Cognitive development:

Compare 2 groups of items using counting;

Compare 5 objects of different lengths, heights, laying them out in increasing order in length, height;

Recognize and name a triangle, distinguish it from a circle and a square;

Distinguish and name parts of the day;

Determine the direction of movement from oneself (to the right, to the left, forward, backward, up, down);

know the right and left hand;

Know and name the main details of the building material (cube, bar, plates);

To learn to analyze a sample of a building: to highlight the main parts and distinguish them in size and shape;

Be able to design from paper: bend a rectangular sheet of paper in half, combining sides and corners;

To be able to isolate the signs of objects (color, shape, size);

Determine the material from which the thing is made (wood, metal, paper, fabric);

Know pieces of furniture, clothes, dishes, some fruits, transport (cars, trains, planes, ships) of the immediate environment;

Distinguish and name parts of the body of an animal and a person;

Recognize and name 3-4 trees, one shrub, 3-4 herbaceous plants;

Distinguish by taste, color, size and shape of 3-5 types of vegetables and fruits;

Know 2-3 types of forest berries, mushrooms (edible and inedible);

name insects;

Have an idea about the life in natural conditions of wild animals (hare, fox, bear, wolf, squirrel, hedgehog): how they move, what they eat, how they escape from enemies, adapt to life in winter conditions;

Have an idea about domestic animals and their cubs (about the features of behavior, movement, what they eat, what benefits they bring to people.

Artistic and aesthetic development:

Correctly convey in the drawing the shape, structure of objects, the location of parts, the ratio in size;

Depict several objects in one drawing, placing them on the same line, on the entire sheet, linking them with a single content;

Create patterns on a strip, square, circle, rosette, rhythmically arranging the elements;

Sculpt objects consisting of several parts;

Use the techniques of pulling, smoothing, indenting, pressing and lubricating;

Possess the skill of rational division of plasticine, use the stack in work;

Correctly hold the scissors and act with them;

Cut a square and a quadrangle diagonally, cut a circle from a square, an oval from a quadrangle, make oblique cuts;

Lay out and stick objects consisting of separate parts;

Make patterns from plant and geometric shapes on a strip, square, circle, rosette, alternate them in color, shape, size and stick them in sequence.

Socio - communicative development:

Be able to negotiate with children what to play, who will be who in the game;

Use "polite" words;

Have an idea about the work of their parents;

Know the name of your homeland;

Know the name of the city, the village where they live, the street;

Observe the elementary rules of organized behavior in kindergarten;

Observe the rules of conduct on the street and in transport;

Know the rules of the road (the street is crossed in special places, go only to the green traffic light);

Observe the elementary rules of behavior in nature (ways of safe interaction with plants and animals, respect for the environment);

To have an idea of ​​the importance of adult work;

Carefully treats what is made by human hands.

Physical development:

Walk and run, coordinating the movements of the arms and legs;

Jump on 2 legs in place and moving forward, long jump from a place of at least 70 cm;

Take, hold, carry, put, roll, throw the ball from behind the head, from the chest;

Throw objects with the right and left hands at a distance of at least 5 meters, hit the ball on the ground (floor) at least 5 times in a row;

Climbing ladders - stepladder, gymnastic wall without missing rails, climbing from one span to another;

Crawl, crawl under a stretched rope, lick over a log lying on the floor;

Line up in a column one at a time, in pairs, in a circle, in a line;

Ride a two-wheeled bicycle;

Orient yourself in space.

The rate of physical development of a child from the 4th to the 6th year of life is approximately the same: the average increase in height per year is 5-7 cm, in body weight - 1.5-2 kg. The height of four-year-old boys is 100.3 cm. By the age of five, it increases by about 7.0 cm. The average height of girls of four years old is 99.7 cm, five years old is 106.1 cm. The body weight in the groups of boys and girls is, respectively, 4 years 15.9 and 15.4 kg, and at 5 years - 17.8 and 17.5 kg.

Features of the musculoskeletal system

By the age of five, the ratio of the sizes of different sections of the spine in a child becomes the same as in an adult, but the growth of the spine continues until adulthood. The skeleton of a preschool child is flexible, since the process of ossification is not yet completed. In this regard, children 4-5 years old should not be given strength exercises during physical education classes, it is necessary to constantly monitor the correctness of their posture.

Long-term retention of one posture can cause muscle strain and, ultimately, a violation of posture. Therefore, in classes related to maintaining a static posture, various forms of physical culture pauses are used.

Muscles develop in a certain sequence: first large muscle groups, then small ones. Therefore, the load should be strictly dosed, in particular, for small muscle groups. For pencil drawings, the child is not given large sheets of paper, as he is tired of having to sketch a large surface. For the image of individual objects in the middle group, it is recommended to use paper the size of half a writing sheet, for plot drawings - 28 x 20 cm.

Respiratory system

The need of the child's body for oxygen increases by 40% over a period of 3 to 5 years. There is a restructuring of the function of external respiration. The abdominal type of breathing that prevails in children aged 2-3 years begins to be replaced by chest breathing by the age of 5. By the same age, the vital capacity of the lungs slightly increases (on average, up to 900-1060 cm '), and in boys it is more than in girls.

The cardiovascular system

The absolute weight of the heart at this age is 83.7 g, the pulse rate is 99 beats per minute, and the average blood pressure level is 98/60 mmHg. However, there are large individual fluctuations in cardiac activity and respiration. So, at 4 years, the heart rate (pulse) per minute ranges from 87 to 112, and the respiratory rate - from 19 to 29.

At the age of 4-5 years, the rhythm of heart contractions is easily disturbed, therefore, during physical exertion, the heart muscle quickly gets tired. Signs of fatigue are expressed in redness or blanching of the skin of the face, rapid breathing, shortness of breath, uncoordinated movements. It is important to prevent children from getting tired, to change the load and the nature of the activity in time. When switching to a more relaxed activity, the heart rate quickly normalizes, and the performance of the heart muscle is restored.

Development of the senses

The first five years of life are the "golden time" for the development of children's sensory abilities.

The lens of the eye of a preschooler has a flatter shape than that of an adult. Hence the farsightedness. However, myopia can easily develop. So, when looking at illustrations, and even at a poorly lit table, when working with a pencil, various small objects, the child strains his eyesight, leans heavily. The muscles of the eye at the same time for better refraction of light rays change the shape of the lens,

intraocular pressure also changes, the eyeball increases. Often repeated, these changes can take hold. Therefore, it is necessary to develop the correct working posture in children and to constantly monitor it both in the classroom and in their independent activities.

A child of 4-5 years old continues the process of development of the organ of hearing. The tympanic membrane is tender and easily injured, the ossification of the auditory canal and temporal bone has not ended. Therefore, an inflammatory process can easily occur in the ear cavity.

With the vulnerability of the organ of hearing and the incompleteness of the formation of the central nervous system, a greater sensitivity of preschoolers to noise is associated. If the life of children in a group constantly flows against the background of noise of the order of 45-50 decibels, persistent hearing loss and fatigue occur. Meanwhile, falling cubes and chairs, loud conversation create a noise of about 70-75 decibels. That is why an active fight against noise should be carried out in preschool children's institutions: it is necessary to teach children how to use toys correctly, carefully move chairs, and speak quietly.

Development of higher nervous activity

The central nervous system is the main regulatory mechanism of physiological and mental processes.

Nervous processes - excitation and inhibition - in a child, as in an adult, are characterized by three main properties: strength, balance and mobility. By the age of 4-5, the strength of nervous processes increases in a child, their mobility increases. But especially typical for children of this age is the improvement of interanalyzer connections and the mechanism of interaction of signaling systems.

The ability to accompany their game with speech is gradually improving, children easily perceive the instructions of an adult in the process of various activities. This allows you to diversify teaching methods. In the middle group, for example, it is possible to improve the pronunciation of speech sounds in the process of outdoor games specially designed for this.

In four-year-old children, the mechanism for comparing words with reality is still insufficiently developed. Perceiving the environment, they are guided mainly by the words of an adult. In other words, their behavior is characterized by suggestibility. In the fifth year of life, especially towards the end of the year, the mechanism of matching words with the corresponding stimuli of the first signal system improves, the independence of actions and conclusions grows.

However, the nervous processes in a child of middle preschool age are still far from perfect. Excitation predominates. In violation of the usual conditions of life, with fatigue, this manifests itself in violent emotional reactions, non-compliance with the rules of behavior. Stormy emotions, fussiness, an abundance of movements in a child indicate that the process of excitation prevails in him and, while maintaining a tendency to spread, can turn into increased nervous excitability.

At the same time, it is precisely by the age of five that the effectiveness of pedagogical influences aimed at concentrating nervous processes in children increases. Therefore, in the classroom and at home, it is necessary to improve the child's reactions to the signal: include walking and running with a change of leader in physical education classes; use widely didactic games and games with rules.

Conditioned reflex connections are formed in children quickly: after 2-4 combinations of a conditioned signal with reinforcement. But they do not acquire stability immediately (only after 15-70 combinations) and are not always durable. This applies both to those conditioned reflexes that are formed in response to verbal signals, and to complex systems of connections.

Relatively difficult to form different kinds conditional inhibition. Therefore, in order to teach children 4-5 years old to follow the rules of behavior, it is not enough to explain to them what is possible, what is not allowed and what needs to be done, it is necessary to constantly exercise them in appropriate actions. It is important that the complex systems of connections that make up skills and abilities are consolidated gradually, on material that is repeated with increasing complexity.

Personal development

To contribute to the personal development of a child of 4-5 years, the following must be considered.

Firstly, at this age the foundations are already being laid creative relation to the subject world. For this purpose, you can use those modest crafts that the child creates with his own hands for playing or as a gift to someone. If an adult systematically emphasizes that the child has done something himself, that he already knows a lot and will be able to create an atmosphere of well-deserved recognition and success for everyone, then the satisfaction that the child will experience will encourage him to continue to set such tasks.

Secondly, during this period, genuine cognitive attitude to the world, disinterested need for knowledge out of interest and desire to know. For the further development of cognitive interest, it is important not only to give the child new knowledge in an exciting way, it is necessary to respect his own mental searches and their results as much as possible. In the fifth year of life, the child is already able to think without relying on direct experience. He has a circle of purely verbal knowledge. Using such knowledge, a child can sometimes come to wrong conclusions, get logically imperfect results. Any manifestation of disrespect for these first independent intellectual steps can discourage a child from interest in the field of knowledge and deprive him of self-confidence. Therefore, the most important requirement for the personal relationships of adults with children and in their relationships with each other is a serious and respectful attitude to all, even incorrect, considerations of the child.

This does not mean that adults should approve of any wrong thoughts and considerations of children. Adults should not evaluate children, but discuss with them their considerations and object to them as if on an equal footing, and not haughtily. It naturally follows from this that, on the one hand, interest and respect for an adult as a source of new knowledge and a tactful assistant in his own intellectual searches should become new in relation to other people, on the one hand, and, on the other hand, a respectful and interested attitude towards similar intellectual searches. his peers.

Attitudes towards peers at this age are not yet very differentiated. Children are basically divided into "bad" and "good", and these assessments are very much dependent on adults. Thus, most children of the fifth year of life consider their peers to be bad because the teacher reprimands them for eating slowly, sleeping poorly, etc.

It must be borne in mind that the child's reputation in the group, the attitude of his peers towards him and his mental well-being can, without any intention on the part of an adult, be irreparably damaged. For this, the frequent expression of adult dissatisfaction with such forms of behavior, which, although they create organizational difficulties, are morally neutral, do not depend on the child and are often due to his physiological characteristics, is sufficient.

In the development of the consciousness of children, two very important possibilities open up, on the correct use of which the general level of their mental development essentially depends. One of the possibilities is related to the fact that in the fifth year of life, children are able in their knowledge of the environment go beyond that With than they directly encounter. Starting from this age, children can gradually accumulate factual knowledge about a variety of objects and phenomena that they have not seen and about which they know only from the words of an adult (about animals and cars, cities and countries, etc.).

It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge about the environment. He naturally develops an attitude towards those new areas of life with which he is introduced: sympathy for dolphins and a cautious attitude towards sharks, sympathy for people who live for months in the conditions of the polar night, and respect for their ability to adapt to difficult natural conditions.

And this means that an adult not only gives knowledge, but also fundamentally expands the range of events and objects that evoke an emotional response in a child: sympathy and indignation, respect and interest. It is very important that the feelings and relationships experienced by the child about distant and personally unfamiliar beings or events are essentially disinterested, not connected with momentary egoistic desires and aspirations. Thus, adults take the child beyond narrow and selfish interests, taking the very first steps in shaping the future citizen of the world, to whom nothing human will be alien.

Children 4-5 years old strive for independence, but failure discourages them. Unsuccessful efforts accumulate and create insecurity. Meanwhile, arbitrariness is supported precisely by the successful completion of an adult's task or a task that the child has planned to do himself.

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. In the course of the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Development of mental processes

The development of children of middle preschool age (4-5 years) is most clearly characterized by increasing arbitrariness, premeditation, and purposefulness of mental processes, which indicates an increase in the participation of will in the processes of perception, memory, and attention.

Perception

At this age, the child masters the methods of active knowledge of the properties of objects: measurement, comparison by imposing, applying objects to each other, etc. In the process of cognition, the child gets acquainted with various properties of the surrounding world: color, shape, size, objects, characteristics of time, space, taste, smell, sound, surface quality. He learns to perceive their manifestations, to distinguish shades and features, masters the methods of detection, remembers the names. During this period, ideas about the main geometric shapes(square, circle, triangle, oval, rectangle and polygon); about the seven colors of the spectrum, white and black; about the parameters of the value (length, width, height, thickness); about space (far, close, deep, shallow, there, here, above, below); about time (morning, afternoon, evening, night, season, hours, minutes, etc.); about the special properties of objects and phenomena (sound, taste, smell, temperature, surface quality, etc.).

Attention

Increased attention span. The child is available concentrated activity for 15-20 minutes. When performing any action, he is able to keep a simple condition in memory.

In order for a preschooler to learn to voluntarily control his attention, he must be asked to think aloud more. If a child of 4-5 years old is asked to constantly name out loud what he should keep in the sphere of his attention, then he will be able to arbitrarily for quite a long time keep his attention on certain objects and their individual details, properties.

Memory

At this age, the processes of first voluntary recall and then deliberate memorization begin to develop. Having decided to remember something, the child can now use some actions for this, such as repetition. By the end of the fifth year of life, there are independent attempts to elementary systematize the material in order to memorize it.

Arbitrary memorization and recall are facilitated if the motivation for these actions is clear and emotionally close to the child (for example, remember what toys are needed for the game, learn the poem “as a gift to mom”, etc.).

It is very important that the child, with the help of an adult, comprehend what he memorizes. Meaningful material is remembered even when the goal is not to remember it. Meaningless elements are easily remembered only if the material attracts children with its rhythm, or, like counting rhymes, woven into the game, becomes necessary for its implementation.

The amount of memory gradually increases, and the child of the fifth year of life more clearly reproduces what he remembers. So, retelling a fairy tale, he tries to accurately convey not only the main events, but also secondary details, direct and author's speech. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Thinking

Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems. Anticipation develops. Children can tell what will happen as a result of the interaction of objects based on their spatial arrangement. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, well-known phenomena are especially characteristic. Piaget: conservation of quantity, volume and magnitude. For example, if a child is presented with three black circles made of paper and seven white ones and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child's activity, from the conditions of his life and upbringing.

Problem solving can take place in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task of the teacher is the formation of various specific ideas. But we should not forget that human thinking is also the ability to generalize, therefore it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously in two ways: color and shape, color and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture from four parts without relying on a sample and from six parts using a sample. Can generalize concepts related to the following categories: fruits, vegetables, clothes, shoes, furniture, utensils, transport.

Imagination

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

Speech

In middle preschool age, the pronunciation of sounds and diction improve. Speech attracts the attention of children and is actively used by them. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

The vocabulary of children is enriched, the possibilities of using words are expanding. If you draw the child's attention to the phenomena of nature, to its beauty, to consider landscapes with him, then at the age of 4-5 he begins to master the appropriate vocabulary. And although at this age children mainly talk about the color and size of objects, almost a third of the definitions they give are detailed, that is, with a list of two or three features, with elements of comparison, explanation.<Снег белый и не­множко голубой»; «Блестит, как золотой»).

In the fifth year of a child's life, the morphological composition of statements also changes somewhat due to the more frequent use of verbs, adjectives, and adverbs. This favors the fact that simple common sentences and complex ones appear in speech. When children learn to tell, they form many elements of coherent speech. The sizes of children's stories are the same as in the senior and preparatory groups, and even among primary school students (on average 24-25 words). Accordingly, other signs of coherent speech are formed, for example, the completeness of the topic, the selection of parts of the story, etc.