Svetlana Baranova
Parent meeting "Age characteristics of children of the fifth year of life"
Parent meeting "Age characteristics of children of the 5th year of life"
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 of the 5th year of life; acquaint parents with the tasks and features educational work, the tasks of the preschool institution for the new academic year; 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 of the fifth year of life.
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 different things.
Educator: Hello dear parents! We are very glad to see you in our cozy group! We want to congratulate you on the start of the school year. 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.
We try to present any even the most complex knowledge to the child in the form of 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.
Each child develops differently, each at its own pace of development.
Our kindergarten works according to the program "From birth to school", in this program the emphasis is on the formation and comprehensive development of the individual.
This academic year, the development of children will also be carried out in the organization of all types of children's activities: gaming, communicative, labor, motor, cognitive-research, visual, constructive, musical
Today we want to talk about the features of the development of children of the fifth year of life.
The age of four to five years is the average preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children of the 5th year of life, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.
physical features. the physical capabilities of the child increase significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motor skills are actively developing, in general, the average preschooler becomes more dexterous and faster than the younger ones. It should be noted that the age characteristics of children 4–5 years old are such that physical activity must be dosed so that it is not excessive. This is due to the fact that the muscles in this period grow, albeit quickly, but unevenly, so the child quickly gets tired. Therefore, babies need to be given time to rest. As for the pace of physical development, from 4 to 6 years they do not change significantly. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body. slide 2
Mental development of a child At the age of 4–5 years, various mental processes develop rapidly: memory, attention, perception, and others. An important feature is that they become more conscious, arbitrary: strong-willed qualities develop, which will definitely come in handy in the future. The type of thinking that is characteristic of the child now is visual-figurative. This means that basically the actions of children are of a practical, experimental nature. For them, visibility is very important. However, as one grows older, thinking becomes generalized and, by the older preschool age, gradually passes into verbal-logical. Slide 3 The amount of memory increases significantly: he is already able to remember a small poem or an adult's instruction. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes). slide 4
The role of the game Play activity is still the main one for the baby, but it becomes much more complicated compared to the early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children of the 5th year of life are such that they are more inclined to communicate with peers of their gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play cars, military, police. At this stage, children begin to arrange the first competitions, strive to succeed. slide 5
Middle preschoolers are happy to master various types creative activity. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. The age characteristics of children of the 5th year of life according to the Federal State Educational Standard suggest that at this stage the preschooler already masters fine motor skills, which allows them to draw in detail and pay more attention to details. Drawing becomes one of the means of creative self-expression. The average preschooler can compose a short fairy tale or a song, understands what rhymes are, and uses them. Vivid fantasy and rich imagination allow you to create entire universes in your head or on a blank sheet of paper, where the child can choose any role for himself. slide 6
Speech development During the middle preschool period, there is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children of the 5th year of life allow them to express their thoughts more clearly and fully communicate with their peers. The child is already able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, learn to build complex sentences, and so on. Connected speech develops. Communication with peers and adults In the middle preschool age, contacts with peers are of paramount importance. If before the child had enough toys and communication with parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication, as a rule, is closely connected with other activities (play, joint work). The first friends appear with whom the child communicates most willingly. In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. The child regards his parents as an inexhaustible and authoritative source of new information, so he asks them a wide variety of questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related features of children of 5 years of age. Slide 7, 8 (speak on the slide)
emotional features. At this age, there is a significant development of the sphere of emotions. This is the time of the first sympathies and affections, deeper and more meaningful feelings. A child can understand the state of mind of an adult close to him, learns to empathize. Children are very emotional about both praise and comments, they become very sensitive and vulnerable. By the age of 5, the child begins to be interested in questions of sex and their gender. As already mentioned, one of the distinguishing features of this age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears. The child may be afraid of a fairy tale character or imaginary monsters. Parents do not need to worry too much: this is not a problem, but only the age characteristics of children of the 5th year of life. It is important to remember that these are just temporary difficulties that will go away on their own over time if parents do not focus on them or use them against the child in educational purposes. Slide 9
Education Speaking about the upbringing of children of this age, it must be remembered that at this stage the character changes significantly. The crisis of three years passes safely, and the child becomes much more obedient and docile than before. It is at this time that children need full communication with their parents. Strictly speaking, this is the basis of education. The main function of adults now is to explain in as much detail as possible and show by personal example. The child absorbs everything like a sponge, with the curiosity of a discoverer, he is drawn to new knowledge. Parents should carefully listen to numerous questions and answer them, because in the family children draw the first knowledge about the world around them and their place in it. Right now it is necessary to lay down moral qualities, to develop kindness, politeness, responsiveness, responsibility, love for work in a child. At this stage, the child has the first friends, so it is very important to teach how to communicate with peers: to give in, to defend one's interests, to share. Slide 10
The family plays an important role in the development of a child's personality. The relationship between parents is the first thing a growing baby sees, this is the standard that he considers the only true one. Therefore, it is very important that the child has a worthy example in the face of adults. Parents should remember that it is at preschool age that such character traits as kindness, justice, truthfulness develop, life values and ideals are laid. Therefore, it is so important to take into account the age characteristics of children of the 5th year of life. Assistance in the education of individual character traits should also be carried out in accordance with the sex of the preschooler and the roles of adults in the family. So, a mother teaches a child to find a common language, seek a compromise, affection, care and love come from her. Dad is the personification of order, protection, this is the first teacher of life, which helps to be strong and purposeful. Relationships within the family are the most important factor influencing the upbringing of the child and his entire subsequent life. slide 11
"Age features of the development of children 4-5 years of age"
The 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 is 99.7 cm, five years 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
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 in everyday life, it is necessary to improve the child's reactions to the signal:
include walking and running in physical education classes with a change of leader; make extensive use of 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.
It is relatively difficult to form various types of conditioned 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 of a creative attitude to the objective world are already being laid. 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, a truly cognitive attitude to the world, a disinterested need for knowledge out of interest and desire to know, may also arise. 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. Hence naturally
it follows that new in relation to the child to other people should be, 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, and on the other hand, a respectful and interested attitude towards similar intellectual searches of 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 possibility is related to the fact that in the fifth year of life, children are able in their knowledge of the environment to go beyond what 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 basic geometric shapes (square, circle, triangle, oval, rectangle and polygon) are formed; 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.
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.
In the fifth year of life, the desire of children to communicate with their peers is actively manifested. If a three-year-old child is quite satisfied with the society of dolls, then the average preschooler needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become longer and more active. The teacher uses this desire to build friendships between children. It groups 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, and create a playful environment.
New features appear in the communication of middle preschoolers with a teacher. Like the children of the younger group, they willingly cooperate with adults in practical matters (joint games, labor assignments, caring for animals, plants), but along with this, they actively strive for cognitive, intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?” The developing thinking of the child, the ability to establish the simplest connections and relationships between objects arouse interest in the world around him. It is not uncommon for the average preschooler to repeatedly address an adult with the same questions, and it takes a lot of patience on the part of the adult to answer them over and over again.
A serious mistake is made by an adult if he dismisses the child's questions, does not notice them, or answers with irritation, hastily, without a desire. The benevolent, interested attitude of an adult to children's issues and problems, the readiness to discuss them on an equal footing with children helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in adults. This promotes a sense of respect for elders. It has been noticed that children who do not receive answers to their questions from an adult begin to show features of isolation, negativism, stubbornness, and disobedience towards their elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.
The wider use of speech as a means of communication stimulates the expansion of the child's horizons, the discovery of new facets of the world around them. Now the child begins to be interested not just in any phenomenon in itself, but in the causes and consequences of its occurrence. Therefore, the main question for a 4-year-old child is the question “why? ".
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.
Children of the middle group clearly show interest in the game.
The game continues to be the main form of organization of their lives. In the middle group, as well as in the younger one, the teacher prefers the playful construction of the entire lifestyle of children.
During the day, children participate in a variety of games - role-playing, moving, imitation-theatrical, round dance, musical, cognitive, etc. Some of them are organized by the educator and used as a means of solving certain problems. For example, games with ready-made content and rules are used to develop attention, speech, the ability to compare, and act according to an elementary algorithm.
In children of the middle group, there is an awakening of interest in the rules of behavior. It is by the age of five that numerous complaints-statements of children to the teacher begin that someone is doing something wrong or someone is not fulfilling some requirement. An inexperienced teacher sometimes regards such statements of the child as "sneaking" and treats them negatively. Meanwhile, the “statement” of the child indicates that he has comprehended the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the educator about the “limits” of the rule. Discussing what happened with the child, we help him establish himself in the right behavior.
In custody
Children of middle preschool age are highly emotional, express their feelings vividly and directly.
Attentive, caring attitude of an adult to children, the ability to support their cognitive activity and
activities form the basis for the proper upbringing and full development of children.
The actively developing need for new knowledge, impressions and sensations, manifested in the curiosity and curiosity of the child, allows him to go beyond the limits of what is directly felt. In other words, the child, with the help of a verbal description, can imagine what he has never seen. A big step forward is the development of the ability to build inferences, which is evidence of a separation of thinking from the immediate situation.
The dependence of attention on emotional saturation and interest in them remains. But stability and the possibility of arbitrary switching develop.
Decreased sensitivity to physical discomfort.
Fantasizing continues to develop actively, during which the child includes himself and his loved ones in the chain of the most incredible events. Competent use by adults of these abilities of the child will contribute to his moral and cognitive development. It is necessary to discuss his fantasies with the child, to be included in them, to offer plot twists, to give moral assessments to the actions of the characters.
It should be noted that at the age of 4-5 years, the shortcomings of raising a child begin to gradually take root and turn into stable negative character traits.
Prepared by: Educator of MDOU No. 75, Sotova Ekaterina Vladimirovna. Yaroslavl 2018
Hello dear visitors of our blog! Today our article is dedicated to preschoolers. Let's talk about the developmental features of a child of 5 years of age! What are they. What should parents do for the comprehensive development of their beloved baby. All the details in the article below!
A child, reaching the age of five, becomes more active and inquisitive. Strives to show and strengthen creative, individual skills. During this period of time, the main thing for parents is to correctly guide the child. Support! An older preschooler has: his own interests, social circle. At this time, the surrounding world is actively explored. You form your own opinion about everything.
Features of the development of a child 5 years of age
Children have well developed and consolidated previously acquired skills. Fine motor skills have reached a new level and are regularly improved. Orientation becomes better, endurance increases.
The child begins to ask the first "uncomfortable" questions for adults. He is interested in the differences between girls and boys. Parents should be prepared for this. Relevant literature will help answer everything - how, why and why. And it is essential to answer such questions. For the child to see, parents respect his interests. And in the future, he understood. that for help in difficult situations will be able to turn to loved ones.
At this age, preschoolers are actively gaining weight and height. The weight of the boys reaches 20 kg, and the height is 116 cm. The girls are slightly lighter - 19 kg, with a height of 111 cm. At the age of 5, it would be ideal to send the child to the sports section. Valid options: athletics, gymnastics, figure skating, football. The child is quite ready for sports loads, both physically and mentally!
Features of psychological development
Child at five years old:
In this age period, the feeling of compassion is very aggravated. The child cannot pass by a kitten on the street, sympathizes with sick and lonely people. For the first time, thoughts of love and death arise. At what thoughts about death are much more emotional and vivid. Right now, parents should be delicate and attentive towards their son (daughter). So that fears of the possibility of losing loved ones and death do not worsen.
What should a 5 year old preschooler know and be able to do?
Also, the child must understand the correct manifestation of communicative communication skills. Parents should convey to the baby that you can not talk on the street with strangers. Moreover, do not go anywhere with them. Every effort should be made to ensure that the child is well oriented in society.
Raising a five year old
The development of a baby is a complex, multi-level process. Do not turn this process into continuous learning. It is better to spend everything in the form of interesting gaming and developmental activities. Parents should participate in all matters that interest the child. Then get a joint pleasure from communication and from the acquired knowledge!
We told the main points about the features of the development of a child of 5 years of age. We recommend that you read the article "". In Europe, more and more children and adolescents are obese and do not actually play sports. The authorities are sounding the alarm: parents should get involved in the process of involving children, motivate them to physical activity. In Russia, the problem is not so acute yet, but nevertheless today we will tell you how to instill in your children a love for a sports lifestyle. Details in the article!
Advice for parents.
Age features of children of the 5th year of life
At the age of 4 to 5, children continue to master the generally accepted sensory standards, master the methods of their use and improve the examination of objects. By the age of 5, children, as a rule, already have a good grasp of ideas about primary colors, geometric shapes, and ratios of sizes. The child can already voluntarily observe, examine and search for objects in the space around him. When examining simple objects, he is able to follow a certain sequence: highlight the main parts, determine their color, shape and size, and then additional parts. Perception at this age gradually becomes meaningful, purposeful and analyzing.
In middle preschool age thinking and action persists, but is no longer as immediate as before. In many cases, no practical manipulation of the object is required, but in all cases the child needs to clearly perceive and visualize this object.
The thinking of children 4-5 years old proceeds in the form of visual images, following the perception. For example, children can understand what a room plan is. If a child is offered a plan of a part of a group room, then he will understand what is shown on it. In this case, a little help from an adult is possible, for example, an explanation of how windows and doors are indicated on the plan. With the help of a schematic representation of a group room, children can find a hidden toy (according to the mark on the plan).
By 5 years of attention becomes more and more stable, unlike a three-year-old kid (if he went after the ball, he would no longer be distracted by other interesting objects). An important indicator of the development of attention is that by the age of 5, an action appears in the child's activity to rule is the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board (lotto, children's dominoes) and mobile (hide and seek, tag).
At preschool age, it develops intensively memory child. At the age of 5, a child can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him.
At the age of 4-5 years, reproductive imagination prevails, recreating images that are described in poetry, adult stories, found in cartoons, etc.
The features of the images of the imagination depend on the experience of the child and the level of understanding by him of what he hears from adults, sees in pictures, etc. They often mix the real and the fabulous, the fantastic. Imagination helps the child to learn about the world around him, to move from the known to the unknown. However, the images of a 4-5-year-old child are scattered and depend on changing external conditions, since there are still no purposeful actions of the imagination.
Children's compositions cannot yet be considered a manifestation of a productive imagination, since they basically do not yet have a definite goal and are built without any preliminary plan. The elements of productive imagination only begin to take shape in the game, drawing, designing.
At this age, the development of initiative and independence of the child in communication with adults and peers. Children continue to cooperate with adults in practical matters (joint games, assignments), along with this, they actively strive for intellectual communication. This is manifested in numerous questions (why? Why? For what?), the desire to receive new information of a cognitive nature from an adult. The ability to establish causal relationships is reflected in children's answers in the form of complex sentences. In children, there is a need for respect from adults, their praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment. Communication with peers is still closely intertwined with other types of children's activities (play, work, productive activities), but situations of "pure communication" are already being noted.
To maintain cooperation, establish relationships, words and expressions appear in the vocabulary of children that reflect moral ideas: words of participation, sympathy, compassion. In an effort to attract the attention of a peer and keep him in the process of verbal communication, the child learns to use the means of intonational speech expressiveness: to regulate the strength of the voice, intonation, rhythm, tempo of speech, depending on the situation of communication. In most contacts, the main means of communication is speech , in which significant changes are taking place. For the most part, children of this age already clearly pronounce all the sounds of their native language. The process of creative change in native speech continues, inventing new words and expressions (“the bald man has a bare head”, “look, what a crawler” (about a worm), etc.). The speech of children includes techniques of artistic language: epithets, comparisons.
Of particular interest are rhymes, the simplest of which children easily remember and compose similar ones. Five-year-olds are able to coordinate words in a sentence and are able to generalize in an elementary way, combining objects into generic categories: clothes, furniture, utensils. Speech becomes more coherent and consistent. Children can retell a literary work, tell from a picture, describe the characteristic features of a particular toy, convey impressions from personal experience in their own words, and generally tell on their own.
If close adults constantly read children's books to preschoolers, reading may become a sustainable need. Under these conditions, children willingly answer questions related to the "analysis" of the work, give explanations for the actions of the characters. Illustrations play a significant role in the accumulation of reader experience. At the age of 4-5 years, children are able to look at a book for a long time, tell about its content from the picture. They easily find their favorite book among others, they can remember the name of the work, the author, but they quickly forget them and replace them with well-known ones. At this age, children are well aware of the requirements for handling a book, hygiene standards when working with it. In connection with the development of the emotional sphere of children, their experiences from what they read are significantly deepened. They strive to bring book situations to life, imitate the heroes of works, play role-playing games based on the plots of fairy tales and stories with pleasure. Children show creative initiative and come up with their own plot twists. They also make their suggestions when staging individual passages of the read works. A tenacious memory allows a child of 4-5 years old to memorize a lot, he easily learns poetry by heart and can expressively read them in public.
There is a focus on their well-being, the child begins to worry about the topic of their own health. By the age of 4-5, a child is able to simply describe his state of health, to attract the attention of an adult in case of malaise.
Motor skills develop preschoolers. So, at 4-5 years old, the guys are able to step over the slats of a gymnastic ladder, horizontally located on supports (at a height of 20 cm from the floor), hands on their belts. They throw the ball up and catch it with both hands (at least 3-4 times in a row at a pace convenient for the child). String beads of medium size (or buttons) on a thick fishing line (or thin cord with a hard tip). The child is able to actively and consciously assimilate the movements being learned, their elements, which allows him to expand and enrich the repertoire of already mastered basic movements with more complex ones.
At this age, the growth of all organs and physiological systems continues, a high need for movement remains. Motor activity becomes purposeful, meets individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child remains, the inability to complete it on demand, the performance of actions aimed at achieving a long-term result is attractive, mainly in case of interest. The ability to regulate motor activity appears. The main nervous processes are improved, their mobility improves. In the movement there is coherence, confidence, swiftness, lightness. There is an improvement of previously acquired motor qualities and abilities: dexterity, endurance, flexibility, coordination.
Children have an interest in knowing themselves, their body, its structure, capabilities.
Children have a need to act jointly, quickly, deftly, at the same pace for all children; observe certain intervals while moving in different formations, be the leader. The level of functionality is increased.
Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastery of the language of emotions (a range of experiences, moods).
IN musical and artistic And productive activitychildren emotionally respond to works of art, works of musical and visual art, in which various emotional states of people and animals are conveyed with the help of figurative means.
Preschoolers begin to perceive the plot of a musical work more holistically, to understand musical images. Interest in music, various types of musical activity is more actively manifested. There is a difference in the preferences associated with musical and artistic activities in boys and girls. Children not only emotionally respond to the sound of a piece of music, but also enthusiastically talk about it (about the nature of musical images and narration, means of musical expression), correlating them with life experience. Musical memory allows children to remember, recognize and even name their favorite tunes.
The development of performing activity is facilitated by the dominance of productive motivation at a given age (sing a song, dance a dance, play a children's musical instrument, reproduce a simple rhythmic pattern.). Children make their first attempts at creativity: create a dance, come up with a game of music, improvise simple rhythms of a march or dance. The formation of musical taste and interest in musical and artistic activity in general is actively influenced by the attitudes of adults.
An important indicator of the development of a preschool child is visual activity. By the age of 4, the range of objects depicted is quite wide. Details appear in the drawings. The idea of a child's drawing may change as the image progresses. Children possess the simplest technical skills and abilities. They can timely saturate the bristle of the brush with paint, rinse the brush at the end of work, mix the paint on the palette. Begin to use color to decorate the picture. They can roll out plastic materials with circular and direct movements of the palms of their hands, connect finished parts to each other, decorate fashioned objects using a stack and by pressing.
Designing begins to take on the character of a productive activity: children conceive a future design and search for ways to implement it. They can make crafts from paper, natural material. Begin to master the technique of working with scissors. They make compositions from ready-made and self-cut simple shapes. The composition of the drawings changes: from the chaotic arrangement of strokes, strokes, shapes, the children move on to the frieze composition - they arrange objects rhythmically in a row, repeating the images several times.
Children 4–5 years old are socialnorms and rules of conductstill do not realize, but they are already beginning to develop generalized ideas about "how to (shouldn't) behave." Therefore, children turn to a peer when he does not adhere to the norms and rules with the words “they don’t do this”, “this is not possible”, etc.
As a rule, by the age of 5, children greet and say goodbye without reminding an adult, say “thank you” and “please”, do not interrupt an adult, but politely address him. In addition, they can, on their own initiative, clean up toys, perform simple labor duties, and bring things to an end. However, following such rules is often unsustainable - children are easily distracted by what they are more interested in, and it happens that a child "behaves well" only in relation to the people most significant to him. At this age, children have ideas about how girls are “supposed” to behave, and how boys behave. Children are good at identifying non-compliance with norms and rules not only the behavior of another, but also their own and emotionally experience it, which increases their ability to regulate behavior. Thus, the behavior of a 4-5-year-old child is not as impulsive and direct as at 3-4 years old, although in some situations the child still needs to be reminded by an adult or peers about the need to adhere to certain norms and rules. This age is characterized by the appearancegroup traditions: who sits where, the sequence of games, how they congratulate each other on their birthday, elements of group jargon, etc.).
At this age, children have mastered the algorithm of the processes of washing, dressing, bathing, eating, cleaning the room. Preschoolers know and use for their intended purpose the attributes that accompany them: soap, towel, handkerchief, napkin, cutlery. The level of mastering cultural and hygienic skills is such that children freely transfer them to a role-playing game.
Children 4-5 years old have a differentiated idea of their own gender accessories, argue it on a number of grounds (“I am a boy, I wear trousers, I have a short haircut”, “I am a girl, I have pigtails, I wear a dress”). They show a desire to grow up in accordance with an adequate gender role: a boy is a son, grandson, brother, father, man; girl - daughter, granddaughter, sister, mother, woman. They master certain modes of action that dominate the behavior of adults of the corresponding gender. So, boys try to perform tasks that require the manifestation of strength qualities, and girls realize themselves in the games “Mothers and Daughters”, “Model”, “Ballerina”, they are more inclined towards “beautiful” actions.
By the age of 5, children have an idea about the features of the most common male and female professions, types of recreation, about the specifics of behavior in communicating with other people, about individual female and male qualities. At this age, they are able to recognize and evaluate the emotional states and actions of adults of different sexes adequately to gender.
With the growth of awareness and arbitrariness of behavior, the gradual strengthening of the role of speech (of an adult and the child himself) in controlling a child's behavior, it becomes possible to solve a more complex problem in the field of security . But at the same time, an adult should take into account the lack of formation of volitional processes, the dependence of the child's behavior on emotions, the dominance of the egocentric position in thinking and behavior.
In the middle preschool age, such components of the child's labor as goal-setting and control and verification actions based on mastered labor processes. This significantly improves the quality of self-service, allows children to master household work and work in nature.
The child is already 4 years old. Make sure that:
- height became 102 cm and increased by 4-5 cm
- weight became 16 kg and increased by 1-2 kg
Now, in order not to harm the baby in his development, you need to find out what are the “vulnerable places” in his body at this age stage and take this into account.
The body of the child has changed proportions, the formation of posture is actively underway, gait is being laid, habitual postures when sitting, standing, etc. But the strength of the muscles that support the skeleton is insufficient, their fatigue is great and threatens with various deviations in posture. And the latter, in turn, can lead to violations in the activities of various organs and systems.
Therefore, it is imperative to monitor the posture of the child. Especially while working at the table (it is necessary not only to show, but also to tell how to sit correctly).
Health Skills
By the age of five, a child can more or less independently care for all exposed parts of the body. He is learning the technique of processing his body. He already knows how to wash his hands, rinse his mouth, wash himself, change clothes.
But it is still difficult for him, and he is still learning:
- brush your teeth
- comb your hair
- gargle
And it is not so much the number of self-performed procedures that is important, but the quality of the implementation.
There are changes in the minds of children
There is a flourishing fantasy. Imagination. It is in the fifth year of life that children begin to tell incredible stories that they themselves participated in some incredible events, that dad dragged mom by the hair, although there was nothing like that. And you can't call it a lie. This is very embarrassing for the child. Such fantasies are not lies in the literal sense of the word, if only because they do not bring any tangible benefit to the child. They do not help him avoid punishment, do not allow him to get a treat or a toy. This is an event of a different order. It is more correct to call such a phenomenon fictions. The sources of such fantasies can be very different. For example, it may be a vivid dream that the child mistook for reality. It may be a desire to raise your authority among peers. It may also be a desire to cope with some fears.
Therefore, the only correct form of reaction to such inventions is a calm and rather interested attitude towards the child's stories. But in no case should a child be accused of lying.
For 5 years children have a high cognitive interest. Children of this age are able to get acquainted with objects of the environment that go beyond their experience and perception of children.
It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge, but he develops an attitude towards those new areas of life that he is introduced to: sympathy for dolphins and a cautious attitude towards sharks, etc.
However, you must certainly keep in mind the following circumstances. Children are very sensitive to the sincerity of your attitude to a particular object or phenomenon. If deep down you do not like animals, you will never be able to convince children otherwise with words. At the very beginning of the journey into the unknown, it is not necessary to acquaint children with what does not arouse sympathy in yourself.
If this year we are not able to lay in children the ability to mentally go beyond their experience and be interested in the wide world around them, then later it will be difficult to do this, since it is 5-year-old children who very actively perceive everything that surrounds them. And this activity can focus on quarrels with peers, comparing the property status of one's family and other families.
And one more circumstance. When introducing children to new phenomena this year, one should limit oneself to objects that exist physically. For example, one should not touch on such "invisible" areas as social relations. Of course, if a child asks a question, it is necessary to answer it, but as simply and understandably as possible for the child.
Children try to build the first conclusions. Listen carefully to all the reasoning of the child and do not rush to make your own adjustments to them. At this age, it is not the correctness of the conclusion that is important, but the support of the very desire of the child to reason and think. Show serious respect for his intellectual work. Jokes and a mocking critical tone when discussing a child's thoughts are unacceptable.
The thinking of a child after 4 years becomes speech. If the child's thought process constantly gravitated towards culminating in objective practical activity, now it proceeds mainly in the mind.
The ability to classify is improved.
A seriation operation is formed - building an increasing or decreasing ordered series (for example, by size).
The child actively masters counting operations within the first ten.
Most children begin to show interest in abstract symbols - letters and numbers. The sign-symbolic function begins to develop.
At this age, the child manifests a fundamentally new ability to empathize with fictional characters, heroes of fairy tales. Children become aware of the inner life of another person.
By the age of 4, the child's speech is already basically formed as a means of communication and becomes a means of his thoughts and reasoning.
A peer becomes interesting as a play partner. The child suffers if no one wants to play with him. Children play in small groups of 2-5 people. Sometimes these groups become permanent in composition.