School for two year olds: Pre-kindergarten for 2-Year-Olds – Seven Hills School

Article author: Daria Koldina

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90,000 pluses and minuses of three -year -old children at school

Summer is coming to an end and, almost without realizing it , it’s time for your little one to go to school . Today, thousands of children have started school life. Someone for the first time, someone with experience in kindergarten.

But in any case, the beginning is not easy. Either due to a change in center, teachers and routines, or because they were always at home with you, it can happen that in the early days your child will not take everything well, and, of course, neither will you. Many families They are wondering if it is really necessary to drink this drink at such an early age. or vice versa, you can go to school later, when the children are a little more mature and independent, to endure the separation. Therefore, today we bring you a few questions that can help you decide.

Index

• 1 Three years of schooling is optional.
• 2 three -year training is not necessarily
• 3 Home training has its advantages
• 4 Socialization
• 5 Immunization
• 6 Emotional well -being
• 7 School may be a source 9 Rewards and punishments
• 10 Obligation to remove the diaper
• 11 If I don’t go to school at the age of three, will my child be left without a place?

Three years of schooling is optional.

The first thing you need to know if you are in doubt about whether children are in school is that it is not compulsory until the age of six. In other words, your child can be at home during the entire preschool period and nothing happens.

For many families, there is no alternative, but if you are one of the privileged who can choose, it will be much easier for you, because if you decide to go to school, You can always stop going to school if things don’t go well . Therefore, if circumstances permit, you can approach the issue in a much more relaxed manner.

Three years of study optional

Although this is necessary for many families. Sometimes personal circumstances make it difficult to combine work and family life, and school can be a small outlet. But if you are in doubt and can afford it, it is important to know that at this age children learn through play and other forms of free education . In fact, literacy, numeracy and other skills are not a mandatory goal in childhood. In the early years, numbers, colors, some letters, mathematical logic and an introduction to literacy are usually studied …. Something your child can learn at home without the harshness and routine of school.

Homeschooling has its benefits

At this stage, children’s education is based more than didactics on the acquisition of competencies and skills such as autonomy, affective ability or communication. Homeschooling allows parents participate much more in the education of their children . In addition, being at home, the child receives much more individual attention and in accordance with his rhythm.

As a drawback, we can note the fact that in many cases the need to work makes it impossible for us to stay at home with our children . On the other hand, many families feel limited when it comes to encouraging their children and prefer to be taught by specialized people. In addition, sometimes the school offers a variety of relationships and situations that sometimes the family cannot offer.

Socialization

There is a general perception that children need to go to school in order to socialize. And while it’s true that at school they interact and experience other realities, they can also do so on the street, in the park, in the toy library, at meetings with friends, and in endless other situations. Life itself and everyday life help us communicate naturally. However, for many families, lack of time, place to live, or lack of resources make this socialization difficult, and the school provides for this need.

Immunization

Another big myth is that schoolchildren are vaccinated earlier. However, children’s immune systems do not stop developing until they are 5-6 years old, so at this early age your body is not ready to defend itself against microorganisms and they become more sick.

Emotional well-being

It is very difficult for a three-year-old child to be separated from his mother. Many cry when entering school and are subjected to unnecessary stress at such a young age s. Many schools have an adjustment period where children can walk around a bit each day, even when accompanied by their relatives, but in others there is no alternative, so the beginning becomes much more difficult.

A school can be a source of creativity, but it can also limit it

There are schools that work with an alternative pedagogy that respects the rhythm, creativity and abilities of children. But in many other s, the system is quite square and it serves certain purposes, limiting the imagination and expressiveness of children.

Children need to move

Young children need to move, play, explore and experiment. While it is true that many schools work in teams, projects, and free play, there are just as many people who continue to make children sit for hours and make index cards.

Rewards and punishments

A class of 25 children per person is not easy to manage. For this reason, some teachers resort to methods in which behavior is rewarded or punished with happy or sad faces, with principles of thinking and other systems that personally do not seem adequate to me. I prefer my children to learn because they are being taught values, not because they expect rewards or fear punishment. Fortunately, more and more teachers and schools are advocating a more respectful type of teaching.

Obligation to remove the diaper

In the vast majority of schools, if not all, children are required to go without diapers. The degree of maturity of each child is not taken into account, and some are forced to potty train ahead of time.

If I don’t go to school at the age of three, will my child be left without a place?

This is another of the biggest fears when we think about whether to send our children to school. There may not be enough room for him in the school you want, but if you can afford it, it’s definitely worth giving your child more time with us at home. Also consider that school choice is not irreversible . Same in the next course they will give you a place in the school you wanted or maybe a new school will surprise you for the better. School life is very long and, in the end, the adaptation of the child depends more on the people around him than on this or that school.

If you are one of those who think about whether to take their children to school or not, you will see that this is not an easy decision at all. Our own fears and insecurities, as well as the difficulty of reconciliation, give rise to many doubts and insecurities about whether we are doing well or badly. But I am sure that in the end The decision that you make according to your circumstances and that you consider with your heart is sure to be the right one. All mothers would like to be able to stay at home with our children during their first years of life, but if this is not possible, consider that there are great teachers and great schools where your child can have a great time and have an unforgettable experience. And if not, remember that you can always change and look for another alternative more suited to your needs.

Recommendations to parents whose children enter Grade 1

When they talk about the readiness of children for learning, they mean 3 main components: 3. psychological readiness.

1. Physical readiness is

– physical maturation of the organism;

– resistance to loads;

– flexibility to adapt to the new regime.

Good health is the basis for future schoolchildren. Long “sitting” leads to curvature of the spine, visual defects. Therefore, chest clamps in children will remove games – sports and mobile. It is useful to play the game “Velcro”, throwing at the target, playing sports (tennis).

Primary school teachers note that the problem in teaching is the unpreparedness of the hand for writing. Research by Professor Koltsova showed that speech activity develops from impulses coming from the fingers. Therefore, it is useful for children:

1) massage the fingers;

2) play “Constructor”, “Mosaic”;

3) cut out of paper;

4) sculpt;

5) knit;

6) sort through toys with polka dots inside;

7) play music.

2. Pedagogical readiness is

elementary introductory skills in reading, writing, mathematics, the world around. Therefore, it is useful:

1) read more to children. Introduce them to the classics of children’s literature.

2) children should be able to retell the text, correctly convey the

sequence of events.

3) if your child has “mirror writing”, do not be afraid. It is necessary to fix

the image of the letter, i.e. sculpt a letter from plasticine, paint it. Compose from sticks.

3. Psychological readiness is

readiness of mental processes (development of memory, thinking, attention). Memory exercises:

1) Learn poetry with your children.

2) Games “Flies – does not fly”, “What has changed?”, “Find the difference”, etc.

3) Test – game “10 words”. You offer the child 10 words and ask them to repeat them immediately, after 1 minute, after 40 minutes. The child must tell you at least 7 words out of 10.

4) Exercises for the development of thinking:

1) “Make a picture” – from split pictures (puzzles).

2) Guessing riddles.

3) Make up a story:

– orange juice poured from the tap in the kitchen;

– you have become small, like an ant, etc.

4) The game “What is made of what?”

5) “What is superfluous?” (e.g. hare, squirrel, camel, peacock, fox).

6) Determination of quantitative and qualitative ratios of objects

(left – right, already – wider, more – less, closer – further, younger –

older).

Interest in new knowledge, desire to learn something new is important for your child. Your positive attitude towards school will help your child to adapt to school faster. Therefore, conversations about the school, about the rules of behavior at school are necessary for your child. Talk to your child about your childhood, remember instructive and funny stories from your school life. Play with your child at school (14-20 minutes each). This will relieve the child’s anxiety. Teach your child how to self-assess. If the child has a lot of failures, then help to cope with them and show new ways to correct mistakes.

Involve your child in work activities, teach them how to take care of their belongings, not to scatter them, keep them in order, and take care of their workplace. This is how you develop a sense of responsibility. This quality is necessary for your child to perceive school duties with dignity.

Teach children to communicate, form in them a positive attitude towards people around them, towards the world, towards themselves.

We have the same goal – the well-being of our children.

We prepare children for school. What does it mean?

Entering school is a very important event in the life of a child and his parents.

How a child is prepared for school by the entire previous preschool period of development will determine the success of his adaptation, entering the regime of school life, his academic success, his psychological well-being.

How to prepare a preschool child for a new stage of his life? What knowledge and skills should tomorrow’s student have?

The level of development of the child, his upbringing largely depends on the family. But the main thing here is not to go too far. Some parents try to make their child a child prodigy almost from the cradle, satisfying their own ambitions and unfulfilled dreams. As a result, only the child suffers. It is one thing if the parents themselves are teachers and know how to properly train a preschooler, what he should know and be able to do.

But often parents simply stuff their baby with encyclopedic knowledge, believing that this is the main thing for the child. And as a result, teachers have to retrain such children, because they simply do not know how to hold a pen in their hand.

Teachers often face another extreme, when parents overdid it – when a child enters school, he already knows how to read, count, write well, that is, thanks to the efforts of his parents, he has already mastered the first grade program. And what to do with such a child in the first grade? Naturally, in this case, he will not be interested in going to school, and this will generally discourage him from learning.

So, how to prepare a child for school?

By the time a child enters school, he/she must have self-care skills – combing his hair, dressing and undressing independently, recovering, getting ready for the lesson, be able to ask for help from an adult if necessary. In addition, personal knowledge is mandatory – first name, last name, age, home address (city, street, house, apartment), name and profession of father, mother. The child must have an understanding of the seasons, time of day (day, evening, morning, night), days of the week, domestic and wild animals. Among other things, the child must understand why you need to go to school, why you need to study.

Particular attention should be paid to the development of memory, attention and logical thinking of the child. For example, out of the 10 words named, he must repeat after a while as many as possible (from 6 to 10), you can in a different sequence or be able to repeat the drawing in the cells, generalize objects according to their characteristics, collect puzzles, recite the poem by heart.

Today there is a huge range of literature for parents of preschool children – copybooks, notebooks, textbooks. However, do not rush things and teach the child everything at once. First, don’t teach your child to read and write on their own. Of course, such skills are welcomed by school teachers, however, having taught a child to read or write incorrectly, it will be very difficult for you and his future teachers to retrain him. And while his less able classmates will step forward, your child will stand still in his development. It will be enough to learn the letters with the child, teach him to add syllables, entrust the rest to professionals. We advise parents to pay more attention to the development of memory, motor skills, attention.

Here are some examples for activities with a preschool child:

• Learn poems by heart and ask them to repeat them after some time (a week, a month).
• During the walk, pay attention to the number of cars in the yard or pigeons near the bench. And after a few hours, ask how many there were. This allows you to develop memory and attention.
• Tell the child a few words and after 10-15 minutes ask them to repeat them. You can start with 5-6 words, gradually increasing their number.
• Show the child some pictures or objects, then ask him to turn away and remove or replace one of them. The child must name the missing item.
• Lay out on the table several objects or pictures of the same kind (vegetables, fruits, animals, etc.) of the same value and add to them one (one) that does not belong to them. The child must name an extra object (picture) and say why he thinks so.
• Keep your child busy with creativity – cut out of paper and cardboard, sculpt from plasticine, collect puzzles, beads from beads or large beads – this develops the child’s fine motor skills well.

It must be remembered that readiness for school is a complex set of certain psycho-physiological conditions, skills and health of a child. It is impossible to artificially force readiness, just as it is impossible to force the growth of teeth. However, as there are special vitamins that promote the growth of teeth, their strengthening, it is also possible to help the child “ripen” to school life.

First of all, you need to take care of his health. Swimming, walking, cycling are activities that contribute to the future successful entry into school life. It is important that the child develops volitional qualities. To do this, he must be taught to finish any work he has started to the end. The most important way of development (related to speech, and attention, and communication, and memory, and imagination, and much more) is to read books to a child.

Read (or tell) stories to children for at least half an hour a day. Reading cannot be replaced by listening to cassettes or watching TV. (A smaller TV set is generally better, especially an “adult” one.) “Bookish” parents should be warned not to rush to read to five or six-year-old children everything that they themselves loved in childhood. At this age, it is good to read fairy tales of different peoples to kids. It is better to save author’s fairy tales for the moment when the child begins to read on his own. Parents should encourage all activities that make fantasy, imagination, independent ingenuity work: drawing, modeling, designing. There is a huge body of literature to help parents of future first graders.

Can parents determine if their child is ready for school?

In general, yes. This can be done with the following simple tests.

Sample #1. Drawing by children of a graphic pattern consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without lines and cells. You need to redraw it on the same white sheet of paper. When drawing, children should use simple pencils. It is not allowed to use a ruler and an eraser. The pattern can be arbitrarily thought up by an adult.

This task will allow you to determine whether the child copes with the work according to the model.

Sample No. 2. Playing a game with the rules with children. For example, it could be the folk game “Don’t take black, white, and don’t say no.” In this game, children who do not follow the rules and therefore lose are immediately visible. But in the game it is easier to follow the rule than in the training task. Therefore, if a child has a problem of this kind in the game, then in school it will manifest itself all the more.

Sample No. 3. A confused sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is offered to put the correct sequence of pictures and make up a story based on them. To cope with this task, the child must develop the necessary level of generalization.

Sample No. 4. In a game form, the child is offered words in which it is necessary to determine whether there is a desired sound. Each time they agree on what sound to find. There are several words for each sound. Two vowels and two consonants are offered for the search. An adult must pronounce the sounds sought in words very clearly, and vowels should be sung in a singsong voice. Children for whom this task will cause difficulties should be shown to a speech therapist.

At the present stage of preparing children for school education, it is possible and necessary to use computer games.

Games for preschoolers should be exciting, develop attention, speed of reactions, train memory. The performance of all game tasks should teach the child to think analytically in non-standard situations, to classify and generalize concepts; develop fine motor skills and hand-eye coordination. In addition, the game should be meaningful and simple at the same time, with a low level of aggression.

The main plus of computer games in preparation for school is the development of perseverance and purposefulness in a child. Children who talk “to you” with a computer feel more confident in modern life, easier to adapt to different situations.

Rules of computer games

• The number of minutes per PC is equal to the age of the child multiplied by 1.5. For example, for a six-year-old, the game lasts 9 minutes.
• Number of sessions per PC – maximum 3 per day. For a six-year-old, this is half an hour a day.
• After work – obligatory gymnastics for the eyes and outdoor games
• Develop perseverance, diligence of the child, the ability to bring things to the end
• Form his mental abilities, observation, inquisitiveness, interest in the knowledge of the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
• If possible, do not give the child ready-made answers, make him think, explore
• Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
• Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.

Tips for parents:

Whatever you do with your child, do not forget that he is just a child, you should not demand from him high performance, accurate performance of tasks. Any knowledge and skill is achieved by constant study and patience. Do not insist on classes when the child feels unwell, do not force him to do something by force. The main rule is to interest the child without scaring him away from knowledge, and then schooling will bring benefits and joy to both the child and his parents.

Preparing a child for school or what a first grader needs

School office:

Checkered notebook 12 sheets – 10 pcs.

Biased notebook 12 sheets – 10 pcs.

Covers for notebooks (transparent, thick) – 10 pcs.

Covers for books (after the issuance of textbooks) – 1 pack.

Colored ballpoint pens – 1 pack.

Pencils – 5 pcs.

Colored pencils – 1 pack.

Pencil case (soft) – 1 pc.

Notebook folder (hard) – 1 pc.

Sketchbook – 1 pc.

Digital fan – 1 pc.

Counting sticks – 1 pack.

Small stationery: eraser, sharpener, ruler (wooden 20-25 cm)

For labor lessons:

Folder for labor A4 format – 1 pc.

Scissors – 1 pc.

Glue stick, PVA glue – 1 pc.

Colored cardboard – 1 pack.

Colored paper (embroider sheets) – 1 pack.

For drawing and fine art lessons:

Watercolors – 12 colors

Squirrel brush (thin and thick) – 2 pcs.

Anti-spill cup – 1 pc.

Palette – 1 pc.

Playdough – 12 colors

Playdough board – 1 pc.

Plasticine knives – 1 pack.

To equip a student’s workplace:

Lesson schedule template – 1 pc.

Book stand – 1 pc.

Pen holder – 1 pc.

What is school maturity?

When a child reaches the age of six or seven years, and sometimes even earlier, many parents are concerned about issues related to his admission to school. How to make a child learn easily, go to school with pleasure, be a good (or even the best) student in the class? During this period, parental ambitions lead to a paradoxical situation when the child begins to be perceived through the prism of school success.

How justified is such a position of mothers and fathers? Is there a criterion that allows you to adequately assess the degree of readiness of the child for school life? There is such a criterion, and in psychology it was called “school maturity” , or psychological readiness of the child for schooling . School maturity is understood as the achievement by the child of such a level of mental development when he is able to take part in school education.

What ensures the successful mastering of a new social role of a schoolchild?

Most parents think that they have prepared their child for school if they have taught him, for example, to read. Is it so? Imagine a situation where both reading and non-reading children gathered in the same class. Reading skills will be actively formed in children who cannot read, but what is left for those who can read?

In psychology, the following regularity in the formation of reading skills is known. At first, this process is on the rise, that is, the child quickly learns the desired skill. Then the process of developing the skill slows down, and for some time the skill practically does not improve. Psychologists call this state the “plateau” state. This means that while your reading child is in a state of “plateau”, other children are actively improving their reading skills. Then, on the contrary, your child is ready to reach a higher level, while other children just find themselves in the “plateau” zone. What’s better?

As experience shows, by the end of the first half of the year, first graders even out and read about the same. Maybe it would be wise to put children who read in one class and non-readers in another? Evaluation of the quality of reading by third graders – both those who could read in the first grade and those who could not – shows that in most cases children read approximately the same way. This is primarily due to the personality of the teacher, the style and methods of his work with children. With the right interaction with the child, built taking into account his individual characteristics, the optimal development of each student is achieved.

So, reading, writing, numeracy and other skills are related to general academic skills, but, despite their importance, they do not determine a child’s readiness for school.

By the beginning of schooling, the senior preschooler had already passed a long way in his mental development. There are three main areas of a child’s psychological readiness for school, based on the study of which it is possible to draw a conclusion about school maturity: psychophysiological, intellectual and personal.

Psychophysiological features. By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the brain of an adult. Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks.

By the beginning of schooling, the cerebral hemispheres, and especially the frontal lobes, are sufficiently developed, associated with the activity of the second signaling system responsible for the development of speech. This process is reflected in the speech of children. It dramatically increases the number of generalizing words. If you ask children of four or five years how to name a pear, plum, apple and apricot in one word, then you can observe that some children generally find it difficult to find such a word or it takes them a long time to search. A seven-year-old child can easily find the right word (“fruit”).

By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. The child’s brain “turns to the left”, which is reflected in cognitive activity: it becomes consistent, meaningful and purposeful. More complex structures appear in the speech of children, it becomes more logical, less emotional.

By the beginning of schooling, the child has sufficiently developed inhibitory reactions that help him control his behavior. The word of an adult and his own efforts can provide the desired behavior. Nervous processes become more balanced and mobile.

The musculoskeletal system is flexible, there is a lot of cartilage in the bones. The small muscles of the hand develop, albeit slowly, which provide the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, therefore, seven-year-old children are more receptive to writing than six-year-olds.

At this age, children are well aware of the rhythm and pace of movements. However, the movements of the child are not sufficiently dexterous, accurate and coordinated.

All of the above changes in the physiological processes of the nervous system allow the child to participate in schooling.

Further psychophysiological development of the child is associated with the improvement of the anatomical and physiological apparatus, the development of physical characteristics (weight, height, etc.), the improvement of the motor sphere, the development of conditioned reflexes, the ratio of the processes of excitation and inhibition.

Cognitive sphere. By the age of six or seven, all analyzers of the cerebral cortex are relatively formed, on the basis of which different types of sensitivity develop. By this age, visual acuity, accuracy and subtlety of color discrimination improve. The child knows the basic colors and their shades. The sound-altitude discrimination sensitivity increases, the child can more correctly distinguish the severity of objects, and makes fewer mistakes when determining odors.

By the beginning of schooling, the child has formed spatial relationships . He can correctly determine the position of an object in space: below – above, in front – behind, left – right, above – below. The most difficult to master are the spatial relations “left – right”. First, children establish a connection between direction and parts of their body. They distinguish between the right and left hand, paired organs and sides of their body as a whole. The child determines the location of something to the right or left only of himself. Then, already at primary school age, children move on to the perception of the relativity of directions and the possibility of transferring their definition to other objects. This is due to the fact that children can mentally take into account the rotation by 180 degrees and understand what it means to the right or left of other objects.

Children solve eye problems well in case of large differences between objects, they can distinguish such relations as “wider – narrower”, “more – less”, “shorter – longer”. A preschooler can correctly lay out the sticks, focusing on their length: find the longest, shortest, arrange the sticks as their length increases or decreases.

The perception of time by an older preschooler is still significantly different from that of an adult. Children understand that time cannot be stopped, returned, accelerated or slowed down, that it does not depend on the desire and will of a person. In the temporal space, a child of senior preschool age is focused on the present “here and now”. Further development is connected with interest in the past and the future. At the age of seven or eight, children begin to be interested in what was “before them”, in the history of their parents. At the age of eight or nine, they “make plans” for the future (“I will be a doctor”, “I will marry”, etc.).

Perception is closely related to the content of the perceived object. A child perceives a familiar object (object, phenomenon, image) as a single whole, and an unfamiliar object as consisting of details. Children of six or seven years old prefer pictures with entertaining, resourceful, funny characters, they are able to catch humor, irony, give an aesthetic assessment of the plot depicted in the picture, and determine the mood.

Perceiving the form of objects, the child tries to objectify it. For example, looking at an oval, he can say that it is a clock, a cucumber, a plate, etc. The child first focuses on the color, and then on the shape. If the child is given the task to group shapes: triangles, rectangles, squares, ovals, circles of different colors, then he will combine them based on color (for example, a triangle and a green circle will enter one group). But if the figures are objectified, for example, to give the table, chair, apple, cucumber depicted in the pictures, then regardless of the color, the child will combine the pictures into groups based on the shape. That is, all cucumbers, regardless of color (red, yellow, green) will be in the same group.

Sensory development at preschool age includes:

– development of the sense organs;
– mastering sensory standards (color, shape, size, texture),
– mastering the methods of examining objects (perception of the object as a whole, highlighting the main parts, small details and relationships between them, finding distinctive features).

By the beginning of schooling, the child has sufficiently developed arbitrary memory . The improvement of this type of memory is associated with the development of the ability to set a goal to remember something and apply methods of memorization.

At senior preschool and primary school age, motor and emotional memory are well developed, as well as mechanical memorization . A child of six to seven years old reproduces after uttering by adults 4-8 well-known words and 1-2 unfamiliar ones.

By the age of six or seven, a child has a fairly large vocabulary – about 14,000 words. The speech of the child is distinguished by the use of words associated with movement and activity. There are very few adjectives in the speech of children. At six or seven years, the number of generalizing words increases.

At the age of six, the child uses the situational speech less and less (“But yesterday we went with him. “It turns out that the child went with his dad to the circus, where a clown with a dog performed. The dog jumped onto the side of the arena and frightened him, as he was sitting in the front row; then a clown came up and gave him a lollipop). Contextual speech appears, connected with the message about situations and phenomena that the child is not currently observing. Gradually, the child’s speech becomes coherent, detailed, logical, understandable to the listener.

By the age of six, voluntary attention gradually develops, which is expressed in the ability to perform something according to a rule or instruction for a certain period of time. Six-year-olds can productively do the same thing for 10-15 minutes. True, such properties of attention as distribution (focusing on several significant objects at once) and switching (the ability to quickly focus on another object or task) have not yet been developed enough.

By the beginning of schooling, the child has developed horizons . He owns many ideas related to the outside world. From single concepts, he moves to more general ones, highlighting both essential and non-essential features. If a two-year-old child, when asked what a spoon is, answers: “A spoon is here!” – and point to a specific spoon, then the older preschooler will say that the spoon is what soup or porridge is eaten with, that is, he will highlight the function of the object.

Systematic schooling leads to the child’s gradual mastery of abstract concepts, the assimilation of genus-species relations between objects. However, some preschoolers can also say, regarding the same spoon, that this is an object (or kitchen utensils), that is, highlight the generic sign of the concept. In addition to essential features, such as a functional purpose (for eating), an older preschooler can also identify non-essential ones (red, with a bear cub pattern, round, large, etc.).

The child uses the example as the main form of evidence in the early stages of learning in preschool and primary school. In explaining something, everything comes down to the familiar, the particular, the known.

In the thinking of a preschooler, the following features can be distinguished. Firstly, children are characterized by animism (animation of inanimate nature, celestial bodies, mythical creatures). Secondly, syncretism (insensitivity to contradictions, linking everything to everything, inability to separate cause and effect). Thirdly, egocentrism (inability to look at oneself from the outside). Fourth, phenomenality (the tendency to rely not on knowledge of the true relationships of things, but on their apparent relationships).

The peculiarity of children’s thinking is to spiritualize nature, to attribute to inanimate things the ability to think, feel, do – Jean Piaget called animism (from lat. animus – soul). Where does this amazing property of thinking of a preschooler come from – to see the living where, from the point of view of an adult, it cannot be? Many found the cause of children’s animism in the unique vision of the world that a child develops by the beginning of preschool age.

For an adult, the whole world is ordered. In the mind of an adult, there is a clear line between living and non-living, active and passive objects. For a child, there are no such strict boundaries. The child proceeds from the fact that the living is everything that moves. The river is alive because it moves, and the clouds are alive for the same reason. The mountain is inanimate, as it stands.

From the moment of his birth, a preschooler has heard an adult’s speech directed towards him, saturated with animistic constructions: “The doll wants to eat”, “The bear has gone to sleep”, etc. In addition, he hears expressions such as “It’s raining”, “The sun rose.” The metaphorical context of our speech is hidden from the child – hence the animism of the preschooler’s thinking.

In a special, animated world, a preschooler easily and simply masters the connections of phenomena, masters a large stock of knowledge. A game and a fairy tale, in which even a stone breathes and talks, is a special way of mastering the world, allowing a preschooler to assimilate, understand and systematize in his own way the flow of information that falls upon him.

The next feature of children’s thinking is connected with the establishment of natural causality between events that occur in the surrounding world, or syncretism .

Syncretism is the substitution of objective causal relationships for subjective ones that exist in perception. J. Piaget in his experiments asked children questions about causal dependencies in the world around them. “Why doesn’t the sun fall? Why doesn’t the moon fall?” In their responses, the children indicated various properties of the object: size, location, functions, etc., connected in perception into one whole. “The sun does not fall because it is big. The moon does not fall because the stars. The sun does not fall because it shines. The wind because the trees sway.” Let us give an example of syncretism in the story of a six-year-old child. “Little Red Riding Hood is walking through the forest, a fox is meeting her: “Why are you crying, Little Red Riding Hood?” And she answers. “How can I not cry ?! The wolf ate me!””

The next feature of the child’s thinking lies in the child’s inability to look at an object from the position of another and is called egocentrism . The child does not fall into the sphere of his own reflection (does not see himself from the outside), is closed on his point of view.

The phenomenality of children’s thinking is manifested in the fact that children rely on the relationships of things that seem to them, and not on what they really are.

So, a preschooler thinks that there is a lot of milk in a tall and narrow glass, and if it is poured into a low but wide glass, it will become less. He does not have the concept of conservation of the amount of matter, that is, the understanding that the amount of milk remains the same, despite the change in the shape of the vessel. In the process of schooling and as he masters counting, develops the ability to establish one-to-one correspondences between objects of the outside world, the child begins to understand that a certain transformation0711 does not change the basic qualities of items.

From the first day of school, children are expected to master the complex social rules governing relations in the classroom. Relationships with classmates consist of finding a balance between cooperation and competition, relationships with a teacher consist of a compromise between independence and obedience. In this regard, already at preschool age, moral motives begin to become important, among which the most important are the following: to make something pleasant, necessary for people, to benefit, to maintain positive relationships with adults, children, as well as cognitive interests, including new activities. .

The development of the emotional-volitional sphere is associated with the formation of the regulatory function of the psyche. In the considered age period, children are prone to strong feelings, due to the plasticity of nervous processes, a rapid change of feelings occurs. In children, feelings associated with learning activities, the process of cognition, begin to acquire special significance. They are no longer satisfied with just playing activities. Moral feelings are further developed, on the basis of which such qualities as responsibility, diligence, honesty, camaraderie are formed.

By the beginning of schooling, the processes of excitation in a child predominate over the processes of inhibition. The regulatory function of the will is manifested in the activation and inhibition of the child’s activity. A child of preschool age should be formed such concepts as “necessary”, “possible”, “impossible”. It is necessary to put away the toys, brush the teeth, make the bed, etc. – all this is a stimulating, activating function of the will. You can’t scatter things, watch TV after 9 pm, etc. – these verbal influences of parents are aimed at inhibiting the child’s motor activity. “You can” forms in the mind of a preschooler the rules of behavior, on the basis of which the formation of such important personality traits as discipline and responsibility takes place: “You can go for a walk after you remove the toys (at primary school age – you will learn the lessons)”, etc.

Many preschoolers have strong-willed qualities that allow them to successfully perform various tasks.