Activities three year olds

Three years is an important milestone in a child's development. At this age, the baby begins to realize his autonomy, individuality, strives for independence, requires others to respect his personality. The birth of "I" is often accompanied by a number of negative manifestations: stubbornness, whims, obstinacy. Such changes in the behavior and personality of the child are called the “crisis of 3 years”. At this age, it is important for parents to treat the child's wishes with understanding and patience, not to suppress his activity and initiative, to be able to negotiate and demonstrate to the child constructive ways to resolve conflicts. Rigid suppression of the will of the child in the future can lead to anxiety, passivity, dependence on others.

At the age of about three years, the child begins to perceive an adult not only as a member of the family, but also as a member of society with certain functions. The desire of the child to perform the same function contradicts his real possibilities. But this contradiction is successfully resolved through the game. Therefore, games for the development of children 3-4 years old play a crucial role and are the most important, leading activity. The content of the game at this age is associated with toys and substitute objects (a stick instead of a spoon, a cube instead of a typewriter). As a rule, children are limited to playing with one or two roles and a simple plot. The participation of an adult as a partner significantly enriches the game, and therefore stimulates the mental development of the baby.

The development of speech in children aged 3-4 years is one of the most significant aspects of the overall development of the child. At this age, there are significant individual differences in the development of speech functions. The speech of one three-year-old child can be detailed, coherent, grammatically correct. The speech of the other is not clear enough due to defects in sound pronunciation, consisting of simple phrases. Unfortunately, at present there are many children who, by the age of three, practically do not speak actively. It is important for parents to remember that speech turns, vocabulary will be formed in the child mainly from the speech that he hears in his environment, in the family. Talk more with your child, describe everything you see, read books with him. Even if your baby does not speak yet, all this fills his passive vocabulary, improves understanding of addressed speech, and stimulates the development of thinking.

"Little Why Why" is just about children from three to four. Often the questions come one after another, and it seems that the child is not very interested in your answer. But it's not. Just because of the instability of attention, it is difficult for a child to listen to a long, often incomprehensible answer from an adult. Try to keep the explanations short and simple. It’s good if you manage to reinforce them with a drawing, an experiment, etc. And of course, you can get acquainted with many of the phenomena that interest children on our website in the “Science” section.

A child of three or four years is active, restless. The physical development of children 3-4 years old can be assessed by how confidently the child walks, goes down and up the stairs with variable steps, runs, throws the ball over his head and grabs it when the ball rolls. How can he keep his balance? Usually, children of this age swing on a swing with pleasure, which positively affects the development of the vestibular apparatus and physical development in general.

A child of this age knows a variety of actions with objects, knows a circle, a square, a triangle, combines objects according to their shape, compares them in size (length, width, height), knows the main ones (blue, red, green, yellow) and some additional colors. He actively masters the techniques of self-service and hygiene. With pleasure independently repeats the mastered actions, is proud of his successes.

Visual-effective thinking continues to develop actively in children. Kids love to make toys and pictures from several parts, collect nesting dolls, pyramids, insert frames, which is very useful for the development of fine motor skills for children 3-4 years old.

The attention of children 3-4 years old is unstable, the child quickly switches from one activity to another. The development of children's attention at 3-4 years old follows the path of forming its arbitrary forms. Tasks in which it is necessary to compare objects, find the same from several similar ones, pick up a patch for a rug, etc. contribute to the development of attention. In addition, listening to short tales, stories, songs, and accessible musical works trains children's attention well.

The memory of a child of 3-4 years old is involuntary, figurative. Recognition prevails, not memorization. Only that which was directly related to the activity, aroused interest and was emotionally colored, is well remembered. But what is remembered, remains for a long time.

Games for the development of children 3-4 years old, which are presented on the Razumeykin website, are compiled taking into account the listed age characteristics and the main tasks of the child's development. We hope that they will help children to get a new exciting experience and will contribute to their harmonious development.

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Online classes on the Razumeikin website:

• develop attention, memory, thinking, speech - namely, this is the basis for successful schooling;

• help to learn letters and numbers, learn to read, count, solve examples and problems, get acquainted with the basics of the world around;

• provide quality preparation of the child for school;

• allow primary school students to master and consolidate the most important and complex topics of the school curriculum;

• broaden the horizons of children and in an accessible form introduce them to the basics of various sciences (biology, geography, physics, chemistry).

Age and individual characteristics of children brought up in preschool

Teacher - psychologist: Vikhrova T. V.

Children from 1.5 to 3 years old.

Early age is a unique period in the development of a child, which is distinguished by a number of features. This age is characterized by a rapid pace of physical and mental development. At no other age is there such a rapid increase in the mass and length of the child's body, intensive development of speech, movements, and intelligence.

A child of this age is characterized by visual and effective thinking due to objective activity. The child knows what furniture, clothes, dishes are. There is a rapid development of different aspects of speech and its functions. Although the rate of development of understanding the speech of others is still ahead of the ability to speak, speech is becoming the main means of communication. Phonetic awareness is formed.

This age is characterized by situational communication between a child and an adult. In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relationships (mother, father, grandmother).

New activities are being formed: playing, drawing, designing. Two or three children independently play with each other in games previously learned with the help of an adult.

Children's independence in subject-play activities and self-service is being improved. The kid masters the ability to independently eat any kind of food, wash his face and wash his hands, acquires the skills of neatness.

The early age ends with a crisis of 3 years.

Children from 3 to 4 years old.

During the crisis of 3 years, there are difficulties in the behavior and communication of the child with others. He becomes stubborn, conflicted, obstinate. As a result of the 3-year-old crisis, the child separates himself from the adult and an image of the Self is formed in him.

The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, affection for a teacher, a benevolent attitude towards others, peers.

Children 3-4 years old learn some norms and rules of behavior associated with certain permissions and prohibitions, they can see the inconsistency of the behavior of another child with the norms and rules of behavior.

A normally developing three-year-old person has every opportunity to master self-care skills.

Cognitive development is going on intensively. The attention of children of the fourth year of life is involuntary. The memory of children of 3 years is direct, involuntary and has a bright emotional coloring. Thinking visually is actionable. At the age of 3, thinking is just beginning to develop, and above all it happens in the game. During this period, a certain stock of ideas about the various properties of objects, the phenomena of the surrounding reality and about oneself is accumulated. Sound discrimination and hearing are improved.

At this age, the child begins to communicate more often and more willingly with peers for the sake of participating in a common game or productive activity. The main means of communication with adults and peers is speech.

At the age of 3-4, in a situation of interaction with an adult, interest in the book and literary characters continues to form.

Interest in productive activities is unstable.

The musical and artistic activity of children is of a direct and syncretic nature.

Children 4 to 5 years old.

By the age of 4, the main difficulties in the child's behavior and communication with others, which were associated with the crisis of 3 years (stubbornness, obstinacy, conflict, etc.), gradually become a thing of the past. Children 4-5 years old are still not aware of social norms and rules, but they are already beginning to develop generalized ideas about how they should (should not) behave. The behavior of a child of this age is not as impulsive and direct as in 3-4 years.

At this age, children have mastered the algorithm of the processes of washing, dressing, bathing, eating, cleaning the room.

Concentration on one's well-being appears, the child begins to worry about the topic of his own health.

The following changes are observed in cognitive development. By the age of 5, attention becomes more and more stable, in contrast to the age of 3 years (if the child followed the ball, then he will 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 according to the rule appears in the child's activity - the first necessary element of voluntary attention. At preschool age, the child's memory develops intensively. 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. At the age of 4 to 5 years, children continue to assimilate generally accepted sensory standards, master the methods of using them and improve the examination of objects. Speech becomes more connected and coherent.

At that age, the development of initiative and independence of the child in communication with adults and peers takes place. Children have a need for respect from adults, their praise. In the process of communicating with adults, children use the rules of speech etiquette.

It is at this age that children begin to play games with rules intensively.

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. 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.

At the middle preschool age, such components of child labor as goal-setting and control and orientation actions based on basic labor processes are actively developing.

In musical and artistic and productive activities, children emotionally respond to works of art, works of musical and visual art.

An important indicator of the development of a preschool child is visual activity. By the age of 4, the range of objects depicted by children is quite wide.

Construction begins to take on the character of a productive activity.

Children from 5 to 6 years old.

At this age, qualitative changes take place in the behavior of preschool children - the possibility of self-regulation is formed, that is, children begin to make demands on themselves that were previously made to them by adults.

A 5-6 year old child seeks to know himself and another person as a representative of society (the closest society), gradually begins to realize the connections and dependencies in social behavior and relationships between people.

At this age, changes occur in the child's self-image.

Ideas about the main properties of objects are further expanded and deepened.

Great changes are taking place in the development of cognitive processes. Children's attention becomes more stable and arbitrary. The amount of memory changes insignificantly. Improves its stability. At this age, visual-figurative thinking acquires leading importance, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena. The age of 5-6 years can be characterized as the age when the child masters active (productive) imagination, which begins to acquire independence, separating from practical activity and anticipating it. In the sixth year of a child's life, important changes in the development of speech occur. For children of this age, the correct pronunciation of sounds becomes the norm. Preschoolers can use complex grammar cases in speech.

Significant changes occur at this age in children's play, namely in play interaction, in which a joint discussion of the rules of the game begins to take an important place. The playing space becomes more complicated.

Gross motor skills become more perfect.

Increased opportunities for the safety of the child's life.

At senior preschool age, planning and self-planning of labor activity are actively developing (provided that all other components of child labor are formed).

The reading circle of a 5-6-year-old child is replenished with works on a variety of topics, including those related to family problems, relationships with adults, peers, and the history of the country.

At the senior preschool age there is a significant enrichment of children's musical erudition.

Creative manifestations become more conscious and directed.

Children from 6 to 7 years old.

In general, a child of 6-7 years old is aware of himself as a person, as an independent subject of activity and behavior. The arbitrary regulation of behavior is based not only on learned (or given from the outside) rules and norms.

By the end of preschool age there are significant changes in the emotional sphere.

By the age of 6-7, the child is confident in the culture of self-service.

Further development of the child's motor skills, building up and independent use of motor experience continues.

There is an intensive development of cognitive processes. By the end of preschool age, the stability of involuntary attention increases significantly, which leads to less distractibility of children. At 6-7 years old, children increase their memory capacity, which allows them to involuntarily (i.e., without a special purpose) memorize a sufficiently large amount of information. At this age, the development of visual-figurative thinking continues. In children, there is an expansion and deepening of ideas about the shape, color, size of objects. The imagination of children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent. The speech skills of children allow you to fully communicate with a different contingent of people (With adults and peers. Familiar and unfamiliar). In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others.

Communication between a child and an adult becomes more complex and richer. Communication with each other is of great importance.

By the end of preschool childhood, the child is formed as a future independent reader.

Musical and artistic activity is characterized by great independence in determining the concept of work, a conscious choice of means of expression, sufficiently developed emotionally expressive and technical skills. The development of cognitive interests leads to the desire to gain knowledge about the types and genres of art (the history of the creation of musical masterpieces, the life and work of composers and performers). Artistic and aesthetic experience allows preschoolers to understand the artistic image presented in the work, explain the use of expressive means, and aesthetically evaluate the result of musical and artistic activity.

Individual characteristics of children.

High motor activity:

Restless in movements (drumming with fingers, climbing somewhere, etc. ) Fidgeting in place

Is in constant motion

Very talkative

Active attention deficit

Inconsistent in behavior

Has difficulty organizing

Has many unfinished projects

Does NOT hear when spoken to

Takes on tasks with great enthusiasm but does not finish them

Loses things

Avoids tasks that require mental effort and boring tasks

Often forgetful

Impulsive

Cannot obey the rules

Answers before being asked

Cannot wait his turn in the game, in the classroom

Often interferes in conversation, interrupts the speaker

Poorly focuses attention

Cannot delay reward

Behavior variability (calm in some classes, not in others)

A. D. Goneev identifies a complex of clinical manifestations of attention deficit in children:

• restless movements in hands and feet;
• inability to sit in one place;
• easy distractibility to extraneous stimuli;
• impatience;
• inability to bring the work started to the end;
• very fast switching from one job to another;
• talkativeness;
• inability to play, talk quietly and calmly;
• lack of ability to predict the consequences of one's actions;
• spontaneity and thoughtlessness of actions;
• fussiness;
• unformed fine motor skills;
• short sleep duration and difficulty falling asleep.

ADHD manifestations become more or less distinct by the age of 3-4, but already in early childhood such babies stand out among their peers with high sensitivity to external stimuli, increased muscle tone, poor sleep and irritability during wakefulness.

The mood of hyperactive children is unstable, irascibility, aggressiveness are observed, which often leads to conflicts with others. The child experiences great difficulties in a group of peers who refuse to communicate with him, motivating this by his pugnacity and inability to play.

A hyperactive child is not able to endure insults for a long time, one gets the impression that everything is “like water off a duck's back”. Therefore, such children are spoken of as insensitive, and sometimes cruel. This fact can be explained by the fact that at the neurophysiological level, children with ADHD have a lower pain threshold, i.e. they are less sensitive to pain than their peers. And not experiencing pain to the fullest themselves, they do not pay attention to the fact that they hurt others, they do not understand this.

Because of their alleged emotional callousness, it is difficult for them to establish friendly relations. Adults characterize such children as undisciplined and uncontrollable. In kindergarten, they constantly violate the regime and are a source of threat both for themselves and for the surrounding peers due to motor awkwardness and inability to predict the consequences of their actions.

Interests of hyperactive children, like emotions, are superficial. They are difficult to captivate with anything. They are more curious than inquisitive. Constantly being on the move, every minute a child with ADHD touches something, grabs something, asks a lot of questions. Due to the inability to listen, he is satisfied with the very first words of the answer and does not seek to understand the essence of the phenomenon. Therefore, his knowledge base is very small, and his ideas about the environment are mosaic and simplified. However, most children with ADHD have an IQ that is above average.

In addition to attention deficits, children with ADHD are characterized by increased fatigue, memory impairment and low mental performance. Evidence of increased fatigue is the increase in absent-mindedness as the length of time required to complete a particular task increases. The main characteristic of the mental activity of children with ADHD is cyclicity, a short period of working capacity (5–15 minutes) is replaced by a period of “rest” of the brain (3–7 minutes). In these moments of a kind of “shutdown”, the child does not react to comments, but outwardly remains as focused as in the period of purposeful activity, he seems to accumulate strength, recharges. Then he gets back into action. Hence the inability to work in a group mode.

The unusual behavior of children with ADHD is not the result of bad temper, stubbornness or bad manners, as many adults believe. It can be argued that this is a specific feature of the psyche, due to both physiological (disturbances in the activity of individual brain structures, heredity, pathologies of pregnancy and childbirth, infection and intoxication in the first years of life) and psychosocial factors.

Thus, attention deficit hyperactivity disorder has multiple etiologies and is a symptom complex that combines various manifestations. Therefore, both diagnostic and corrective work should be carried out in conjunction with various specialists - a doctor, psychologist, teacher, with the active participation of parents.

Autistic child - the main manifestation of which is a pronounced insufficiency or complete absence of the need for contacts with other people. In addition, typical manifestations of childhood autism include:

• a categorical desire to preserve the constancy of the environment;
• unreasonable fear of any change or something new;
• refusal to use speech or peculiar speech with impaired communicative orientation;
• stereotyping actions;
• pathological daydreaming;
• manipulation of hands;
• immersion in the world of one's own experiences;
• emotional coldness towards loved ones, avoidance of tactile and eye contact.

Children with RDA strive to protect their loneliness and actively resist attempts to violate their space, up to outbreaks of aggressiveness. Such children are characterized by outwardly monotonous, inappropriate motor activity, which can manifest itself in running in a circle, rhythmically repeating jumps, etc. Periods of motor restlessness are combined with periods of inhibition, freezing in one position. Suddenly and for a very long time, the attention of children with RDA can be drawn to some object with which children can manipulate the watch (pour water from cup to cup, turn on and off the lamp, open and close the lid of the box, etc.).

The level of development of children's speech is varied, but all of them have its features:

• violation of voice modulation, both extreme poverty and grotesqueness, but most importantly - inadequate to the meaning of speech;
• originality of the timbre of the voice: high, with an increase towards the end of the phrase;
• creation of clichés and stereotypical phrases, grandiloquence of speech;
• the absence of the pronoun "I", i. e. the child speaks of himself in the second and third person;

speech for himself (the child enjoys manipulating words, repeating them), in some cases speech may be completely absent.

Many children with RAD have a fear of common household items such as a vacuum cleaner, coffee grinder, etc. Such children tend to follow a well-defined sequence that takes the form of rituals.

Due to the blurred awareness of the boundaries of their body and the lack of perception of their "I", children with RDA experience significant difficulties in the formation of self-care skills.

Mutism - violation of verbal communication (silence). Mutism is of a temporary transient nature and belongs to the group of neurotic reactions to an unbearable demand, conflict, resentment. Therefore, mutism most often occurs in shy, timid, insecure children. Mutism can be absolute (complete silence) or elective (selective) - the child does not respond in class and speaks normally in the family.

Anxious child - р A child subject to such a condition is constantly in a depressed mood, it is difficult for him to contact with the outside world. This world is perceived as hostile. Being fixed in the process of character formation, this trait leads to the formation of low self-esteem. Such a person, tormented by constant doubts, is not capable of any serious life achievements, and as a result, he is socially maladaptive. Children's anxiety often rises in the face of uncertainty. Anxious children are tense and tense. It is extremely difficult for a child to control tense muscles. Anxious children are extremely sensitive to the fruits of their own activities, painfully afraid and avoiding failure. Anxiety is the dynamic center of neuroses.

Signs of anxiety in children:

• Cannot work for a long time without getting tired
• It is difficult for him to concentrate on something
• Any task calls for unnecessary anxiety
• Stiff, tense while performing tasks
• More embarrassed than others
• Often talks about possible troubles
• Usually blushes in unfamiliar surroundings
• Complains about having nightmares
• Hands usually cold, damp
• Often there is disorder of the stool
• Sweats a lot when agitated
• Does not have a good appetite
• Sleeps restlessly, falls asleep with difficulty
• Shy, many things cause him fear
• Usually restless, easily upset
• Often unable to hold back tears
• Does not tolerate waiting well
• Does not like to take on new business
• Not confident in himself, his abilities
• Afraid to face difficulties

Shy child - is a child who is afraid of strangers and new surroundings. They are very sensitive to negative evaluation from others. Such children are often led by more active peers, subject to their influence. Many adults consider them well-mannered and obedient, while the child is very constrained and uncomfortable. Such children prefer to remain in the shadows.

Signs of shyness in children:

• Uncertainty and even refusal to communicate with peers;
• Very great timidity;
• Do not answer questions even if they know the answer;
• Blush when spoken to;
• Avoid social contact;
• Self-isolation;
• May stutter a lot, become confused and not know what to say or do in a given situation;
• Fear of approaching another and asking for a toy, agreeing to play together;
• Outwardly insensitive, show little emotion;
• Do not show initiative in communication and activities;
• Behave quietly, inconspicuously, do not make unnecessary movements;
• Auto-aggressive and neurotic manifestations may develop (tics, tingling, compulsive movements;

Causes of shyness in children are:

• Inadequate parenting style;
• Lack of communication skills, parents do not know how to teach them to be sociable and successfully communicate with other people by their own example;
• Unfavorable microclimate in the group;
• Anxiety;
• Fears;
• Low self-esteem;

Aggressive child - the main manifestation of which is a special behavior aimed at causing harm to another person in order to eliminate him as his obstacle and his competitor.

Signs of the child's aggressiveness:

• Unusual frequent outbursts of anger, gloomy irritability are observed for his age;
• easily quarrels, bites, pinches, fights;
• Does not consider peers, does not yield to them, does not share, may attack them for no reason;
• Often actively refuses to comply with adult demands;
• Raises voice when speaking, shouts, argues with adults, uses offensive words;
• Constantly talks, always resolves conflict situations with the help of aggressive actions, attributing them to others;
• Intentionally spoils other people's things, breaks toys;
• Considers himself independent, resolute, commands, subjugates others;
• Failures cause irritation, resentment;
• Avenges for failure, looking for the culprit;
• touchy;
• Prone to depression;
• Communicates with younger peers and physically weak;
• Shows physical cruelty towards animals and other people;

The emotional world of aggressive children is not rich enough, gloomy tones prevail in the palette of feelings, the number of reactions even to standard situations is limited. Most often these are defensive reactions. Always evaluates himself adequately.

A child with developmental delay (ADD).

In line with special preschool pedagogy and psychology, the delay in expected development determines the most common deviation in psychophysical development. The delay in expected development is a polymorphic disorder, since one group of children may suffer from working capacity, while another group may have a motivation for cognitive activity. The variety of manifestations of COR is also determined by the depth of damage and / or varying degrees of immaturity of brain structures. Thus, according to E. A. Strebeleva, in the definition of "delay in the expected development"

"... both biological and social factors of the emergence and deployment of such a state are reflected, in which the full development of a healthy organism is difficult, the formation of the personality of a developed individual is delayed and the formation of a socially mature personality is ambiguous. "

NA Tsypina et al., involved in the study of developmental characteristics of children with ASD, revealed their specific features:

• The general stock of knowledge and ideas about the environment in children with ASD is narrow and limited.
• Active and passive vocabulary is poor, children have difficulty in sound analysis of words.
• Due to high exhaustion, low efficiency is noted.
• Attention is unstable, there are difficulties in concentrating.
• It is much easier to perform tasks that require the inclusion of visual - effective thinking compared to verbal - logical.
• The development of all types of memory is impaired. Children with ASD do not know how to use any additional memory aids.
• When performing a task, the child needs the help of an adult to master the method of action and transfer the learned method to other objects. Nevertheless, children with ASD show the ability to accept help, learn the principle of action and its transfer.

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