Kindergarten comprehension skills

5. Communication skills: the ability to communicate and speak in public

The ability to conduct a dialogue, negotiate, convince somewhere, and give in somewhere, helps to join the team and find a common language with any person. A sociable person is more likely to reveal his abilities and succeed than someone who is stuck in communication. nine0003

6. Ability to work with information

When the information in the head is not sorted out, but falls into a heap, it is much more difficult to find and use something valuable.

For effective work and study, it is important to be able to:

• evaluate information for accuracy and reliability;
• to filter out the superfluous and empty, to highlight the main thing;
nine0039 combine elements into semantic groups;
• memorize and find the right information in time.

"Who owns the information, he owns the world."
Nathan Rothschild

7. Self-organization, time management

Sometimes it seems that a person's life is organized by circumstances. School drives into the framework of lessons for 45 minutes, work creates the boundaries of an 8-10-hour working day. nine0003

But without the ability to plan things and manage your time, it is difficult to be productive. This is something that is not taught in school, but without which it is difficult to do without in life.

“I’ve been thinking about how to kill time more than once!” said Alice from Lewis Carroll's fairy tale to the Hatter. He answered her:

“How can he (time) like this? If you didn’t quarrel with him, you could ask him for anything you want.

8. Personal qualities: leadership, will, perseverance nine0085

Purposeful, stress-resistant, responsible, proactive, hardworking, able to cope with routine tasks - like a torn line from a resume of a top specialist, isn't it? All these qualities are classified as soft skills. They are not related to a specific profession, but without them any work is difficult.

Personal qualities are formed in childhood and depend on upbringing. It is important in this regard to correctly “distribute responsibilities” between the school and parents. nine0003

Abilities and skills open up a world of possibilities for the child

It all starts with the discovery of the inclinations laid down by nature, which are easiest to develop into abilities. But without effort, even rich inclinations run the risk of remaining in the stage of unsprouted grains.

A vivid example is in the biography of the Russian painter Vasily Surikov. His inclinations for drawing appeared early, but by the time he entered the art academy, they were not developed to a sufficient degree, according to teachers. nine0003

“Is this your work? Yes, for such drawings, you should even be forbidden to walk past the Academy!
, the examiner remarked sternly.

Surikov did not agree, in three months he completed a three-year course with the artist Dyakonov and successfully entered. To make this example even more revealing, imagine that Surikov never discovered his ability to draw.

How do you like it if your child agrees with the school teacher, they say, “well, there are no abilities for mathematics and logic - a humanist”? nine0003

At any age, it's not too early and not too late!

In childhood, the potential for the distant future is laid. But does this mean that it is already too late for adults to develop their abilities? Not at all.

This is confirmed by people who debunk myths by their example. Belarusian biathlete Daria Domracheva received two higher economic educations before realizing in sports.

Self-taught artist Henri Rousseau began painting at a mature age, with only military service and customs experience behind him. It is never too late to develop and discover a second wind. nine0003

What else is worth remembering?

• Listen to your child and help him develop in what he likes. Do not try to realize only your ambitions, do not strive to grow a new Hans Zimmer or Steve Jobs.
• Lay down the basic abilities that will definitely come in handy for any teenager and adult. For this, he will definitely thank you.
• Continue the development of thinking, cognitive interest and other skills with LogicLike. Our activities are fun for kids and adults! nine0040

On the LogicLike platform, we teach and develop children in a playful way, from simple to complex. Study online at any convenient time.

To share with friends:

We will teach you to reason and work with information

More than 150,000 children and parents from all over the world are already developing logic and thinking on the LogicLike website.

Start classes! Start classes! nine0003

Children's perception, its features in general educational activities in a preschool educational institution

In our modern and progressive world, as well as in our kindergarten, preschool education plays a big role.

Every year more and more requirements are imposed on children of preschool age, especially at senior preschool age before going directly to school. Often children of senior preschool age are prepared for school by instilling in them general and special knowledge, certain skills and certain skills. But the formation of cognitive mental processes in them, and first of all, they do not attach importance to perception. But this is no less important. And maybe even the basis for successful schooling. In our kindergarten, children learn to perceive educational information before they cross the threshold of the school. After all, if a child of senior preschool age does not learn to perceive information, he will not be able to comprehend, process and evaluate it. The child may not master the school material and the program, his knowledge will not be formed. nine0003

In the classroom, when choosing tasks, it is important to take into account that perception depends largely on the characteristics of each child. Our knowledge and skills, interests, habits that affect us affect children's perception in the general educational activities of the kindergarten. For beneficial work in the classroom, we single out in children what type of perception a child has, which is not unimportant in general educational activities. First of all, it is necessary to attribute the differences between holistic and detailed, synthetic and analytical perception in a particular child. nine0003

This helps us convey the right information to a particular child.

An important regulator of perception is the need to perceive the presented material.

The ability to perceive information in a child is not innate. It is necessary to develop children's perception. Different types of perception are developed by different means. In older preschool age, perception develops in the form of visual sensations. 80% of all cognitive material that a child receives at this age, he perceives through visual analyzers. Basically it is information about the world around. At the end of senior preschool age, the child no longer makes mistakes in distinguishing colors, even distinguishes their shades. nine0003

The older preschooler is also characterized by high auditory sensitivity.

Our children have learned to distinguish musical compositions, their rhythm and tempo.

Tactile sensitivity in our children develops through outdoor games, gymnastics and physical exercises.

When perceiving space, our children are looking for opportunities to explore different forms, trying to compare objects.

They can navigate space and time quite well. I would especially like to note in our children the peculiarities in artistic perception. Children of senior preschool age, listening carefully to stories, try to influence literary characters. Their expansion of knowledge and ideas about reality contributes to the formation of artistic perception. This is also facilitated by the development of speech and children's thinking. nine0003

As for the perception of other people by our young children, it depends on the relationships established between them. Toddlers like educators who have attractive qualities, in which educators and children easily come into contact and communication. If the child does not like someone, then he treats such a person with visible hostility. The reason may be simply the lack of interaction. At the age of 5, a child's perception is still involuntary; by the end of 6 years, children can set a goal for studying and studying the properties of various objects, they can compare them. nine0003

In order to successfully develop perception in older preschool children, purposeful work is carried out in our kindergarten. If the child has a holistic or synthetic type of perception, then the child most clearly represents the general impression of the object, the general content of perception, or what information the educator conveys to him. Children with this type pay the least attention to details and details. They do not single them out on purpose, and if they catch them, then not in the first place. Therefore, a lot of information remains unnoticed by them. nine0003

In order to accept all the information, the educator needs to help the child, who will have to set a special task for mastering individual details, the fulfillment of which is difficult for children, and which they sometimes cannot complete without the help of a teacher.

Example: “Make up a story from a picture” The child can only tell a general picture of what is shown in the picture: seasons, trees, large images, etc.

We give children with this type of perception to do exercises, like puzzles, to create the integrity of the picture from small details. nine0003

Guys with a detailed or analytical type, on the contrary, highlight all the details and details, the general meaning fades into the background for them. Here we help the child to tell in detail about the individual plots in the picture.

It may be appropriate for the child to add all the individual details into one big picture or task.

If a child has a visual type of perception, then the exercises are built to a greater extent on the development of auditory and tactile perception. Not unimportant is the way of studying the relationship between perception and practical action at different stages of age development, since it is perception that primarily acts as a "regulator" of behavior. nine0003

It is also important to note that the teacher involved in the interaction with pupils is both the subject and the object of cognition. The educator as an object of knowledge by children evokes a certain attitude towards himself. In the variety of attitudes towards the educator and the richness of their shades among preschoolers, it is noted that in children in relation to educators in this range of feelings there is love, and affection, and empathy, and gratitude ... At the same time, a negative attitude is also noted - fear, ambivalence , criticality. This also affects the perception of the material that the teacher gives. Another important detail is that, in the recently gone twentieth century, the child developed in a small society (family, courtyard company, pioneer organization) with a clear link to a specific adult. Today, the child is placed in a situation of broken connections and a chaotic flow of information without structural and logical connections. Modern children are very different not only from those described in their writings by I. G. Pestalozzi, Ya. A. Komensky and V. A. Sukhomlinsky, but also from their peers of the last decade of the twentieth century. Social changes have led to psychological changes. A serious problem is caused by the “withdrawal” not only from the perception of a role-playing game from the life of a modern child, but also by a violation of speech development, which affects not only cognitive development, but also the development of perception, as L.I. Belyakova, A.P. Voronova, Yu.F. Gargush, O.N.Usanova. nine0003

Experimental studies of the perception of the role-playing game among preschoolers aged 6–7 showed that the game does not reach the highest level of development (according to DB Elkonin). Consequently, school motivation, generalization, the ability to plan, build relationships with peers are not formed at the proper level.

The result is a decrease in indicators of readiness for learning in primary school. In our kindergarten, a big role is given to the development of the child's perception, his ability to constructively build relationships with the outside world. nine0003

The emphasis is on the child's self-expression, which contributes to the development of perception, the formation of curiosity and imagination in preschoolers, as well as to the motivation for the perception of the general education program in a children's institution.

In our kindergarten, classes with children are held both in a group and in a specially equipped room, in which all participants can freely settle down and move around. During classes, children are invited to sit on chairs or on a carpet in a circle, since the shape of the circle creates a sense of integrity, facilitates mutual understanding and interaction of children. At the beginning of classes, a ritual game is used to set the mood for children. Many classes end with the children creating a drawing in individual albums. Children's drawing is the result of the work, which combines all the differences in perception, emotions, impressions, knowledge and skills gained during the lesson. The style of conducting classes should be emotional and laid-back. Each child has an individual approach, and his personal characteristics are taken into account. Musical accompaniment of a dance and relaxation orientation is regularly used in the classroom, which effectively helps to relieve muscle and psycho-emotional stress in pupils. nine0003

Our classes are held in such areas as:

- expansion of ideas about the main ways of perception: communicative, auditory, tactile;

- to develop the ability to distinguish between objects and background;

- to develop the ability to adequately perceive learning activities, one's feelings;

- to understand the individual characteristics of other people;

- to recognize the emotional reactions of others;

- for the further development of sign language, facial expressions and pantomimics. nine0003

Psychological work on the development of perception in children of senior preschool age in our kindergarten is built with all participants in the educational process: with children, parents of pupils and kindergarten teachers.

Literature:

1. Age characteristics of the mental development of children. / Ed. I.V. Dubrovina, M.I. Lisina. M., 1982. - 3 1 7 p.

2. Ilyina M.N. preparation for school. Development tests and exercises. - M., 2004.

3. Nichiporyuk E.A., Posevina G.D. Diagnosis in kindergarten. The content and organization of diagnostic work in a preschool institution. - ROSTOV - ON DON., 2004.

4. Fress P. Perception and evaluation of time // Experimental psychology / Ed. P. Fresse and J. Piaget. M., 1978.

5. Ananiev BG On the problems of modern human knowledge / Academy of Sciences of the USSR, Institute of Psychology. - M.: Nauka, 1977.

6. Ananiev BG, Rybalka EF Peculiarities of perception of space in children. — M.: Enlightenment, 1964.

7. Vekker L. M. Mental processes: In 3 volumes. T. 1. - L .: Publishing House of Leningrad State University, 1974.

8. Veter L. A. Perception and learning: Preschool age . - M .: Education, 1969.

9. Velichkovsky B. M., Zitenko V. P., Luria A. R. Psychology of perception: Proc. allowance. - M.: Publishing House of Moscow State University, 1973.

10. Vygotsky L. S. Collected Works: In 6 vols. T. 2 .: Problems of General Psychology / Ch. ed. A. V. Zaporozhets. - M: Pedagogy, 1982.

11. Gelfand S. A. Rumor. Introduction to psychological and physiological acoustics. — M., 1984.

12. Gibson J. Ecological approach to visual perception / Per. with ash l. under total ed. A. D. Logvinenko. - M.: Progress, 1988.

13. Gregory R. L. Eye and brain. Psychology of visual perception / Per. from English. - M.: Progress, 1970.

14. Zaporozhets AV Selected psychological works: In 2 vols. Vol. 1: Mental development of the child / Ed. V. V. Davydova, V. P. Zinchenko. - M.: Pedagogy, 1986.

15. Krylova AL Functional organization of the auditory system: Textbook. - M: Publishing House of Moscow State University, 1985.

16. Leontiev A. // Activity. Consciousness. Personality. - 2nd ed. — M.: Politizdat. 1977. 13. Lerner GI Psychology of perception of three-dimensional forms (based on images). - M.: Publishing House of Moscow State University, 1980.

17. Logvinenko AD Psychology of perception: Teaching aid for students of psychology faculties of state universities.

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