Preschool education. Raising children - methods, programs

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• 20-03-2019
• Author: Mysekret Team
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During this difficult but interesting period, when a child turns from a toddler into a preschooler, the formation of his personality, attitude towards the world around him and his own actions is in full swing. Raising children of this age is a responsible and difficult moment for parents who want to raise a happy and smart person. At this age, the foundation of personality is laid on which the child’s character, skills and abilities will develop.

The essence of the process

Preschool education - what is it? It is simply impossible to answer this question in one sentence. This is a whole complex of actions of people who surround the baby, contributing to his development as an individual. Not only specialists (for example, kindergarten teachers), but also, first and foremost, parents should be involved in raising the baby. It is important for moms and dads to remember that babies are like sponges, literally absorbing everything they see and hear. Therefore, the main task of adults is to create all the conditions in order to raise a smart and happy child.

Formation of readiness for schooling

A child’s psychological readiness for the school process is one of the most important outcomes of preschool development. When a child begins attending school, the life of a child changes significantly: the routine changes, the level of mental stress increases, conditions arise that require the ability to exercise volitional efforts and self-control. The success of adaptation to new conditions is largely determined by the child’s readiness for such changes.

Positive answers to the following questions may indicate that a child is ready to become a schoolchild:

1. Does he want to gain new knowledge?
2. Is he interested in communicating with new children?
3. Is he in a good mood playing the role of a schoolboy?

Preschool education of children involves creating a positive attitude in the child towards the role of a student, because everything begins with the desire to learn.

Successfully preparing a child for school means:

• instill in him a positive attitude towards educational and social activities;
• make him realize the importance and necessity of schooling;
• arouse his interest and desire to become a schoolchild;
• develop a desire to learn to read.

A good motivator for a child will be the example of older sisters, brothers or friends who are already in school. Also, games at school with changing roles “student”, “teacher”, reading and discussing books, contacts with other children and peers, and teaching independence will help overcome difficulties in preparing a child for school.

Peculiarities

What characterizes preschool education in the family? The thing is that young children strive to repeat everything after adults, seeing in them the ideal of behavior. That is why all people surrounding the baby must set an exceptionally correct example. At a minimum, you need to carefully monitor not only your behavior, but also your speech. At home, it is also important to find a middle ground: you cannot be too strict with the child (after all, such behavior often simply breaks the child’s personality), but also not allow permissiveness (this is most often characteristic of lazy parents who do not want to work with the child, explaining their behavior by lack of time).

Problems of raising preschool children

It is natural that all parents face problems in raising children. Children may not succumb to one or another type of upbringing, may not listen to their parents and act in their own way, which sometimes makes you want to give up. However, in the vast majority of cases, such problems arise due to common mistakes that parents make. Eg:

• Hyperprotection . Excessive care, surrounding the child with hypertrophied attention and parents’ worry about every mistake leads to the development of symbiosis or “interpenetration”. In this case, the relationship between parent and child becomes too close and destroys the latter’s personal qualities and character. This signals the parents’ lack of confidence both in themselves and in the child, about the centralization of his personality as the meaning of his own life.
• Totalitarian authority . Often parents put pressure on their child with multiple demands, a ruthless attitude and uncompromising conditions. For them, the child’s success and society’s opinion of him are more important, while the child’s feelings and desires play a much smaller role. Such children can grow up to be insecure, anxious and suspicious individuals.
• Rejection . Various situations happen in life: divorce, difficult childbirth, violence. Not every parent can cope with problems and not associate their child with bad memories. Rejection is emotional in nature and has dire consequences - a child who is tolerated simply because there is nowhere else to put him, suffers educationally, and receives constant punishment and cruel treatment.
• Indulgence . Hyperprotection is the scourge of modern families, where the interests of all participants depend on the wishes of the child. In such a situation, the ability to sensibly assess the situation and treat both successes and failures adequately is lost. The reason for excessive indulgence is not always a strong love for the baby, but also the unmet needs of the parents themselves.

If there is at least one of the problems described above, it is worth switching from the thought “Why is the child not amenable to education?” to the thought “Why can’t I raise him?” The problem must be solved as quickly as possible and the reasons for its occurrence must be looked for in oneself. And in this case, you should not refuse the help of a psychologist, since the reason may lie very deep.

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Main directions

It is also important to say that home preschool education of a child is mainly divided into two large subgroups:

1. Preparing the child for school - education, comprehensive development.

2. Formation of the child’s personal qualities necessary for life in society.

It is much easier for those parents who send their children to kindergarten as early as possible. There, professionals are involved in raising children. However, even in this case, mothers and fathers should not relax, working with the child all the time when he is not within the walls of the preschool institution.

Creating conditions for the successful development and upbringing of children in preschool educational institutions

Larina Takaeva

Creating conditions for the successful development and upbringing of children in preschool educational institutions

“Individually - a differentiated approach in gender education of children of senior preschool age”

Takaeva Larina Rafailovna,

Over the past years, an individually differentiated approach to a child depending on gender remains relevant, however, the content of work with preschoolers by gender in N. E. Veraksa’s program “From birth to school”

not sufficiently developed.

Many scientists (I. S. Kon, I. K. Kuznetsova, D. N. Isaev, V. E. Kagan, T. A. Repina) believe that the peculiarities of upbringing are currently unfavorable for the process of sex-role socialization of boys. One of these unfavorable factors is the feminization of the educational process . Currently, the educational process , both in school and in kindergarten, is predominantly carried out by women, and is often complemented by the feminization of education in the family children are raised by mothers alone is growing from year to year . Another unfavorable factor is the blurring of the boundaries of masculinity and femininity in their traditional understanding. If in preschool years you do not instill in girls softness, tenderness, neatness, the desire for beauty, and in boys - courage, firmness, endurance, determination, a chivalrous attitude towards representatives of the opposite sex, that is, you do not develop the prerequisites for femininity and masculinity, - this can cause them to cope poorly in their family, community and social roles as adult men and women.

The contingent of students in my group is generally socially prosperous. Most families have one or two children , but there are also single-parent families (35%)

.
However, adults cannot pay due attention to children due to their busyness, or due to their pedagogical ignorance. The survey I conducted confirmed this: a significant part of parents (64%)
do not know what gender
education and how to carry out the process of raising a child taking into account this approach . And only a few (36%)
know how to do this.
What about the rest? Obviously, the question has arisen about the need to actively involve parents in gender education of children .
At the present stage of development of preschool education, the Federal State Educational Standard and the main educational program of preschool educational institutions pose an important task for teachers - the restructuring of the entire educational process in preschool educational institutions in accordance with modern requirements and the level of development of society .

The period of preschool childhood is an important period for the acquisition of male and female identities. The famous writer and teacher Jean-Jacques Rousseau said: “Just as one sex cannot be considered more perfect than the other, one cannot equate them.”

Gender education in preschool educational institutions should be built from the position of a systematic approach designed to comprehensively solve both social and psychological-pedagogical problems preschool children This requires the combined efforts of specialists, educators and parents .

I include gender greetings and farewells in the structure of each lesson (Good morning girls, good morning boys; goodbye little princesses, goodbye little knights, etc.).

In my work I use game exercises, problem situations, conversations, test tasks that contribute to the child’s accumulation of positive experience in gender-appropriate behavior ( “Male and Female Etiquette”

,
“Male and female actions”
,
“My family”,
etc.).

I suggest you familiarize yourself with my system of work on gender education , which permeates all areas of development of a preschool child .

Organization of social and communicative environment and activities:

I assign a large role in the process of gender socialization to the creation of a gender-developmental and sociocultural space of the group, as an environment that facilitates children’s mastery of gender-role experience, values, meanings and methods of gender-role behavior based on cooperation with adults and peers.

When raising children , a very important pedagogical task is to overcome the disunity between them and organize joint games, during which preschoolers could act together, but in accordance with gender characteristics. Boys take on masculine roles, and girls take on feminine roles. Theatrical games, training games, and situation games can be constructed in a similar way.

The organization of a subject- development environment is one of the main means of developing a child’s personality , a source of his individual knowledge and social experience. The subject-spatial environment not only provides different types of activity for a preschooler, but is also the basis for his independent activity, taking into account gender characteristics. The role of an adult in this case is to open up the full range of environmental opportunities for girls and boys and direct their efforts to use individual elements of it, taking into account the gender identity, individual characteristics and needs of each child. When organizing a subject- development environment, it is necessary to take into account that:

- in joint play, children learn gender behavior, therefore, the selection of materials and equipment for play activities of girls and boys must be given special attention:

- game material and role-playing paraphernalia should be attractive to preschoolers in order to reflect socially approved images of women and men in the game;

- difference between toys for girls and boys.

An important role in the development of play activity belongs to the construction of large building materials. At the same time, a very important condition for raising children taking into account their gender characteristics is that boys can do hard work, and girls can decorate buildings and then play together.

Also, when selecting materials and equipment, it is important to take into account the fact that girls and boys are not yet entirely able to reproduce in the game a model of behavior corresponding to a particular gender without relying on role attributes. Boys of primary preschool age will willingly perform play actions and then take on some role if they take on the appropriate attributes. Girls playing “mother and daughter”

They use dishes that they see at home. Also in the play corner there is a sink with a tap, a table, chairs or an armchair, a towel for wiping dishes, etc.

Mastering the experience of male and female behavior in household activities is facilitated by work assignments, which are also distributed depending on the gender of the child: boys perform work involving the use of physical force, girls - with accuracy.

Organization of cognitive and speech activities:

However, for the development of the game, it is not enough just to equip the group with gaming material. Children should constantly receive knowledge and various impressions about the surrounding reality. development classes to reading literary works followed by an ethical conversation. They should contain episodes that children can transfer into the game (stories about representatives of heroic professions and their courageous deeds).

It is necessary to tell both girls and boys about the social and industrial spheres of employment of men and women (mothers and fathers, to help them realize their importance in the family)

. The children really remembered the story about metallurgists, a difficult but very important profession in our society. Children whose parents work at STZ brought photographs, then they all watched the video together and came to the conclusion that only strong, courageous and physically healthy men can work as a metallurgist.

In addition, I introduce into the pedagogical process specially organized classes on development taking into account a gender approach, for example:

1. Classes with girls. "In the world of indoor flowers"

,
“My favorite doll”
,
“Let’s dress the doll for a walk”
, etc.

2. Activities with boys. "Getting to Know the Tools"

,
“My dad is a driver”
,
“Modes of transport”
, etc.

(slide 7)

The program tasks in such classes are solved in the same way, but the presentation of new material occurs in different ways - girls are faster than boys in mastering new material, while with boys it is first necessary to repeat the material covered and then begin presenting new material.

In addition, I try to select different topics for classes according to gender.

3. Frontal exercises. Classes where children are given the same tasks, but different didactic material. For example, girls are given illustrations for fairy tales that are more complex in content for retelling. Boys are given a fairy tale that is simpler in content. In such classes, the difference in speech development between boys and girls is well determined.

At literary and dramatic classes, boys and girls listen to fairy tales, stories, look at illustrations, act out fairy tales, where the main characters are typical representatives of female and male behavior (positive standards)

.
Children compose stories and fairy tales on a given topic. These could be tasks like: “I’ll start, and you will continue
.

Organization of physical education classes:

Along with such types of physical education classes as games, story-based, training, I also conduct sex role-playing classes. The structure of such classes is common, but the content has serious differences. One of the leading principles should be the principle of two principles in the pedagogical process. This principle implies that the training and education of preschool children reflects the characteristics of masculinity in boys and femininity in girls. The pedagogical process with this approach will have a different style, a different tone, a different focus. For boys, this is the development of speed , physical and strength endurance, the development of endurance and courage; for girls - development of a sense of rhythm , beauty of movements, flexibility. I implement this approach by dividing the general group of children into two subgroups , distinguished by gender for the duration of the physical education lesson. The peculiarity of this differentiation is that girls and boys are not isolated from each other, but in the process of specially organized activities they develop physical qualities that are considered to be purely feminine or purely masculine. There is a deepening of understanding of gender “I am a girl”

,
“I am a boy
,
the development of children’s ideas about the distinctive features of the behavior and activities of women and men.
Children come to physical education classes in sportswear; boys and girls come to music and rhythmic gymnastics classes strictly in certain clothes: girls wear skirts and boys wear shorts. This appearance immediately organizes children , puts them in a working state and the lesson turns out to be more productive.

Organization of artistic and aesthetic classes:

In design and manual labor classes in senior groups, I use a metal construction set from the “SUPER MASTER”

, various mosaics.
The lesson is held with the differentiation of children into girls and boys. Boys create various types of transport from metal construction sets. Thus, they consolidate the names of modes of transport, their components, learn the names of various parts (screwdriver, bracket, screw, nut, etc.)
and, most importantly, the skills acquired in the classes will be useful to them in adult male life
(nailing a nail, etc. .d.)
.
Girls are given the task of creating a model of a school , a family from mosaics, making jewelry (beads, bracelets, hair ties, making boxes from salt dough. Then an exhibition of works is organized, where girls and boys evaluate each other’s work.
In addition, for each holiday in the children’s In the garden, the music director and I are preparing performances for the children, where boys and girls dance, performing certain roles: the “Apple”

,
“Dance of the Cat and the Cat”
, dance
“AH, Mommy”
, etc. Movements are learned in music classes, I teach girls plasticity, beauty, grace, and in boys
I develop : endurance, fortitude, the ability to achieve a goal. (photos in the attachment)
During classes in the “Creative Workshop”
(visual activities), I create conditions so that boys and girls can express what is interesting and emotionally significant for them.
Children learn not just to draw, but enrich their knowledge, learn to see the differences between boys and girls, reflect in their drawings the characteristic features of men and women (a portrait of mom, dad, a portrait of a little princess and an epic hero endowed with masculine traits, reflect belonging to a certain profession. I attract boys and girls to evaluate each other's work, I organize exhibitions of boys' works and exhibitions of girls' works.In addition to specially organized classes, the formation of gender identity is also carried out in everyday life (on a walk, in role-playing games, etc.)

.
Boys' games are more objective, girls' games are more verbal, so they play verbal games, boys prefer to tinker with construction sets. Children's play reflects the traditional view of the roles of men and women in society.
Girls take care of the house every day, take care of children, and get married. Boys fight in the war, drive cars, build bridges and do carpentry. The game also lays the foundations of morality: generosity, reliability, respect for girls - among boys. And girls have kindness, patience, loyalty, respect for boys. Example: watching children the role-playing game “house”

I noticed several moments when boys, playing the role of dad, say the following phrases to girls-mothers:
“You cook the soup, and I’ll go to work
,” or
“I went fishing, I’ll bring the fish, we’ll cook a delicious dinner,”
or girls say to the boys,
“Look, how I beautifully set the table, and you will wash the dishes
. In this situation, the child understands his role, his gender role purpose.

But there are times when boys take on the role of a woman. One of my students, having learned that his mother was expecting a baby, decided to try on this role for himself. He put a pillow under his T-shirt and was so happy that he had a baby in his tummy, like his mother. This is where I had to intervene and explain to the child that boys cannot give birth to children , carry them in their bellies, that this role goes to women (i.e. mother, men should be protectors, breadwinners.

The game is born as a desire to reproduce what was seen or heard and experience it again. For this purpose, I replenish the children’s storehouse of memory , storehouse of impressions (for this I conduct thematic conversations “Professions of my parents”

,
“Who do I want to be like”
,
“Who are my ancestors”
; conversations about different professions and their importance;).

Organized a trip to the Naval Glory

, where children learned and saw different types of marine equipment, learned about sailors, the diver's suit had a great effect on
the children . After that, I noticed that the children began to try on the role of sailors, captain, cook, boatswain. Then, together with the musical director, we decided to reinforce this maritime theme by organizing a holiday on February 23 and called it “Sea Rendezvous”
.
Where two ships competed, there was real male friendly “fraternization”
and tug of war in different ways, and they washed the deck, and there was even a real cook who fortified
the children with drinks , and our dads and grandfathers supported the children and also took part in the competition to swim to the shore in a mask , flippers and glasses. The children and parents were simply delighted. We also visited the Russian Izba
, where the children were told about old ancient traditions, and the children saw a Russian stove.
We participate with children in the holidays “Christmas”
,
“Carols”
,
“Maslenitsa”;
children dress up in appropriate costumes, play the role of one or another hero, thereby gaining experience in masculine or feminine behavior.

I share my experience with teachers in kindergarten and on the information website maam.ru, speaking at teacher councils, consultations “Organization of a multifunctional subject-development environment taking into account the gender characteristics of children ,” open classes.

In the process of work, I encountered the problem that parents were reluctant to make contact, there was a low percentage of parents present at the meeting, and they were reluctant to carry out our requests and instructions. Therefore, I gave parents the opportunity to see their children from the other side . I tried to reveal children in theatrical activities, showing open classes, thereby attracting their presence in the life of a child in kindergarten. I spend leisure evenings with the involvement of moms and dads. I held a concert with the participation of children from senior and preparatory groups for mothers and grandmothers at a general parent meeting, and held a concert for Mother’s Day.

, staging the fairy tale
“Our Friendly Family”
,
“We Are Playful”
, the exhibition “The World through the Eyes of Girls
(Boys)
”, the project
“My Family”
is a great opportunity to show the importance of one’s gender to boys and girls, as well as an opportunity to show their parents the need for cooperation in the formation of gender identification of their
children , since representatives of the opposite sex are a kind of catalyst in the formation of the beginnings of masculinity in boys and the beginnings of femininity in girls.
Work with parents in this area: these include various consultations and workshops: “Gender approach in preschool children “Psychological characteristics of boys and girls”

, “Acquaintance with fiction as a means of developing the principles of masculinity and femininity in
children ” (drafted out a memo “recommended literature for reading for children 4-6 years old for boys and girls”, at the request of parents, drew up recommendations “How to raise a boy (without a father)
4 -6 years old”,
“How to
raise a girl 4-6 years old ” .

Working with parents includes not only participation in joint events with children and counseling (poster and face-to-face, but also consolidation of acquired knowledge in practice. For example, the photo album “How I spent my summer”

,
“My Family Tree”
, joint participation of parents and
children in the exhibitions “New Year’s crafts”
,
“Crafts from vegetables”
,
“Under the Star of Bethlehem”
, “Feed the birds in winter
(feeders)
”.

By involving parents in active participation in gender-based education

1. Parents’ pedagogical culture will improve, they will have the opportunity to see their child in conditions other than at home, which will lead to parents reviewing their methods and techniques of education according to the gender of the child.

2. Both in the group and in the family there will be a rich subject- development environment for children .

3. Parents will become regularly involved in creative activities with their children.

I came to the conclusion that such work with families unites us with common impressions, experiences, and emotions; promotes the formation of closer contact with parents. And this has a consistent educational effect on the child. I have developed a plan for working with parents for the school year.

In my work, I strive to find rational forms of organizing the lives of children in preschool institutions, to provide both boys and girls with optimal, comfortable conditions for their development . I focus on implementing the principle of conformity with nature, a differentiated approach to girls and boys, taking into account their psychophysiological characteristics, interests and gender-role preferences. Preschool age is the most favorable for the formation of a child’s gender-role behavior. As a result of all the work on gender education, children's horizons broaden, interest in close people and their relationships increases, children more often begin to show attention and politeness towards each other. I would like to hope that in due time these children will grow up to be real defenders and keepers of comfort.

Basic methods

Preschool education is carried out on the basis of basic methods. There are four large groups of them:

1. Formation of personality consciousness. Here, conversations, stories, conversations, and lectures are most often used. This method is aimed at developing and enriching the consciousness of children, at providing them with extensive knowledge about the world around them. The main tool in this case is the word. The personal example of parents is also very important.

2. Communication, organization of joint activities, gaining experience. Basic tools: exercises, creating educational situations, actions.

3. Methods of motivation and stimulation. Basic tools: encouragement, punishment. This also includes various types of competitive actions.

4. Methods of control, self-control, and self-assessment. At this stage, the child is taught to evaluate himself, to correlate his own actions with the requirements.

With the help of all these methods, the upbringing of children is ensured: the children’s behavior is corrected, personal qualities are formed, and valuable life experience is gained. It must also be said that all of them are aimed at the full development and education of a person as a social unit.

Mental development

Raising a preschooler consists of many important components. So, the first of them is the mental development of the child. People surrounding the baby must do everything to ensure that the baby learns something new at every step. You need to constantly talk to your child, tell him about everything that is happening around him. The most important is the so-called why period. At this time, parents should give their baby the most accurate answers to questions that interest him. The thing is that at this time the child easily remembers all the information that comes to him from the outside. It is also good to send your child to study a foreign language at this time - the results will be simply amazing.

Social development of a preschooler

The upbringing of preschoolers must take into account that the child’s social circle at this age expands significantly. He learns to interact with peers by playing on the playground and attending preschool.

He may have to face the first misunderstandings and the need to defend his opinion. Since the child is just learning, an adult must show him what behavior can be in certain situations. This is best done in games. Children, as a rule, are happy to engage in role-playing games with a given adult plot.

In the process of communication, the child acquires social experience, which is provided by the people around him: peers, kindergarten teachers and parents. The child actively communicates and exchanges information, as a result of which so-called social competence is achieved

Social adaptation occupies an important place in the process of raising preschool children. In society, children learn to live by certain rules and take into account certain norms of behavior. Socially maladjusted children will find it very difficult to make contact with adults or their peers, and this can lead to antisocial behavior in the future. Failure to master cultural skills and necessary social qualities makes it difficult for children to adapt in the lower grades, and most often leads to school maladjustment.

Physical education

The physical education of the child is also very important. From a very early age, a child should be taught to exercise moderately. A good place to start is with morning exercises. A child aged three years and older will be happy to repeat simple movements after his parents. You can also harden your child - this will benefit him. And, of course, you need to teach your child to play sports. It is recommended to introduce him to various sports sections, giving preference to those sports in which the child has some success (as well as a desire to practice). Physical education at this stage of life and development plays a very important role, since it is at this time that the foundations of a healthy personality are laid in the child.

Voskobovich games

Educational games created by physicist-engineer Vyacheslav Voskobovich. They represent a developing environment of different zones and elements, united by one fairy-tale plot.

What principles does it work on?

• It is based on three principles: interest, knowledge and creativity. This builds cognitive and research skills.

• Games are developed in accordance with the interests of the children. Each can be used by children from 2 to 7 years old; for younger children the tasks are simpler.

• The developmental environment “Purple Forest” has been developed for games, with several zones in which the child fulfills certain needs.

What goals does the child achieve?

The main goals of technology are learning new things, developing the ability to observe, building confidence, a harmonious approach to the development of emotionality, imaginative thinking and logic.

What should a teacher be like?

• The teacher must understand the material: know the games, be able to build a plot.

• The teacher must involve the children in the game; some time must be spent getting to know its rules.

• The teacher does not evaluate the completion of assignments. Each age has its own level; if you can’t cope, you can move on to an easier one.

Aesthetic education

It is important for parents to remember to focus on aesthetics. You need to teach your child to listen to music, enjoy the sounds of nature, look at the colors in artists’ paintings, and analyze the behavior of fairy-tale heroes and cartoon characters. At this time, it is very important to give maximum explanations to the child on issues that he does not yet understand. And you don’t need to think that it’s too early for a baby at this age to visit an art gallery or a puppet theater. It's about time. This is the only way to develop good taste and proper manners.

Areas of development of a preschool child

The four to six year period is the time of the first age crisis in a person’s life. At this age, children begin to rethink their usual life and actively follow the example of their parents and adults. And the main task of the parent at this time is to form in the child a sense of responsibility for the actions he commits. In addition, it is necessary to develop a child according to the following principles:

• Physical education;
• Intellectual;
• Moral;
• Social;
• Labor.

For the correct formation of a healthy personality, education must be carried out according to all principles at once.

Physical education

It is not for nothing that the saying “A healthy mind in a healthy body” is so popular among teachers. Numerous studies have shown that children who are healthy, physically active and have good vitality learn information faster and better. Therefore, physical development is the first area in which it is necessary to raise a child. Teachers recommend:

• Provide your child with a strict daily routine and teach him to adhere to it independently;
• Start the day with exercise and exercise;
• Walk with your child in the fresh air every day, without passing by playgrounds and exercise equipment;
• Provide him with accessories for active recreation: bicycle, scooter, balls, comfortable running shoes;
• When the child reaches the required age, choose a sports section that will not only provide further physical education, but will also please the child.

If initially the parents’ task is to ensure physical development, then by the age of seven the child must take care of it mostly independently. In addition, it is extremely important that the child understands the importance of physical development.

Intellectual

The most important component of psychological education is intellectual development. This is a set of pedagogical actions, the purpose of which is to develop the mind of a growing child through the transfer of experience, knowledge, skills, abilities, as well as the norms of behavior inherent in the generation, rules and assessments.

Depending on the age of the child, intellectual development is divided into stages:

• 1-3 years;
• 4-6 years;
• 6-7 years.

At the beginning of the first or second year of life, the baby’s intellect develops according to the principle of visual and effective thinking. He explores the new world in a tactile, gustatory and olfactory way. The goal of parents at this age is to introduce the baby to new objects and ways to use them.

By the age of four to six years, thinking changes to visual-figurative. While still unfamiliar with any concepts, children create visual images about them. During this period, the most important condition for upbringing and development is a good atmosphere in the family, where parents love and are ready to answer all questions and needs.

After six years, the child’s thinking becomes more playful. During this period, for the purpose of intellectual education, education can be organized in the form of games that promote concentration, imagination and creation: feeding dolls, modeling from plasticine, drawing, board games. In addition to such games, there must be logic games, the purpose of which is to form mathematical functions of brain activity: puzzles. mosaic, constructors.

Moral

Moral education consists of explaining the norms and rules of behavior. Understanding these norms is individual for each parent; we can only recommend ways in which morality is instilled at different ages:

• Until the age of 1 year, children do not understand what is “good” and what is “bad,” and parents can only show them the correct model of behavior by their own example. By showing affection and love, parents cultivate confidence and positive thinking in their child.
• Until the age of 2 years, the main tactics of parents should be to prevent situations in which the child might act “badly” instead of scolding him for it. For example, close the closet instead of scolding the child for getting into it, not going to the store before eating so that he does not eat sweets and does not ask to buy them. Avoid complex disciplinary measures and think ahead.
• Between 2 and 4 years old, children have difficulty understanding abstract things: truth, generosity, support. Give your children real examples, simple metaphors, and firmly stop bad behavior, doing it calmly and kindly.
• Between 4 and 5 years comes the most favorable time for strengthening moral standards. Children already have an excellent understanding of abstract concepts and easily absorb various examples, especially those that are nearby. At this age, kids want to be like the people close to them and make them happy, so well-deserved praise and encouragement motivates them in the best possible way.
• After 6 years, social responsibility begins to develop. At this age, the child needs to be explained that other people have rights that must be respected, as well as set boundaries and rules of behavior in society.

Further work on moral education is carried out after 7 years and here parents are helped, and in certain cases, unfortunately, school, friends and other people interfere.

Social

The process of social education of preschoolers includes the transfer to them of a system of values, norms of behavior and generally accepted knowledge about society, and depends on the culture, nation and characteristics of the place of residence. Moral norms, value orientations and standards of behavior are determined for a child, first of all, by his family, thereby shaping his personality.

The nature of communication among preschool children is non-situational and cognitive: children are interested in many different issues, and speech becomes their main means of communication. The desire of children of this age is to gain knowledge about the world that surrounds them by asking adults questions and observing their behavior. At the same time, one’s own path of knowledge is formed—personal. A child needs to compare himself and other people with each other, so a critical aspect of social education at this age is communication with peers and adults.

It is most convenient to carry out social education within the framework of games: the nature of a child’s actions can say a lot about his temperament and methods of influencing others. By observing him during games, you can identify the pros and cons of your baby's social skills.

Labor

Labor education is another important factor in the development of psychological responsibility. In preschool age, responsibility, skills and desire for work are formed, so it is extremely important to accustom a child to work, starting from 4-5 years. Parents' activities should include the following:

• Assistance in determining work goals;
• Discussion of the labor process;
• Discussion of the morality of work and its purpose: why and for whom it is being done, what it will give;
• Teaching a child how to plan step-by-step activities: how to correctly perform a particular task step by step;
• Awakening interest in work and nourishing it;
• The discussion of the results;
• Encouraging the child’s efforts, interest and desire to work;
• Checking and evaluating the progress of work and its results together with the child;
• Involving a preschooler in a joint labor process;
• Setting the right responsible example;
• Help with advice or deed;
• Awakening the child’s initiative to make decisions and start working.

Labor develops intelligence, attentiveness, memory, concentration and observation in a four to six year old child, and also has a positive effect on health.

Labor education

Labor education of children is no less important element than all those described above. No wonder there is such a saying: “Work ennobles.” By doing something with his own hands, the child begins to realize how difficult it is. Also at this time comes an understanding of the value of human labor. It is necessary to encourage the child's very first attempts to help his parents. Even if, for example, washing dishes takes an hour longer, the baby will learn useful skills faster. And the baby will not lose the desire to help his parents (the opposite situation: the child wants to help, but the mother brushes it off, citing lack of time).

Moral education of preschool children

A preschool child has the opportunity to communicate with a large number of people. His experience of interacting with others in various situations also becomes more diverse. And it is precisely in preschool age that the understanding comes that there are rules of behavior common to everyone, certain standards of morality. By playing and communicating with peers, a preschooler learns to understand the feelings of other people, react to them correctly, and evaluate his actions.

For the child, such experiences as sympathy, resentment, guilt, pride and others become clear. He can clearly understand what is good and what is bad.

Education in preschool age should help the child, by analyzing the experiences of others and his own, to understand what a model of moral behavior should be. It is worth recalling that the best model of behavior is the child’s parents. Therefore, parents of a preschooler should try to be a worthy example for their child.

About fine motor skills

Already at this stage, it is extremely clear to most parents how important preschool education is. Activities with the baby - that’s what else moms and dads need to think about. And the very first home lessons should be aimed specifically at developing the baby’s fine motor skills (it should be developed from the age of six months). Why is this so important? It's simple: people have many receptors on their fingertips that are directly related to brain activity. Scientists have long proven that the development of fine motor skills in children directly affects the speech of the baby. What can be used:

1. Finger gymnastics. It’s great to learn a few rhymes, saying them each time. This way the baby will also train his memory.

2. Games with small objects. Under adult supervision, a child can sort through various small things and toys.

3. Sorting. A great activity: pour semolina into your child’s bowl and mix it with peas. Next, give the baby the task of finding all the peas. In addition to the fact that the process will captivate the child for a long time, it will also train fine motor skills.

4. Tactile games. The child should be allowed to try by touch as many objects of different textures as possible. Plastic figures, metal parts, and various rags are suitable. At the same time, the baby will not only learn colors, but will also experience the world by touch.

Popular destinations

The most common methods of preschool education today also deserve special attention:

1. Nikitin’s technique. It is based on such postulates as work, creativity, naturalness and love of nature. At the same time, the child studies exactly as much as he wants, the environment is as sporty as possible, and parents take an active part in the educational process. All games using this method should expand and become more complex over time.

2. Maria Montessori's method. This is a whole pedagogical system, the main motto of which is the phrase “help me do everything myself.” The scientist believes that the baby’s entire environment should be filled with the most useful objects that serve a specific purpose. The games proposed by this system are aimed at developing sensory skills, speech, as well as teaching reading, writing and mathematics.

3. Glen Doman's technique. The favorite phrase of this American physiotherapist, which became the motto of the educational system, is: “Without facts there is no knowledge.” The scientist believes that the baby should be introduced to the maximum number of facts, structured into sections and categories.

4. Zaitsev’s technique. A very common way of teaching reading today is with the help of Zaitsev’s cubes. The scientist believes that it is much easier for a child to learn to read while playing than sitting at a desk. The unit of reading according to this method is not a familiar word, but a syllable - pairs of vowels and consonants.

5. Walfdor method. When studying preschool education and training, one cannot ignore this direction, since it is precisely this direction that is most aimed at developing the creative abilities of children. With kids you need to sculpt, embroider, build – do everything using natural materials. In addition, a lot of attention should be paid to the physical development of children.

6. Voskobovich technique. It is based on the close relationship between a child and an adult. The activity is aimed at the creative development of the child, learning while playing.

7. Zankov's technique. It is recommended to give the baby as much attention as possible. It is most often used when it is necessary to work with children who have problems learning the material.

Taboo

The child's preschool education program should exclude certain points that parents should always take into account:

1. Modern psychologists do not recommend using physical punishment on a child. You need to try to remain calm in any situation, without showing your weaknesses to the baby. In addition, physical punishment does not lead to the child realizing his mistakes. Only conversation, conversation - this is what will help a parent raise an adequate person.

2. It is not recommended to scare a child. And if you do this, then only competently. You can’t say to the baby, “I’ll give you to someone else’s uncle” or “I’ll leave you here alone.” This creates a lot of fears. You can say the following: “You will be without sweets/toys/entertainment for a whole week).”

3. You can’t stop talking to your baby, just start ignoring him.

4. As a punishment, it is not recommended to force the baby to stand or sit still.

Peculiarities of children's psychology

It is also important for parents to know about the psychology of their children at different stages of development in order to take into account what problems they may encounter.

1. Age 3-4 years. A rather difficult period that requires the patience of parents. An adult must know how to interest a child, how he can be involved in the chosen activity. It is also worth remembering that the desire to do one thing for such guys can quickly disappear.

2. Age 4-6 years. This is a fairly calm period when it is interesting to work with the baby and organize educational lessons. The baby is already old enough to keep his attention on one subject for a long time; he is interested in many things. In addition, the child is almost independent; at this stage he does not require the constant presence of an adult as an observer.

3. Age 6-7 years. The period of active growing up of a child. The child begins to show character and may resist the wishes of the parents. A lot of patience and the ability to negotiate are the main rules for this period of a child’s preschool development.

Features of raising preschool children

The process of raising a child at this age is carried out in two directions:

• Personal development;
• Preparation for school.

One cannot but agree that education should include approaches from both points of view. It is important both to teach your child good things and develop character strengths, and to prepare him for school life by instilling responsibility and social skills.

Subtleties and secrets of family education of children

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Raising children from 0 to 3 years old tips

Psychological characteristics

In raising children, parents usually use three main psychological models. Most often they are used separately from each other, but each model has its pros and cons.

The authoritarian model is clearly visible when a parent strives to achieve from a child a result that is convenient for him, putting his own opinion above the child’s opinion. The child's disobedience or failures are punished, and correct actions are approved. The advantages of this model include:

• The child clearly understands the parent’s instructions;
• Full understanding of responsibility for one’s actions and the consequences of performing a task incorrectly.

There are many more disadvantages, and their consequences are very noticeable:

• Getting used to the parent’s authoritarianism, the child takes his opinion on faith and stops thinking with his own head;
• The action of the authoritarian model gives rise to the child's fear of his parents;
• The child becomes uninitiative and imitates the behavior pattern of his parents.

Inductive method - in the process of education, communication takes place with the child, during which the solution to the problem is found with him. The child learns to make decisions and draw conclusions himself, and also takes on some responsibility. The advantages of the inductive method include:

• Early development of responsibility;
• The child quickly begins to learn to think and think for himself;
• The child takes initiative;
• It turns out that he is more prepared for life.

There are several disadvantages to induction:

• A complex and subtle approach to application - a parent cannot always understand when responsibility can be transferred to the child;
• At the fragile age of 4-6 years, the words “decide for yourself” or “everything is in your hands” may not be entirely appropriate;
• If you shift too much responsibility onto a child, he may feel lonely and lose faith in himself.

The model of criticism or hatred is a common model that many adults use, most of them unconsciously. The moral in this case is different for everyone, but the model is the same: in case of bad behavior, the child is punished by silence or resentment of the parents and forgiveness does not occur until the child realizes the mistake and asks for forgiveness. It is difficult to attribute anything to the advantages of this technique, but they are:

• Development of, albeit a very painful, but clear sense of responsibility for one’s actions;
• The child weighs his every action and asks himself whether he will be scolded for it;
• At a subconscious level, boundaries are set in behavior that the child should not go beyond.

There are several disadvantages, but they are quite destructive:

• A child can receive psychological trauma due to constant feelings of fear, anxiety and doubt; feelings of guilt can haunt him almost every second;
• It becomes much more difficult for a child to trust his parents and fear of them leads to isolation.

Any of these models in their pure form can harm the child’s psyche. However, with a harmonious combination of pros and cons, you can find the perfect balance.

Basic Rules

If we consider the actively promoted principles of pedagogical education in modern conditions, it turns out that the methods that were relevant during the Soviet era are outdated. The method of instilling feelings of guilt and shame, belittling children's authority, coercion and prohibitions have not only lost their popularity, but are also considered negative. Nowadays, psychologists recommend basing the educational process on mutual respect and trust between children and adults.

Teachers recommend that all parents apply simple rules when communicating with their children:

• Respect the personality of the child, do not allow any kind of violence towards him and do not humiliate him;
• Control, but give freedom of choice;
• From an early age, provide children with the necessary conditions so that the process of mastering skills and knowledge occurs efficiently;
• Helping the child make a choice or conclusions, explain to him all the pros and cons;
• Set rules and requirements, taking care of the child’s positive attitude towards them;
• Communicate as much and as often as possible with the child in order to develop mutual understanding and develop subconscious skills, the formation of speech and social culture;
• Develop responsibility and confidence in children, supporting any endeavors and initiatives;
• When choosing a model of education, organize the unity of the pedagogical process, demanding that other close adults support it;
• Take into account the age, abilities, character and temperament of the preschooler;
• Avoid prohibitions and false promises;
• Gradually, as the child grows, give him more independence;
• Work on yourself in order to be the best example for your child.

At first glance, these rules are simple and understandable, but compliance with each of them is extremely important for a preschooler to grow up developed and capable.