Psychological characteristics of children 3 years old

Lecture 7. Psychological characteristics early childhood

Lecture outline:

7.1. general characteristics child development and -3 years.

7.2. Manipulative and objective activities as the leading type of activity. Other activities.

7.3. Speech development.

7.4. Characteristics of the cognitive sphere of a young child.

7.5. Emotional-volitional sphere and its development.

7.6. Three-year-old crisis.

Basic concepts: manipulation; subject activity; sensitive period of speech development; formation of higher mental functions; emotional sphere; arbitrariness of actions; crisis of three years.

> General characteristics of child development 1-3 years old

Which age requires the most attention in terms of opportunities for acceleration? mental development child, the use or non-use of which could have serious consequences? From a psychological and pedagogical point of view, this is an early childhood, from one to three years. According to the data available today psychological science, this age is one of the key ones in a child’s life and largely determines her future psychological development.

After the baby stage begins new stage human development - early childhood (from 1 year to 3 years). The child begins to master the body and control hand movements. At an early age, the child is no longer a helpless creature; she is extremely active in her actions and in her desire to communicate with adults.

In the first year of life, the infant developed the initial forms of mental actions characteristic of humans. The next two years - the period of early childhood - bring the child new fundamental achievements.

By the beginning of the second year of life, the social situation of development changes. The “world of things” comes first for the child. The leading activity becomes substantive activity. Emotional communication with an adult, as before, remains the most important for the development of a child’s psyche, but after the crisis of the first year it is mediated by objects. The most important task of early childhood is to comprehend the essence objective world. An adult is already interesting as a “user of objects,” as one who will help master human ways of using things.

The crisis of the first year laid the foundations for the formation of the child’s will, but it still has to mature. That is why, by the second year of life, prohibiting commands are ineffective. The child can be frightened, and then she may refuse what she planned to do. But during this period, distracting, motivating commands from an adult are more effective. Those that do not block the baby’s research initiative. Many children of the second year of life even perceive their peers as a toy - they are touched. they stroke, kiss, may push, bite. Only at the beginning of the third year, when self-awareness begins to develop, does the attitude towards a peer change.

Intensive physical growth of a child at the stage of early childhood (from one to three years) continues, although its pace slows down somewhat. Along with general growth, anatomical formation and functional development of tissues and organs occurs. Weight increases quickly. The ratio between the size of the head, torso and limbs changes. By the age of two, a child’s baby teeth will erupt. Respiratory and circulatory organs develop, etc.

Increased performance nervous system, the overall weight of the brain increases, the regulatory role of the cortex increases cerebral hemispheres and control on its part over the subcortical centers.

The social situation of development is in many ways similar to the situation at the previous stage. The child is not yet able to independently satisfy his life needs, and therefore communication with an adult is a necessary condition ensuring her life.

The development of the psyche during this period depends on a number of factors. A significant role is played by the child’s mastery of upright walking, which makes him communicate with the outside world independently, expands the range of things that become objects of knowledge, develops the ability to navigate in space and manipulate a wide variety of objects, and the like.

Acting as a “transformer of the objective world,” the child insists on his independence. During this period, personal autonomy is formed. An educational resource in this situation is the fact that, abstracting from the adult, independently managing the things around him, the child does this by following the adult. Thus, the determining educational direction for a child becomes how the adult himself manages the objective world.

The task of an adult during this period is to be a model in external behavior. It’s not always possible to manage a child, but to be an architect environment child - more effectively. Parents have created a safe environment for the child, which will allow him to develop research skills and give him the opportunity for a long time keep yourself busy with any activity, change types of activities - lay the foundations of creativity in your child.

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PSYCHOLOGICAL FEATURES OF CHILD DEVELOPMENT AT AN EARLY AGE (FROM 1 TO 3 YEARS)

The period from 1 year to 3 years is the next stage in the development of the child - this is the psychological separation from the mother - and early childhood begins. This is due to the fact that the child not only develops new physical capabilities, but also intensively develops mental functions, and by the end of the period, the initial foundations (rudiments) of self-awareness appear.

Development of mental functions:

This period is considered a sensitive period for speech acquisition.

Speech By the age of 3, a child’s speech acquires objective meaning and, in connection with this, objective generalizations appear. Active and passive vocabulary is growing rapidly. By the age of 3, a child understands almost everything. Speaks 1000 – 1500 words.

Perception. At an early age, other mental functions develop - perception, thinking, memory, attention. Perception dominates. This means a certain dependence of other mental processes on it. Children's behavior is spontaneous and impulsive; nothing that lies outside the visual situation attracts them. Until the age of 2, a child cannot act at all without relying on perception. Elementary forms of imagination are present. Small child incapable of inventing anything or lying. Perception is affectively colored - in connection with this, impulsive behavior is characteristic. Observed objects really “attract” the child, causing him to have a strong emotional reaction. The affective nature of perception leads to sensorimotor unity. The child sees a thing, he is attracted to it, and thanks to this, impulsive behavior begins to unfold - to get it, to do something with it.

Memory. Basically, this is recognition, there is no reliance on past experience.

Actions and thinking. Thinking in this age period is usually called visual-effective. It is based on the perceptions and actions carried out by the child. And although at approximately 2 years of age the child develops an internal plan of action, throughout early childhood objective activity remains an important basis and source of intellectual development. IN joint activities With an adult, the child learns ways of operating with a variety of objects.

The main type of activity of the child is objective activity, during which the child becomes acquainted with various properties items; his sensory development continues.

IN game complex a child of the second year of life should include toys such as: cubes, balls, pyramids, nesting dolls, boards with inserts of various geometric shapes, building materials of various sizes.

Thinking initially manifests itself in the process itself practical activities, therefore, according to domestic psychologists, it lags behind it in terms of the general level of development and the composition of operations. The objective actions themselves are also improved. The mastered actions are transferred to other conditions.

The leading activity during this period is object-manipulative. The child does not play, but manipulates objects, including toys, focusing on the actions with them. However, at the end of early childhood, play with a plot still appears in its original forms. This is the so-called director's game, in which the objects used by the child are endowed with playful meaning. For the development of play, the appearance of symbolic or substitutive actions is important.

Emotional development. The development of mental functions is inseparable from the development of the emotional-need sphere of the child. The dominant perception at an early age is affectively colored. The child reacts emotionally only to what he directly perceives. The child’s desires are unstable and quickly passing, he cannot control and restrain them; They are limited only by punishments and rewards from adults. All desires have the same power: in early childhood there is no subordination of motives. The child still cannot choose or settle on one thing - he is not able to make a decision.

The development of the emotional-need sphere depends on the nature of the child’s communication with adults and peers. In communication with close adults who help the child explore the world of “adult” objects, the motives of cooperation predominate, although purely emotional communication, which is necessary for everyone, also remains. age stages. A young child, when communicating with children, always proceeds from his own own desires, completely disregarding the wishes of the other. Egocentrism. Doesn't know how to empathize. Early childhood is characterized by vivid emotional reactions associated with the child’s immediate desires. At the end of this period, when approaching the 3-year crisis, affective reactions to the difficulties faced by the child are observed. A young child is easily distracted. If he is really upset, it is enough for an adult to show him his beloved or new toy, offer to do something interesting with him - and the child, whose one desire is easily replaced by another, instantly switches and enjoys doing a new activity. The development of the child’s emotional-need sphere is closely related to the emerging self-awareness at this time. At about 2 years old, the child begins to recognize himself in the mirror. Self-recognition is the simplest, primary form of self-awareness. The consciousness of “I”, “I am good”, “I myself” and the emergence of personal actions propel the child to a new level of development. The transition period begins - a crisis of 3 years.

In early childhood, a child actively learns about the world of objects around him and, together with adults, masters ways of operating with them. Its leading activity is object-manipulative, within which the first primitive games arise. By the age of 3, personal actions and the consciousness of “I myself” appear - the central new formation of this period. A purely emotional inflated self-esteem arises. At 3 years old, a child’s behavior begins to be motivated not only by the content of the situation in which he is immersed, but also by relationships with other people. Although his behavior remains impulsive, actions appear that are associated not with immediate momentary desires, but with the manifestation of the child’s “I”.

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or "What's drawn here?"
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