Pedagogical studies of the formation of a plot game in children of the fifth year of life. Age characteristics of children of the fifth year of life Age characteristics of children of 5 years of age

Svetlana Baranova
Parent meeting "Age characteristics of children of the fifth year of life"

Parent meeting "Age characteristics of children of the 5th year of life"

Goals: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.

Tasks: consider the age and individual characteristics of children of the 5th year of life; to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year; to teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; intensify work on the development of children's speech.

Members: educators and parents.

Plan of the event:

1. Introductory part.

2. Age and individual characteristics of children of the fifth year of life.

3. Features of the educational process in the middle group.

4. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.

5. Election of a new composition of the parent committee.

6. Briefly about different things.

Educator: Hello dear parents! We are very glad to see you in our cozy group! We want to congratulate you on the start of the school year. Our children have grown up and become a year older. The kids have learned a lot this year. They grew up, got stronger, became more independent. They also became very inquisitive.

We try to present any even the most complex knowledge to the child in the form of a game, where you can run, hear a fairy tale, and reason.

We try to create conditions for each child to feel emotionally comfortable, psychologically protected, to feel loved and unique.

Each child develops differently, each at its own pace of development.

Our kindergarten works according to the program "From birth to school", in this program the emphasis is on the formation and comprehensive development of the individual.

This academic year, the development of children will also be carried out in the organization of all types of children's activities: play, communication, labor, motor, cognitive research, visual, constructive, musical

Today we want to talk about the features of the development of children of the fifth year of life.

The age of four to five years is the average preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children of the 5th year of life, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.

physical features. the physical capabilities of the child increase significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motor skills are actively developing, in general, the average preschooler becomes more dexterous and faster than the younger ones. It should be noted that the age characteristics of children 4–5 years old are such that physical activity must be dosed so that it is not excessive. This is due to the fact that the muscles in this period grow, albeit quickly, but unevenly, so the child quickly gets tired. Therefore, babies need to be given time to rest. As for the pace of physical development, from 4 to 6 years they do not change significantly. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body. slide 2

Mental development of a child At the age of 4–5 years, various mental processes develop rapidly: memory, attention, perception, and others. An important feature is that they become more conscious, arbitrary: strong-willed qualities develop, which will definitely come in handy in the future. The type of thinking that is characteristic of the child now is visual-figurative. This means that basically the actions of children are of a practical, experimental nature. For them, visibility is very important. However, as one grows older, thinking becomes generalized and, by the older preschool age, gradually passes into verbal-logical. Slide 3 The amount of memory increases significantly: he is already able to remember a small poem or an adult's instruction. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes). slide 4

The role of the game Play activity is still the main one for the baby, but it becomes much more complicated compared to the early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children of the 5th year of life are such that they are more inclined to communicate with peers of their gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play cars, military, police. At this stage, children begin to arrange the first competitions, strive to succeed. slide 5

Middle preschoolers are happy to master various types of creative activities. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. The age characteristics of children of the 5th year of life according to the Federal State Educational Standard suggest that at this stage the preschooler already masters fine motor skills, which allows them to draw in detail and pay more attention to details. Drawing becomes one of the means of creative self-expression. The average preschooler can compose a short fairy tale or a song, understands what rhymes are, and uses them. Vivid fantasy and rich imagination allow you to create entire universes in your head or on a blank sheet of paper, where the child can choose any role for himself. slide 6

Speech development During the middle preschool period, there is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children of the 5th year of life allow them to express their thoughts more clearly and fully communicate with their peers. The child is already able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, learn to build complex sentences, and so on. Connected speech develops. Communication with peers and adults In the middle preschool age, contacts with peers are of paramount importance. If earlier the child had enough toys and communication with parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication, as a rule, is closely connected with other activities (play, joint work). The first friends appear with whom the child communicates most willingly. In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. The child regards his parents as an inexhaustible and authoritative source of new information, so he asks them a wide variety of questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related features of children of 5 years of age. Slide 7, 8 (speak on the slide)

emotional features. At this age, there is a significant development of the sphere of emotions. This is the time of the first sympathies and affections, deeper and more meaningful feelings. A child can understand the state of mind of an adult close to him, learns to empathize. Children are very emotional about both praise and comments, they become very sensitive and vulnerable. By the age of 5, the child begins to be interested in questions of sex and their gender. As already mentioned, one of the distinguishing features of this age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears. The child may be afraid of a fairy tale character or imaginary monsters. Parents do not need to worry too much: this is not a problem, but only the age characteristics of children of the 5th year of life. It is important to remember that these are just temporary difficulties that will go away with time if parents do not focus on them or use them against the child for educational purposes. Slide 9

Education Speaking about the upbringing of children of this age, it must be remembered that at this stage the character changes significantly. The crisis of three years passes safely, and the child becomes much more obedient and docile than before. It is at this time that children need full communication with their parents. Strictly speaking, this is the basis of education. The main function of adults now is to explain in as much detail as possible and show by personal example. The child absorbs everything like a sponge, with the curiosity of a discoverer, he is drawn to new knowledge. Parents should carefully listen to numerous questions and answer them, because in the family children draw the first knowledge about the world around them and their place in it. Right now it is necessary to lay down moral qualities, to develop kindness, politeness, responsiveness, responsibility, love for work in a child. At this stage, the child has the first friends, so it is very important to teach how to communicate with peers: to give in, to defend one's interests, to share. Slide 10

The family plays an important role in the development of a child's personality. The relationship between parents is the first thing a growing baby sees, this is the standard that he considers the only true one. Therefore, it is very important that the child has a worthy example in the face of adults. Parents should remember that it is at preschool age that such character traits as kindness, justice, truthfulness develop, life values ​​and ideals are laid. Therefore, it is so important to take into account the age characteristics of children of the 5th year of life. Assistance in the education of individual character traits should also be carried out in accordance with the sex of the preschooler and the roles of adults in the family. So, a mother teaches a child to find a common language, seek a compromise, affection, care and love come from her. Dad is the personification of order, protection, this is the first teacher of life, which helps to be strong and purposeful. Relationships within the family are the most important factor influencing the upbringing of the child and his entire subsequent life. slide 11

The fifth year of life is a period of intensive growth and development of the child's body. During the year, body weight increases by 1.5-2 kg, height - by 6-7 cm. By the age of 5, the child's body weight is 19.0 kg, height - 110 cm, chest circumference - 54 cm. The brain develops intensively , the functions of the cerebral cortex are improved, but the influence of the subcortical centers on the behavior of the child remains significant. In the development of the basic movements of children, noticeable qualitative changes occur, the naturalness and ease of their implementation increase.

The ability to plan one's actions arises and improves, to create and implement a certain plan, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of the ways to achieve it.

Of particular importance is the joint role-playing game. It becomes at this age the leading type of activity and causes significant changes in the entire psyche of the child.

In such a game, children of 4-5 years old can invent and coordinate a simple plot among themselves in advance, distribute roles, play material.

Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, and behavior skills develop. Improved basic movements.

Along with the game, children of the fifth year of life intensively develop productive activities, especially visual and constructive. The plots of their drawings and buildings are becoming much more diverse, although the ideas remain insufficiently clear and stable.

Perception becomes more fragmented. Children master the ability to examine objects, consistently identify individual parts in them and establish the relationship between them.

On the basis of acquaintance with the main samples (standards) of the external properties of things at this age, children correctly assess the color, shape, size, spatial relationships of objects, the rhythm of musical sounds, etc.

There are significant shifts in the thinking of children. They begin to identify common features of objects, group objects according to their external properties, material and purpose, and understand the simplest causal relationships between phenomena. Children try to answer many questions themselves, resorting to a kind of experiment aimed at clarifying the unknown.

In the fifth year of life, children actively master coherent speech, they can retell small literary works, talk about a toy, a picture, and some events from their personal lives.

Along with situational emotions in children, under the influence of upbringing, feelings begin to develop that express a more stable attitude towards people and phenomena, there is a desire to be useful to others, attention to their needs, a friendly attitude towards peers; the ability to subordinate one's desires to the requirements of adults, the beginnings of a sense of responsibility for the task assigned, the result of which is important for others, are formed.

Children of the middle group are already able to consciously correlate their behavior with the behavior of their comrades, evaluate their and their capabilities, mainly in the field of practical actions, help their peers, coordinate actions aimed at achieving a common goal.

In close connection with moral feelings, children develop aesthetic feelings and attitudes, the ability to respond to the figurative content of a song, picture, illustration, fairy tale and story, poem increases, and sympathy for the positive character of a work of art is clearly manifested. Children of this age catch the most vivid expressive means, the pitch and rhythmic pattern of the melody, the timbre of various musical instruments, the power of the sound of music, the rhythm of the verse; learn and memorize songs, plays, poems, prose; they can sing with pure intonation, move rhythmically, convey images in drawings and modeling.

The fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of the basic movements of children. Emotionally colored motor activity becomes not only a means of physical development, but also a way of psychological unloading of children, who are distinguished by a rather high excitability.

The ability to plan one's actions arises and improves, to create and implement a certain plan, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of the ways to achieve it.

Of particular importance is the joint role-playing game. Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, behavior skills develop, and basic movements improve.

Along with the game, children of the fifth year of life intensively develop productive activities, especially visual and constructive. The plots of their drawings and buildings are becoming much more diverse, although the ideas remain insufficiently clear and stable.

Perception becomes more fragmented. Children master the ability to examine objects, consistently identify individual parts in them and establish the relationship between them.

An important mental neoformation of children of middle preschool age is the ability to operate in the mind with ideas about objects, generalized properties of these objects, connections and relationships between objects and events. Understanding some dependencies between phenomena and objects gives rise to an increased interest in children in the arrangement of things, the causes of observed phenomena, the dependence between events, which entails an intensive increase in questions to an adult: how? why? why? Children try to answer many questions themselves, resorting to some kind of experiments aimed at clarifying the unknown. If an adult is inattentive to satisfying the cognitive needs of preschoolers, in many cases children show features of isolation, negativism, stubbornness, and disobedience towards elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.

In the fifth year of life, children actively master coherent speech, they can retell small literary works, talk about a toy, a picture, and some events from their personal lives.

Tasks of education and development:

1. Further strengthening of psychophysical health, development of physical activity of children.

2. The development of cognitive activity through the enrichment of the experience of activity, self-knowledge, ideas about the environment.

3. Formation of humane relations between children and friendly relations in joint games and activities.

4. Education of independence and initiative based on the development of a variety of ways of action and the development of the desire for self-affirmation.

5. Development of creative manifestations in artistic, visual and gaming activities.

Age features of children of the sixth year of life.

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports in children a sense of "adulthood" and, on its basis, causes them to strive to solve new, more complex problems of cognition, communication, and activity.

Relying on the need for self-affirmation and recognition of their capabilities by adults, which is characteristic of older preschoolers, the educator provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets them more and more complex tasks, develops their will, supports the desire to overcome difficulties, bring the work begun to the end, and aims at finding new, creative solutions. It is important to provide children with the opportunity to solve problems independently, to aim them at finding several options for solving one problem, to support children's initiative and creativity, to show children the growth of their achievements, to arouse in them a sense of joy and pride from successful independent actions.

The development of independence is facilitated by the development of children's skills to set a goal (or accept it from the educator), think about the way to achieve it, implement their plan, evaluate the result from the position of the goal. The task of developing these skills is set by the educator broadly, creating the basis for the active mastery of children in all types of activities.

The highest form of independence of children is creativity. The task of the educator is to arouse interest in creativity. This is facilitated by the creation of creative situations in gaming, theatrical, artistic and visual activities, in manual labor, verbal creativity. All these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in exciting creative activity that the preschooler faces the problem of independently determining the idea, methods and forms of its implementation. The teacher supports the creative initiatives of children, creates in the group an atmosphere of collective creative activity according to interests.

The teacher pays serious attention to the development of cognitive activity and interests of older preschoolers. This should be facilitated by the whole atmosphere of the life of children. An obligatory element of the lifestyle of older preschoolers is participation in resolving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses, etc.), in educational games, puzzles, in the manufacture of homemade toys, the simplest mechanisms and models . The educator, by his example, encourages children to independently search for answers to emerging questions: he draws attention to new, unusual features of the object, makes guesses, turns to children for help, aims at experimentation, reasoning, and conjecture.

Older preschoolers are beginning to show interest in the future of schooling. The prospect of schooling creates a special mood in the group of older preschoolers. Interest in the school develops naturally in communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, school visits, role-playing games on the school theme. The main thing is to connect the developing interest of children in a new social position (“I want to become a schoolboy”) with a sense of the growth of their achievements, with the need to learn and master new things. The teacher seeks to develop the attention and memory of children, forms elementary self-control, the ability to self-regulate their actions. This is helped by a variety of games that require children to compare objects according to several criteria, search for errors, memorize, apply a general rule, and perform actions with conditions. Such games are played daily with a child or with a subgroup of older preschoolers.

Organized learning is carried out for older preschoolers mainly in the form of subgroup classes and includes classes in the cognitive cycle in mathematics, preparation for mastering literacy, familiarization with the outside world, the development of artistic and productive activities and musical and rhythmic abilities. In independent activity, in the communication of the educator with the children, opportunities are created for expanding, deepening and wide variable use by children of the content mastered in the classroom.

The condition for the full development of older preschoolers is meaningful communication with peers and adults.

The teacher tries to diversify the practice of communication with each child. Entering into communication and cooperation, he shows trust, love and respect for the preschooler. At the same time, he uses several models of interaction: by the type of direct transfer of experience, when the teacher teaches the child new skills, methods of action; by the type of equal partnership, when the educator is an equal participant in children's activities, and by the type of "guardianed adult", when the teacher specifically turns to children for help in solving problems, when children correct mistakes "made" by adults, give advice, etc.

An important indicator of the self-awareness of children aged 5–6 years is their evaluative attitude towards themselves and others. A positive idea of ​​his possible future appearance for the first time allows the child to take a critical look at some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. A child's positive perception of his own Self directly affects the success of his activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. In the process of interaction with the outside world, the preschooler, acting as an active person, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge creates the prerequisites for the formation of preschoolers' ability to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

Tasks of education and development:

1. Strengthening and enriching health, further development of the motor and hygiene culture of children.

2. Education of a culture of communication, emotional responsiveness and goodwill towards people.

3. Development of children's aesthetic feelings, emotional and value orientations, introducing children to artistic culture.

4. Development of cognitive activity, cognitive motivation, intellectual abilities of children.

5. Formation of readiness for schooling, for a new social position of the student.

6. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for active work and creativity.

"Age features of the development of children 4-5 years of age"

The physical development of a child from the 4th to the 6th year of life is approximately the same: the average increase in height per year is 5-7 cm, in body weight - 1.5-2 kg. The height of four-year-old boys is 100.3 cm. By the age of five, it increases by about 7.0 cm. The average height of girls of four years is 99.7 cm, five years is 106.1 cm. The body weight in the groups of boys and girls is, respectively, 4 years 15.9 and 15.4 kg, and at 5 years - 17.8 and 17.5 kg

Features of the musculoskeletal system

By the age of five, the ratio of the sizes of different sections of the spine in a child becomes the same as in an adult, but the growth of the spine continues until adulthood. The skeleton of a preschool child is flexible, since the process of ossification is not yet completed. In this regard, children 4-5 years old should not be given strength exercises during physical education classes, it is necessary to constantly monitor the correctness of their posture.

Long-term retention of one posture can cause muscle strain and, ultimately, a violation of posture. Therefore, in classes related to maintaining a static posture, various forms of physical culture pauses are used.

Muscles develop in a certain sequence: first large muscle groups, then small ones. Therefore, the load should be strictly dosed, in particular, for small muscle groups. For pencil drawings, the child is not given large sheets of paper, as he is tired of having to sketch a large surface. For the image of individual objects in the middle group, it is recommended to use paper the size of half a writing sheet, for plot drawings - 28 x 20 cm.

Respiratory system

The need of the child's body for oxygen increases by 40% over a period of 3 to 5 years. There is a restructuring of the function of external respiration. The abdominal type of breathing that prevails in children aged 2-3 years begins to be replaced by chest breathing by the age of 5. By the same age, the vital capacity of the lungs slightly increases (on average, up to 900-1060 cm '), and in boys it is more than in girls.

The cardiovascular system

The absolute weight of the heart at this age is 83.7 g, the pulse rate is 99 beats per minute, and the average blood pressure level is 98/60 mmHg. However, there are large individual fluctuations in cardiac activity and respiration. So, at 4 years, the heart rate (pulse) per minute ranges from 87 to 112, and the respiratory rate - from 19 to 29.

At the age of 4-5 years, the rhythm of heart contractions is easily disturbed, therefore, during physical exertion, the heart muscle quickly gets tired. Signs of fatigue are expressed in redness or blanching of the skin of the face, rapid breathing, shortness of breath, uncoordinated movements. It is important to prevent children from getting tired, to change the load and the nature of the activity in time. When switching to a more relaxed activity, the heart rate quickly normalizes, and the performance of the heart muscle is restored.

Development of the senses

The first five years of life are the "golden time" for the development of children's sensory abilities.

The lens of the eye of a preschooler has a flatter shape than that of an adult. Hence the farsightedness. However, myopia can easily develop. So, when looking at illustrations, and even at a poorly lit table, when working with a pencil, various small objects, the child strains his eyesight, leans heavily. The muscles of the eye at the same time for better refraction of light rays change the shape of the lens,

intraocular pressure also changes, the eyeball increases. Often repeated, these changes can take hold. Therefore, it is necessary to develop the correct working posture in children and to constantly monitor it both in the classroom and in their independent activities.

A child of 4-5 years old continues the process of development of the organ of hearing. The tympanic membrane is tender and easily injured, the ossification of the auditory canal and temporal bone has not ended. Therefore, an inflammatory process can easily occur in the ear cavity.

With the vulnerability of the organ of hearing and the incompleteness of the formation of the central nervous system, a greater sensitivity of preschoolers to noise is associated. If the life of children in a group constantly flows against the background of noise of the order of 45-50 decibels, persistent hearing loss and fatigue occur. Meanwhile, falling cubes and chairs, loud conversation create a noise of about 70-75 decibels. That is why an active fight against noise should be carried out in preschool children's institutions: it is necessary to teach children how to use toys correctly, carefully move chairs, and speak quietly.

Development of higher nervous activity

The central nervous system is the main regulatory mechanism of physiological and mental processes.

Nervous processes - excitation and inhibition - in a child, as in an adult, are characterized by three main properties: strength, balance and mobility. By the age of 4-5, the strength of nervous processes increases in a child, their mobility increases. But especially typical for children of this age is the improvement of interanalyzer connections and the mechanism of interaction of signaling systems.

The ability to accompany their game with speech is gradually improving, children easily perceive the instructions of an adult in the process of various activities. This allows you to diversify teaching methods. In the middle group, for example, it is possible to improve the pronunciation of speech sounds in the process of outdoor games specially designed for this.

In four-year-old children, the mechanism for comparing words with reality is still insufficiently developed. Perceiving the environment, they are guided mainly by the words of an adult. In other words, their behavior is characterized by suggestibility. In the fifth year of life, especially towards the end of the year, the mechanism of matching words with the corresponding stimuli of the first signal system improves, the independence of actions and conclusions grows.

However, the nervous processes in a child of middle preschool age are still far from perfect. Excitation predominates. In violation of the usual conditions of life, with fatigue, this manifests itself in violent emotional reactions, non-compliance with the rules of behavior. Stormy emotions, fussiness, an abundance of movements in a child indicate that the process of excitation prevails in him and, while maintaining a tendency to spread, can turn into increased nervous excitability.

At the same time, it is precisely by the age of five that the effectiveness of pedagogical influences aimed at concentrating nervous processes in children increases. Therefore, in the classroom and in everyday life, it is necessary to improve the child's reactions to the signal:

include walking and running in physical education classes with a change of leader; make extensive use of didactic games and games with rules.

Conditioned reflex connections are formed in children quickly: after 2-4 combinations of a conditioned signal with reinforcement. But they do not acquire stability immediately (only after 15-70 combinations) and are not always durable. This applies both to those conditioned reflexes that are formed in response to verbal signals, and to complex systems of connections.

It is relatively difficult to form various types of conditioned inhibition. Therefore, in order to teach children 4-5 years old to follow the rules of behavior, it is not enough to explain to them what is possible, what is not allowed and what needs to be done, it is necessary to constantly exercise them in appropriate actions. It is important that the complex systems of connections that make up skills and abilities are consolidated gradually, on material that is repeated with increasing complexity.

Personal development

To contribute to the personal development of a child of 4-5 years, the following must be considered.

Firstly, at this age the foundations of a creative attitude to the objective world are already being laid. For this purpose, you can use those modest crafts that the child creates with his own hands for playing or as a gift to someone. If an adult systematically emphasizes that the child has done something himself, that he already knows a lot and will be able to create an atmosphere of well-deserved recognition and success for everyone, then the satisfaction that the child will experience will encourage him to continue to set such tasks.

Secondly, during this period, a truly cognitive attitude to the world, a disinterested need for knowledge out of interest and desire to know, may also arise. For the further development of cognitive interest, it is important not only to give the child new knowledge in an exciting way, it is necessary to respect his own mental searches and their results as much as possible. In the fifth year of life, the child is already able to think without relying on direct experience. He has a circle of purely verbal knowledge. Using such knowledge, a child can sometimes come to wrong conclusions, get logically imperfect results. Any manifestation of disrespect for these first independent intellectual steps can discourage a child from interest in the field of knowledge and deprive him of self-confidence. Therefore, the most important requirement for the personal relationship of adults with children and in their relationships with each other is a serious and respectful attitude to all, even incorrect, considerations of the child.

This does not mean that adults should approve of any wrong thoughts and considerations of children. Adults should not evaluate children, but discuss their ideas with them and object to them as if on an equal footing, and not haughtily. Hence naturally

it follows that new in relation to the child to other people should be, on the one hand, interest and respect for an adult as a source of new knowledge and a tactful assistant in his own intellectual searches, and on the other hand, a respectful and interested attitude towards similar intellectual searches of his peers. .

Attitudes towards peers at this age are not yet very differentiated. Children are basically divided into "bad" and "good", and these assessments are very much dependent on adults. Thus, most children of the fifth year of life consider their peers to be bad because the teacher reprimands them for eating slowly, sleeping poorly, etc.

It must be borne in mind that the child's reputation in the group, the attitude of his peers towards him and his mental well-being can, without any intention on the part of an adult, be irreparably damaged. For this, the frequent expression of adult dissatisfaction with such forms of behavior, which, although they create organizational difficulties, are morally neutral, do not depend on the child and are often due to his physiological characteristics, is sufficient.

In the development of the consciousness of children, two very important possibilities open up, on the correct use of which the general level of their mental development essentially depends. One possibility is related to the fact that in the fifth year of life, children are able in their knowledge of the environment to go beyond what they directly encounter. Starting from this age, children can gradually accumulate factual knowledge about a variety of objects and phenomena that they have not seen and about which they know only from the words of an adult (about animals and cars, cities and countries, etc.).

It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge about the environment. He naturally develops an attitude towards those new areas of life with which he is introduced: sympathy for dolphins and a cautious attitude towards sharks, sympathy for people who live for months in the conditions of the polar night, and respect for their ability to adapt to difficult natural conditions.

And this means that an adult not only gives knowledge, but also fundamentally expands the range of events and objects that evoke an emotional response in a child: sympathy and indignation, respect and interest. It is very important that the feelings and relationships experienced by the child about distant and personally unfamiliar beings or events are essentially disinterested, not connected with momentary egoistic desires and aspirations. Thus, adults take the child beyond narrow and selfish interests, taking the very first steps in shaping the future citizen of the world, to whom nothing human will be alien.

Children 4-5 years old strive for independence, but failure discourages them. Unsuccessful efforts accumulate and create insecurity. Meanwhile, arbitrariness is supported precisely by the successful completion of an adult's task or a task that the child has planned to do himself.

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. In the course of the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Development of mental processes

The development of children of middle preschool age (4-5 years) is most clearly characterized by increasing arbitrariness, premeditation, and purposefulness of mental processes, which indicates an increase in the participation of will in the processes of perception, memory, and attention.

Perception

At this age, the child masters the methods of active knowledge of the properties of objects: measurement, comparison by imposing, applying objects to each other, etc. In the process of cognition, the child gets acquainted with various properties of the surrounding world: color, shape, size, objects, characteristics of time, space, taste, smell, sound, surface quality. He learns to perceive their manifestations, to distinguish shades and features, masters the methods of detection, remembers the names. During this period, ideas about the basic geometric shapes (square, circle, triangle, oval, rectangle and polygon) are formed; about the seven colors of the spectrum, white and black; about the parameters of the value (length, width, height, thickness); about space (far, close, deep, shallow, there, here, above, below); about time (morning, afternoon, evening, night, season, hours, minutes, etc.); about the special properties of objects and phenomena (sound, taste, smell, temperature, surface quality, etc.).

Attention

Increased attention span. The child is available concentrated activity for 15-20 minutes. When performing any action, he is able to keep a simple condition in memory.

In order for a preschooler to learn to voluntarily control his attention, he must be asked to think aloud more. If a child of 4-5 years old is asked to constantly name aloud what he should keep in the sphere of his attention, then he will be able to arbitrarily for quite a long time keep his attention on certain objects and their individual details, properties.

At this age, the processes of first voluntary recall and then deliberate memorization begin to develop. Having decided to remember something, the child can now use some actions for this, such as repetition. By the end of the fifth year of life, there are independent attempts to elementary systematize the material in order to memorize it.

Arbitrary memorization and recall are facilitated if the motivation for these actions is clear and emotionally close to the child (for example, remember what toys are needed for the game, learn the poem “as a gift to mom”, etc.).

It is very important that the child, with the help of an adult, comprehend what he memorizes. Meaningful material is remembered even when the goal is not to remember it. Meaningless elements are easily remembered only if the material attracts children with its rhythm, or, like counting rhymes, woven into the game, becomes necessary for its implementation.

The amount of memory gradually increases, and the child of the fifth year of life more clearly reproduces what he remembers. So, retelling a fairy tale, he tries to accurately convey not only the main events, but also secondary details, direct and author's speech. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Thinking

Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems. Anticipation develops. Children can tell what will happen as a result of the interaction of objects based on their spatial arrangement. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, well-known phenomena are especially characteristic. Piaget: conservation of quantity, volume and magnitude. For example, if a child is presented with three black circles made of paper and seven white ones and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child's activity, from the conditions of his life and upbringing.

Problem solving can take place in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task of the teacher is the formation of various specific ideas. But we should not forget that human thinking is also the ability to generalize, therefore it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously in two ways: color and shape, color and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture from four parts without relying on a sample and from six parts using a sample. Can generalize concepts related to the following categories: fruits, vegetables, clothes, shoes, furniture, utensils, transport.

Imagination

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

In the fifth year of life, the desire of children to communicate with their peers is actively manifested. If a three-year-old child is quite satisfied with the society of dolls, then the average preschooler needs meaningful contacts with peers. Children communicate about toys, joint games, common affairs. Their speech contacts become longer and more active. The teacher uses this desire to build friendships between children. It unites children into small subgroups based on common interests, mutual sympathy. By participating in games, the educator helps children understand how to negotiate, pick up the right toys, and create a playful environment.

New features appear in the communication of middle preschoolers with a teacher. Like children of the younger group, they willingly cooperate with adults in practical matters (joint games, labor assignments, caring for animals, plants), but along with this, they actively strive for cognitive, intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?” The developing thinking of the child, the ability to establish the simplest connections and relationships between objects arouse interest in the world around him. It is not uncommon for the average preschooler to repeatedly address an adult with the same questions, and it takes a lot of patience on the part of the adult to answer them over and over again.

A serious mistake is made by an adult if he dismisses the child's questions, does not notice them, or answers with irritation, hastily, without a desire. The benevolent, interested attitude of an adult to children's issues and problems, the readiness to discuss them on an equal footing with children helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens preschoolers' trust in adults. This promotes a sense of respect for elders. It has been noticed that children who do not receive answers to their questions from an adult begin to show features of isolation, negativism, stubbornness, and disobedience towards their elders. In other words, the unfulfilled need to communicate with an adult leads to negative manifestations in the child's behavior.

The wider use of speech as a means of communication stimulates the expansion of the child's horizons, the discovery of new facets of the world around them. Now the child begins to be interested not just in any phenomenon in itself, but in the causes and consequences of its occurrence. Therefore, the main question for a 4-year-old child is the question “why? ".

In middle preschool age, the pronunciation of sounds and diction improve. Speech attracts the attention of children and is actively used by them. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

The vocabulary of children is enriched, the possibilities of using words are expanding. If you draw the child's attention to the phenomena of nature, to its beauty, to consider landscapes with him, then at the age of 4-5 he begins to master the appropriate vocabulary. And although at this age children mainly talk about the color and size of objects, almost a third of the definitions they give are detailed, that is, with a list of two or three features, with elements of comparison, explanation "<Снег белый и немножко голубой»; «Блестит, как золотой»).

In the fifth year of a child's life, the morphological composition of statements also changes somewhat due to the more frequent use of verbs, adjectives, and adverbs. This favors the fact that simple common sentences and complex ones appear in speech. When children learn to tell, they form many elements of coherent speech. The sizes of children's stories are the same as in the senior and preparatory groups, and even among primary school students (on average 24-25 words). Accordingly, other signs of coherent speech are formed, for example, the completeness of the topic, the selection of parts of the story, etc.

Children of the middle group clearly show interest in the game.

The game continues to be the main form of organization of their lives. In the middle group, as well as in the younger one, the teacher prefers the playful construction of the entire lifestyle of children.

During the day, children participate in a variety of games - role-playing, moving, imitation-theatrical, round dance, musical, cognitive, etc. Some of them are organized by the educator and used as a means of solving certain problems. For example, games with ready-made content and rules are used to develop attention, speech, the ability to compare, and act according to an elementary algorithm.

In children of the middle group, there is an awakening of interest in the rules of behavior. It is by the age of five that numerous complaints-statements of children to the teacher begin that someone is doing something wrong or someone is not fulfilling some requirement. An inexperienced teacher sometimes regards such statements of the child as "sneaking" and treats them negatively. Meanwhile, the “statement” of the child indicates that he has comprehended the requirement as necessary and it is important for him to receive authoritative confirmation of the correctness of his opinion, as well as to hear additional explanations from the educator about the “limits” of the rule. Discussing what happened with the child, we help him establish himself in the right behavior.

In custody

Children of middle preschool age are highly emotional, express their feelings vividly and directly.

Attentive, caring attitude of an adult to children, the ability to support their cognitive activity and

activities form the basis for the proper upbringing and full development of children.

The actively developing need for new knowledge, impressions and sensations, manifested in the curiosity and curiosity of the child, allows him to go beyond the limits of what is directly felt. In other words, the child, with the help of a verbal description, can imagine what he has never seen. A big step forward is the development of the ability to build inferences, which is evidence of a separation of thinking from the immediate situation.

The dependence of attention on emotional saturation and interest in them remains. But stability and the possibility of arbitrary switching develop.

Decreased sensitivity to physical discomfort.

Fantasizing continues to develop actively, during which the child includes himself and his loved ones in the chain of the most incredible events. Competent use by adults of these abilities of the child will contribute to his moral and cognitive development. It is necessary to discuss his fantasies with the child, to be included in them, to offer plot twists, to give moral assessments to the actions of the characters.

It should be noted that at the age of 4-5 years, the shortcomings of raising a child begin to gradually take root and turn into stable negative character traits.

Prepared by: Educator of MDOU No. 75, Sotova Ekaterina Vladimirovna. Yaroslavl 2018

Advice for parents.

Age features of children of the 5th year of life

At the age of 4 to 5, children continue to master the generally accepted sensory standards, master the methods of their use and improve the examination of objects. By the age of 5, children, as a rule, already have a good grasp of ideas about primary colors, geometric shapes, and ratios of sizes. The child can already voluntarily observe, examine and search for objects in the space around him. When examining simple objects, he is able to follow a certain sequence: highlight the main parts, determine their color, shape and size, and then additional parts. Perception at this age gradually becomes meaningful, purposeful and analyzing.

In middle preschool age thinking and action persists, but is no longer as immediate as before. In many cases, no practical manipulation of the object is required, but in all cases the child needs to clearly perceive and visualize this object.

The thinking of children 4-5 years old proceeds in the form of visual images, following the perception. For example, children can understand what a room plan is. If a child is offered a plan of a part of a group room, then he will understand what is shown on it. In this case, a little help from an adult is possible, for example, an explanation of how windows and doors are indicated on the plan. With the help of a schematic representation of a group room, children can find a hidden toy (according to the mark on the plan).

By 5 years of attention becomes more and more stable, unlike a three-year-old kid (if he went after the ball, he would 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 appears in the child's activity to rule is the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board (lotto, children's dominoes) and mobile (hide and seek, tag).

At preschool age, it develops intensively memory child. At the age of 5, a child can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him.

At the age of 4-5 years, reproductive imagination prevails, recreating images that are described in poetry, adult stories, found in cartoons, etc.

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. They often mix the real and the fabulous, the fantastic. Imagination helps the child to learn about the world around him, to move from the known to the unknown. However, the images of a 4-5-year-old child are scattered and depend on changing external conditions, since there are still no purposeful actions of the imagination.

Children's compositions cannot yet be considered a manifestation of a productive imagination, since they basically do not yet have a definite goal and are built without any preliminary plan. The elements of productive imagination only begin to take shape in the game, drawing, designing.

At this age, the development of initiative and independence of the child in communication with adults and peers. Children continue to cooperate with adults in practical matters (joint games, assignments), along with this, they actively strive for intellectual communication. This is manifested in numerous questions (why? Why? For what?), the desire to receive new information of a cognitive nature from an adult. The ability to establish causal relationships is reflected in children's answers in the form of complex sentences. In children, there is a need for respect from adults, their praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment. Communication with peers is still closely intertwined with other types of children's activities (play, work, productive activities), but situations of "pure communication" are already being noted.

To maintain cooperation, establish relationships, words and expressions appear in the vocabulary of children that reflect moral ideas: words of participation, sympathy, compassion. In an effort to attract the attention of a peer and keep him in the process of verbal communication, the child learns to use the means of intonational speech expressiveness: to regulate the strength of the voice, intonation, rhythm, tempo of speech, depending on the situation of communication. In most contacts, the main means of communication is speech , in which significant changes are taking place. For the most part, children of this age already clearly pronounce all the sounds of their native language. The process of creative change in native speech continues, inventing new words and expressions (“the bald man has a bare head”, “look, what a crawler” (about a worm), etc.). The speech of children includes techniques of artistic language: epithets, comparisons.

Of particular interest are rhymes, the simplest of which children easily remember and compose similar ones. Five-year-olds are able to coordinate words in a sentence and are able to generalize in an elementary way, combining objects into generic categories: clothes, furniture, utensils. Speech becomes more coherent and consistent. Children can retell a literary work, tell from a picture, describe the characteristic features of a particular toy, convey impressions from personal experience in their own words, and generally tell on their own.

If close adults constantly read children's books to preschoolers, reading may become a sustainable need. Under these conditions, children willingly answer questions related to the "analysis" of the work, give explanations for the actions of the characters. Illustrations play a significant role in the accumulation of reader experience. 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. They easily find their favorite book among others, they can remember the name of the work, the author, but they quickly forget them and replace them with well-known ones. At this age, children are well aware of the requirements for handling a book, hygiene standards when working with it. In connection with the development of the emotional sphere of children, their experiences from what they read are significantly deepened. They strive to bring book situations to life, imitate the heroes of works, play role-playing games based on the plots of fairy tales and stories with pleasure. Children show creative initiative and come up with their own plot twists. They also make their suggestions when staging individual passages of the read works. 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.

There is a focus on their well-being, the child begins to worry about the topic of their own health. By the age of 4-5, a child is able to simply describe his state of health, to attract the attention of an adult in case of malaise.

Motor skills develop preschoolers. So, at 4-5 years old, the guys are able to step over the slats of a gymnastic ladder, horizontally located on supports (at a height of 20 cm from the floor), hands on their belts. They throw the ball up and catch it with both hands (at least 3-4 times in a row at a pace convenient for the child). String beads of medium size (or buttons) on a thick fishing line (or thin cord with a hard tip). The child is able to actively and consciously assimilate the movements being learned, their elements, which allows him to expand and enrich the repertoire of already mastered basic movements with more complex ones.

At this age, the growth of all organs and physiological systems continues, a high need for movement remains. Motor activity becomes purposeful, meets individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child remains, the inability to complete it on demand, the performance of actions aimed at achieving a long-term result is attractive, mainly in case of interest. The ability to regulate motor activity appears. The main nervous processes are improved, their mobility improves. In the movement there is coherence, confidence, swiftness, lightness. There is an improvement of previously acquired motor qualities and abilities: dexterity, endurance, flexibility, coordination.

Children have an interest in knowing themselves, their body, its structure, capabilities.

Children have a need to act jointly, quickly, deftly, at the same pace for all children; observe certain intervals while moving in different formations, be the leader. The level of functionality is increased.

Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastery of the language of emotions (a range of experiences, moods).

AT musical and artistic and productive activitychildren emotionally respond to works of art, works of musical and visual art, in which various emotional states of people and animals are conveyed with the help of figurative means.

Preschoolers begin to perceive the plot of a musical work more holistically, to understand musical images. Interest in music, various types of musical activity is more actively manifested. There is a difference in the preferences associated with musical and artistic activities in boys and girls. Children not only emotionally respond to the sound of a piece of music, but also enthusiastically talk about it (about the nature of musical images and narration, means of musical expression), correlating them with life experience. Musical memory allows children to remember, recognize and even name their favorite tunes.

The development of performing activity is facilitated by the dominance of productive motivation at a given age (sing a song, dance a dance, play a children's musical instrument, reproduce a simple rhythmic pattern.). Children make their first attempts at creativity: create a dance, come up with a game of music, improvise simple rhythms of a march or dance. The formation of musical taste and interest in musical and artistic activity in general is actively influenced by the attitudes of adults.

An important indicator of the development of a preschool child is visual activity. By the age of 4, the range of objects depicted is quite wide. Details appear in the drawings. The idea of ​​a child's drawing may change as the image progresses. Children possess the simplest technical skills and abilities. They can timely saturate the bristle of the brush with paint, rinse the brush at the end of work, mix the paint on the palette. Begin to use color to decorate the picture. They can roll out plastic materials with circular and direct movements of the palms of their hands, connect finished parts to each other, decorate fashioned objects using a stack and by pressing.

Designing begins to take on the character of a productive activity: children conceive a future design and search for ways to implement it. They can make crafts from paper, natural material. Begin to master the technique of working with scissors. They make compositions from ready-made and self-cut simple shapes. The composition of the drawings changes: from the chaotic arrangement of strokes, strokes, shapes, the children move on to the frieze composition - they arrange objects rhythmically in a row, repeating the images several times.

Children 4–5 years old are socialnorms and rules of conductstill do not realize, but they are already beginning to develop generalized ideas about "how to (shouldn't) behave." Therefore, children turn to a peer when he does not adhere to the norms and rules with the words “they don’t do this”, “this is not possible”, etc.

As a rule, by the age of 5, children greet and say goodbye without reminding an adult, say “thank you” and “please”, do not interrupt an adult, but politely address him. In addition, they can, on their own initiative, clean up toys, perform simple labor duties, and bring things to an end. However, following such rules is often unsustainable - children are easily distracted by what they are more interested in, and it happens that a child "behaves well" only in relation to the most significant people for him. At this age, children have ideas about how girls are “supposed” to behave, and how boys behave. Children are good at identifying non-compliance with norms and rules not only the behavior of another, but also their own and emotionally experience it, which increases their ability to regulate behavior. Thus, the behavior of a 4-5-year-old child is not as impulsive and direct as at 3-4 years old, although in some situations the child still needs to be reminded by an adult or peers about the need to adhere to certain norms and rules. This age is characterized by the appearancegroup traditions: who sits where, the sequence of games, how they congratulate each other on their birthday, elements of group jargon, etc.).

At this age, children have mastered the algorithm of the processes of washing, dressing, bathing, eating, cleaning the room. Preschoolers know and use for their intended purpose the attributes that accompany them: soap, towel, handkerchief, napkin, cutlery. The level of mastering cultural and hygienic skills is such that children freely transfer them to a role-playing game.

Children 4-5 years old have a differentiated idea of ​​their own gender accessories, argue it on a number of grounds (“I am a boy, I wear trousers, I have a short haircut”, “I am a girl, I have pigtails, I wear a dress”). They show a desire to grow up in accordance with an adequate gender role: a boy is a son, grandson, brother, father, man; girl - daughter, granddaughter, sister, mother, woman. They master certain modes of action that dominate the behavior of adults of the corresponding gender. So, boys try to perform tasks that require the manifestation of strength qualities, and girls realize themselves in the games “Mothers and Daughters”, “Model”, “Ballerina”, they are more inclined towards “beautiful” actions.

By the age of 5, children have an idea about the features of the most common male and female professions, types of recreation, about the specifics of behavior in communicating with other people, about individual female and male qualities. At this age, they are able to recognize and evaluate the emotional states and actions of adults of different sexes adequately to gender.

With the growth of awareness and arbitrariness of behavior, the gradual strengthening of the role of speech (of an adult and the child himself) in controlling a child’s behavior, it becomes possible to solve a more complex problem in the field of security . But at the same time, an adult should take into account the lack of formation of volitional processes, the dependence of the child's behavior on emotions, the dominance of the egocentric position in thinking and behavior.

In the middle preschool age, such components of the child's labor as goal-setting and control and verification actions based on mastered labor processes. This significantly improves the quality of self-service, allows children to master household work and work in nature.