When to read fairy tales to kids. Why is early development dangerous and when can a child be taught to read? Love for life

Section: Development, learning (rhymes for children who do not speak well). Poems at 2 years old. Do all children speak well? And in general, when exactly did your child tell the poem for the first time, and what was it like? How did you start learning verse?

For two months, children from 2 to 17 years old throughout Russia recited poems about spring and spring holidays as part of the competition “Children read poetry for Reading we started very early. When my daughter was about 6 months old, I began to read poetry to her while laying down.

What poems do you read to your child? Do you plan to read Blok, Pasternak, Mayakovsky, Fet and Tyutchev, etc.? If yes, at what age? What poems do you teach with your child?

When the child began to try to read, I hung the names of objects throughout the apartment (wall, door, kitchen, toilet), the names of everyone. He reads words wherever he sees - on the street, in the store, in books. Counts (plus, minus up to 10) it doesn’t matter, it’s hard to learn poetry, (I think it’s not enough ...

According to my observations, non-reading children still begin to read in the classroom at 6-7, if there is a culture of reading in the family. I began to read to remember my childhood, so that the child would not be ashamed that I did not know fairy tales and poems, and then I just liked it and when I appeared ...

We started reading very early. When my daughter was about 6 months old, I began to read poetry to her while laying down. A woman should evaluate her strength as follows: will she be able to smile at this child when her husband is still feeling bad.

Start reciting the poem in front of your child for yourself. First, repeat it completely three times (more). In addition, if poetry is constantly read to a child, it becomes familiar and understandable to him. Therefore, forcing him to learn such rhymes ...

When do children mature to listen to fairy tales and poems? When can I start reading them at night and not only? I don't have enough nerves. And our folder reads. It looks something like this: Starts to read - Anka sits on his knees.

If speak about child development The value of the book cannot be underestimated. Parents usually start reading for children at the very beginning. early age.
At what age do you start reading?

#Books for children, what to choose to read?#

And it is right. It is important for children that their parents read aloud to them, even when they themselves learn to read. Many already adults remember with pleasure how their mother or grandmother read fairy tales to them. After all, childhood impressions remain with a person for life! But many inexperienced parents are wondering when to start reading fairy tales to their child? The answer is simple - as soon as possible. Of course, a children's book should be age appropriate.

It is best to introduce the baby to the book from the age of six months. For very young children, songs and poems are well suited - they will get acquainted with poetic and musical rhythm. And at 6 months you can already show toy books. bright pictures, good material, from which they are made, will contribute to the development of hand motor skills, tactile memory, imagination and figurative thinking. Then you can start reading the first books.

At this time, you can introduce the baby to the first fairy tales. Let him not understand their content, but his mother's gentle voice, reading a simple fairy tale, will contribute to the development of an emotional connection with the mother in the child. Suitable for this purpose folk tales for the little ones. Later, the baby already begins to recognize his favorite fairy tales and rejoice when his mother or grandmother tells them again and again.

When the child grows up a little, he can read more complex author's fairy tales, poems and stories written specifically for this age. More complex fairy tales are less rhythmic, their plot is more complicated, and they simply will not be understood by the baby. In general, the content of a children's book should be age appropriate, otherwise the child will simply not be interested. Therefore, pay special attention to the age for which this or that fairy tale is written. It is easier with poems - even if the child does not understand their content, the melody and rhythm of the poem will enchant him.

Let's consider this question.

First of all, reading aloud is not only a child's knowledge of the world, but also communication between parents and children. For the harmonious, healthy development of the child, it is extremely important to communicate with an adult, when attention is paid only to him alone. It is when reading together that this opportunity arises. In addition, when a baby is read books from the earliest months of life, he learns to speak, even if he does not yet understand the meaning of words. But he remembers new words, sounds and melody mother tongue. And bright pictures help the child understand what is at stake, and he begins to associate the fairy tale with what is drawn in the illustration.

Very good reading aloud to the child develops his memory and imagination. First he learns to recognize in pictures fairytale heroes, and later begins to play the characters of his favorite fairy tales. Children remember many fairy tales by heart, and they are very indignant when the one who reads them changes something in the story they know. After all, predictability and safety are very important for a small child, and the unchanging plot of a favorite story gives him these feelings. Of course, the fairy tale must have a happy ending!

Fairy tales have a very good effect on the formation of values ​​and moral ideals in a child. With the help of them, he learns to distinguish between good and evil, learns many moral concepts. By the way, not only well-known children's classics are suitable for this purpose, but also personalized fairy tales that you can even compose yourself. Fairy tales are also well suited for teaching new behaviors - the child learns how to act in a given situation.
What time do children start reading?

Usually learning to read modern world starts at 4-5 years old. In the past, children usually began to read later, but as time goes on, so do the methods of teaching reading. There are teaching methods in which the baby is already 2 years old and can read simple books. Whether it's good or bad - everyone decides for himself, this issue has long been argued by supporters and opponents of early development. But keep in mind that if the baby learned to read early, his horizons, his intellectual abilities develop faster. So why not give him the best possible development opportunities?

True, there is one “but”. Even if the baby is already reading by himself, it is very important to continue reading aloud together with the parents. fairy tales, poems, stories. This will improve your emotional contact, provide ample opportunities for communication, the child will be able to ask you questions of interest to him. In addition, you will be able to discuss the read fairy tale and story, which means that the child will be able to extract more from each book for himself. Some experts advise continuing to read aloud to your child for as long as possible. Then love for the book, and mutual understanding with parents, will remain in him for many years. Read more, read with your children!

Many zealots of reading argue that it is possible to read to a child from the moment of birth, and it is even better to start this noble work before birth. On the recent months pregnancy, you sit, stroking your tummy and reading some Winnie the Pooh. And then, as we are told, a born baby will certainly “recognize” this book as a familiar one.
I have nothing against. I am for it". Future mother it is very useful to read talented children's books, especially such as "Winnie the Pooh", because they have all the "magic" qualities of art, and even tune in to the child, subtly and unobtrusively talk about the peculiarities of his worldview.
I even believe that it is generally useful for a woman to read - not only during pregnancy, but also without it. A “reading mother”, moreover, is an important circumstance for the appearance of a reading child in the future. As for the baby, then he “recognizes” the text read to him in the womb or meets him “for new ones”, is not very significant. It is essential to meet.
But as a result, it turns out that the recommendation “start reading before birth” is devoid of any practical meaning, because it does not answer the question of when to start showing the child books, at what age. And how to do it?

A “reading mother” is an important circumstance for the appearance of a reading child in the future.

Let's try to figure it out.
What is a book? First of all, it's a subject. Unlike a stone or a stick, this is a man-made object, created for certain, specifically human needs. Like a pot is made to cook in, a comb is to comb your hair, a chair is to sit on it, a spoon is to eat. Accordingly, there are special rules for the use of this item.
The subject "book" is addressed to our imagination. In addition to the act of turning the pages, it also requires us to perform other, invisible, internal actions.

A book is a special object addressed to our imagination.

These two circumstances - the specific "objectivity" of the book and the child's ability to perceive it - determine the time of the book start for the smallest.

* * *
Since a book is a “specific subject,” it means that a child will be able to perceive its specifics when he reaches a certain degree of mental maturity. Surrounding objects begin to interest the baby quite early - when he begins to reach for them with his hands. But for some time (the one called early childhood) the main goal of such interest is to perform some action on the object: put it in the mouth, throw it out of the arena, make it make some kind of sound. An eight-month-old, one-year-old, and one-and-a-half-year-old child is concerned not so much with the specific purpose of objects as with their properties, which manifest themselves in response to an action.
In other words, if you put a pan with a lid in front of the child, he will be happy to remove it and put it back in place with noise. But this manipulation of the lid does not mean that the child "comprehends" the true purpose of the pan. At the moment he comprehends the principle of "in-out". Like the donkey Eeyore, who received an empty honey pot as a gift. If you put a book in front of a child of the same age - large, beautiful, with strong cardboard pages, he will most likely find that the pages can be turned. This activity - turning the pages - will become the main thing. But it still has little to do with the perception of the beautiful, no matter how much we convince ourselves that the whole point is precisely in the magic of the beautiful. The point is in thick cardboard and in the volume of the object. Turning pages for a child certain age differs little from manipulating the lid of the pan. There is nothing wrong with that. This is useful in its own way - provided that the book is not torn. Or if it doesn’t happen the way one mother does: on the advice of a progressive friend, she bought an expensive fashionable book for her eight-month-old son, and he gnaws at it.
So he is within his rights! Explores the world in the ways available to him.

Turning the pages of a book for a young child is little different from manipulating the lid of a pot.

The first signs that it is “time” to show the baby books may be his attempts to use other items for their intended purpose. For example, carry a comb through your hair (and not just count the teeth that have appeared with it). Or independently bring a spoon to your mouth, use a cup. Put on different hats on the head - one's own and others', but on the head. This is a signal that the book can be perceived in its specific purpose - as an object for a special action.

The first signs that it is time to show the baby books may be his attempts to use other items for their intended purpose.

But the baby himself, without an adult, cannot yet perform this specific action. Leaving a small child alone with a book (even if it is made of thick cardboard) means creating conditions for turning the book into an object of arbitrary manipulation, putting it on a par with a saucepan or cubes.
In its true purpose, the book appears for the child only when he communicates about it with an adult.
- Look, Ksyushenka, who is this drawn here? This is a cat. Do you see what a cat is? Oh you, kitty-kitty, kitty, gray pubis. Come, kitty, spend the night, pump our Ksyushenka (the word "baby" is very correctly replaced by the name of the baby). See what the cat is doing? The cradle is rocking. Who is in the cradle? Ksyushechka. Here she is, my Ksyushechka. How do I download it? Like this…

In its true purpose, the book appears for the child only when he communicates about it with an adult.

Can this be called reading? pure form? It's more of a parental "sacrifice" over the book.
Speech improvisation, now and then leaving the written text, constantly appealing to the baby, to his experience, to interaction with him. One wonderful mother, who very early began to show her daughter books, described this process as follows: “How do we read? That's how. Open the book, look at the picture. I'm talking about this picture. I show where someone is, what is called, what they are doing. And Ksyusha shows me where someone is. She remembers well what is drawn here, and she really likes to look at the pictures and listen to me tell something at this time. But when I start to read what is written, she stops me. She likes to listen to me invent something of my own.”
This behavior is typical for children who are not yet speaking or who are just starting to speak. It is due to the laws of speech development of the child.
Speech - the most important achievement of the baby and his most important life tool - grows out of communication with an adult, who in psychology is called a "close adult". In order for a baby to speak by the age of one and a half, he must hear human speech from birth. And not speech at all, not background speech, but the speech of a close adult, addressed personally to him.

In order for a baby to speak by the age of one and a half, he must hear human speech addressed personally to him from birth.

Observations of babies in baby houses lead to sad conclusions: “technical speech” does not have any effect on the development of babies. The tape recorder can work twenty-four hours a day - "sing" lullabies and tell nursery rhymes. This will in no way move unmarried children into speech development. Even constantly talking nannies can change very little in a situation. There are too few of them for such a number of pupils. They too rarely address their words to a particular child. So orphans experience a lack of communication in general, and a lack of verbal communication in particular. This is one of the most important reasons why such children lag behind their peers in development. Doctor of Psychological Sciences Elena Smirnova in her book "Crawlers and Walkers" writes that for babies of an early age (these are children aged from one to three), when they, for example, are in kindergarten, it is completely useless to address the word "children". They simply “do not hear”, do not consider such a “collective” appeal to themselves. Each must be called by name.
Book speech is a generalized appeal. After all, it was not written for this particular child. To perceive it, the child must learn to “hear” the word “children”. This usually occurs between two and three years of age. The ability to classify oneself as part of the “children” group is closely related to the awakening of individual self-consciousness (in order to classify oneself, one must first learn to distinguish oneself). We learn that it has “awakened” by the appearance of the pronoun “I” in the baby’s speech, which, as a rule, marks the most important event - the “crisis of three years”. It is clear that the mark "three" is rather conditional. Some children experience a crisis six months earlier, others six months later. From the point of view of reading, the main thing is the emergence in the child of a new sense of self, associated with the "I".
With the advent of "I" begins new stage socialization, i.e. it is possible to expand the circle of communication, it is possible to establish new relationships with the most different people– not only with close adults. The expanding circle of contacts, of course, includes such “interlocutors” as the authors of children's books. This is the moment that marks the beginning of a new, "bookish" period - when the baby's ability to perceive texts increases dramatically, the number of texts available for understanding increases greatly.
But we begin to read to the baby much earlier, focusing on the speech capabilities of the child.

With the advent of the “I”, the baby’s ability to perceive texts increases dramatically.

As soon as the baby begins to speak in sentences (albeit short ones) and clothe his desires in words, he can no longer only participate in the “sacrifice” over the book, but also listen to the “hard”, given book text. The ability to perceive a book text in each child develops at its own pace, as does his speech.
But this ability grows out of verbal communication with a close adult, from communication around a book, built on verbal improvisation. How less baby, the more adequate for him is verbal communication in the form of storytelling.
So it is necessary to "kamlat" over books.

An excellent article that I would recommend to all reading families. Well, just in case, if someone has not yet read about the age at which a child can be introduced to a book, at what age it is better to consider and comment, and from what age to read. You can find it in the magazine "Mom and Baby".

How to read to a child? Live communication with the book that the baby “reads” with his mother is a significant step towards the development of his imaginative thinking and intelligence. Good book generously fills the child's need for new information and gives him new experiences that will remain with him for life. With the help of the printed word, parents can find the shortest way to understanding for the baby what kindness, generosity, nobility, true friendship are.

Alexandra Morozova, Irina Alexandrova
Alexandra Morozova - preschool teacher; Irina Alexandrova - philologist, teacher of the highest category.

From 0 to 5-6 months

Acquaintance with the book is possible already at the most tender age (from 0 to 5-6 months), and it is better to start it with children's poems and songs: babies feel the poetic and musical rhythm very well. Still not understanding the meaning of words, they are already able to adequately respond to their rhythm and intonation of their mother's voice: if mother's words sound playful and fun, the baby smiles; if mom speaks in a serious voice, he also becomes serious. This is how the baby develops vital emotions.

6 months to a year

From 5-6 months, the child begins to actively use his hands - he likes to touch various objects, shake them, taste them. It's time for the baby to get acquainted with books-toys that help develop his tactile memory and fine motor skills, which in turn stimulates the development of speech. A child can feel such a book, studying the material from which it is made with the help of fingers, taste it and look at the pictures. So the baby has the first experience of communication with the book.

The illustrations in such books should be large, bright, better with different textures and, if possible, "talking". For example, a cow, when touched, begins to moo, and a dog barks. And the mother must help the baby learn how to “communicate” with them correctly: take the baby in your arms, leaf through the book together, look at it, press the sounding devices together and rejoice. Babies under one year of age are able to focus on a book for only a few seconds, so a few bright books can be bought for a child of this age. They should be within reach of the baby, then he will be happy to stretch from one to the other. If you notice that the child's interest in books has cooled down, remove them and offer new ones. After some time, the baby will be happy to look at the "old" books again.

Toy books can be with or without text. The text, in turn, should be small and rhythmic - for example, in the form of small melodious quatrains. They must be read in a singsong voice and with a well-defined intonation.

There are many such books on the market today. When choosing them, among other things, you need to pay attention to whether the hygienic requirements imposed on such publications are observed. First of all, look at the material from which they are made - it must be safe for the child, durable and, preferably, washable.

1 to 2 years

From the age of one to two years, more and more new words appear in the child's vocabulary. The kid has to systematize them, comparing them with specific objects and remembering in his own way. In order for a strong connection between an object and its "name" to form in the child's mind, this chain must be repeated many times: "an object is its name." And here again a smart, kind book comes to the rescue.

At this age, many children especially love books about animals. Studying them, a child may fall in love, for example, with a cat and for some time will not notice other animals depicted in the book at all. He will again and again happily turn the pages of his books, looking for cats in them. Such "love" can be used to expand the horizons of the child - for example, to tell where the cat lives, what she eats, what habits she has. So the child develops the first conscious interest in the book as a source of positive emotions and new knowledge.

It's time for a one-year-old child to master short, simple fairy tales with endless repetitions - "Gingerbread Man" ("I left my grandmother ..."), "Turnip" ("Pull - pull") and others. Repetition helps the child to better imagine the picture of what is happening and learn the meaning of what he heard.

At the age of 2 years, illustrations continue to play a large role - visual images and words gradually become one for the baby, and this is the basis for the development of visual-figurative thinking. Drawings from the first books help to form in the child an accurate idea of ​​the world in which he came. That is why books for this age should be well illustrated. And adults need to help the child connect the picture and the text together. When buying the book itself or a collection of fairy tales and poems, pay attention to their artistic design. Books for toddlers should contain a minimum of text and a maximum of illustrations. The most important requirement for drawings in books for young children is that the picture be large, colorful, picturesque, and most importantly, understandable to the baby. If the baby does not understand what is shown in the illustrations, he will lose interest in this book.

For example, when mom or dad reads the text, they look at the illustrations for the text and ask the child something like this: "Who is drawn here? Do you remember we read about him just now?" Can buy puppet show, then it will be possible to read the text and at the same time show the characters of the fairy tale. For the same purpose, books with three-dimensional pictures should be added to the baby's first library. While the baby's ears are listening to a fairy tale, his mobile fingers open and close the door of the hut, roll the bun along the path, stroke the fluffy back of the fox. It is only necessary to ensure that the actions of the baby correspond to the text being read at that moment - then the baby will better learn the content and will not lose interest in the reading process itself. Watch also the expression of his eyes and facial expressions. The emotions of the child will tell you a lot: what surprised him, delighted, frightened him. An observant mother after such classes will be able to draw some conclusions about the character of the growing little man (how sensitive, fearful, receptive, etc.).

When you sit down with your child to read a book, do not forget to first create an appropriate atmosphere for this lesson - nothing should distract the baby's attention from reading. To enhance the emotional perception of the text, sometimes you can put on soft classical music - pick it up in advance so that it matches the intonation of the work you are reading.

A child from one to two years old can look at a book for 10-20 minutes, but do not force him to do this, otherwise you will cause an aversion to books.

From 2 to 3 years

A two-year-old child continues to master the world through imitation, so reading at this age should be accompanied by an image of the action taking place on the pages of the book. For example, mother opens her palms wide and wiggles her fingers, showing how a butterfly flies, then puffs out her cheeks importantly and spreads her arms - clumsy Toptygin hobbles through the forest. Thus, a three-dimensional picture is built in the mind of the baby: he hears what his mother is reading to him about Mishka Kosolap, sees his image in the picture, and in addition, with the help of his mother's movements, he learns what clumsiness is. After that, the baby will try to portray the clubfoot Mishka himself - at this age he really likes to be a "repeater": jump like a bunny, wave his tail like a mouse, and break a testicle, and then cry over him, like a grandfather with a woman ...

By the age of three, the baby already speaks well and turns into a real why - questions pour out of him, as if from a cornucopia, including while reading. When reading a book, explain to the child all incomprehensible words and expressions, just do not overdo it. There is funny example: the mother, who was explaining to the child what a "clatter" is, went into such a jungle that the child fell asleep without waiting for his favorite fairy tale. Read the text several times - kids love it. When there are fewer questions, it becomes possible to work on the content of the reading.

Coloring books and books in which the image of objects is inserted directly into the text increase the child's motivation to read: going from the picture to the word, the baby will make attempts to "read" on his own.

At the same age, it is appropriate to explain to the child how the book is arranged - why do we need a cover, binding, title page. It can be said that a book, like a person, has its own passport - a title page, its own style of clothing - a format, a "talking cover" that tells us about the author of this book, about the title. Ask your child to describe in words what the picture on the cover is about and guess what the book is about.

Children of this age love to re-read their favorite fairy tales several times. Each time before the baby begins to read, offer a different fairy tale, even if you are sure of his refusal. At this age, a child is overwhelmed by a crisis of contradictions, so you can achieve your goal by the opposite method: if you don’t want it, you don’t need it, then I will read to a doll or a bear. After a second, the child will say: “Read to me too!”. Children under the age of three, or even up to four years old, listen mainly to the melody of the text, verse, they poorly reproduce the storyline. And they learn to respond to the text by looking at you. Therefore, show your emotions correctly and do not be afraid to read to the baby "Cockroach" by K. Chukovsky: this is scary for you, from the height of your life experience. And for a child, this poem is nothing more than a cheerful performance with a cheerful rhythmic pattern. Children at this age do not complete the logical chain and do not think, for example, about what will happen to the wolves if they eat each other.

From 3 to 6 years

In the period from 3 to 6 years old, the child grows up quickly, and his books grow up with him. For this age, fairy tales by Pushkin, Andersen, Ershov, Volkov, Bazhov, Russian folk tales are suitable. So that the baby does not get lost in literary events and images, ask him to retell what he read - everything in order, from the very beginning. This will develop his memory and logic.

A children's book is a harmony of text and graphics, text and non-textual information. Don't forget the illustration. At this stage, it will serve as a practical guide in communicating with the book. The drawing should be designed for long-term viewing, the child returns to it more than once. The text next to the picture makes the latter "readable". Looking at illustrations in parallel with reading helps to comprehend what is read more deeply.

At this age, the child can already perceive a work of art only by ear. For its best perception, the baby should read. And in order for children to accumulate not only information about the characters and events, but also learn to associate the content of the book with its design and vice versa, it is imperative that immediately after reading, each read book should be considered with the children according to all the rules:

• first, the mother "eye to eye" reads the text to the child and does not show pictures;
• then we consider the cover together, then slowly turn the pages;
• think about what is shown on the cover, distinguish between illustrations and inscriptions;
• we demonstrate the order of reading the inscriptions from top to bottom, highlight the author's surname and the title of the book among the inscriptions on the cover;
• we correlate the author's surname with the child's personal reading experience, and the title of the book with the picture on the cover
• follows expressively, correctly placing accents-accents. If it’s hard for you to do this right away, practice first.

By the age of 5, some children begin to read on their own, but you should not force it - as a result of scientific research, it has been proven that until the age of 6, the child mainly develops right hemisphere, which is responsible for aesthetic development, and only then the left (mathematical) one is connected, which is also responsible for reading.

Parents who want reading to remain one of their child's favorite activities for life should take into account the following important points.

First, one should take into account the psychophysical characteristics inherent in children of each age group.

Thirdly, instill in your child a careful attitude to the book. It is good if the family is initially kind to books. At the very least, books should be stored in a specific location. The kid should be taught from a very early age that the book should not be torn, it must be read or examined carefully - it is "alive", it tells us many fascinating stories. You can introduce a tradition at home: “invite” each new book into the house as the dearest guest, “seat” it in a place of honor on a bookshelf among other books-friends. Look at the illustrations for the new book, guess who or what the story will be about. A new book should be read only when the child is emotionally ready for it. Fourth, do not read hastily with your child, turn reading into a kind of ritual. The child can take a comfortable position for him - most often the kids climb onto their mother's lap. Plant it so that you can see the reaction of the crumbs. For the first time, read "eye to eye" without being distracted by the illustrations. Explain to your child that the book does not like to be interrupted. Then look at the pictures and ask the baby questions to them, try to find out if he understood what was being said, or something was not clear to him. Be sure to explain what the child did not understand and read the text again.

Fifthly, in order not to discourage the child from reading, never force him to read, and do not look at the clock - be guided only by whether the child is interested or not. Never shame the baby (especially in the presence of strangers) because he has not picked up a book for a whole week - this can cause him mental trauma. A win-win option, as in many other situations, is education with love: leafing through your favorite books in an embrace with a child, reading, distributing roles with dad, you can achieve a much greater effect than excessive strictness and prodding.

This point of view is supported by our expert - family psychologist Irina Karpenko.

natural process

Brain maturation lasts from birth to age 15. Neuropsychologists distinguish three stages of this process:

First- from the beginning of pregnancy to 3 years. At this time, the first functional block of the brain is formed: structures and systems responsible for the bodily, emotional and cognitive state of the child.

Second- from 3 to 7-8 years. During this period, the second functional block matures, which controls perception: visual, gustatory, auditory, kinesthetic, smell, touch.

Third- from 7-8 to 12-15 years old. The stage of development of the third block, which organizes active, conscious mental activity.

Blocks are formed sequentially, and attempts to jump the stage distort the natural development.

The reaction to early learning may not appear immediately, but it will still come back to haunt years later - the inability to build relationships with other people, tics, obsessive movements, stuttering, speech disorders.

In addition, reading at an early age is a strong mental stress that causes blood flow to the cerebral cortex, which leads to impoverishment of the blood supply to the centers of respiration and digestion. As a result, spasms of blood vessels occur, which in turn give rise to a whole bunch of diseases.

Premature learning to read is also dangerous for the eyes. Ophthalmologists do not advise teaching a child to read before the age of 5-6 years, while the formation of the ciliary muscle has not yet ended. Visual stress at an early age can lead to the development of myopia.

Game time

One more negative side early intellectual development of the baby is desocialization.

V preschool childhood the basic concepts of moral principles are laid down: kindness, pity, shame, love, loyalty, devotion, honesty, justice ... The most important thing for a baby at this stage is to learn to contact the outside world, interact with other people and feel them. That is why at a “tender age” the unconditional love of the mother is extremely important for the baby. Through maternal affection, tenderness and care, the baby learns to love the world and others.

It is important for a baby of the first years of life to enrich his inner world positive experiences, and from the age of three or four and role-playing games. The famous psychologist Daniil Elkonin said that preschool age is such a stage mental development, the leading activity of which is the game. It is thanks to the game that the most important changes in the child's psyche are made and preparations are made for a new stage of development - learning.

When a child in the early stages of development, instead of games, nursery rhymes, children's songs and rhymes, is given to study numbers and letters, the formation emotional sphere slows down. Filling this gap will be almost impossible. The child will not fully develop such qualities as the ability to empathize, sympathize, love - the key to building strong family, friendship, cooperation. Remember the famous geeks: the vast majority of them suffered from various complexes, insecurity, depression, generated by the inability to build relationships with peers and with the opposite sex. However, even kids who were not taught 5 languages ​​from birth, but simply taught to read from 2-3 years old, experience similar difficulties, because at an early age, when it was necessary to master the culture of communication, they sat at books.

In addition, early learning has a negative impact on the formation of figurative thinking. Thus, a psychoneurologist, professor Vilen Garbuzov is sure that early intellectualization leads to "schizoid intoxication", replacing children's spontaneity and interest in wildlife with abstract things that young children are not yet able to comprehend.

We are talking about the dangerous trend of excessively early (up to 5 and a half years) learning to read, write, mathematics, a foreign language, chess, music from notes, learning on a display, playing with complex electronic devices. Letters, numbers, diagrams, notes crowd out and suppress imagination and imaginative thinking,” the professor warns.

Without understanding

When learning to read, one of the most important aspects is the presence of motivation. The kid should learn not at the behest of the parents, but of his own free will. The initiative must come from the child. After all, the learning process is not easy, and if the child does not have an understanding of why he needs it, the lesson will quickly get bored, and reading lessons will be associated with tedious and aimless work. Yes, a child at the age of three can read fluently, but this is unlikely to bring him joy. At this age, children still read purely technically: the process of folding letters into words is difficult, and while the child reads the sentence to the end, he already forgets what he read at the beginning. There is not enough strength to understand and assimilate the text. These are age features junior preschool age- up to 5-6 years. According to statistics, 70% of children under 5 do not understand what they read on their own. But kids perfectly grasp and absorb information when adults read to them.

Love for life

The desire to master the art of reading appears in a child, as a rule, by the age of 6-7, in rare cases - at 5 years.

Aspiration arises when a child imitates older siblings who can read or book-loving parents. Sometimes a child can be spurred on by meeting a peer who has learned to read. At this age, the technical skill is easily mastered, and the child is already able to concentrate on the wording and the meaning of the story at the same time.

The kid enthusiastically reads children's books, discovering amazing worlds. After all, an interesting occupation captures the whole, and reading (when it is not under duress) becomes a real aesthetic pleasure: developing, enriching, helping to reveal the inner world.

Do not deprive the child of the joy of learning, do not drive him forward, and then he will show amazing abilities, learning not just to put words together from syllables, but to love literature for life.