Pedagogical characteristics for a preschooler 5 years old ready. Psychological and pedagogical characteristics of the child. Pedagogical characteristics for a preschooler: a sample structure

on the preparation of a psychological and pedagogical presentation on a child of preschool age for examination by a psychological, medical and pedagogical commission (PMPC).

During a psychological and pedagogical examination at the PMPK, the following are studied: intellectual development, speech development, cognitive activity, the state of the leading activity for the child, individual personality traits, behavior, the state of the emotional-volitional sphere.

When resolving issues related to the need to determine a program for the upbringing and education of preschool children with developmental disabilities, transfer them to another educational institution and in a number of other cases, a comprehensive examination at the PMPK is necessary. An important role is played by the pedagogical documentation with which the child enters the diagnostic examination.

For specialists conducting a psychological and pedagogical examination (psychologist, speech therapist, defectologist), for a psychiatrist, the main document reflecting the most important and essential information about a child is a psychological and pedagogical presentation on the child.

In order to implement the interaction of the psychological-medical-pedagogical commission and preschool institutions of the city, recommendations have been developed for the preparation of psychological and pedagogical ideas for a child of preschool age.

For this purpose, the following were studied: the provision on psychological-medical-pedagogical commission, guidance on organizing the activities of the psychological, medical and pedagogical commission.

Psychological and pedagogical presentation - this document, which is filled out by the teacher of a preschool institution, some points of the presentation can, if there is a specialist, be filled in by a speech therapist teacher, teacher-defectologist. The document is certified by the signature of the head of the institution and the seal.

1 The characteristics of the child are given on the basis of his comprehensive preliminary study.

2. The study of preschoolers should be carried out in the natural conditions of education and training.

3. When studying a child, it is important not only to pay attention to the manifestation of personality traits, cognitive activity of preschoolers, but also to strive to clarify the motives of his behavior and actions, the reasons for his high (sufficient, low) level of intellectual development.

4. The basis for the study of preschoolers is the materials of psychological observation of the child's behavior, various types of his activities (playing, household, artistic, educational, labor, communication). A comprehensive knowledge of the child requires the use of a teacher or a specialist and other methods - conversations, analysis of the products of children's activities (drawings, crafts, etc.), experiment and other methods that the teacher considers appropriate in a particular situation.

5. The characterization must be substantiated by the facts of the child's behavior,
actions, deeds, statements, results of its in-depth
study.

The characteristic reflects the conditions of his family upbringing, the system of relationships between the child and the adult.

The characteristic includes an analysis of the relationship of the child with peers and is given against the background of the children's group.

When compiling a profile, use materials related to the child's developmental history (obtained from conversations with parents, medical workers, etc.).

In cases where a child requires special attention, a more complete and detailed description should be given, not only the reasons for certain negative manifestations of the preschooler should be indicated in it, but also recommendations should be offered.

The psychological and pedagogical presentation of the child is the result of a thoughtful systematic observation over a certain period, it should not be superficial and hastily written. Facts must be stated consistently and systematically. Avoid complex turns of speech, stupid and incorrect terms .

An approximate algorithm for compiling a psychological and pedagogical presentation for a preschooler 2-4 years old

Reason for referral to GPMPK: at the request of parents, clarification of the educational route, determination of the program for the upbringing and education of preschoolers with developmental disabilities, transfer to another educational institution.

In section "General information about the child" it should be indicated where he came from (from a family, from another MBDOU), whether there were long breaks in attending a preschool institution, for what reasons.

Evaluation of the child's adaptation in the group: good; satisfactory; insufficient; bad; otherwise.

In section "Characteristics of the Family" parental information must be provided. Fill in the subsections:

Family Composition : complete, incomplete, having many children, the presence of brothers and sisters.

family type : a) prosperous (parents are morally stable, have a culture of education); b) dysfunctional (pedagogically incompetent: there is no unity of the requirements of parents, the child is neglected, he is treated cruelly, systematically punished, poorly aware of his interests, behavior in kindergarten); c) a morally dysfunctional family (parents lead an immoral lifestyle, drunkenness, parasitism, have a criminal record, do not raise children); d) conflict family (unfavorable emotional atmosphere in the family, conflicts, parents are irritable, cruel, intolerant).

Who is responsible for raising the child : mother, father, grandmother, others

The nature of the parent-child relationship : a) family dictate (systematic suppression of the initiative and self-esteem of the child); b) excessive guardianship (satisfaction of all the needs of the child, protection from difficulties, worries, efforts); c) connivance (avoidance of active participation in the upbringing of the child, passivity, recognition of the complete autonomy of the child); d) cooperation (relationship of mutual respect, joint experience of joy and grief).

3 . In section " Features of the appearance of the child " briefly note: neatness of clothes, whether parents monitor the appearance of the child, posture, gait, gestures, facial expressions, the presence of salivation, etc.
4. In section " Somatic health» indicate the health group; how often is sick and what diseases; appetite, characteristic of daytime sleep; whether the child suffers from enuresis and/or encopresis, etc.

5 . In section " Features of the motor sphere»

General motor skills : norm, coordination, pace, rhythm of movement are slightly disturbed, motor awkwardness.

manual motility : normal (safety of function), insufficiency of fine motor skills, motor limitation, range of motion (complete, incomplete, severely limited), pace (normal, fast, slow), switchability (accurate, inaccurate), coordination (normal, minor violations, impaired, incomplete).

Leading hand : left-handed, ambidexter, right-handed.

6. Eating behavior: pace (speed) of food intake, selectivity in the use of certain types of products, subjective attitude to the process of nutrition, accuracy in eating, the ability to use a spoon.

7 . In section " Characteristics of the cognitive sphere of the child " characterize mental processes:

Attention characteristic : during classes, he cannot be attentive and concentrate on something for a long time; constantly distracted; able to focus on any business for a long time, diligent and accurate in completing tasks; what kind of attention prevails - voluntary (attention in which the child makes efforts to achieve a result), involuntary (occurs spontaneously in a fascinating situation and is depleted when interest in this situation decreases).

Memory characteristic : remembers slowly and quickly forgets; fast

remembers and quickly forgets; it is difficult to memorize poems;
retelling the content of a fairy tale, story, introduces fictitious borrowings (something that is not in the text), concentrates on secondary objects, not capturing the main idea of ​​the content. The predominant type of memory: visual, auditory.

Characteristics of thinking : (does not) carry out the simplest classifications by pattern or word (does not) select a generalizing word for a number of objects (pictures) within the framework of the program material; (does not) know how to establish the simplest cause-and-effect relationships (snow on the street - winter); (not) highlights the main thing in the perceived information; (does not) understand the meaning of the proposed tasks.

8. In section « The state of knowledge of the child by sections of the program "

The first line indicates the general level of the child's ZUN: in terms of the age norm; below the age norm; or significantly reduced.

Stock of general information about the environment : calls (does not) call his name; knowledge about the animal and plant world meets the program requirements; , are insufficient.

Formation of elementary mathematical representations . The child (does not) single out and (does) name several properties of objects, (does not) find the object according to the indicated properties, compares and generalizes. Independently (not) identifies objects according to the specified properties, compares and generalizes. Independently reveals the relationship of equality and inequality through practical comparison, visual perception, uses the appropriate terminology (more than ..., shorter than ...). He sees the invariance of the number in groups of 3 - 4 objects, he lays them out differently, generalizes by quantity, counts. Actively uses numbers, the words "first", "then", explains the sequence of actions. Initiative, shows interest in games for the modification of figures, drawing up silhouettes.

Formation n drawing skills submit 1 work for each type of activity (drawing, application)

skills of fine arts activities are not formed; in stage formations; graphic skills are not formed; graphic skills in the formative stage; finds it difficult to use a pencil; basic colors (not) distinguishes; confuses;

9. Attitude towards classes: ( is not) able to control his activities, (not) brings the matter to the end, interferes with the teacher, children; whether he accepts help and what kind: (verbal, practical, stimulating, guiding, organizing, teaching);

how he overcomes the difficulties that arise in the process of activity: (does not) strive to overcome, quits work, spies on others, cries, worries and gets nervous, turns to the teacher, children for help, independently looks for a way out.

The pace of activity is fast, but the activity is "chaotic and confused"; deplete quickly; works slowly and unevenly; age appropriate.

10. Characteristics of the child's speech:

The sound side of speech:

characterize the features of sound pronunciation: within the age norm, the phonemic structure of speech is not sufficiently formed, all sounds are pronounced correctly in isolation, but with an increase in speech load, a general blurring of speech is observed; phonemic defects in sound pronunciation (omission, distortion), phonological defects (substitutions, confusion); features of phonemic hearing: safe; underdeveloped; violated.

Dictionary:

specify: norm (vocabulary is sufficient, corresponds to the age norm); within the bounds of everyday life; sharply limited; to what extent: sharply limited, somewhat limited, without visible restrictions; due to which words (parts of speech) is limited; the syllabic structure of the word is not broken, non-rough defects in the syllabic structure of the word, the syllabic structure is broken, (not) broken understanding of speech in full, partially, does not understand the addressed speech

The grammatical structure of speech:

At the stage of formation, not formed enough; not formed; features of inflection, word formation: formed, correspond to the age norm, at the stage of formation, not formed. Reflect the formation of the following skills : the formation of the plural and singular of nouns, diminutive forms of nouns, the ability to coordinate adjectives with nouns, numerals with nouns.

Connected speech:

corresponds to the age norm, in the stage of formation, requires further development, not formed; the nature of sentences (simple, complex, common, rare, non-common, incomplete), the ability to answer questions from adults in monosyllables or a complete phrase, the ability to build sentences based on demonstration, action on a picture, the ability to compose a story on a subject, plot picture, on a series of plot pictures, retell a fairy tale, story, recite a poem; the possibility of dialogue.

11. Characteristics of activities:

Self-care skills : can independently use toiletries, wash, wash hands, comb hair; can he dress, undress, put on shoes, fasten himself; can independently eat, drink, use a spoon,
Game activity : indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make changes to the content of the game, the availability of an imaginary situation, role in a group game, behavior in a conflict situation, does he reflect his experience in the game, (not) can support the game. Uses replacement items. He listens to fairy tales, finishes them, tries to beat the plot, Or does not show interest.

Constructive and graphic activities b: whether he knows how to correctly assemble a nesting doll, a pyramid, fold simple figures from counting sticks according to the model, perform constructions from cubes

12. The main difficulties noted in communication: there are no difficulties;

does not know how to support the game; prefers to be alone; crying

little contact with adults, children; conflict; otherwise.

13.Personal features:

the adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others,aggressiveness, deceit, etc., the ability to obey the requirements of adults, accuracy, cleanliness, the adequacy of the emotional reaction to approval and censure.

14. Features of the emotional-volitional sphere:

prevailing mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness), anxious, excitable, insecure, impulsive, shy, friendly, calm, balanced, motor disinhibited, afraid of the possibility of failure, emotionally passive, suggestible, emotional reactions are adequate, the presence of affective outbursts, a tendency to refuse reactions, anger; general revival when performing a task (motor, emotional), calms down on its own, at the request of an adult, when switching to another activity, the presence of phobic reactions (fear of darkness, confined space, loneliness, etc.); the presence of courage, determination, perseverance, the ability to restrain oneself; activity or passivity in different activities; the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with people; shyness, capriciousness.
15. In the section "Additional features of the development of the child» It can be noted to what type of activity inclinations are noticed, the manifestation of creative abilities. Causes of developmental delay. Positive and negative qualities of the child.

Classes with a teacher-speech therapist, defectologist, teacher's classes on an individual educational route in a children's institution, parents attend additional classes and circles with their child on their own.

It is necessary to train and educate according to the program of a correctional kindergarten (for children with speech impairment, with mental retardation, disorders of the musculoskeletal system, etc.)

An example of a characteristic for a preschooler for a teacher working with children of this age is important to have in the arsenal for a number of reasons. Firstly, it will facilitate the process of writing such documents, and secondly, it will help to track the dynamics of the development of kindergarten students and build the right work plan with them.

What does the feature include?

As an example of a characteristic for a preschooler, it is important to include generalized data about the child, which will describe his physical and psychological development, the manifestation of personal characteristics and pedagogical influence, which contributes to their most complete disclosure. The sample can be compiled according to the following key parameters:

• general personal information and family data;
• health status;
• development of mental functions and qualities;
• features of the assimilation of pedagogical influence;
• recommendations for working with a child.

Pedagogical characteristics for a preschooler: a sample structure

The pedagogical part of the characteristic consists of important information that you need to include in your sample. An example of a characteristic for a preschooler in this case will have the following structure:

• assimilation by the child of the program;
• the pace of work in the classroom and fatigue;
• expressiveness of cognitive interest;
• manifestation of initiative;
• behavior with teachers and children.

Psychological characteristics of the child

As an example of a characteristic for a preschooler, you can include key phrases and formulations that will further facilitate the process of working on a real document:

• psychological atmosphere and emotional background in the family: friendly, conflict, warmth and care, detachment, desire / unwillingness to spend time together and communicate;
• psychology acts as a leader in group games, takes a passive position, likes to play alone, understands / does not understand the rules of the game, chooses role-playing games / prefers objective activities, active / passive;
• attitude to creative activity: does not show interest, prefers music/drawing/construction;
• temperament: emotionally balanced/unbalanced, mobile/inert;
• character: self-confident / not sure, reacts adequately / inadequately to criticism, sociable / closed;
• arbitrariness, switchability, stability of attention, memory is developed enough / insufficiently;
• general and fine motor skills, speech are developed in accordance with age / poorly developed.

From such general information, a fairly complete description of a preschooler can be compiled. Its sample can be supplemented with some data that relate to the characteristics of a particular preschool institution (speech therapy bias, correctional groups, etc.). The main thing is that the example should be as close as possible to the realities of the institution in which it was compiled.

An example of a characteristic for a preschooler

Petrova Daria Stanislavovna, born in 2011, has been visiting the preschool educational institution "Solnyshko" since 2014. At the moment, she is in a pre-school group.

The process was successful. The girl expressed interest in a new place, she quickly found a common language with the children, fell in love with the teachers.

Dasha is physically healthy, follows the daily routine well.

He is brought up in a complete, prosperous family in an atmosphere of trust and goodwill. He likes to spend time with his grandmother, learns household skills from his mother (he knows how to dress, comb, wash, brush his teeth on his own), visits the swimming pool with his father.

General awareness of herself and the world corresponds to her age: Dasha knows the names of relatives, her address, she is oriented in gender differences, seasons and space.

In the classroom, the girl is active and inquisitive, often asks questions, takes initiative in games (she prefers the topics "Shop", "Polyclinic", "Teacher"). She has a particular interest in drawing and clay modeling, and likes to perform at matinees.

Dasha has an age-appropriate development of cognitive processes, speech, and fine motor skills. Can read, write and count up to 100.

Dasha is balanced, calm, self-confident, non-conflict. Knows how to communicate with peers, shows concern, shares toys. Responds better to praise than criticism. Kindergarten loves for the opportunity to meet with children and music lessons.

Characteristics for a pupil of a preschool educational institution with a high level of readiness for school

Psychological and pedagogical characteristics for ___ 20__ year of birth, a pupil of kindergarten No. 1, ___

The family is not complete: he lives with his mother, grandmother and older sister. Mom is an elementary school teacher. He is the second child in the family. Attends kindergarten since 20___.
During her stay at the kindergarten, Marina showed herself to be a kind, non-confrontational girl. Leader in the group. She shows initiative and independence in various types of children's activities - playing, communicating, drawing, in the sphere of solving elementary social and everyday tasks.
Actively interacts with peers and adults, participates in joint games, organizes them. Able to negotiate, take into account the interests of others. Marina shows attention to others, is responsive to the experiences of another person, has a sense of her own dignity, respects the dignity of others. In the course of joint activities, discusses emerging problems, rules.
Being in a society of peers in a subject-rich environment, she easily chooses her occupation, partners and discovers the ability to generate and implement various, successive ideas. Creative abilities are manifested in drawing, inventing fairy tales, dancing, singing. Marina loves to fantasize aloud, play with words. This ability indicates the emergence of an internal plan of action, the development of the function of imagination and the formation of the arbitrariness of objective action.
General social and everyday skills are formed: eats neatly, always combed, pulled up, things are neat.
She enjoys running, jumping, climbing.
The volitional beginning in Marina's actions is manifested in productive activity. He tries to make the product of high quality, redoes it if it does not work out. Arbitrariness also manifests itself in social behavior: it can follow the instructions of the teacher, follow the established rules.
The girl shows broad curiosity, asks questions about near and distant objects and phenomena, is interested in cause-and-effect relationships. He tries to independently come up with explanations for natural phenomena and human actions. Likes to observe and experiment. Shows interest in educational literature, graphic diagrams, tries to use them independently. The volume of knowledge about the surrounding world is high. Proficient in reading skills. Speech is literate, intelligible, vocabulary is rich.
Marina's competence is manifested not only in the fact that she has knowledge, skills, skills, but is also able to make her own decisions based on it.
Thank you for attention!
I wish you professional success!

Intelligent component

(level of development of mental processes)

High level abilitynavigate the environment. Possesses an average stock of knowledge about the surrounding world.The ability to navigate in space, vocabulary, the ability to express one's thoughts, visual-figurative thinking, the ability to classify (name furniture, vegetables, fruits, domestic and wild animals, dishes, etc. in one word), compare and generalize are quite well developed. objects according to essential features (color, shape, size, purpose), visual attention and memory. The average level of development of the ability to build sentences,literate speech, the ability to graphically depict objects. High level of development of emotionally rich speech, the ability to understand the content of the text, but the sound pronunciation should be improved. Above average level of development of attention stability, mediated memory, fine and gross motor skills.

General level of mental development

The boy has a high level of cognitive activity (tasks interest the child, on the whole he performs them willingly and with interest).The fund of actions and operations is sufficient. Tasks are done in painmost cases is correct.

Emotional-volitional component of maturity

Shows no aggressive behavior. According to the results of the diagnostics, the presence of anxiety, fears and stubbornness was not revealed. Rthe child is able to maintain and achieve the goal set by an adult, as well as independently set a goal and guideto take action, to achieve results.Able to control his emotions (not to cry orget upset if it didn’t work out) and immediate desires (fortake it when you want to play, do not shout out the answer, but wait). Disciplined, capable obeys the social rules of behavior and activity, performsadult requirementspromptly and accurately. Enough independent, can act withoutoutside help. Adequatelyresponds to obstacles in the activity.Rthe child rationally knows how to orgareduce your activity, perform it with concentrationtake.

social relations

Relationships with children are built on a benevolent basis and emotional support. The child develops a desire to cooperate with children and adults. Among the children in the group, the boy has a constant circle of friends with common interests. The child has a high level of development of communicative abilities (ability to communicate).

Personal qualities

A characteristic feature of the child is diligent behavior, positive thinking. He has a high level of development of self-regulation (self-control) of his actions, voluntary behavior and memory (memorize purposefully). The boy has a high level of self-esteem, he considers himself healthy, smart, good, beautiful, kind, happy. Shows creativity in class. With pleasure, she draws on given and free topics, talks about herself. Responds adequately to comments, loves praise and approval. The child's level of moral development is normal and the educational-cognitive motive dominates.

Conclusion

The child has a high level of development of creative abilities, visual-figurative thinking, memory, emotional-volitional sphere of personality, communication skills. Above average level of development of attention, imagination, coherent speech. The average level of development of mathematical abilities. The correct pronunciation of sounds is not sufficiently developed.

Individual sessions with a speech therapist are recommended, aimed at developing the presence of active phrasal speech, sound pronunciation, the ability to compose a story about an object from a picture. Recommended individual lessons with a teacher-psychologist and educator aimed at developing imagination and mathematical abilities (composition of the number).

Date______________ Signature____________________

Boytseva A.A.

Educational psychologist

Preschool childhood is an important period in the mental and personal development of the child. In domestic psychology and pedagogy, it is customary to single out younger, middle and older preschool age. Each age period is associated not only with further development, but also with a significant restructuring of the child's cognitive activity and personality, which is necessary for his successful transition to a new social status - the status of a schoolchild.

At preschool age, a normally developing child undergoes great changes in all mental development. Cognitive activity increases enormously - perception develops, visual thinking develops, the beginnings of logical thinking appear.

The growth of cognitive abilities is facilitated by the formation of semantic memory, voluntary attention, etc. The role of speech increases significantly both in the child's knowledge of the world around him and in the development of communication and various types of children's activities. In the works of A. V. Zaporozhets, it is noted that preschoolers can perform actions according to verbal instructions, acquire knowledge based on explanations only if they have clear visual representations.

New types of activities appear: the game is the first and main type of joint activity of preschoolers; visual activity - the first productive activity of the child; elements of work.

There is an intensive formation of personality, will. The child, assimilating moral ideas, forms of behavior, becomes a small member of human society. At preschool age, a normally developing child has an extremely increased cognitive activity, interest in learning about the world around him. No wonder preschool children go through the age of "why".

The basis of cognition for a preschool child is sensory cognition - perception and visual thinking. It is on how perception, visual-effective and visual-figurative thinking are formed in a preschooler that determines his cognitive abilities, the further development of activity, as well as speech and higher, logical forms of thinking.

Perception is formed at preschool age due to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by mankind throughout history (geometric shapes, colors of the spectrum, measures of weight, magnitude, time, system of phonemes of the native language, pitch range, etc.).

In three-year-old children, perception reaches a relatively high level. For example, they can highlight the properties and relationships of objects, which can occur not only practically, but also visually with the help of perceptual actions. Children are able to work according to the model, while highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them. Perception is actively included in the activity of the child, it helps him to perform tasks that are feasible, familiar in nature, presented to adults (or encountered in everyday life), to find a solution much faster and more efficiently than before.

The perceptual actions themselves in younger preschoolers are still insufficiently perfect. Only the first step took place - the transition from practical orientation to perceptual orientation. So, for example, when folding a nesting doll, a three-year-old child already chooses in advance those of its elements that seem suitable to him. But this choice is still often inaccurate, so the child checks its correctness by trying on the selected parts against each other and, if necessary, replacing them. Here we are dealing with an expanded perceptual orientation. In the fifth year of life, children already learn many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but so far unsystematically.

In older preschool age, along with the assimilation of individual standards, there is also the assimilation of systems in which these standards are included. Having mastered the system of sensory standards, children of older preschool age are already making a generalization of objects according to their essential features and properties. Along with the formation of the perception of the properties and relations of objects, a preschool child develops an idea of ​​​​space, develops orientation in it, which arises on the basis of the previously established consideration of the spatial properties and relations of objects, the holistic perception of objects changes.

It becomes clearer and at the same time more dissected - the child not only has a good idea of ​​the general outlines of the object, but also knows how to distinguish its essential parts, correctly imagines their shape, size ratio, spatial arrangement.

The other side of sensory cognition is visual thinking, closely related to perception. The first form of thinking that occurs in a normally developing child is visual-effective thinking. It appears in practical activities (everyday and object-playing) and is aimed at its maintenance.

Visual-effective thinking is not only the earliest form of thinking, but also the original one. On its basis, first visual-figurative, and then verbal-logical thinking arises. Therefore, the development of visual-effective thinking largely determines the formation of the entire cognitive activity of the child.

At preschool age, the child is freely oriented in the conditions of practical tasks that arise before him, he can independently find a way out of a problem situation. In visual-effective thinking, the problem situation is resolved with the help of auxiliary means or tools.

In the middle preschool age, the most characteristic form of thinking for a child is visual-figurative, which determines a qualitatively new stage in his development. At this age, the child can already solve problems not only in the process of practical actions with objects, but also in his mind, relying on his figurative ideas about objects.

Visual-figurative thinking in preschool childhood is the main one, and by the older preschool age it becomes more generalized. Children can understand complex diagrams, represent a real situation based on them, and even create such images on their own. On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which enables the child to solve problems, to acquire more complex elementary scientific knowledge.

In children of the fourth and fifth years of life, arbitrary memory continues to develop. The child has already accepted a variety of memory tasks and begins to make special efforts in order to remember. If a child of this age is given some kind of assignment, then he no longer rushes to immediately fulfill it, like younger children, but after repeating the task at first, he proceeds to complete it.

Children gradually increase the amount of memorized material. A child of 4-5 years old keeps in memory five or six objects or pictures. It is during this period that elements of mediated memorization begin to be laid.

Preschoolers develop several types of activities: play, visual, constructive and labor elements. Each type of activity poses certain tasks for the perception, thinking, speech and personality of the child and requires a certain level of their development.

At a younger preschool age, the game is a continuation and development of objective activity, the child uses real objects and toys depicting them strictly for their intended purpose, mastering a variety of objective actions: learning to take off and put clothes on the doll, unbutton and fasten buttons, load the cubes into the machine and unload them etc. At a younger preschool age, all these actions gradually cease to be an end in themselves - they begin to be performed not on their own, but for something, for a specific purpose. In the future, they are replaced by a chain of logically consistent actions that reflect habitual situations that often repeat in a child’s life, but they do not trace the plot and do not reflect the relationship of people.

In the middle preschool age, a role-playing game arises. Here the following happens: firstly, objects and objective actions cease to interest the child; secondly, in the center of his attention are the relations of people, most often associated with specific substantive actions. The child, playing them, assimilates human relationships. This type of game requires the participation of several children, therefore it is the first and main type of joint activity of preschool children and has a great influence on the development of their relationships.

By the age of five, the role-playing game becomes predominant and requires the participation of a group of preschoolers, therefore it is the first and main type of their joint activity. In the process of this game, children learn to interact, assimilate moral standards, which affects the development of their personality as a whole. Particularly important are the relationships that arise in children in the game when distributing roles, in the course of coordinating further actions, evaluating them, discussing the rules of behavior, etc. Five-year-old children can choose the theme of the game, create conditions for it, and fulfill the appropriate actions and rules, have experience in dramatization games. They develop the ability to jointly build and creatively develop the plot of the game.

In preschool childhood, productive activities begin to form that require a fairly high level of sensory development, in particular perception and ideas. The result of productive activity is a product that reflects the reproduced object from the side of the whole, details and its properties. So, for example, drawings depicting objects appear in normally developing children by the end of the third - the beginning of the fourth year of life.

Productive activity contributes to the formation of the perception and ideas of the child and has a great influence on the development of the personality of a preschooler - it requires the ability to focus on the task, to bring the work begun to the end. It requires the development of motor skills, visual-motor coordination, the development of imagination and thinking: the analysis of the object, the allocation of the main operation of images-representations. At the senior preschool age, productive activity continues to develop actively on the basis of a fairly highly developed perception and ideas. By the end of preschool age, children can create and play with very complex buildings and structures.

The appearance of elements of labor activity in three-year-old children is expressed mainly in the mastery of self-care skills, which provide them with a certain independence in everyday life: a child can dress, undress, wash, use the toilet, and eat without the help of an adult.

Self-service includes a number of highly complex skills that a child must master. Two types of difficulties may arise here: in determining and mastering the sequence of operations, on the one hand, and in mastering each of them, on the other. In this case, the organization of the orienting-exploratory phase of mastering skills, which is directly related to perception, acquires special significance.

At a younger preschool age, a child’s word often turns out to be insufficiently generalized, situational, or, conversely, generalized, and in some cases the child’s understanding of it may be completely incorrect. In the speech of children, there are substitutions, substitutions of familiar words for unfamiliar ones. Such speech cannot yet serve as a reliable support for the transfer of new knowledge to the child, which is formed in preschoolers only through visualization (A. V. Zaporozhets).

The growing need for communication leads to the fact that preschoolers develop all forms and functions of speech. And at a younger preschool age, the speech of an adult plays a guiding and organizing role. It attracts the attention of the child, directs him to the activity, in simpler cases determines the purpose of the activity, but the inclusion of a verbal instruction does not always help the child in its assimilation and implementation. The preschooler also needs other means of transferring knowledge and organizing activities: showing actions, a model, joint actions with an adult.

In the middle preschool age, the picture begins to change - the word can already more adequately direct the child's activities and convey information to him, but verbal instruction, the transfer of experience in verbal form still need sensory support.

Only by the age of five, the word begins in itself, within a certain content, to serve as a source of information and a means of transmitting social experience. The inclusion of the word not only accelerates, changes qualitatively, but also facilitates the process of assimilating new knowledge, and contributes to the mastery of new activities. The skills acquired with the help of verbal instructions are more easily transferred by the child to an unfamiliar situation, to a new object. The role of the preschooler's own speech is also changing, this is manifested in the regulation of his activity. From accompanying it turns first into fixing, and then into planning. Speech is actively included in the assimilation of knowledge, in the development of thinking, in sensory development, in the moral, aesthetic education of the child, in the formation of his activity and personality.

Thus, language and speech are traditionally considered in psychology and pedagogy as a knot in which various lines of mental development are intertwined - thinking, imagination, memory, emotions. Speech is the main channel for transmitting culture from generation to generation, as well as the most important means of education and upbringing.

At preschool age, under the influence of adults, the child learns moral norms, learns to subordinate his actions to ethical standards. Thus, the correct behavior in the team is formed in him, self-consciousness, self-esteem, self-control appear, the emotional and volitional sphere and motivation of activity develop.

Older preschoolers have a fairly wide range of general information about the reality around them. This knowledge includes ideas about the work of adults, about family relationships, and the events of social life.

However, they are not always distinct. The older the child becomes, the more actively he is included in the life of society, so he needs to communicate with others and their moral assessment. A five-year-old child already largely masters these norms, he accumulates social experience, feelings such as shame, pride, etc. appear. He begins to especially need empathy, mutual understanding from adults and peers, in their assessment. At the same time, he begins to evaluate them himself: actions, personal qualities. At this age, the assessment of an adult is experienced by the child very sharply. He is no longer just striving to do some work for the sake of the action itself, but is waiting for the evaluation of his activities by those around him.

Older preschoolers have social, play motives associated with the desire for contacts with adults and peers, motives of pride and self-affirmation. There is a possibility of subordination of motives, which is one of the most important neoplasms in the development of the personality of older preschoolers. So, for example, a five-year-old child can suppress immediate desires; deliberate actions predominate over impulsive ones.

Children of the sixth year of life are able to voluntarily control their own activities. They are able to limit their desires, overcome obstacles that stand in the way of achieving goals, evaluate the results of their actions. At this age, children understand the meaning of the tasks set by adults, they can independently follow his instructions.

When examining children of the seventh year of life, it is necessary to pay attention not only to the level of development of cognitive activity, but also to the prerequisites for educational activity. Currently, there is a parallel three-year and four-year primary education. Therefore, the survey should be focused on a reasonable definition of the conditions of schooling.

Readiness for schooling includes the necessary level of physical and mental development of the child, certain skills, as well as generalized ideas about the world around him.

To date, there is a generally accepted understanding of the phenomenon of psychological readiness for schooling as a complex structural formation, consisting of a number of components.

Under the psychological readiness for school, many researchers understand the presence of a complex of certain psychological qualities that have already been formed by the time they enter school and can be diagnosed using special techniques. The following areas are distinguished as components of psychological readiness for school: motivational, intellectual, communicative and arbitrary. Let's take a closer look at these components. Motivational sphere. The central place in this area is occupied by the formation of the student's internal position as an indicator of his social maturity and a system of motives, manifested in cognitive choice, self-affirmation, establishing and maintaining positive relationships with peers and adults.

Intellectual sphere. Its readiness is manifested in a certain level of visual-figurative thinking, the presence of elements of logical thinking, figurative and semantic memory, voluntary attention, the necessary level of development of the perceptual sphere and imagination. In other words, the need for the formation of basic cognitive processes is noted.

An important prerequisite for school education is general intellectual skills - awareness of the goal of an activity set by an adult, the ability to think through ways to achieve it, plan one's actions, control oneself during work, and correctly evaluate the results obtained. The child's entry into school changes the social situation of his development. In order for the beginning of schooling to become the starting point of a new stage of development, the child must be ready for new forms of cooperation with adults and with his peers.

Communication area. It captures the ability to build the right relationships in joint activities. Arbitrary sphere. The child's voluntary behavior is born at preschool age in the process of role-playing and allows him to rise to a higher level in his development. The game is a school of voluntary behavior, since the process of learning at school from the very beginning is based on a certain level of development of the total behavior. The arbitrariness of behavior is also manifested in those prerequisites for learning activity that D. B. Elkonin singles out as indicators of readiness for learning at school. The formation of volitional readiness of the future first-grader requires serious attention. He must be able to do not only what he wants, but also what the teacher, regime, program requires of him. To do not only pleasant, but also necessary, you need willpower, the ability to control your behavior, attention, thinking and memory.

Under the readiness of the child's body for schooling, the level of morphological and functional development is considered, which allows the child to withstand the requirements of school life and academic workload. The criterion of readiness in this sense is the performance of children during the school day, school week, etc.

The readiness of mental processes is manifested in the level of formation of perception, thinking, memory, speech, attention. The criterion of readiness in this case is the arbitrariness of cognitive activity, the ability to generalize and developed speech.

Personal readiness to study at school is expressed in the child's desire to become a schoolchild, to perform educational activities, as well as in relation to the child's school, educational activities, teachers, and himself. It is important that the school attracts the child with its main activity - teaching (“I will learn to read, write, solve problems”).