Topics of consultations of a teacher-psychologist. Collection of consultations by a teacher-psychologist for parents of preschool children consultation (preparatory group) on the topic Consultations for parents on psychologist topics

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Speech aggression in children

(consultation for educators)

Today, teachers, psychologists, and sociologists are increasingly talking about verbal aggression - a phenomenon that has affected many spheres of life in modern society and is increasingly noted in the speech of school teachers and kindergarten teachers, children playing in the yard and parents watching them. If earlier the teacher was more concerned about the physical manifestations of children's aggression (fighting, pushing, biting), then recently verbal aggression has been of particular concern (swearing, being insolent, snapping, bickering). Rude, uncontrollable, persistent, aggressive - such unflattering epithets are often found in descriptions of the speech behavior of modern preschoolers.

Speech aggression in its most general form can be defined as rude, offensive, offensive communication.

It is necessary to distinguish between aggressive speech behavior - situational outbursts of rudeness (“teasing”, “name-calling”, “squealing”, “whining”, “grumbling”, etc.) and aggressiveness - as a general tendency to display aggression, including verbal, which gradually becomes a stable personality trait.

As observations of the speech of children show, most of them, even in preschool age, demonstrate an obvious tendency towards verbal aggression. So, already a four-month-old child, if he is not allowed to move his arms for some time, reacts with screaming and angry facial expressions. Middle and older preschoolers actively display verbal aggression, humiliating, insulting, intimidating, ridiculing each other, quarreling and “showing things out” in a raised voice.

There are real situations that demonstrate verbal aggression in children - due to the elementary inability to express their negative emotions in a civilized, correct, non-offensive manner. So, a five-year-old boy throws the ball unsuccessfully - he ends up in a puddle. “What, are you a fool?!” - his playmate remarks contemptuously. Mom’s immediate rhetorical question: “Is it possible to swear like that?!” stumbles upon a puzzled question: “What do you say, smart?” It is quite obvious that mechanical repression (“You can’t do that!”, “What are you saying!”), to which the teacher is mainly limited, only aggravates the situation, demonstrating the powerlessness of the adult and the obvious ineffectiveness of such influence.

Quite often we tend to underestimate the positive aspects of a child’s activities, unjustifiably generalizing his misdeeds (“You are always...!”; “You are always...!”).

A “vicious circle” arises: in seeking obedience, we unconsciously provoke children into reciprocal verbal aggression - protest, rude refusal, a desire to do or say “out of spite.” According to psychological studies, 29% of all aggressive acts of children from 3 to 9 years old are responses to the aggression of the opposite side.

Trying to avoid offensive statements in your own speech and master the ability to correctly respond to the rudeness of your interlocutor, not to provoke him into offensive communication is a feasible task for a civilized person, and for a teacher, whose profession involves increased responsibility for his speech actions, it is especially necessary.

The speech of preschool teachers sometimes demonstrates a dismissive-rude or imperious-patronizing attitude towards children, which is manifested in harsh remarks (“You draw like a chicken with your paw!”); rude demands (“Shut your mouths!”; humiliating addresses to children by last name, and sometimes even obvious insults and threats (“I’ll put you in a corner!”...).

It is the teacher’s verbal aggression that has the most dangerous consequences; Children's self-esteem decreases, self-doubt arises, and first they fear a specific teacher, and then an adult in general.

It turns out that, on the one hand, the teacher’s inability to manage children’s behavior in a conflict situation leads to alienation and hostility. Misunderstanding. On the other hand, using verbal aggression as a method of communicative influence, the teacher also does not achieve either methodological or educational goals, but only demonstrates an authoritarian style of communication and a lack of professionalism.

Speech aggression is not only ethically unacceptable, but also simply ineffective from a communicative point of view. First of all, the teacher needs self-control over his own speech behavior.

You should clearly imagine the level of development and real capabilities of a preschooler, try to look at problems through his eyes, and often remember yourself at that age when the steps in the entrance seemed high.

There are also private methods of controlling verbal aggression - methods of speech influence and effective response in specific situations.

Direct censure is the most well-known method of pedagogical influence in situations of negative manifestations of child behavior.

Ignoring verbal aggression and unwanted actions of a child, if they do not pose an immediate threat to him and others, assumes that the teacher does not react to rudeness, pretends not to notice it, and demonstrates outward disinterest.

Switching attention. Sometimes you should try to change the child's hostile mood or distract him from doing unwanted actions.

A method of projecting positive personal qualities and behavioral reactions. Knowing “the strengths of the child’s personality, the teacher in a certain situation actualizes (voices, verbally denotes, publicly reminds) these qualities or expresses provocative doubt, deliberately hurting the child’s pride, challenging him (a method of “provoking”) and others.

Speech etiquette plays a special role in preventing verbal aggression. Let's think about whether all our appeals to children, requests, and objections are polite? Do we always apologize for a harsh remark, an unfair assessment, or an erroneous opinion?

Russian speech etiquette also involves many ways of indirectly expressing an impulse or a request: the form of a question (“Is it worth swearing?”), the use of the subjunctive mood (“It would be nice for us...”), the use of a not very complex hint (“You tell me something “I don’t like you at all today” - an indication of the children’s violation of etiquette norms, a request to stop swearing and bickering).

Sometimes we forget about such an important element of a request for a preschooler as its justification - an explanation of why we need to perform or not perform some action.

A special place among the means of eliminating tactlessness and aggressive speech is occupied by softer words or expressions instead of rude and obscene ones.

Indirect information and hints are also possible on the part of the teacher (“I feel bad when you say such words”); using the “change of addressee” technique - projecting a speech situation onto a third participant in the conversation (“Another boy would have done something like this in this situation..”).

So, the formation of skills of effective verbal communication that does not allow rudeness, tactlessness, targeted training in the ability to prevent manifestations of verbal aggression is one of the primary tasks of the professional training of a modern teacher and the most important moment in raising a child in the family.

Prepared by educational psychologist Katargina I.A.

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Masturbation in a small child. What to do?

Your baby is growing up, and then one day you notice that your son or daughter is touching his genitals. What is this? Natural childhood curiosity or a pathological habit - masturbation (masturbation)?

Typically, between the ages of 2-3 and 5-6 years, children begin to develop an interest in learning about the differences between the female and male bodies. They look at naked children and adults with interest, but the sensations of their own body are no less interesting to them. Children often play with their genitals, touching them, fiddling with them, scratching them... The interest here is purely educational! But, if the sensations that the child experiences become the dominant source of positive emotions for him, then he begins to resort to stimulation of the genital organs constantly, resulting in masturbation.

At 2-3 years old, the baby does not yet understand what masturbation is, does not know that touching himself and others in some places is considered indecent, so at this age it is too early to talk about masturbation. Masturbation is a way of self-satisfaction, when a child brings himself to emotional release (before bed, hiding in a secluded place) and does it regularly, then we can talk about a pathological habit. In an open form, noticeable to adults, this habit occurs in 5% of boys and 3% of girls of preschool age (according to A.I. Zakharov).

If a child is easily distracted from looking at and feeling his body parts, openly asks questions (for example, about the structure of the body, the difference between a man and a woman, between a girl and a woman), his behavior and normal sleep are not disturbed, then this is a natural step in development psyche, knowledge of the surrounding world and oneself. A surge of such interest occurs between the ages of 3 and 6 years, then subsides until adolescence. In this situation, it is enough for parents to behave tactfully, not to shame for natural curiosity, and to answer children's questions.

Prerequisites for the occurrence of masturbation

Physiological.

• Active, indomitable temperament (choleric) and, as a consequence, an increased need to relieve mental stress.
• If a girl does not like to play with dolls, she prefers to be friends with boys; if the boy has clearly expressed boyish behavior traits.

Psychological.

• Incorrect upbringing, when a child feels unwanted, unloved, lonely: excessive severity, restriction of activity, a large number of prohibitions, physical punishment (especially spanking on the butt, spanking with a belt). It bothers and torments him so much that he tries to distract himself to compensate for the loneliness. If at this moment a child accidentally discovers that masturbation drowns out his anxiety and makes life more enjoyable, then he will consciously engage in it.
• Problems of emotional contact with parents: lack of affection, attention, positive emotions, early separation from the mother (when the child is sent to a nursery early, the mother goes to work and entrusts the care of the baby to another adult). Sensitivity to separation from mother. The child withdraws into himself as a sign of protest and looks for a way to discharge himself. Such children hide their feelings, emotions, experiences, and often live in their own imaginary world.
• A second child appears in the family, and the eldest feels unwanted and unloved.
• Force feeding also contributes to the occurrence of masturbation. When parents are at war with the baby, they push him, forcing him to eat everything. This only causes aversion to food. And if the child does not experience pleasure from eating, then other sensitive areas of the body are activated. The mucosal area of ​​the lips and mouth is connected to the genital area. If the first one is “silent”, then the second one is excited. (according to A.I. Zakharov). The baby begins to touch the genitals. If you continue to force feed your baby, he will continue to discharge. The habit is fixed for a long time.
• Psychological infection - adults often take the child into bed, caress them too much, kiss them on the lips, or are too careful about their hygiene (frequent washing, etc.). Imitation of elders - if the child saw in a movie, accidentally saw parents, or older children with increased sexual interest.

Clinical.

The manifestation of neuropathy - sleep disorder, poor sleep - leads to the accumulation of anxiety, which is thus eliminated.

What else can provoke the appearance of masturbation?

• The only child in the family, isolated from children's society.
• High emotionality of the child.
• Increased excitability.
• Physical punishment (spanking, flogging) promotes a rush of blood to the genital area, involuntarily sexually arousing the child.
• Pregnancy pathologies, unwanted pregnancy.
• When parents wanted a child of one gender, but “it turned out” - another.
• Excessive adherence to principles by parents.
• Impulsiveness, intemperance of the father.
• Mother's coldness.
• Neglect or, conversely, too careful adherence to hygiene standards;
  Excessive wrapping, tight clothing.
• Poor hygiene, excessively tight clothing, itching in the genital area due to diathesis, worms, and diaper rash lead to the appearance of specific sensations and the desire to cause them.

You suddenly caught your child masturbating

First of all, if you suddenly find your child masturbating, there is no need to faint or scream or stomp your feet.

Resilience and tact are required. If this is a small child, then try to calmly, without emotions, switch his attention to something else.

You also need to behave calmly with a school-age child and talk about this when he is able to listen to you. But, under no circumstances scold or intimidate your child!

Reassure him, convince him that you want to help him, that you do not judge him, that this will not affect your love for him.

After the first shock has passed, a trusting relationship with the child has been established, try to understand why the child is engaged in masturbation?

rubdown

How to avoid consolidation of masturbation?

And how to help a child?

So, first of all, find out the reason for the habit.

You should know that manifestations of premature psychosexual development can and should be treated. If this violation is not corrected in time, the child will form a stable stereotype of surrogate realization of sexual desire.

“Why do we need a full-time psychologist in kindergarten?” – many parents are perplexed, mistakenly believing that this kind of specialist is needed only where mental disorders are involved. And at the same time, he may have plenty of work in the preschool institution.

As a rule, kindergartens employ psychologists-educators who, along with their basic pedagogical (or psychological) education, have acquired additional skills in working with children of a certain age category. Kindergarten psychologists help children quickly adapt to the team, identify any developmental features, help eliminate psychological problems and advise parents on the behavior and upbringing of children.

The consulting work of a psychologist in a kindergarten can be of a general nature and focused on the teaching staff of the institution. In this case, the psychologist’s recommendations relate to current issues of a particular team, are aimed at increasing the efficiency of the learning process and relate to methods of raising children of a particular age group.

The kindergarten psychologist also conducts individual and scheduled consultations with the parents of the pupils. This could be group educational sessions or one-on-one conversations. The main thing is that during these consultations, the child’s parents get the opportunity to objectively assess the development and behavior of their baby, understand what is the norm for this age and what may indicate deviation, receive advice from a psychologist regarding competent upbringing and how to nerves to survive another child’s age crisis.

In addition, a specialist in a kindergarten conducts psychopedagogical diagnostics, that is, monitors the children’s assimilation of the curriculum and, if necessary, conducts consultations with teachers or correctional work with students. Based on test tasks, the psychologist draws conclusions about the success of a particular child and the group as a whole, which provides opportunities for planning further work with this children's group.

Consultations for parents by educational psychologist Bagirov E.O.:

• A game to relieve emotional stress in preschoolers "Kittens". Prepared by educational psychologist Bagirova E.O. -

• How to raise a child after the collapse of a family. Prepared by educational psychologist Bagirova E.O. -
• If you don't like some of your child's personality traits. Prepared by educational psychologist Bagirova E.O. -
• Age characteristics of children of the older group. Prepared by educational psychologist Bagirova E.O. -
• Cognitive development. Prepared by educational psychologist Bagirova E.O. -
• Recommendations for parents on communicating with children after divorce. Prepared by educational psychologist Bagirova E.O. -
• Development of cognitive activity in preschool children. Prepared by educational psychologist Bagirova E.O. -
• Nervous tics in children. Prepared by educational psychologist Bagirova E.O. -
• Exercises aimed at developing a child’s self-esteem and spontaneity from the age of 6. Prepared by educational psychologist Bagirova E.O. -
• Exercises aimed at developing a child’s self-esteem and spontaneity from the age of 5. Prepared by educational psychologist Bagirova E.O. -
• Exercises aimed at developing a child’s self-esteem and spontaneity from the age of 4. Prepared by educational psychologist E.O. Bagirova. -
• Exercises aimed at developing a child’s self-esteem and spontaneity from the age of 3. Prepared by educational psychologist Bagirova E.O. -
• Behavioral disorders. Prepared by educational psychologist Bagirova E.O. -
• Crisis of 3 years. Prepared by educational psychologist Bagirova E.O. -
• Age-related characteristics of the mental development of children 6-7 years old. Prepared by educational psychologist Bagirova E.O. -
• Age-related characteristics of the mental development of children 5-6 years old. Prepared by educational psychologist Bagirova E.O. -
• Age-related characteristics of the mental development of children 4-5 years old. Prepared by educational psychologist Bagirova E.O. -
• Age-related characteristics of the mental development of children 3-4 years old. Prepared by educational psychologist Bagirova E.O. -
• Difficulties in adaptation. Prepared by educational psychologist Bagirova E.O. -
• What does a child adapt to in a preschool educational institution? Prepared by educational psychologist Bagirova E.O. -
• Conditions for successful adaptation of children to preschool educational institutions. Prepared by educational psychologist Bagirova E.O. -
• Games aimed at sensory development of children 1-3 years old. Prepared by educational psychologist Bagirova E.O. -
• What to do if your child is overexcited before bedtime. Memo for parents. Prepared by educational psychologist Bagirova E.O. -
• When parents have different approaches to education. Prepared by educational psychologist Bagirova E.O. -
• Psychological health of preschool children. Prepared by educational psychologist Bagirova E.O. -
• A healthy lifestyle is formed in the family. Consultation for parents. Prepared by educational psychologist Bagirova E.O. -
• Memo for parents on creating a healthy lifestyle for their children. Consultation for parents. Prepared by educational psychologist Bagirova E.O. -
• The role of the family in the prevention of antisocial behavior in children. Consultation for parents. Prepared by educational psychologist Bagirova E.O. -
• The role of the family in raising a preschooler. Consultation for parents. Prepared by educational psychologist Bagirova E.O. -

The secret of success. Prepared by educational psychologist Bagirova E.O. -

The child is stubborn and capricious. What should parents do? Consultation for parents, prepared by educational psychologist Bagirova E.O. -

The relationship between parents and children. Training for parents. Prepared by educational psychologist Bagirova E.O. -

A step-by-step model for supporting a hyperactive child. Consultation for parents, prepared by educational psychologist Bagirova E.O. -

Writing fairy tales as a way to identify a child’s emotional problems. Prepared by educational psychologist Bagirova E.O. -

• Snitch-snatcher: why does a child snitch and what to do about it? Prepared by educational psychologist Bagirova E.O. -
• The role of the family in the development of the child’s search and research activity. Prepared by teacher Ardasheva G.N. -
• A collection of exercises to relieve stress in a child.
• What to do if your child is afraid of the dark. Prepared by educational psychologist Bagirova E.O. - )
• Education through fairy tales. Prepared by educational psychologist Bagirova E.O. - )
• Age-related characteristics of the mental development of preschool children. Peculiarities of children's temperament. Prepared by educational psychologist Bagirova E.O. -
• A child is afraid of the dark - the main ways to overcome fear. Prepared by educational psychologist Bagirova E.O. -
• My child bites children. Is this the norm? Parental overprotection. Prepared by educational psychologist Bagirova E.O. -
• The child does not want to go to kindergarten. How can I help him? Prepared by educational psychologist Bagirova E.O. -
• Age characteristics of children 2-3 years old. Prepared by educational psychologist Bagirova E.O. -
• Six ways to get rid of anger. Prepared by educational psychologist Bagirova E.O. -
• Magic words. How to make your child grow up strong, happy and confident. (Based on materials from the magazine “My Baby and Me”). Prepared by educational psychologist Bagirova E.O. -
• Features of children's temperament. Prepared by educational psychologist Bagirova E.O. -
• Childhood fears. Prepared by educational psychologist Bagirova E.O. -
• When a baby sucks on a blanket. Prepared by educational psychologist Bagirova E.O. -
• The psychologist advises. How to maintain your child's emotional well-being. Prepared by teacher-psychologist MBDOU TsRR DS No. 51 Bagirova E.O. -

Working hours of a teacher-psychologist

Mon. - 11.00 - 18.40

Tue - 8.00 - 15.40

Wed. - 8.00 - 15.50

Thurs. - 8.00 - 15.40

Fri. - 8.00 - 15.40

For consulting helpV s you can contact

on Monday from 16.30 to 18.40

Psychologist? No, he's not a wizard
Not a miracle worker, not an athlete,
Not a life problem solver,
And he is not a super person.
He breathes the same way, loves the same way,
And he feels the same way as everyone else.
He does not accomplish great destinies,
He doesn't know everything about you.
Memory can measure yours,
Thinking, temperament, speech.
He can only fix it a little,
But he is unable to save.
guide of your soul,
He's just a hint, not an answer,
Road sign, limiter,
Your mistakes, friend victories.
Desiring harmony in the soul,
He won’t create it for you,
Helping with advice in life,
She will not live for you.
Psychologist? No, he's not a wizard
Not a charlatan, not a sorcerer,
He is not a saint, not a serious sinner,
He is a man among people.

The main function of a psychologist in kindergarten:

support for the mental development of children, tracking of children with developmental problems and timely early assistance to children and parents.

Main areas of work:

1. Psychological prevention

2. Psychological diagnostics

3. Psychological counseling

4. Psychological correction

5. Psychological education

6. Organizational and methodological work.

Practice shows that parents’ lack of understanding of the role of a psychologist in kindergarten leads to avoidance and refusal to meet with the teacher. The difference between a child psychologist and a psychiatrist: A psychiatrist is a doctor who deals with deviations (disorders) in the human mental sphere. He can make a diagnosis, prescribe, if necessary, drug treatment, and give a referral to a specialized garden. Psychologist (children) - a teacher who works with children who do not have mental disabilities. He does not make a diagnosis, but can make a conditionally variable prognosis for the future. If necessary, he may suggest consultation with other specialists: a psychiatrist, a neurologist, a speech therapist.

The main method of work of a child psychologist is to monitor the development of the child at all age stages, tracking the dynamics of the development of the cognitive, emotional-volitional, and personal spheres of the child. If necessary, the psychologist conducts individual or subgroup sessions with children who have a developmental and correctional focus.

All classes are held in a playful way using musical accompaniment. Fairytale trainings, communication trainings are carried out with children, fairytale therapy, correctional and developmental classes using art therapeutic techniques, and relaxation are carried out with children. In his classes, a child psychologist creates a favorable emotional background for children so that children feel relaxed and comfortable. Children are usually very willing to attend such classes.

The profession of a child psychologist is fraught with a lot of interesting things - a variety of techniques, and the daily discovery of something new. A child psychologist witnesses an amazing transformation from a shy, insecure child into a confident, open and sociable person. Unfortunately, solving children’s psychological problems only in a kindergarten, in classes with a psychologist, is not enough. Without interaction with the child’s parents, such work will be superficial, and the positive dynamics that appear in the child’s development will very soon fade away. Therefore, first of all, the desire of parents to interact with a psychologist, with educators, to help the child overcome problematic issues, is the most important factor on the path of change for the better. Only joint fruitful work will give a successful result. How to avoid problems. As you know, it is better not to wait for a problem, but to do everything to avoid it. Therefore, it is better to start interacting with a psychologist from a very early age.

Starting from toddler age, each child comes under the close attention of a teacher-psychologist, who accompanies the process of adaptation of the child to kindergarten. While in the group, the psychologist identifies children with complex forms of adaptation, observes the characteristics of the neuropsychic development of children, supports them in every possible way, and conducts developmental and correctional classes with children. We recommend that parents registering their child for kindergarten undergo an individual consultation with a psychologist in order to obtain the most complete information about the characteristics of a child of this age and the stages of adaptation. A child psychologist works with parents and educators. Conversation, observation, questioning are methods that will help the psychologist better understand and predict the child’s development options, and select optimal conditions for revealing his intellectual and personal characteristics.

It will be useful for parents to learn to look at their child from the outside and choose the optimal strategy for raising him, based on unconditional love and trust.

According to the annual plan, educational psychologist T.A. Yamshchikova, was held in November 2015 parent club “School of Parents” on the topic: “What is a child’s psychological readiness for school?” in order to increase the psychological and pedagogical literacy of parents in the matter of psychological readiness for school. Parents were offered a survey - the game “Basket of Feelings”, in which they briefly formulated those feelings and emotions that overwhelm them while waiting for their child’s school life. We listened to the lecture “Psychological readiness for schooling.” We actively participated in the attention game “Do what you hear.”

In order to build trust and mutual understanding between teachers and parents, as well as to form positive attitudes in the minds of parents of younger preschoolers, the institution planned and held a parent club on the topic: “Current issues of education. Bad habits” by educational psychologist T.A. Yamshchikova.
During this event, parents were offered the “Adjective Name” exercise, in which they selected an adjective for the first letter of their name, and then named the name and the adjective. Then we played the game “Swap Places,” in which we lifted our spirits and learned additional information about each other. A presentation and mini-lecture “Current issues of education” were offered, which talked about the reasons for disagreements in raising children in the family, and styles of family education. During the “Palms” exercise, parents felt the warmth of their hands and concluded that it is very important for children to feel the touch and attention of adults. In the second question of the “Bad Habits” club, parents learned what lies at the basis of pathological habits, analyzed various situations in the lives of children, answered questions about children’s lies, thumb sucking, a substitute object, learned how to and should not behave in one or another situations.

Consultations for parents

Toys: benefits and harm.doc
How parents can learn to control their emotions.doc
How to maintain the mental health of a preschooler.doc
Biting children.doc
When punishing, think.doc
Anxiety and child health.doc
Your child went to kindergarten.doc

Consultations for teachers

This collection contains consultations from a teacher-psychologist for parents of preschoolers, “The Five Languages ​​of Parental Love,” “The 7-Year Crisis,” “Developmental Peculiarities of Older Preschoolers and many others. The material will be useful to educators, educational psychologists and parents.

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MBOU "Starobachatskaya Secondary School"

COLLECTION OF MATERIALS

for consultations with a teacher-psychologist for parents

MBOU "Starobachatskaya Secondary School"

(6 – 7 years old).

Compiled by: Gorbunova Yu.V.

Educational psychologist

Psychological characteristics of children of senior preschool age

(6 – 7 years old).

Senior preschool age (6 – 7 years) is characterized as a period of significant changes in the child’s body and is a certain stage in the maturation of the body. During this period, there is intensive development and improvement of the musculoskeletal and cardiovascular systems of the body, the development of small muscles, the development and differentiation of various parts of the central nervous system.

A characteristic feature of this age is also the development of cognitive and mental mental processes: attention, thinking, imagination, memory, speech.

Attention . If during preschool childhood involuntary attention is predominant in a child, then by the end of preschool age voluntary attention begins to develop. When the child begins to consciously guide and hold him on certain items and objects.

Memory. By the end of preschool age, voluntary visual and auditory memory develops. Memory begins to play a leading role in the organization of mental processes.

Development of thinking.By the end of preschool age, the development of visual-figurative thinking reaches a higher level and logical thinking begins to develop, which contributes to the formation of the child’s ability to identify the essential properties and characteristics of objects in the surrounding world, the formation of the ability to compare, generalize, and classify.

Development of imagination.Towards the end of preschool age, the development of creative imagination occurs, this is facilitated by various games, unexpected associations, brightness and concreteness of the presented images and impressions.

In the field of speech developmentBy the end of preschool age, the active vocabulary expands and the ability to use various complex grammatical structures in active speech develops.

The activities of a 6-7 year old child are characterized by emotionality and the great significance of emotional reactions.

The mental development and formation of a child’s personality by the end of preschool age are closely related to the development of self-awareness. A 6-7 year old child develops self-esteem based on awareness of the success of his or her activities, peer assessments, teacher assessments, and the approval of adults and parents. The child becomes able to realize himself and the position that he currently occupies in the family, in the children's group of peers.

In children of senior preschool age 6–7 years old, reflection is formed, i.e. awareness of their social “I” and the emergence of internal positions on this basis.

As the most important new formation in the development of the mental and personal sphere of a child of 6–7 years of age, the subordination of motives is. Awareness of the motive “I must”, “I can” gradually begins to prevail over the motive “I want”.

A child of 6–7 years of age strives for self-affirmation in activities that are subject to public assessment and cover various areas.

Awareness of one’s “I” and the emergence on this basis of internal positions by the end of preschool age gives rise to new needs and aspirations. As a result, play, which is the main leading activity throughout preschool childhood, by the end of preschool age can no longer fully satisfy the child. He has a need to go beyond his childhood way of life, to take an accessible place in socially significant activities, i.e. the child strives to adopt a new social position - the “position of a schoolchild,” which is one of the most important results and features of the personal and mental development of children 6–7 years of age.

The success of learning largely depends on the degree of readiness of the child for school.

Readiness for school includes several components: first of all, physical readiness, which is determined by the state of health, the maturity of the body, its functional systems, because schooling contains certain mental and physical stress.

What does psychological readiness for school include?

Psychological readiness for schooling is understood as the necessary and sufficiently formed level of mental development of a child necessary for mastering the school curriculum in a learning environment with peers.

The components of psychological readiness for learning at school are motivational, social-personal, intellectual and emotional-volitional readiness.

The internal mental life of a child who has become a schoolchild receives a completely different content, a different character, than in preschool childhood: it is associated with learning and academic affairs, and the child’s adaptation to school and success in learning will depend on the extent to which psychological readiness is formed.

Motivational readiness for school is characterized by the level of development of cognitive interest, a conscious desire to learn and the desire to achieve success in learning.

Social and personal readiness is characterized by the formation of the child’s internal position, his readiness to accept a new social position - the “position of a schoolchild,” which presupposes a certain range of responsibilities. Social and personal readiness is expressed in the child’s attitude towards school, towards educational activities, towards the teacher, towards himself, towards his abilities and work results, and presupposes a certain level of development of self-awareness.

Also, social and personal readiness includes the child’s development of communication skills and qualities necessary for communication and interaction with peers and the teacher, and the ability to engage in collective forms of activity.

Intellectual readiness for school learning is an important prerequisite for educational success. Because is associated with the development of cognitive activity and mental mental processes - the ability to generalize, compare objects of the surrounding reality, classify according to essential characteristics, establish cause-and-effect relationships, draw conclusions, generalizations, inferences based on available data.

An important component of psychological readiness for learning is emotional-volitional readiness, which includes the formation of certain skills in the ability to manage one’s behavior, emotional stability, and the formation of skills of voluntary regulation of attention. Educational activity presupposes the necessary level of development of mental activity, the ability to overcome difficulties and fulfill certain requirements of the teacher.

Volitional readiness includes the formation of the following components of volitional action: the ability to set a goal, make decisions, outline an internal plan of action, carry it out, show a certain volitional effort if necessary to overcome an obstacle, the ability to evaluate the result of one’s action.

The maturity of the components of volitional action is the basis for the development of volitional behavioral self-regulation skills, which are necessary for successful educational activities.

Let's get acquainted with the requirements for knowledge and practical skills necessary for a future first-grader

General erudition.

A first-grader must have knowledge and ideas about the world around him: the seasons (their signs), the flora and fauna, the way of life of people (clothes, shoes, dishes, equipment), knowledge about the rules of behavior, and traffic rules.

Mathematical knowledge.

The child should know:

numbers and signs “+” and “-”;

adjacent numbers within 10 “number neighbors”;

quantitative composition of numbers within 10 (number composition);

know the simplest geometric figures.

The child must be able to:

solve arithmetic problems in one operation involving addition and subtraction;

navigate on a sheet of paper, understand the expression “the length of one notebook cell”;

solve examples within 10 (or 20);

use a watch without a second hand.

Requirements for the level of oral literacy.

The child should know:

alphabet;

means of intonation expressiveness (raising and lowering the voice);

a number of poems, nursery rhymes, riddles, counting rhymes.

The child must be able to:

conduct a sound analysis of simple words, sequentially identifying and naming all the sounds in the word;

distinguish and name vowels and consonants, hard and soft sounds;

highlight the emphasis in words;

verbally retell what you just read (text awareness);

trace and copy (copy) printed letters and words.

Speech as an indicator of readiness for schooling (requirements for speech):

clear pronunciation of all sounds of the native language;

the child’s ability to speak, changing the dynamics, quietly - loudly - quietly, changing the pace of speech: fast - slow - fast;

use means of intonation expressiveness in speech, be able to read a poem expressively;

the level of culture of verbal communication must be formed;

must be able to speak while looking the interlocutor in the eye, and not interrupt without apology two people speaking;

the child must be able to conduct a dialogue, tell fairy tales and stories logically, without unnecessary repetitions, jumps and long pauses;

be able to explain in your own words the meaning of a proverb or poem.

Requirements for the level of grammatical skills:

development of fine motor skills of the fingers;

the ability to create tension and relaxation in the muscles of the arm and hand;

ability to hold a hand, pencil, brush correctly.

Requirements for the level of development of thinking and imagination:

ability to perform an action classification;

the ability to define a familiar concept through genus and species differences;

ability to build simplest

MBOU "Starobachatskaya Secondary School"

Consultation with an educational psychologist for parents

"CRISIS 7 YEARS"

Compiled by: Gorbunova Yu.V.

Educational psychologist

Crisis of seven years.

The crisis of the end of preschool age and the transition to school age, or the crisis of six or seven years, is the most variable in its manifestations. Its main reason is that children have exhausted the developmental possibilities of games. Throughout preschool childhood, play was not just a favorite pastime for boys and girls, it was an incentive for their progressive development and the most important condition for its implementation. Through it, children mastered various social roles and relationships, improved their skills, honed their intellect, and learned to manage their emotions and behavior. Through playful interaction with various objects, they learned about the world around them. But sooner or later there comes a moment when imaginary game circumstances, substitute objects and toys, “unreal” characters and roles can no longer fill the gap between the simplest utilitarian knowledge and skills of preschoolers and their need to understand the world in all its completeness and complexity, to understand the hidden from perceiving the internal causality of events, learning to foresee the results of one’s own various influences. Children strive to become equal to adults who, in their opinion, possess unique, invaluable qualities of omniscience and omnipotence. After all, it is adults who know the answers to all questions, they are the ones who are allowed to do everything, they are the ones who decide how the lives of the people around them will proceed, which events are desirable and which are not.

In their quest to become adults, children have already gone through several steps. They tried such techniques as being in the same situation with adults (“Dad, can I be with you?., Shall I go?..”), imitating their behavior and actions (“Mom, can I try too?..”). "), taking on the role of an adult in a role-playing game to the family, to the store, to the hospital, etc. However, the level of intellectual development achieved by the children allows them to clearly realize that these techniques were not sufficient to truly become equal to their mothers and dads. They understand that their own experience is clearly not enough for them. This is where children's craving for theoretical generalized knowledge originates, which is not limited to the experience of one person, but has been accumulated by humanity as a whole. This knowledge is not explicit, it is hidden, encrypted, and in order to penetrate into the essence of various theoretical signs and symbols, children need helpers. But who will take on these responsibilities is still unknown to the children.

The situation “I want to and I can’t” clearly does not suit older preschoolers. They choose a wide variety of forms of protest to express their discontent, because the older the children become, the wider the repertoire of their actions. For example, a child begins to show jealousy and suspicion towards parents and other adult members of his family. Girls and boys obsessively pursue their fathers and mothers, trying not to leave them alone with each other, naively believing that it is at these moments that adults exchange some special information hidden from children. Another common form of protest is negativism (denial). He acts in relation to the child's past. Girls and boys are distrustful of the fact that they were once small, stupid and helpless. This mistrust, psychological denial extends to items of clothing that they once used, to their old toys, books, and sayings. They can’t believe that before, playing with blocks, dolls, and cars gave them obvious pleasure, that it was their scribbles that covered the pages of books. Everything that caused delight and admiration two or three years ago now causes them only skeptical surprise. Former favorites are lying around, gathering dust in corners, piled up in boxes. And although children still look with delight at shop windows and counters with toys, they are attracted only by the variety of goods and their comparative cost. Children are drawn to new activities; toys are no longer able to truly captivate them.

Often preschoolers even resort to acts of unintentional vandalism. So they are trying to remake, improve what they have. Adults perceive their actions as damage, distortion of good things. For example, a girl pulls off an elegant dress from a doll and dresses it in scraps of tulle curtains, which for her symbolize a ball gown, but for others only whim and self-will. Attempts to change the doll's hairstyle result in it losing half of its hair. The boys remodel their old cars, trying to create one super-design from several models. They are not always able to finish what they have started. The result is a pile of plastic and metal scrap. All this does not cause delight among adults and parents. They reproach their offspring for lack of frugality, sloppiness and wastefulness. At the same time, children go beyond ordinary obedience. They are not satisfied with parental instructions - play and put it away, look and put it in its place. In the presence of adults, older preschoolers often refuse to play with toys altogether.

The crisis of the end of preschool childhood can begin even at 5-5.5 years old. Then it proceeds more obviously and painfully. If the time is close to the start of school, then it can pass smoothly, almost unnoticed by others. A means of overcoming the negative manifestations of the crisis is to create conditions for the child to begin mastering educational activities, where he can master theoretical knowledge, primarily the alphabet, writing and counting. After all, during a crisis, readiness for schooling is formed. And this is its positive meaning. The attempts of many parents to introduce their children to scientific and theoretical knowledge (teaching them to read, form syllables and words, write, perform arithmetic operations as early as possible, fortunately, relevant books, manuals, and toys are now a dime a dozen) end in failure precisely because the timing is not coincide with the crisis of the end of preschool childhood. The children eagerly play with cubes, letters and numbers, and look with great curiosity at the colorfully designed alphabet books for the little ones. But very soon they lose interest in these activities, since they have not yet passed the period of dramatization games. Their imagination still dominates their minds. Attempts by adults to consolidate and practice seemingly formed skills lead to stubbornness and whims.

And only the coincidence in terms of the timing of systematic teaching of science (at school or at home) with the crisis of 6-7 years, that is, the moment when the game has exhausted its developmental capabilities and game motivation has been replaced by deep cognitive motivation, and with it the readiness to training, produces lasting positive results. If children have lost interest in games and fun, put bookish wisdom in their hands, protect them from everyday worries, and then you will receive a colossal impetus for their further development. It will now be aimed at increasing the level of intelligence and self-regulation capabilities. Children will once again acquire the desire to obey adults and obey them, but only in situations of educational activity. The indisputable authority for them will be the one who will help them enter the world of scientific knowledge. But this person will not always be the parents. In their place will be a teacher, an educator leading children to new knowledge.

Crises (and the crisis of seven years) take a relatively short time: several months, a year, and rarely two years. At this time, sharp, fundamental changes occur in the child’s psyche. Development during periods of crisis is stormy, rapid, “revolutionary” in nature. At the same time, in a very short period of time, the whole child changes. A crisis occurs at the junction of two ages and is the completion of the previous stage (in this case, preschool) and the beginning of the next (school).

Senior preschool age is a transitional stage in development, when the child is no longer a preschooler, but not yet a schoolchild. It has long been noted that during the transition from preschool to school age, the child changes dramatically and becomes more difficult in educational terms. These changes are deeper and more complex than in the crisis of three years.

The negative symptoms of crisis, characteristic of all transitional periods, are fully manifested at this age (negativism, stubbornness, obstinacy, etc.). Along with this, features specific to a given age appear: deliberateness, absurdity, artificiality of behavior, clowning, fidgeting, clowning. The child walks with a “wobbly” gait, speaks in a squeaky voice, makes faces, and pretends to be a buffoon. The behavior of a child during the crisis of seven years has a deliberate buffoonish character, causing not a smile, but condemnation. According to L.S. Vygotsky, such features of the behavior of seven-year-olds indicate a “loss of childish spontaneity.” Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.

Until the age of seven, the child acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of these desires in behavior constitute an inseparable whole. The behavior of a child at this age can be roughly described by the scheme “wanted - did.” Naivety and spontaneity indicate that the child is the same on the outside as he is on the inside. His behavior is understandable and easily “read” by others.

The loss of spontaneity and naivety in the behavior of a preschooler means the inclusion in his actions of a certain intellectual moment, which, as it were, spills over between the child’s experience and action. His behavior becomes conscious and can be described by another scheme: “wanted - realized - did.”

Awareness is included in all spheres of a seven-year-old child’s life: he begins to become aware of the attitude of those around him and his attitude towards them and towards himself, his individual experience, the results of his own activities. A seven-year-old child's awareness capabilities are still very limited. This is only the beginning of the formation of the ability to analyze one’s experiences and relationships; in this, an older preschooler differs from an adult. The presence of an elementary awareness of their external and internal life distinguishes children of 7 years from younger children, and the crisis of seven years from the crisis of three years. One of the achievements of the seven-year crisis is the awareness of one’s social “I” and the formation of an internal social position. For the first time, the child becomes aware of the discrepancy between his position among other people and his real capabilities and desires. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for others. The child “falls out” of normal life and loses interest in preschool activities. Children appear to desire the social status of a schoolchild and to study as a new socially significant activity (at school - large ones, but in kindergarten only small ones), as well as in the desire to carry out certain instructions from adults, to take on some responsibilities to become family helper.

There is a connection between the seven-year crisis and the success of children’s adaptation to school. Preschoolers whose behavior showed symptoms of a crisis before entering school experience fewer difficulties in the first grade than those children whose crisis did not manifest itself in any way for seven years before school. Parents notice that “the child has suddenly gone bad”, “he has always been obedient, but now it’s as if they have changed him”, he is capricious, raises his voice, is insolent, “grimaces”, etc. From observations: children are active, easily start and stop playing, demand the attention of adults, ask about school, and prefer playing together with adults. They are characterized as “very active, in need of control, restless, disobedient little ones.” Such children, when they come to school, adapt in a short period.

Now they are talking about shifting the boundaries of the crisis of seven years to the age of six. Some children develop negative symptoms by the age of five and a half, so now they talk about a crisis of 6-7 years.

MBOU "Starobachatskaya Secondary School"

Consultation with an educational psychologist for parents

« Peculiarities of thinking, perception and attention of preschool children.”

Compiled by: Gorbunova Yu.V.

Educational psychologist

Peculiarities of thinking, perception and attention of preschool children.

1. Perception.

Simultaneously with the development of sensations in children aged 2 to 6 years, the development of perception continues. During this period, under the influence of playful and constructive activities, children develop complex types of visual analysis and synthesis, including the ability to mentally dissect a perceived object into parts in the visual field, examining each of these parts separately and then combining them into one whole. The child makes a large number of mistakes when assessing the spatial properties of objects. Even the linear eye in children is much less developed than in adults. For example, when perceiving the length of a line, a child's error rate may be approximately five times greater than that of an adult. An even greater difficulty for children is the perception of time. It is very difficult for a child to master such concepts as “tomorrow”, “yesterday”, “earlier”, “later”. Children also have certain difficulties when perceiving images of objects. Thus, when looking at a drawing and telling what is drawn on it, preschool children often make mistakes in recognizing the depicted objects, naming them incorrectly, since they still only perceive an accidental or insignificant resemblance to what they take them for.

2. Attention.

A child’s attention at the beginning of preschool age reflects his interest in surrounding objects and the actions performed with them. The child is focused only until interest wanes. The appearance of a new object immediately causes a shift of attention to it. Therefore, children rarely do the same thing for a long time. During preschool age, due to the complication of children's activities and their movement in general mental development, attention acquires greater concentration and stability. So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six years the duration of the game increases to two hours. The stability of children's attention also increases when looking at pictures, listening to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; A six-year-old child is more aware of a picture than a younger preschooler and identifies more interesting aspects and details in it. Development of voluntary attention. The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects and phenomena, and stay on them, using certain means for this. Starting from senior preschool age, children become able to maintain attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational-type tasks). The stability of attention in intellectual activity increases noticeably by the age of seven.

3. Memory.

Significant changes in children occur in the development of voluntary memory. Initially, memory is involuntary in nature - in preschool age children usually do not set themselves the task of remembering anything. The development of voluntary memory in a child in the preschool period begins in the process of his upbringing and during games. The degree of memorization depends on the child’s interests. Children remember better what interests them and remember meaningfully, understanding what they remember. In this case, children primarily rely on visually perceived connections of objects and phenomena, rather than on abstract logical relationships between concepts. In addition, in children the latent period during which the child can recognize an object that is already known to him from past experience is significantly extended. Thus, by the end of the third year, a child can remember what he perceived several months ago, and by the end of the fourth, what happened about a year ago.

The most amazing feature of human memory is the existence of a type of amnesia that everyone suffers from: almost no one can remember what happened to him in the first year of his life, although this is the time that is most rich in experience.

4. Imagination.

The child’s imagination takes shape in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. A child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for galloping, and he cannot mentally transform a stick into a horse when he is not acting with it. In the play of three- and four-year-old children, the similarity of the substitute object with the object that it replaces is essential. In older children, the imagination can also rely on objects that are not at all similar to the ones being replaced. Gradually the need for external supports disappears. Interiorization occurs - a transition to playful action with an object that does not actually exist, to a playful transformation of the object, giving it a new meaning and imagining actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Formed in play, imagination moves into other activities of the preschooler. It is most clearly manifested in drawing and in writing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and orients himself to the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that a child’s imagination is richer than an adult’s imagination. This opinion is based on the fact that children fantasize for a variety of reasons. However, a child's imagination is actually not richer, but in many respects poorer than an adult's imagination. A child can imagine much less than an adult, since children have more limited life experience and therefore less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child is still unable to retain the previously perceived images. The recreated images are for the most part far from the original principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. In older preschool age, the child’s imagination becomes controllable. Imagination begins to precede practical activity, combining with thinking when solving cognitive problems. Despite all the importance of the development of active imagination in the general mental development of a child, there is also a certain danger associated with it. For some children, imagination begins to “replace” reality and creates a special world in which the child can easily achieve the satisfaction of any desires. Such cases require special attention, as they lead to autism.

5. Thinking.

As curiosity and cognitive interests develop, thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Acting with images in his mind, the child imagines a real action with an object and its result, and in this way solves the problem facing him. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, revealing itself in the solution of a narrow range of practical problems related to the child’s objective activity, using the simplest tools. By the beginning of preschool age, children solve in their minds only those tasks in which the action performed by a hand or tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve such problems with the help of external orienting actions, i.e. at the level of visual-effective thinking. In middle preschool age, when solving simpler and then more complex problems with indirect results, children gradually begin to move from external tests to tests performed in the mind. After the child is introduced to several variants of the problem, he can solve a new version of it, no longer resorting to external actions with objects, but obtaining the necessary result in his mind.

The prerequisites for the development of logical thinking, the assimilation of actions with words, numbers as signs, noticing real objects and situations, are laid at the end of early childhood, when the child’s sign function of consciousness begins to form. At this time, he begins to understand that an object can be designated and replaced with the help of another object, a drawing, a word. However, the word may not be used by children for a long time to solve independent mental problems. Both visual-effective and especially visual-figurative thinking are closely related to speech. With the help of speech, adults guide the child’s actions, set practical and cognitive tasks for him, and teach him how to solve them. The speech statements of the child himself, even at a time when they only accompany a practical action, without preceding it, contribute to the child’s awareness of the course and result of this action, and help the search for ways to solve problems.

6. Speech.

The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking. Under certain conditions of upbringing, the child begins not only to use speech, but also to understand its structure, which is important for subsequent mastery of literacy. Throughout the preschool period, the child's vocabulary continues to grow. Compared to early childhood, the vocabulary of a preschool child increases, as a rule, three times, not only due to nouns, but also due to verbs, pronouns, adjectives, numerals and connecting words. During the period of preschool childhood, the morphological system of the native language is mastered, the child practically masters the main features of the types of declensions and conjugations. At the same time, children master complex sentences, connecting conjunctions, and most common suffixes (suffixes to indicate the gender of baby animals, etc.). In older preschoolers, cases of double declension no longer occur. The emergence in children of an orientation towards the sound form of words contributes to the assimilation of the morphological system of their native language. Phonemic hearing is formed in a child on the basis of direct speech communication. By the end of early childhood, children are good at differentiating words that differ from each other by at least one voiced or unvoiced, hard or soft sound. Thus, primary phonemic hearing turns out to be quite developed very early. However, the child does not know how to perform a sound analysis of a word, divide the word into its constituent sounds and establish the order of sounds in a word even by the end of preschool age.

7. Subject activity and play in preschool age.

In connection with the mastery of objective activities, the nature of the child’s orientation in situations that are new to him, when meeting new objects, changes. If during the period of manipulation a child, having received an unfamiliar object, acts with it in all ways known to him, then subsequently his orientation is aimed at finding out what this object is for and how it can be used. Orientation like “what is it?” is replaced by an orientation like “what can be done about this?”

Among the actions that a child masters in early childhood, correlative and instrumental actions are especially significant for his mental development. Correlating are actions whose purpose is to bring two or more objects (or their parts) into certain spatial relationships. This, for example, is folding pyramids from rings, using all sorts of collapsible toys, closing boxes with lids.

By the end of early childhood (in the third year of life), new types of activities begin to take shape, which reach expanded forms beyond this age and begin to determine mental development. This is a game and productive activities (drawing, modeling, designing). During preschool childhood, play becomes the leading activity, but not because the child, as a rule, spends most of his time in games that entertain him - play causes qualitative changes in the child’s psyche. The actual play action will occur when the child means another by one action, and another by one object. The game action is of a familiar (symbolic) nature. It is in play that the formulated sign function of the child’s consciousness is most clearly revealed. Its manifestation in the game has its own characteristics: game substitutes for objects may have significantly less resemblance to the objects themselves than, for example, a drawing with the reality depicted. However, game substitutes should allow you to act with them in the same way as with the replaced item. Therefore, by giving his name to the chosen substitute object and attributing certain properties to it, the child also takes into account some of the features of the substitute object itself. When choosing substitute objects, the preschooler proceeds from the real relationships of the objects. He readily agrees that half a match will be a bear, a whole match will be a mother bear, and a box will be a bed for a bear. But he will never accept this option, where the teddy bear is a box, and the bed is a match.

In play activities, the preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with this role. A child can take on the role of a horse or a terrible beast, but most often he portrays adults - a mother, a teacher, a driver, a pilot. In play, the child discovers for the first time the relationships that develop between people in the process of work, their rights and responsibilities.

In role play, children reflect the diversity of reality around them. They reproduce scenes from family life, work activities and relationships between adults. The reality reflected in children's games becomes the plot of a role-playing game. Children of different age groups, playing a game with the same plot, bring different content to it. Thus, younger preschoolers repeatedly repeat the same actions with the same objects, reproducing the real actions of adults. The game plot, as well as the game role, is most often not planned by the child of primary preschool age, but arises depending on what object falls into his hands. The content of the role-playing game for older preschoolers is subject to the rules arising from the role taken on.

In play activities, certain forms of communication between children develop. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication.

With the development of gaming skills and the complication of game plans, children begin to engage in longer-term communication. The game itself demands this and promotes this. In playing together, children learn the language of communication, mutual understanding and mutual assistance, and learn to coordinate their actions with the actions of others. Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. Role-playing play is crucial for the development of imagination. In play activities, the child learns to replace some objects with others and take on different roles. By capturing the child and forcing him to obey the rules corresponding to the role he has assumed, the game contributes to the development of feelings and volitional regulation of behavior.

Productive activities of the child - drawing, design - at different stages of preschool childhood are closely merged with play. Interest in drawing and design initially arises precisely as a game, aimed at the process of creating a drawing or design in accordance with the game plan. And only in middle and senior preschool age is interest transferred to the result of the activity (for example, drawing), and it is freed from the influence of the game. Within the gaming activity, educational activity also begins to take shape, which later becomes the leading activity.

MBOU "Starobachatskaya Secondary School"

Consultation with an educational psychologist for parents

« FIVE LOVE LANGUAGES."

Compiled by: Gorbunova Yu.V.

Educational psychologist

“The Five Love Languages” or “Speak Your Child’s Love Language.”

Who is talking about what, and we are about love, about love for children. For some reason, many parents believe that raising children in a family should be the same, forgetting that we are all different. No children are the same, they are individual, just like we are adults! Therefore, the approach to them should be purely individual. Children have different characters, and they understand love differently. You will have to speak to everyone in their native language. The most important thing is that every child should feel that he is loved by his parents! Only in this case will he feel happy. If he does not feel the love of his parents, then he will not feel happy. And this is very important for his development, becoming a full-fledged personality. In an effort to satisfy the child's needs for food and clothing, the most important need is forgotten - emotional. To satisfy a child’s emotional needs, it is important to realize that not every person understands the same “love language.” What makes one person feel our love for them will not necessarily make another child feel the same way. Your child may not feel your love for him if you show or express it in a language that he does not understand. I again take the experience of my favorite psychologists Gary Champion and Ross Campbell. When I read the book by these authors, “Five Paths to a Child’s Heart,” I delved into it and thought about it. Then she accepted it unconditionally. How my relationship with my children has changed for the better! I have three children - two daughters and a son. Now they are grown, but I continue to pay more attention to the “love language” that is close to each of them. These authors, based on their many years of practice, realized that there are five main “love languages.” And each person understands one of them better than the other four. The task of parents is to learn the main “language of love” for their child and to express their love in this “language” in increased quantities. This doesn't mean that other "languages" aren't important. The child’s need for all five “love languages”, but in one of them there is an increased need. Or rather, if it is not expressed more, the child will not feel loved.

Now let’s talk about the “love languages” themselves.

1. Touch. From the first days of life, a child feels loved thanks to touch. Love manifests itself in tight hugs and kisses. Even just holding your child's hand, patting him on the back, or jokingly wrestling him on the floor is an expression of love!

2. Words of approval. “I love you”, “Well done...”, “Thank you...” Such words raise a child’s sense of confidence, self-esteem, and encourage him to continue to do the right thing. Rough and harsh, unfair words, even if spoken in anger, gradually instill in the child self-destruction and even hatred of himself and others.

3. Time spent together. It is very important to regularly find free time from work in order to completely devote it to your child: read a book, play some game, take a walk, talk...

4. Gifts. They can be very simple, like a stone found on a walk... Any thing, a toy, a flower, will speak of love to your child. Moreover, a real gift is never presented for any merit. After all, love does not require anything in return.

5. Caring. We are talking about help and care that any child will gladly accept. Cooking your favorite dish, buying things, bathing... And if the child doesn’t notice something, he will grow up and appreciate it!

Be careful to notice what type of communication your child needs most right now. It's very simple. If a child comes up and hugs you, then perhaps he wants to be hugged and caressed. When he asks to play with him, he needs undivided attention. Asking for your opinion means he wants to receive support and approval. If he is happy when one of his friends or relatives gives him gifts, this is the “language of love” that he most desires.

You can immediately check it for yourself. Ask yourself the question: “What was I missing in my relationship with my parents? “Your “love language” will immediately make itself known - what was missing is your “love language”.

Learning to show your love in a way that is understandable to a child, that is, learning his “native language,” does not mean insuring yourself from conflicts. But no matter what happens between you, the child will always know: you love him, care about his well-being, and he has nothing to fear. He is confident and respects himself. I repeat once again that relationships need to be built on love. This is the strongest and most reliable relationship.

You can go back to your childhood again. Which lessons did you enjoy more than others? Again, it depended on the relationship with the teacher. You need to love a child, otherwise you will not achieve anything from him. We need to remember this. If a child's need for love is not met, he will never fully realize his abilities. However, it also happens: parents sincerely love the baby, but he is unhappy because he does not feel their love. Learn to express your love in such a way that the child feels it, then he will understand that he is dear to you.

It is from this confidence that you are loved that the baby draws strength to face the difficulties he faces. A child will be able to realize all his abilities only if adults regularly fill the child’s heart with this confidence. And you can achieve this by expressing your love in the “love language” of your child. This will help the child grow and develop normally. It is important for us adults not to set conditions, not to demand anything in return. Unconditional love is our guiding star. It will help us correctly assess what our educational efforts have led to and will tell us in which direction we should move.

You should know that if the child is not yet five years old, do not try to determine what “love language” your child has. It's too small. He needs all manifestations of love: caress him, cheer him up, spend more time together, take care, give gifts... And your relationship will change for the better.