Early childhood psychological service (using the example of preschool educational institution No. 47)

Early childhood psychological service (using the example of preschool educational institution No. 47) 1605

Early age is that crucial period of a person’s life when the most fundamental abilities that determine the further development of a person are formed. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative opportunities, general life activity and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influence from adults, certain forms of communication and joint activities with the child. The origins of many of the problems that parents and teachers face (reduced cognitive activity, communication disorders, isolation and increased shyness or, on the contrary, aggressiveness and hyperactivity of children, etc.) lie precisely in early childhood. Correction and compensation of these deformations in preschool and school age present significant difficulties and require significantly more effort and costs than their prevention.

Currently, the vast majority of children spend their early childhood in the family. Family education is indeed optimal for a small child, since the love of close adults, their sensitive and flexible attitude, and individual communication are necessary conditions for the normal development of the child and his good emotional well-being. However, not all parents understand the age characteristics of children under 3 years old and know how to find adequate pedagogical influences. Most families retain the idea of early age as a period of physiological maturation and physical development. It is believed that mental development begins after 3 years. As a result, parents' attention is focused on the baby's physical health, limited to hygienic care (feeding, walking, bathing, etc.) and providing him with a lot of toys. In other families, on the contrary, they overestimate the child’s capabilities and begin to teach and raise a 2-year-old child in the same way as a 5-7 year old child (they teach him to read and write, use a computer, sit him in front of the TV, etc.). In both cases, the age characteristics of children are ignored, which can lead to very sad consequences. The result of this “inability” of parents is an increase in alarming problems associated with the mental health and development of children (delays in mental and speech development, lack of imagination, attention deficit, impulsiveness and aggressiveness, emotional deafness, etc.).

The full development of a young child requires adequate and qualified psychological and pedagogical support from professionals with the necessary qualifications. However, at present there is an acute shortage of relevant specialists (psychologists and teachers) to work with young children. In pedagogical universities in our country there is generally no such specialization - educational psychologist or early childhood educator. Nursery groups are staffed by preschool education specialists or those who do not have special education (medical staff, parents or relatives of children, etc.). As a result, young children (1–3 years old) are either left without any psychological and pedagogical support at all (the work of the teacher is limited to hygiene maintenance and adherence to the daily routine), or receive influences that do not correspond to their age characteristics.

Meanwhile, this age stage has significant qualitative specifics. It is impossible to apply to him methods and techniques of work suitable for raising preschoolers. Working with young children requires special training, involving both specialized knowledge and experience working with young children. All this makes it extremely important to create a psychological service for children under 3 years of age.

This task is of particular relevance at the present time, when there is an intense influx of young children into kindergartens. In recent decades, after mothers gained the opportunity to raise children under 3 years of age at home without losing their jobs and receiving child care benefits, the nursery system has virtually collapsed. Teachers who have experience working with children under 3 years of age have either retrained to work with preschoolers or left the education system. However, currently there is a reverse process: due to the changed socio-economic situation, more and more young mothers are forced to send their young children to nurseries. In Moscow kindergartens there are already quite a lot of children no older than 3 years old, there is a queue for nursery groups, and in the future, due to the increase in the birth rate in Moscow, the problem of raising young children in preschool educational institutions will become even more acute. It is obvious that this contingent, new to the capital’s education system, is in dire need of qualified specialists who can work with young children. In this regard, there is an urgent need to develop models of early childhood psychological services.

Psychological work with children under 3 years of age is a relatively young and not yet well-formed area of practical psychology. Today, it is extremely relevant to analyze the experience of the (still small) state educational institution No. 47. This kindergarten specializes in educating young children (from 1 to 3 years old) and is one of the base sites for the experiment in the Central District of Moscow, in which various forms of psychological and pedagogical work with young children are tested. In addition, Preschool Educational Institution No. 47 is part of the university district of Moscow State University of Psychology and Education: university employees provide scientific leadership of the psychological service, and university graduates (the authors of this article) work there as practical psychologists. In this article we are trying to generalize this experience and talk about the specifics and tasks of a psychologist’s work with this rather unique group of children.

The specifics of a psychologist's work
with children under 3 years old
It is obvious that the work of a psychologist involves, first of all, focusing on the age characteristics of children and understanding the difficulties that educators face. Let us dwell on the main problems in working with young children.

The first difficulty that both parents and kindergarten teachers face is the problem of adaptation to the child care institution .

. More than half of children aged 1 to 3 years are not ready for kindergarten. The lack of psychological readiness for a child care institution is fraught with numerous medical and psychological difficulties - children begin to constantly get sick, cry all day long, they experience neurotic reactions, aggravate psychosomatic phenomena, etc. However, there is currently no special work to prepare young children for a child care institution not being carried out. If the preparation of a child for school is repeatedly and carefully worked out and is one of the main tasks of education, then the transition of a child from a family to a child care institution, which turns out to be no less abrupt and traumatic event, remains unattended by teachers and psychologists. It is obvious that this problem needs to be given special attention.

One of the organizational forms of child adaptation to a child care institution is short-term stay groups, or “adaptation” groups.

At preschool educational institution No. 47, two such groups regularly work - in the first and second half of the day. The main tasks of these groups are as follows:

overcome the symbiotic relationship between the child and the mother and promote the development of his independence and autonomy;
attract children's attention to their peers and teach them to focus on the actions of their partners;
establish humane, friendly relationships between children;
offer children and parents educational games and activities appropriate to the children’s age;
promote the development of children’s cognitive processes (attention, memory, thinking);
enrich the lives of children with new impressions and positive emotions;
prepare children for entering kindergarten.

These tasks are solved in the process of conducting a variety of games and activities, which are organized jointly by teachers and psychologists. The duration of each lesson is 3 hours. The number of group members is 8–10 children each. Parents take part in the first classes. Then, as the children adapt to the new environment, parents leave the children and go about their own business. The experience of conducting classes in a short-term group shows that the positive effect of these groups requires the participation of a psychologist.

The special task of the psychological service in adaptation groups is to work with difficult cases and find an adequate approach to different groups of children. The complexity of this task is that it is impossible to offer a single adaptation method for everyone - each child needs a special approach. The only common point is gaining the trust and affection of the baby. Without such trust in the new adult, the child’s normal emotional well-being is impossible.

The need for an individual teacher approach to each child is obvious at all ages. However, at an early age, an individual approach is crucial not only because all children are different, but also because a small child can only perceive the influence of an adult that is addressed personally

to him. Kids do not perceive calls or proposals addressed to the whole group. They need a look in the eyes, calling by name, a gentle touch, in a word, everything that indicates the personal attention and personal attention of an adult. Only in this case can they accept and understand the adult’s suggestions.

Another feature of working with young children is the ineffectiveness of purely verbal methods of influence.

Any instructions, explanations of the rules, calls for obedience turn out to be useless, since children still do not understand them well, and besides, until the age of 3-4, children cannot regulate their behavior through words. They live only in the present, and the influences of the situation (surrounding objects, movements, sounds) are much stronger motivators for them than the words of an adult. This feature of young children places high demands on the actions of the teacher and psychologist. They must be extremely expressive, emotional and “infectious”. Only your own enthusiasm for any activity can arouse interest in it in a small child. The teacher should have increased sensitivity to the baby’s conditions, expressive movements and facial expressions. This does not mean that you should not talk to young children. But words must be included in the context of real actions, have a bright intonation coloring, and be accompanied by appropriate gestures and movements.

From the above it follows that organized frontal lessons cannot be carried out with young children, when an adult explains or shows something, and the children “learn.” Such activities are not only ineffective, but also harmful, since they can paralyze the activity of children. of this age is to stimulate activity

every child, to arouse in him
the desire
to act, communicate, play, and solve practical problems. What is needed here is the emotional involvement of children, the creation of a common semantic field, and the emotional involvement of an adult in the necessary actions. This is the only way to convey to the child interest in a new activity, to attract and captivate him and thus arouse his own desire. All this places special demands on specialists working with young children. Emotional expressiveness, artistry, the ability to win over and convey interest in an activity are the professional qualities of specialists working with young children. These qualities are necessary for both teachers and psychologists.

It should be emphasized that psychologists and teachers should work especially closely with children under 3 years of age. At an early age, when the basic mental processes are just being formed, correctional work (unlike preschool and school age) is not the main thing for a practical psychologist. It is much more important at this stage to create adequate conditions for the full development of age-related neoplasms. This task is common to a teacher and a psychologist, but if a teacher focuses on a certain program and the child’s achievements, the psychologist focuses on the age and individual characteristics of children, their independent activity and emotional comfort. It is obvious that these lines complement each other; in addition, they are implemented on a common content and are aimed at the general tasks of the child’s development.

young
children In relation to an early age, there are specific and specific developmental tasks, which become the content of the work of both a psychologist and a teacher. Let's look at them in more detail.

First of all, this is the development of objective activity, since this activity is leading at an early age. It is in it that the child is introduced to culture, in it the main psychological new formations of this period are formed: speech, visual-effective and figurative thinking, cognitive activity, purposefulness, etc. Within the framework of objective activity, several directions can be distinguished, each of which is an independent task and involves certain methods of implementation.

Firstly, this is the development of culturally normalized, specific and instrumental actions. A small child must learn to use the objects around him: eat correctly with a spoon, draw with a pencil, dig with a shovel, comb his hair with a comb, fasten buttons, etc. All this is necessary not only for the development of hand movements and general motor skills, but also for overcoming spontaneous, impulsive activity, and therefore, to master oneself and one’s behavior. The child must understand and assign the meaning of these simple actions, see their result, and feel his skill. This is how he gains a sense of his competence, independence, and self-confidence. To solve this problem, it is necessary to accustom him to self-care from the first year of his life: show him how to dress properly, comb his hair, hold a spoon or cup, leaving him the opportunity to act independently and encouraging him to do so. In addition to ordinary household procedures, we need special toys created for young children (scoops, spatulas, fishing rods with a magnet, etc.).

Another line of objective activity is the development of visual and effective thinking and cognitive activity. A young child thinks primarily using his hands. By correlating the shape or size of individual objects, he connects the properties of objects and learns to perceive their physical qualities. For such activities, there are numerous toys specifically designed for children. These are all kinds of inserts of various shapes, pyramids, simple nesting dolls, turrets, etc. By guiding balls through a maze or trying to open mysterious boxes in which the desired prize is hidden, the baby solves real mental problems. And although solving these problems is inseparable from practical actions, it requires significant mental effort and cognitive activity. The adult’s task here is not to show the correct method of action (i.e., to suggest a solution to the problem), but to evoke and support cognitive activity, to interest the child in a mysterious object and to encourage independent experimentation.

Another important direction in the development of objective activity is the formation of purposefulness
and perseverance of the child’s actions
. It is known that the activities of a child under 2 years of age are procedural in nature: the baby receives pleasure from the process of action itself, their result does not yet have any independent meaning. By the age of 3, the child has a definite idea of the result of what he wants to do, and this idea begins to motivate the child’s actions. A child at this age no longer acts just like that, but with the goal of obtaining a certain result. Thus, the activity becomes purposeful. It is obvious that focus on results and persistence in achieving goals are the most important characteristics not only of a child’s activities, but also of his personality as a whole. To develop this valuable quality, the help of an adult is necessary. A small child needs to be helped to “hold” the goal, directed towards achieving the desired result.

To do this, you can use constructive games and toys that involve obtaining a specific product. These can be shaped pyramids from which you need to assemble an object (a car, a soldier, a dog, etc.), all possible mosaics or puzzles that are used to create pictures, cubes or simple construction sets for small children. All of these games require an idea of what should happen and persistence in achieving the result.

All of the listed types of objective actions require individual work by the child. Small children do not yet know how to act together; objects and actions with them completely absorb the interests of children; at the same time, they cannot focus on the actions of their partner, take into account other people’s desires, etc. Each child should have his own toy in his hands and his own ways of acting with it. Such individual activity with objects causes concentration and concentration on the object, a kind of “fascination” with one’s actions. This is a very important and valuable condition. Montessori saw the beginning of the child's will in the concentration of children on actions with objects. It is necessary to support the child’s individual work with objects in every possible way and create the necessary conditions for it. This, in turn, requires a sufficient number of adequate benefits and a special organization of the development environment. Consulting educators on the selection of the right toys, creating a playful developmental environment, and periodically updating it - all these are the tasks of a psychologist who must focus on the interests and capabilities of children of this age.

Another extremely important and responsible task in raising young children is the development of speech.

. Speech acquisition, as is known, mainly occurs during this period - from one to three years. Speech rebuilds all the child’s mental processes: perception, thinking, memory, feelings, desires. It opens up opportunities for completely new and specifically human forms of external and internal life - consciousness, imagination, planning, managing one’s behavior, logical and figurative thinking and, of course, new forms of communication.

Speech in a young child arises and initially functions in the process of communication with an adult. The first task of education in this regard is the development of active, communicative speech. To do this, it is necessary not only to constantly talk with the child, but also to include him in the dialogue, to create in him the need for his own statements. A child’s speech does not develop through imitation of other people’s models, even the most correct ones. For a child to speak, he must have a need for it, a need to express in words what cannot be expressed by other means. Such a speech task (the task of pronouncing the right word) is given to the child by an adult.

At the first stages of development, the baby’s speech is included in his practical objective actions and is inseparable from them. A child can only talk about what he sees and what he does here and now. Therefore, the inclusion of words in specific actions (or “unity of word and deed”) is an important principle for the formation of active speech. Each new word should be understandable to the child, carry a certain meaning and be based on a specific situation. Creating such a speech-generating situation that activates children’s speech is a special psychological and pedagogical task that should be solved jointly by a teacher and a psychologist.

The second important line of speech development is the improvement of so-called passive speech

, i.e. understanding the speech of an adult. Most children at 1.5–2 years old already understand well all words and simple phrases if they are included in a specific situation. Overcoming situational coherence and the formation of the grammatical structure of speech is the most important line of development at an early age. Literature plays an invaluable role in this. Short and simple children's fairy tales, poems by A. Barto or S. Marshak, folk nursery rhymes and songs provide the necessary material for speech development. However, adults must open this material to children and make it understandable and attractive. This is helped by expressive reading, accompanied by gestures, bright intonations and, possibly, a puppet show. The development of methods for the speech development of young children is also the task of a psychologist.

At an early age, another important function of speech arises - regulatory

. The ability to control your behavior with words appears. If up to 2 years of age the child’s actions are determined mainly by the perceived situation, then in the second half of early childhood it becomes possible to regulate the child’s behavior through speech, when the child follows the adult’s speech instructions. Psychologists consider this form of behavior as the first stage in the development of voluntary behavior, when the child’s actions are mediated by a speech sign. Therefore, acting according to instructions opens up the possibility of developing self-regulation and self-control. This essential ability must be developed and exercised. It is important to choose for each child a certain level of complexity of instructions that corresponds to his capabilities and abilities. This is a very significant line of child development at an early age, which requires appropriate psychological and pedagogical support.

Mastering speech at an early age makes possible the development of children's imagination. Imagination arises in the third year of life, when the ability for playful substitutions appears, when familiar objects are given new names and begin to be used in a new capacity. Such play substitutions are the first form of the child’s imagination and constitute the most important step towards the child’s new leading activity – role-playing play. Numerous observations and studies show that play does not arise on its own, without the participation of those who already know how to play - adults or older children. A small child needs to be taught to play. Learning to play is carried out not in class, but in the process of playing together with an adult, who teaches the child how to replace some objects with others. The play of children requires the indispensable participation of an adult, who not only conveys to them the necessary methods of play actions, but also “infects” them with interest in the activity, stimulates and supports their activity. Any game has a complex educational effect: it requires mental, volitional, and physical effort, coordination of one’s actions and, of course (if the child is truly involved in it), brings emotional satisfaction. Therefore, the development of creative play and imagination in children 2–3 years old is the most important task of a psychologist.

At an early age, another extremely important area of a child’s life arises – his communication and relationships with peers. Despite the fact that the need for a peer is far from taking the main place in early childhood and is usually not considered as the main line of its development, the first forms of interaction between children play an extremely important role in the development of the child’s personality and interpersonal relationships. It is here that a sense of immediate community and connection with other people equal to the child is established. Research shows that the need to communicate with peers arises in the third year of life. At this age, children’s communication has a very specific content, which is an emotional-practical interaction. A special place in such interaction is occupied by imitation of each other. Children seem to infect each other with common movements and emotions and through this they feel mutual community. Such interaction gives the child a feeling of similarity with another, equal being. The experience of similarity and community causes intense joy and promotes self-awareness. The teacher can give it a cultural, organized form. The optimal means for this are well-known games in which children act simultaneously and in the same way: “Loaf”, “Carousel”, “Blow up, Bubble”, “Bunny”, etc. These games at an early age should take place with the direct participation of an adult who organizes children, shows them the necessary movements and words, immerses them in the general atmosphere of the game. The development, selection and conduct of such games constitute an important area of work for a psychologist.

Almost all young children (from 1.5 years old) growing up in a family need contact with peers and mastering communication skills. Early childhood is a sensitive period for developing a tolerant attitude towards others. Therefore, it is advisable to combine children with different difficulties in one group. At preschool educational institution No. 47 there are two integrative groups that are attended by several children with Down syndrome. Bringing together different children at an early age is very effective. For children with special needs, this makes it easier to adapt to the society of their peers and accelerates their development, and for ordinary children it gives irreplaceable experience of communicating with others who are different from them, which is extremely important for developing tolerance. At the same time, the correct organization of communication between children in an integrative group presents serious difficulties and requires the participation of professional psychologists.

All of these tasks are common to the teacher and psychologist and are solved in their close cooperation. A practical psychologist in a nursery group has his own specific functions. This is primarily psychological diagnostics and work with parents. Let us dwell on them in more detail and tell you how these areas are implemented in preschool educational institution No. 47.

Peculiarities of psychological
diagnostics of young children
Practice shows that recently various forms of mental development disorders have become increasingly common in children. Children with special needs make up a large part of the child population. Healthy children also often experience delays in speech development, emotional disturbances, impulsivity, disinhibition, etc. Timely identification of these problems is crucial for overcoming them and building an adequate strategy for working with the child. The most important task of the psychological service is to monitor the mental development of young children

. It is known that in the first 2–3 years of life, a child’s development occurs extremely intensively; in fact, every 2–3 months new abilities and capabilities of the baby are discovered. Delays or deviations in development at this age are fraught with serious problems in later periods. However, specialists, as a rule, do not monitor the normal mental development of children. If the medical examination procedure for young children is carried out regularly, then their mental development remains unattended by professionals. Filling this serious gap is one of the important tasks of psychological services.

However, diagnosing the development of young children has significant specifics and requires a special approach. Our kindergarten uses a new version of psychological diagnostics [3].

The novelty of this diagnosis lies in the fact that for the first time it is based on areas fundamental for the mental and personal development of children - communication with adults and objective activity. This approach allows you to take a fresh look at the child, evaluate his achievements along the main lines of his development, which ensure the formation of such basic personal qualities as initiative, curiosity, creativity in relationships with the social and objective world, trust in him and self-confidence. At the same time, the importance of the development of motor skills, sensory sphere, speech and other mental functions is not denied, but they are considered as means of communication and objective activity, and not as the main tasks of education.

The fact of an adult’s influence on the full development of a child has recently been established and generally accepted. The formation of almost all abilities is carried out in his interaction with adults and depends on the content of communication. However, in practice, diagnostic procedures, as a rule, involve assessing children’s compliance with individual instructions and isolated actions and practically do not include tests aimed at identifying the nature of the child’s communication with adults. This diagnostic option fills this significant gap. Based on many years of scientific research, the authors developed qualitative and quantitative criteria for assessing the main forms of communication between a young child and adults. The specificity of this communication lies in the fact that it unfolds against the background of actions with objects and includes them as its content. This determines the diagnostic procedure, which is based on the diagnostician’s simultaneous observation of how the child communicates with an adult (including through speech) and how his objective activity proceeds. Thus, diagnostics is carried out in several directions at once, the main of which are the following:

diagnostics of the development of communication with adults, including identifying the development of speech as a means of communication;
diagnostics of the level of development of objective activity leading at an early age (motor abilities and level of cognitive activity are considered as aspects of objective activity).

A comprehensive qualitative analysis allows not only to diagnose the current level of development of individual areas, but also to establish the causes of certain lags in development. A distinctive feature of the methods that determine the level of development of a child’s activity is his involvement in communication with an adult. Based on the concept of the zone of proximal development, we proceed from the fact that in order to determine the actual level of development of a child, it is not enough just to measure and record his current actions; it is necessary to detect and take into account his potential capabilities that arise and manifest themselves in joint activities with an adult. The degree to which an adult accepts help and support and the ability of an adult to influence a child’s independent actions are the most important indicators of the child’s potential.

However, diagnostics is far from the main direction of a psychologist’s work. As already noted, it is much more important to provide adequate conditions for the normal development of the child’s psyche and personality. The main thing among these conditions is the child’s full and age-appropriate communication with close adults.

Psychologist's work with parents

The central and determining figures in the upbringing and development of a child are, naturally, parents. The task of increasing the psychological and pedagogical awareness of parents is closely related to the formation of an adequate parental position

.
It is obvious that the main figure for a small child in most cases is the mother. It is the nature of the mother’s communication with the child, the adequacy of its influences to the age and individual needs and capabilities of the baby that determine both the emotional well-being of the child and his mental development. Therefore, developmental and correctional work with young children can only be effective with the participation and active involvement of parents. Meanwhile, practice shows that not all mothers know how and consider it necessary to play with their child; most of them do not know what games and toys correspond to the age characteristics of the child, and do not take into account the individual needs and abilities of their child. A kind of education and training of parents,
their consultation on educational toys, games and activities, the inclusion of parents in joint play with the baby, the disclosure of the peculiarities of the psychology of a small child and the age-related patterns of its development is an important and necessary task for psychologists.

A parent seminar has begun at preschool educational institution No. 47, which provides a kind of education and training for parents ,

carried out in such forms as specialists talking about the age-related capabilities and (limitations) of young children; consultation on educational toys, games and activities; revealing the peculiarities of the psychology of a small child and the age-related patterns of his development; psychotherapeutic work with parents; mastering practical types of joint activities with the child.

Special seminars are devoted to various topics relevant to family education: the role of family holidays in raising a child; excitable child; the work and play of a child, fairy tales and literature for children.

The first seminars caused resistance from parents. Many of them refused to attend them, citing the fact that raising children is a matter for specialists. Some mothers demanded additional classes in a foreign language, literacy, mathematics, etc. However, subsequently the resistance was overcome, and now an increasing number of parents are joining the classes. Feedback from parents indicates the good effectiveness of this form of work. Some of them note that they saw the child “with different eyes,” found the right approach to him, and learned to talk and play differently with their children.

So, we tried to summarize our experience in early childhood psychological services and talk about the main forms of work of a psychologist in nursery groups.

Naturally, these forms do not define or exhaust all the possibilities of early childhood psychological services. But, based on the above, we can formulate the following principles for the work of a psychologist with young children:

orientation to the specific age, interests and capabilities of children 1–3 years old;
priority of developmental work over correctional and diagnostic work;
meaningful cooperation with the teacher and the complementarity of the functions of the teacher and psychologist;
communication with parents, increasing their psychological and pedagogical competence and involvement in the pedagogical process.

It seems to us that, taking into account these principles and with the appropriate qualifications, it is possible to diversify existing forms of work and create new forms of work for early childhood psychological services.

Early childhood is a special period of formation of organs and systems and, above all, brain functions. It has been proven that the functions of the cerebral cortex are not only fixed hereditarily, they develop as a result of the interaction of the organism with the environment. This occurs especially intensively in the first three years of life. During this period, there is a maximum rate of formation of prerequisites that determine all further development of the body, therefore it is important to timely lay the foundations for the full development and health of the child.

To protect and strengthen the health of children, preventive health work is of particular importance: adherence to the regime, balanced nutrition, hardening, gymnastics, medical and pedagogical monitoring of development and health.

For the first time, the entire complex of features of early childhood was formed by one of the founders of nursery education in our country, Professor N.M. Aksarina.

What are they?

1. Early ages are characterized by a rapid pace of development of the body.

In no other period of childhood is such a rapid increase in body weight and length and the development of all brain functions observed. A child is born a helpless creature. However, by 2 months he has formed conditioned reflexes (habits), and during the first year of life, inhibition reactions are formed. At this time, sensory skills and movements are actively developing, and the baby masters speech.

The rapid pace of development of a young child, in turn, has a number of features. First of all, the spasmodic development. At the same time, there are periods of slow accumulation, when there is a slowdown in the development of certain body functions, and alternating with them so-called critical periods (jumps), when the child’s appearance changes over a short period of time. This can be seen in the development of the speech understanding function of a child in the second year of life. Thus, at the age of 1 year to 1 year 3 months, a slow accumulation of the stock of understandable words is observed. During this period, the baby masters independent walking, which expands his ability to directly communicate with the outside world. On the one hand, walking seems to temporarily delay the manifestation of reactions associated with understanding speech. On the other hand, it is walking that promotes direct communication between children and surrounding objects (which an adult denotes with a word), helps them establish a strong connection between the object and the word, and leads to a leap in the development of understanding of speech.

Critical periods in child development are 1 year, 2 years, 3 years, 6–7 years, 12–13 years. It is at this time that drastic changes occur, giving a new quality in the development of children: 1 year - mastering walking; 2 years – formation of visual and effective thinking, a turning point in the development of speech; 3 years is the period when the connection between the behavior and development of the child with the second signaling system is especially clear, the baby becomes aware of himself as an individual; 6–7 years – the period of school maturity; 12–13 years – puberty, period of puberty (L.S. Vygotsky).

Jumping reflects the normal, natural process of development of the child’s body, and, conversely, the absence of jumps is a consequence of defects in the development and upbringing of children. Therefore, it is so important, during the period of a child’s accumulation of experience, to create optimal conditions for the timely maturation of a new quality in the development of a particular function. However, critical periods are also difficult for a child. They may be accompanied by a decrease in the baby’s performance and other functional disorders. At this time, the baby especially needs good care, in a manner that is gentle on his nervous system.

The rapid pace of child development is due to the rapid establishment of connections with the outside world and at the same time the slow consolidation of reactions. Young children are characterized by instability and incompleteness of developing skills. (Taking this into account, repetition in training is provided, ensuring a connection between the influences of the adults surrounding the child and his independent activity.)

Unevenness in the development of a young child is determined by the maturation of various functions at certain times. Observing this pattern, N.M. Shchelovanov and N.M. Aksarina identified periods of special sensitivity of the baby to certain types of influence and outlined the leading lines in his development. They emphasized that when raising children, special attention should be paid to the formation of those reactions that are maturing for the first time and which cannot develop independently, without the targeted influence of an adult. For example, the “revival complex” that appears in a baby at 3 months, the ability to use simple sentences when communicating with an adult at 2 years, the appearance of role-playing games at 3 years.

In the first three years of a child’s life, there is great vulnerability and lability of his condition, due to the rapid pace of development of the body. Children of this age get sick easily, their emotional state often changes (even for minor reasons), and the child gets tired easily. Frequent morbidity, as well as increased excitability of the nervous system, are especially characteristic of stressful conditions (during the adaptation period when children enter a nursery, etc.).

However, a rapid pace of development is possible only with great plasticity of the organism and its great compensatory capabilities. This is especially true for brain functions. There is a lot of so-called unoccupied field in the child’s cerebral cortex, therefore, through specially targeted influences, it is possible to achieve a very high level of development of the baby and earlier formation of one or another function.

The basis for the education of young children should be, first of all, the development of such abilities as imitation, reproduction, the ability to watch and listen, compare, distinguish, juxtapose, generalize, etc., which will be necessary in the future for the acquisition of certain skills, knowledge, life experience.

2. An essential feature of early childhood is the interrelation and interdependence of the health status, physical and neuropsychic development of children.

A strong, physically healthy child is not only less susceptible to illness, but also develops better mentally. But even minor disturbances in the baby’s health affect his emotional sphere. The course of the disease and recovery are largely related to the child’s mood, and if it is possible to maintain positive emotions, his well-being improves and recovery occurs quickly. N.M. Shchelovanov established that the development of malnutrition is often associated with a deficit of emotions and dissatisfaction with the baby’s motor activity. It has been revealed that neuropsychic development, in particular speech function, largely depends on biological factors: the course of pregnancy, complications during childbirth of the mother, the state of health of the baby, etc.

3. Every healthy child in the first three years of life is characterized by a high degree of indicative reactions

to everything around. This age-related feature stimulates the so-called sensorimotor needs. It has been proven that if children are limited in receiving information and processing it in accordance with age capabilities, the pace of their development is slower. Therefore, it is important that the lives of children be varied and rich in impressions.

Sensory needs also cause high motor activity, and movement is a baby’s natural state, contributing to his intellectual development.

Emotions become especially important in early childhood

so necessary when carrying out routine processes - when feeding, keeping the child awake, shaping his behavior and skills, ensuring his all-round development. The early formation of positive emotions based on the establishment of social connections with adults, and later with peers, is the key to the development of a child’s personality. The emotional sphere also has a great influence on the formation of children’s cognitive abilities.

Interest in the environment in early childhood is involuntary and largely socially determined. It is impossible to force a baby to watch or listen, but many things can interest him, so positive emotions play a special role in teaching young children. Often, not yet understanding the meaning of an adult’s speech addressed to him, children react to its intonation and emotional mood, easily catch them and become infected with the same mood. This is both the simplicity and complexity of raising young children.

5. In the development of young children, the leading role belongs to adults.

It provides all the conditions necessary for the development and optimal health of the baby. Communicating with him, he brings warmth, affection and information that is necessary for the development of the child’s mind and soul. A friendly tone, a calm, even attitude towards him is the key to a balanced state of the baby.

One of the conditions ensuring normal development and well-being of young children is the unity of pedagogical influences

on the part of everyone who participates in their upbringing, especially in a family where several people are often involved with the child: mother, father, grandmother and other adults - and
their actions in relations
with the baby are not always consistent and not always constant. In these cases, the baby does not understand how he should act, how to act. Some children, easily excitable, cease to obey the demands of adults, others, stronger ones, try to adapt, changing their behavior each time, which is an impossible task for them. Thus, adults themselves are often the cause of unbalanced behavior in children. Therefore, it is very important that not only in the family, but also in the preschool institution, the requirements are equally feasible for children, agreed upon between parents and educators.

When accepting a child into a group for the first time, the teacher must know everything about him, having received information from the doctor, in a conversation with parents, in communication with the child even before he arrives at the preschool institution. In the first days of your child’s stay in the group, you should not sharply violate what he is used to at home, even if these habits are not entirely correct. For example, a child is accustomed to sleeping with a pacifier at home, and at first you should not wean him off. But the teacher must patiently explain to parents that, if possible, they should gradually prepare the child for weaning: tell them what skills the children need to develop at home, and what methods to use.

Young children are suggestible and easily convey the mood of those around them. A raised, irritable tone, sudden transitions from affection to coldness, screaming negatively affect the baby’s behavior.

It is very important to use prohibitions correctly in raising a child. You can't let your baby do whatever he wants. Both frequent prohibitions and permission to do whatever the child wants are harmful. In one case, the child does not develop the skills necessary for life; in another, the child is forced to deliberately restrain himself, which is a lot of work for him. How to deal with young children? First of all, prohibitions, if necessary, must be justified; demands for their implementation must be presented in a calm voice. You cannot allow something that was previously prohibited, for example, you should always demand that the child does not sit down to eat with unwashed hands, does not go near an open window, a burning stove, does not take things from the teacher’s table, etc. However, there should be much fewer prohibitions than what he is allowed to do.

The requirements must be feasible for young children to fulfill. Thus, it is difficult for a child not to move for a long time - to sit or stand, maintaining the same position, to wait until, for example, it is his turn to get dressed for a walk.

From an early age, children develop independence. Performing actions without the help of an adult begins to give the baby pleasure very early. Having barely learned to speak, he turns to an adult with the words “I myself.” This baby’s need for activity and self-affirmation should, as far as possible, be supported in every possible way. In play, children often try to overcome some difficulties themselves, and there is no need to try to help them right away. Let the child try to perform the action independently. This is one of the conditions for the development of skills and good mood of the baby.

Often the cause of a child's unbalanced behavior is a disruption in his activities. At an early age, a child cannot quickly and voluntarily switch from one type of activity to another, and therefore a sharp breakdown, a demand to immediately stop, for example, a game and do something else beyond his strength, causes a sharp protest. And vice versa, if an adult does this gradually - first he suggests finishing the game, putting the toys in their place, then he gives instructions for a new type of activity: “Now let’s go wash, fragrant soap. And for lunch there are delicious pancakes. Will you help me put the plates on the table?” – the child willingly obeys.

Individual characteristics should be taken into account in education

child. Children with different types of nervous activity have different working capacity limits: some get tired faster, they more often need a change during the play of calm and active games, and go to bed earlier than others. There are children who themselves come into contact with others, demand that they be called to such contacts, and more often support their positive emotional state. Children also fall asleep differently: some slowly, restlessly, asking for the teacher to stay with them; For others, sleep comes quickly and they do not need special influences. During the game, some children easily complete the adult’s tasks (therefore, it is important that the task is quite difficult and that the child solves it independently). Others are waiting for help, support, encouragement. Knowing the individual characteristics of a child not only helps the teacher find the right approach, but also contributes to the formation of certain personality traits of a growing person.

Often the cause of unbalanced behavior in children is improper organization of activities: when motor activity is not satisfied, the child does not receive enough impressions and experiences a deficit in communication with adults. Disruptions in behavior can also occur as a result of the fact that organic needs are not satisfied in a timely manner - inconvenience in clothing, diaper rash, the child is hungry, or did not get enough sleep. Therefore, the daily routine, careful hygienic care, methodically correct implementation of all routine processes - sleep, feeding, hygienic needs, timely organization of the child’s independent activities, classes, implementation of the correct educational approaches are the key to developing the child’s correct behavior and creating a balanced mood in him.

The tasks and means of education correspond to the characteristics of the early childhood period

child, they include physical, mental, moral and aesthetic education.

Objectives of physical education: protecting the health of children, their movements, full physical development; instilling cultural and hygienic skills.

Basic means of physical education:

providing sanitary and hygienic care, carrying out hardening measures - extensive use of air, sun, water; rational feeding and nutrition; organization of massage and gymnastics; organization of the daily routine; methodically correct implementation of all routine processes (feeding, sleep, wakefulness); ensuring the child’s physical activity (room for movement, availability of special benefits in children’s institutions).

Objectives of mental education: formation of actions with objects; sensory development; speech development; development of gaming and other activities; the formation of basic mental processes (attention, memory), the development of visual and effective thinking, emotional development, the formation of primary ideas and concepts about the world around us, the development of mental abilities (the ability to compare, distinguish, generalize, establish a causal relationship between individual phenomena); formation of cognitive needs (need for obtaining information, activity in classes, independence in understanding the world around us).

Basic means of mental education:

emotional and business communication between an adult and a child during the child’s own activities; special training provided by the teacher in the classroom; independent practice of the child himself in everyday life, games, communication.

The main activities at an early age are communication with adults, as well as the development of actions with objects. For their timely development, it is necessary to create optimal conditions.

Objectives of moral education: the formation of positive relationships with adults (the ability to calmly fulfill their demands, show affection and love for parents, family members, educators, the desire to help others, show an affectionate attitude, sympathy); nurturing positive personality traits (kindness, responsiveness, friendliness, initiative, resourcefulness, the ability to overcome difficulties, to finish a job); nurturing friendly relationships between children (the ability to play nearby without disturbing other children, share toys, show sympathy, provide help in case of difficulties, etc.); fostering positive habits (the ability to say hello, thank you, put toys away, etc.); training in basic forms of labor activity (all forms of self-service, all possible assistance to younger and older children, for example, watering flowers together with adults, bringing napkins for lunch, cleaning paths in the area, etc.).

Means of moral education:

patterns of adult behavior, approval of good deeds, teaching children positive actions; organizing special appropriate situations, reading books.

For the full and harmonious development of children, it is important from an early age to cultivate in them a love for the beautiful in the environment, nature, and everyday life, that is, to form aesthetic feelings.

Objectives of aesthetic education: developing the ability to notice the beautiful in nature, the surrounding reality, people’s actions, clothing, developing creative abilities (an ear for music, visual activity).

Means of aesthetic education:

acquaintance with nature, music, learning to sing, draw, sculpt, read folk nursery rhymes, poems, fairy tales.

All of the above tasks are solved through the joint efforts of the preschool institution and the family. Proper organization of children's lives in a group environment allows the mother to work successfully, and the child to develop harmoniously under the guidance of specialists (pediatricians, educators, music workers).

Let's take a closer look at the features of child development at each stage of early childhood.

MAGAZINE Preschooler.RF

Article on the topic: “Development and education of young children in preschool educational institutions according to the requirements of the Federal State Educational Standard”

Sharenko Vera Alexandrovna. MBDOU "Kindergarten "Varenka" , Abakan city, teacher.

Early childhood is a special time for the development of children's bodies. Almost all mechanisms in the cerebral cortex do not depend on heredity, but develop directly as a result of the body’s contact with the surrounding reality. This happens especially noticeably in the first three years of life, so it is important to lay the prerequisites for the healthy development of the child in a timely manner.

Professor N.A. Aksarina, being the founder of a nursery, in our country for the first time formed a complex of characteristics of the development of children in early childhood. She argued that the child's body develops at a rapid pace. In no other time period of childhood can such a rapid increase in the mass and length of the child’s body and the development of all brain functions be observed. The rapid pace of formation of a child’s body has its own characteristics. Directly, first of all, this is a spasmodic development. Critical moments in human development - 1 year, 2 years, 3 years, 6-7 years, 12-13 years. It is during these time periods that dramatic changes occur in the formation of new qualities in child development: 1 year is the time of mastering walking; 2 years - the formation of visually effective thinking, a turning point in the development of speech skills; 3 years is a period of clear connection between the child’s behavior and development and the second signaling system, the formation of personal development; 6 - 7 years - the period of maturity for schooling; 12-13 years – puberty, development of gender characteristics of this age. [2; 165].

Spasmodicity reflects the natural, reasonable course of a child’s development. If there are no developmental leaps, then this is a sign of defects in the baby’s development. Consequently, it is very important, while the child is enriching the experience of existence in society, to create effective conditions for the timely formation of a new quality in the development of various functions. It is very important to understand that critical periods involve the child overcoming enormous difficulties and can go in parallel with a decrease in the performance of children and other disorders of the functions of the child’s body. Good care that spares the child’s nervous system, care, and attention help him overcome all the difficulties of this period.

The pace of a child’s development depends on the rapid establishment of connections with the outside world and the slow consolidation of reactions. The skills and abilities of young children are characterized by an unstable and incomplete nature. In this regard, in teaching children it is necessary to use repetition of the material covered, to ensure a connection between the child’s independent work and the adults around him.

Spasmodic development of a young child depends on the maturation of many functions within a certain time frame. N.M. Shchelovanov and N.M. Aksarina, observing this pattern, identified the leading lines in the development of the child, based on the periods in which the baby’s special sensitivity to certain types of influences can be traced. They noted that when raising children, special attention should be paid to the formation of those reactions that mature again or directly for the first time and which cannot be formed independently, without any purposeful actions of an adult. For example, the “revival complex” , which is inherent in a baby at 3 months, the ability to use simple sentences in a conversation with an adult at 2 years, the appearance of role-playing games at 3 years.

Due to the rapid pace of development of the body, a child under 3 years of age is characterized by great vulnerability and lability of his internal state. At this age, the baby is susceptible to frequent and sudden illnesses, his emotional state changes dramatically, he gets tired easily, and his nervous system is unstable.

The foundation in teaching young children is the development of a number of abilities: imitation, reproduction, observation skills and the ability to listen, compare, analyze, distinguish, contrast, synthesize life experience.

Another feature of early age is the interdependence of the health, physical and neuropsychic state of children. A strong, physically healthy child is much less susceptible to illness and develops better mentally. But we should not forget that even minor disturbances in the baby’s well-being have a negative impact on his emotional sphere and behavior.

Every healthy child in the first three years of his existence has a high degree of indicative reactions to everything around him. This age-related feature directly activates the needs for sensorimotor development. Science has proven that if children are limited in enriching information and processing it, then in accordance with their age capabilities, the pace of their development slows down. Sensory needs are the basis for the baby’s high motor activity, and movement is a natural, conditioned state of the child, which is responsible for the development of his intellect and personal development in the future.

A special place in early childhood is given to the child’s emotions, which directly arise during routine moments - feeding, keeping the child awake, and shaping behavior. Emotions ensure the comprehensive development of a child’s personality. Positive emotions that arise when interacting and communicating with adults and peers are the key to the formation of a fully developed child’s personality.

The leading role in the development of a young child belongs to an adult. Its function is to provide all the conditions that are necessary for the development of a positive state of health for the child. When communicating with a child, an adult gives warmth, affection, and provides the volume and content of information that will be useful for the development of the child’s mind and inner state of soul. A friendly attitude, calmness, understanding, and sympathy are the key to a balanced state of the baby.

In the upbringing of young children, the unity of influence of all participants in the educational process should prevail: teachers, parents and other close family members. This is one of the conditions that ensures the child’s full, all-round development and well-being. In a family, a child is often given attention and raised by several people: mother, father, grandmother, grandfather and other adults - and their actions are not always coordinated or inconsistent in their demands on the child. Consequently, in these cases, the baby cannot orient himself in the correctness of his behavior and does not understand how exactly to behave in various situations. Some children do not obey the demands and requests of an adult, others, stronger ones, try to adapt to the situation that has arisen, each time changing their opinion and behavior, which is the most difficult task for them. A child, trying to please each side, causes great harm to his mental health. That is why adults themselves often become the cause of a child’s unbalanced, aggressive behavior. Therefore, it is important to know and understand that the requirements must be consistent and equally feasible for the baby. [5; 112].

When a teacher admits a child to kindergarten for the first time, he should know as much information as possible about him. Frequent conversations with parents and doctors add to the general understanding of the child; the teacher has the opportunity to more correctly organize interaction with each of the students, which has a positive effect on the development of each of them. You should not sharply adjust the baby’s habits, because everything should happen harmoniously, gradually, the teacher should show maximum patience with each of his pupils.

Young children are incredibly suggestible and easy to manipulate. Directly when communicating, they convey the mood of the people around them. An increased, sudden, irritable tone, sudden transitions from affection to rudeness, shouting negatively affect the baby’s behavior.

You should use prohibitions when raising children very carefully and meaningfully. After all, frequent prohibitions, as well as frequent permission to do whatever you want, are harmful to the extreme. In one case, children always restrain themselves, in the other, they do not develop the skills necessary for life. Prohibitions must be justified, demands must be made in a balanced, friendly, calm voice. The requirements must be feasible for the child to fulfill.

Independence is formed in children from early childhood. A child’s performance of actions without the help of an adult gives him special pleasure very early on. Having barely learned to speak, the child often uses the following statement in his speech: “I myself . This baby’s need for activity, independence, and self-affirmation should be supported by any means. Let the child try to perform the actions independently. This is one of the conditions for the successful development of skills and good mood of the baby. [1; 9].

Very often, the cause of restless behavior in children is disruption of his activities, intrusion into his comfort zone. A child at an early age is not able to abruptly, voluntarily finish one type of activity and immediately begin to engage in another type; the requirement to immediately stop the activity and do something else is beyond his strength, causing him to be sharply indignant and protest against the adult.

During the educational process, it is necessary to take into account the individual characteristics of each child. All children have a different type of nervous system and, therefore, the limit of their working capacity is not the same: some of them are very hardy, while others get tired very quickly.

Children's behavior is also influenced by the organization of the child's activities. If this activity is organized incorrectly, it often becomes the cause of inappropriate behavior of the child. Dissatisfaction and lack of physical activity lead to a lack of impressions and life experience in communicating with adults and peers. Therefore, strict adherence to the baby’s daily routine is the key to developing adequate child behavior.

Taking into account the characteristics of the early childhood period, a number of tasks and means of raising a child as a full-fledged, comprehensively developed personality are identified.

Objectives in physical education: protection and promotion of children's health; full physical and mental development; instilling and consolidating cultural and hygienic skills. Basic means of education: intensification of hardening activities; wide and frequent use of air, sun and of course water; rational nutrition taking into account regime moments, general massage, gymnastics; compliance with the baby's daily routine; ensuring sufficient movement of the child.

Objectives of mental education: development of actions with surrounding objects; sensorimotor development; baby's speech development; development of games and other activities; formation of basic mental processes (attention, memory, imagination, etc.); development of mental abilities and consolidation of skills in practice; formation of needs in the cognitive sphere. The main means of education: business and partnership communication between an adult and a child during his independent activities and games; creating a social development situation through various types of activities; consolidation of skills in the child’s independent activities in everyday life, in games, in communication.

The objectives of moral education include the following: the formation of a respectful, friendly relationship with adults; nurturing positive personality traits; fostering positive interactions with friends; education and consolidation of positive habits; training in basic prerequisites for work. Means of moral education: patterns of adult behavior; approval of good deeds, encouragement, praise.

Objectives of aesthetic education: developing the skills to see beauty in the surrounding world, nature, people; development of creative abilities and talent. The tasks of education are solved in different ways and means: through contact with nature, music, when teaching aspects of singing, modeling, drawing, reading folk tales and stories.

All of the above tasks are solved directly through the joint efforts of the preschool institution and the child’s family. Many parents show a high interest in pedagogical knowledge, realizing that ignorance of the principles of education, the characteristics of the morphological maturation of the child’s body and the state of his health can lead to an erroneous interpretation of methods in pedagogy, to the emergence of any non-existent, unreasonably adjusted hardening techniques, improper organization of childcare baby. Therefore, the job responsibilities of the educator include directly working with parents to educate them in the field of pedagogical knowledge, and, in case of special need, directing and correcting their actions in the educational process of their child.

In conclusion of this article, we can conclude that the main role in the development of a young child is played by an adult who directly interacts with him in everyday life, and the psychological and physical development of the child in a given period depends on how professionally this activity is organized. age.

Literature

Aksarina N.V. Raising young children. M., Medicine, 2017.
Vygotsky L. S. Thinking and speech // Collection. Works: In 6 vols. M., 2016 T. 2.
Davydov V.V. Problems of developmental training. M., 2017
Leontyev A. N. Problems of mental development. M., 2021.
Lisina M.I. Age and individual characteristics of communication with adults in children from birth to 7 years. M., 2021.
Raising and teaching children in kindergarten / Ed. A. V. Zaporozhets, T. A. Markova, M., Pedagogy 2021.

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Experience in “Creating conditions for the early development of children under three years of age”

Ivanova Margarita Sergeevna

Experience in “Creating conditions for the early development of children under three years of age”

“ Creating conditions for the early development of children under three years of age and psychological, pedagogical, methodological and advisory assistance to parents of young children ”

Currently, the mechanism for ensuring state guarantees on family and childhood issues is being improved. The preschool organization is faced with the task of searching for internal sources of its development , transitioning to the rational use of all available resources in order to improve the quality of educational services and the accessibility of preschool education in general.

In order to increase the coverage of children with preschool education, new forms of work have been developed , including short-term groups for young children .

Early age is one of the most important stages in a child’s development . During this period, development proceeds at the fastest pace, like at no other age . The most intensive development and formation of all the characteristics characteristic of a person occurs, the basic movements and actions with objects are mastered, the foundation is laid for the development of mental processes and personality. Timely started and correctly carried out education of young children is an important condition for their full development . Development at an early age occurs against such an unfavorable background as increased vulnerability of the body and low resistance to diseases. Taking into account the specific development of young children in preschool settings , we direct our attention to the use of methods focused on interaction with adults, ensuring the emotional comfort of each child in the kindergarten group.

A child should go to kindergarten with a desire, and if from the first days he feels an atmosphere of warmth and goodwill, then his worries and fears will disappear, adaptation and further socialization of young children .

According to the Federal State Educational Standard, conditions were created for the early development of children .

• Personnel (1. Staffing of teaching staff. 2. Educational qualification of teaching staff . 3. Qualification level of teaching staff 4. Continuity of professional education, participation in competitions at various levels (municipal level)

5. Parents' satisfaction with child care and supervision.)

• Material and technical (1. Condition and maintenance of the territory, buildings and premises 2. Fire safety 3. Creation of conditions for the successful transition of the child to the next stage of childhood ( developing subject-spatial environment - RPES)

in accordance with their
age and individual characteristics and inclinations 4. Control of catering)
• Psychological and pedagogical (1. Psychological and pedagogical support. 2. Creation of conditions for independent activity of children , taking into account the individual characteristics of pupils. 3. Work with parents . Satisfaction of parents the presence in the educational organization of conditions for a comfortable stay of children in preschool educational institutions )

For the adaptation period, we have developed a project “To kindergarten without tears”

with elements of sand art therapy
(use of kinetic sand)
.
The project implementation plan takes into account the characteristics of young children and includes games with balloons, balls, soap bubbles, games with sand and water, and others. When building a developmental environment for children from two to three years old, we took into account the age , physiological and mental characteristics of the child, increased motor activity and pronounced cognitive activity, which manifests itself in an irrepressible desire to explore everything that is in the baby’s field of vision.
The group room houses a center for sensory and fine motor development . Young children have a particular preference for sensory play and exercise. In a relaxed manner, they perform various game actions and enjoy the results achieved. The space of the center for artistic reading and theatrical activities is specially equipped for introducing children to fiction and joint games that develop the prerequisites for theatrical activities.

Freedom of choice for children is also present in the process of developing their prerequisites for role-playing games. Children also prefer to play with building materials. Various types of building material sets make the development environment especially attractive. Introduction to transport and traffic rules takes place in

.
Children draw and sculpt in the art center. Despite the fact that there is only one hall in the kindergarten building, centers for physical activity and musical development . Game and didactic material is located in the child’s field of vision. The environment is bright, colorful, attracts children and evokes positive emotions in them.
It also provides individual comfort, mental security and emotional well-being. The goal of working with our Doe's families is:

— Creating conditions for favorable interaction with parents

— Establishing trusting, partnership relationships with parents

— Involving families in a single educational space

In the age of new technologies, we, like all educational institutions, work on the website of our preschool educational institution , where the parents of our students can get acquainted with the information they are interested in, find out the news of the kindergarten, and receive online consultation. Parent meetings, master classes, consultations, exhibitions and competitions, open days, health weeks and other forms of work .

Thus, the developmental environment of a preschool educational institution can serve as an example of how a well-organized environment contributes to the timely development of the necessary skills and abilities in young children , and also contributes to the effective interaction of teachers with family members of pupils.