Physical and mental development of preschool children. The role of the family in the development of a preschooler. Psychological and pedagogical testing using the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age.

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Ministry of Education of the Republic of Belarus

Educational institution

"Gomel State University

named after Francysk Skaryna"

Department of Biology

Department of Human and Animal Physiology

GRADUATE WORK

CHARACTERISTICS OF MENTAL AND PHYSICAL DEVELOPMENT OF PRESCHOOL CHILDREN (ON THE EXAMPLE OF GOMEL)

Executor:

student of group B-52

Korshak Lyudmila Ivanovna

Scientific adviser:

assistant Drozdov Denis Nikolaevich

Gomel 2012

Content

• Introduction
• 1. Literature review
• 2.2 Research methodology
• Conclusion
• List of sources used

Introduction

Preschool age is a period during which there is a colossal enrichment and ordering of the child’s sensory experience, mastery of specifically human forms of perception and thinking, rapid development of imagination, formation of voluntary attention and semantic memory.

A certain level of physical fitness, mastery of special knowledge, motor skills and abilities also play an important role in the formation of a child’s personality.

Many psychologists believe that a six-year-old child is psychologically ready for school and is quite physically developed.

However, according to the domestic psychologist Kushnir N.Ya., attempts to implement this provision cannot be called completely successful. The age of a child from six to seven years is considered to be transitional. On the one hand, this age can be called senior preschool, on the other hand, junior school age.

As a rule, when a child goes to school, he has individual abilities in physical and mental development that he received during his upbringing.

Currently, the issue of mental and physical development of children up to school age, and also, importantly, personal growth when admitting children to school. Teachers and psychologists analyze the main factors and conditions influencing the full development of a preschool child: the family with its foundations and traditions, the family atmosphere; preschool institutions, in particular kindergartens, where the main form of education is classes, as well as children's group with his interpersonal relationships.

Purpose work was an assessment of the mental and physical development of preschool children.

Practical meaning The aim of the work is that, based on the research results, to establish the general level of development of five- and six-year-old children brought up in a preschool institution. Convert Special attention for preschoolers who are lagging behind in development, and to develop recommendations for them on the mental correction of their development.

1. Literature review

1.1 Features of the physical development of preschool children

The physical development of a child is a complex process, which is expressed in changes in body size and the relationship of individual body parts to each other. Development includes growth (an increase in the mass of the body, a change in the number of its cells or their size), differentiation of organs and tissues, and morphogenesis (the acquisition of the body’s inherent forms).

A characteristic feature of the growth process child's body are its unevenness and undulation. Periods of increased growth are followed by some slowdown.

It is in the period from 5 to 7 years that an increase in the rate of growth of the body in length is observed (the so-called “half-height leap”), and at this time the limbs grow faster than the body. There is an intensive growth of the tubular bones of the legs and arms, the curves of the spine are formed, the structure of the bones changes: cartilaginous tissue is replaced by bone tissue. Bones contain more organic matter and are supplied with more blood.

Spine healthy child takes on a normal, permanent shape and physiological posture only by the age of 6-7 years. Children's posture is not stable and can improve or worsen. Therefore, it is necessary to carry out physical exercises with children during the day to prevent spinal curvature.

Intervertebral discs in children are relatively thicker than in adults. With age they shrink and become less elastic.

From 3 to 7 years of age, growth of the entire skull, especially its base, continues. By the age of 7, the growth of the base of the skull in length basically ends, and it reaches almost the same size as in an adult.

mental physical development preschool

The fusion of parts of the ethmoid bone of the skull and ossification of the auditory canal ends by the age of six. The fusion of parts of the occipital, main and both halves of the frontal bones of the skull is not yet complete by this age. Cartilaginous zones are preserved between the bones of the skull, so brain growth can continue. (The volume or circumference of a child’s head by the age of six is ​​approximately 50 cm.) The ossification of the supporting parts of the nasal septum does not end.

The external auditory canal is formed in the temporal bone by the age of 6 years, when its length reaches 24 mm and width - 17 mm. During the first 6 years of life, the air cells of the mastoid process of the temporal bone are formed. The bony labyrinth of the hearing organ has already been formed by this time. The frontal sinuses, which are the size of a pea by the age of 4, reach the size of a hazelnut by the age of 7-8, and only by the age of 12 are half the size of an adult.

As a result of the “half-height leap,” the shape of the chest changes and its typological configuration appears, which is closely related to the development and functionality of the lung tissue.

The growth of the chest slows down, its mobility increases, and it strengthens the cardiovascular system, the digestive apparatus is improved.

During this period, the fusion of the tuberosities of the humerus with its body begins; in the elbow joint there are already ossification nuclei, but the condyles are cartilaginous. Ossification centers of all carpal bones are observed in the child's hand.

In the tarsal bones, ossification points appear between 3 months and 5 years.

In the bones of the pelvis, X-shaped cartilage is well defined in the area of ​​the acetabulum, where a large load is transferred from the torso to the limbs. The cartilaginous crest of the femur and its lesser trochanter are poorly defined; by the age of 5 they merge into a single bone, and ossification nuclei appear at the upper end of the fibula. In children 4-5 years old, the tarsal bones are largely cartilaginous, only the nuclei of the 1st and 2nd sphenoid bones are well defined; the ossification nucleus of the calcaneal tuber is absent until 7-8 years of age.

In the period of five to seven years, incompleteness of the structure of the foot is observed. In this regard, it is necessary to prevent the development and consolidation of flat feet in a child, which can be caused by shoes.

In parallel with the growth of the skeleton, there is an increase in muscle mass. In children, muscles account for 20-25% of body weight.

The muscles become dense and their strength increases. The muscles of the chest, back, and pelvis develop especially quickly. The small muscles of the hand and foot are still in the developmental stage.

The age of 3-7 years is an important period in the development of voluntary motor function, which subsequently affects the morphological maturation and development of the functional capabilities of the motor analyzer.

Children with high level physical development and functional state, as a rule, are active " healthy image life", first of all with the help of parents, secondly - with the help of a team of teachers of preschool institutions.

Children with low physical fitness get sick very often and rarely attend preschool institutions. This, in turn, negatively affects the nature of children’s mental performance. Therefore, the main task of the teacher is to purposefully and consistently overcome the underdevelopment of children's motor skills and movements.

1.2 Features of mental development of preschool children

Within each period, the development of children proceeds unevenly: first one, then another task comes to the fore in the development of the individual (physical, mental, moral, labor, aesthetic) while simultaneously solving other educational tasks.

The peculiarity of the development of children 6-7 years old is the enormous potential for developing in them those mental qualities that need to be developed in a child, relying on his natural prerequisites and the most age-appropriate activities.

A remarkable feature of a child’s development is that nature itself has developed an amazing ability for continuous and endless individual development and improvement.

However, this need and the ability of the child’s body to constantly change and improve is only a prerequisite for successful mental development personality. Mental development is a process of formation cognitive activity children, the development of their feelings and will, the formation various properties personality (temperament, character, ability, interests). ()

When organizing work on raising and teaching children 6-7 years old, it is necessary to provide a sufficient number of external impressions that would ensure active work brain.

External impressions and educational influences from adults should be varied, since the maturing brain of a child is very sensitive to overload and quickly gets tired of monotonous activities.

A characteristic feature of a child’s development is his own participation in his own development. In preschool age, such forms of self-development take place as orientation towards the individual or the group, adaptation, imitation and the emerging beginnings of self-education.

Self-education as the highest form of a child’s participation in his development at the age of 6-7 is possible in elementary manifestations, but it is not decisive, since it presupposes self-management of development, high conscious demands on oneself, which is not yet available to preschoolers.

The development of children aged 6-7 years is characterized by the phenomenon of acceleration, i.e. acceleration of physical and mental development. Psychologists explain accelerated mental development by the increased flow of information that children receive from various sources - radio, television, communication with adults and peers, reading books, learning, etc. .

In the preschool period, the analytical and synthetic functions of the brain are actively improved, the differentiation of nerve cells continues, and by the end of the period, the cerebral cortex is similar in structure to the adult cerebral cortex.

The child’s intellectual abilities quickly develop, judgments are formed, children master motor speech, and grammatical forms of speech begin to form.

With the development of a child, not only the forms and types of his physical activity are enriched, but its structure becomes more complex. A new type of activity arises - mental activity.

The child first comprehends the action he is performing, then begins to plan it, sets a goal, thinks about the way to achieve it, reasons, criticizes, and corrects.

Six-year-old children are interested not only in an object that is new to them, but also want to know its structure, purpose, method of use, and origin. The motive that encourages a preschooler to manipulate objects is cognitive interest. Based on it, it is clear in preschoolers that the desire of children to engage in mental activity is growing.

During preschool age, noticeable changes occur, both in the content of feelings and in the form of their occurrence.

Previously arisen feelings deepen and become more stable, diverse, and clearly expressed.

In preschool age, a child intensively masters speech as a means of communication: with the help of speech, he learns to talk about events that are significant to him and shares his impressions.

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 has important for subsequent literacy acquisition.

Compared to early childhood, the vocabulary of a preschool child increases, as a rule, three times. Moreover, the growth of vocabulary directly depends on living conditions and upbringing.

And by the age of six, the child’s supply increases so much that he can easily communicate with another person on any matter related to everyday life and within his sphere of interests.

The fact that the child masters the grammatical forms of the language and acquires a large active vocabulary allows him to move on to contextual speech at the end of preschool age.

The possibilities of communication between preschoolers and adults are expanding, its content is deepening, which is facilitated by the achieved level of speech development.

At preschool age, a child is characterized by voluntary actions - observation, examination, search. The child perceives the objects around him meaningfully, analyzing them. Perception is a complex active process, including the analysis and synthesis of incoming information. .

A child not only distinguishes colors, shape, size of objects and their position, he can also depict the simplest forms and color them in a given color.

At the same time, the figurative principle, very strong in this period, often prevents the child from drawing correct conclusions regarding what he observes.

At the age of four to seven years, according to J. Piaget, there is a gradual conceptualization of mental activity, which leads the preschool child to pre-operational thinking. Thinking is an active process of reflecting the objective world with the help of words and images.

The thinking of a preschooler remains largely visual, including elements of mental abstract operations, which can be considered as a progressive change compared to the previous early age.

If in early childhood the leading form of a child’s thinking is visual-effective, then preschool age is the period of dominance of visual-figurative thinking. In older preschool age, elements of more mature verbal and logical thinking begin to appear.

The preschooler thinks figuratively, he has not yet acquired adult logic reasoning

In a focused learning environment, children can achieve higher levels of thinking. As a result of specially organized versatile orientation activities, children form correct, accurate, rich images and meaningful ideas about objects, which become the basis for the development of thinking. Modeling the sound composition of a word contributes to the formation phonemic hearing and on its basis more effective mastery of reading and writing.

The thinking of a six-year-old child is characterized by egocentrism, a special mental position due to the lack of knowledge necessary for the right decision certain problem situations.

The child strives for knowledge, and the acquisition of knowledge itself occurs through numerous “why?”, “how?”, “why?”.

Preschool age is the age of intensive memory development. Memory is the process of accumulation, storage and reproduction of incoming information. However, the memory of a preschooler has a number of specific features.

Memory captures events and information that are significant for the child and stores them. A six-year-old child can remember spontaneously. When memorization becomes a condition for successful play or is important for the realization of the child’s aspirations. However, involuntary memorization remains more productive.

The development of memory leads to a restructuring of the interests and motives of the child’s activities. For the first time in life, in preschool age, interest begins to be determined by experiences stored in memory.

The child’s cognitive activity, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. Attention is a mental state expressed in concentration on something.

The selectivity of a preschooler's voluntary attention is a function of his spontaneous play activity, since in play he voluntarily directs his attention to what he needs for it.

Although six-year-old children can voluntarily regulate their behavior, involuntary attention predominates. It is difficult for children to concentrate on monotonous and unattractive activities.

The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central mental ability, and on the other hand, the formation of voluntary behavior.

1.3 The role of the family in the development of a preschooler

Once born, the baby enters into certain relationships with the environment and people. The formation of his personality takes place in the system of these relationships. This is a long and complex process during which a child, with the help of adults, learns moral standards.

A preschooler is distinguished by his curiosity, which is reflected in his endless questions “why?”, “Why?” The child develops a desire to exercise himself in actions, actions in which he tries to show his independence.

The development of curiosity and cognitive interests is particularly influenced by the joint activities of parents and children, which every family can organize. In the process of such activities, older family members reasonably encourage the child’s efforts, provide support and timely assistance when difficulties are encountered, they evaluate positively results achieved. All this strengthens the cognitive interests and curiosity of the preschooler.

A child of 3-6 years old masters the elements of learning, engages in play, modeling, labor, construction and other activities that are organized by adults.

Throughout preschool childhood, the degree of awareness when children follow rules changes. Children 5-6 years old already follow the rules not out of habit, but consciously, understanding their meaning.

The main way an adult influences the development of children’s personality is to organize conditions for their practical assimilation of moral norms. The first such condition is the example of an adult, his relationships and actions. A child tends to imitate, adopt the manner of adults, and borrow from them their assessment of people, things, and events. Behavior patterns presented in stories and fairy tales are also important. For a child, it is very important for adults to evaluate their actions, the actions of their peers, themselves, and fairy-tale characters.

The child is taught rules of behavior that become more complex over time. By making demands on children and evaluating their actions, adults get children to follow the rules. Gradually, the children themselves begin to evaluate their actions based on the idea of ​​​​what behavior others expect from them. There is a process of assimilation of experience and its individualization, that is, awareness of oneself. This is how personality is formed.

Play is the main activity of a preschooler, and therefore the child’s personal development is based on it. The game develops important qualities in him, including collectivism. Copying the activities of adults, imitating them in role-playing and story games, the child learns more deeply the reality around him, gets acquainted with the lives of people, their work. Through play, children develop not only their thinking, but also their imagination. During the game, the child carries out certain tasks and goals, obeys its rules, which educates and strengthens his will. Through play, educators and parents introduce the child to social and moral norms in an accessible form. Therefore, one of the important tasks of the teacher is organizing the activities of children. Performing a certain role, the child highlights those rules and norms that are accepted in the social environment around him. They become his rules play behavior.

The game contributes to the formation of self-esteem in a preschooler. It creates favorable opportunities for satisfying and developing the child’s need for self-affirmation and recognition.

In play, as the leading activity of preschoolers, mental processes are actively formed or restructured, ranging from the simplest to the complex.

It is also important that the game actively develops the ability to take the point of view of another person, a partner in the game, to look at things from his position.

It is also extremely important that in the process of play activity the child’s imagination is formed as the psychological basis of creativity, making the subject capable of creating something new in various fields activities and at different levels of significance.

In the game, he himself determines how to behave in a given situation, what he should do and what he should not do. The child does not expect the approval of others for this. His reward is the sense of satisfaction and joy he experiences from fulfilling his role. It should be noted that elements of role-playing games arise and begin to develop already in younger age.

Of course, both the preschooler and the “children’s society” develop in other types of activities. But special meaning in this process belongs to the game. It is the leading activity in the preschool period and, like no other activity, corresponds to the characteristics of the child’s psyche and is most characteristic and characteristic of him.

Currently, there is an acute problem of raising children in dysfunctional families, which negatively affects the moral and mental development of children.

Families where parents abuse alcohol are called families at social risk, since the behavior of their adult members and their lifestyle do not meet the requirements of society. In such families, individuals with deviations in moral and mental development are more often formed, posing a danger to society.

There is another type of trouble: outwardly the family is also quite prosperous, but the parents are constantly busy acquiring things or organizing their personal lives. No one is seriously involved in raising children in such families. The interests and needs of the child are not taken into account; the child’s inner world does not seem to deserve serious attention. Parents do not create conditions for children's games and activities; there is no joint leisure, sports, or reading books.

Families where no demands are made on the child, where all his whims are satisfied, which creates the basis for the formation of selfishness, arrogance, and disrespect for others should also be classified as dysfunctional. The family raises a person who does not want to take anyone into account, including his own parents.

Thus, the most typical reasons problems in the family are: alcoholism, open and hidden conflicts between parents and other family members, parents’ focus only on the material support of the child, lack of concern for his upbringing, about his spiritual development. All of the above reasons are usually combined with each other.

In a number of families, trouble arises due to the divorce of parents. Children experience the period of family breakdown especially hard. In kindergarten they are capricious, stubborn, withdrawn, and tearful. An incomplete family resulting from divorce can become dysfunctional.

In the majority dysfunctional families, when all household and parental concerns fall on the mother’s shoulders. This leads to her overwork, irritability, which causes quarrels and, ultimately, has a detrimental effect on the child’s fragile nervous system.

As you can see, parents are often unaware of the dysfunction in their family, as well as the dire consequences to which it can lead.

2. Object, program and research methodology

2.1 Object and research program

The subjects of the study are 106 preschool children. The survey took place in kindergarten No. 3 of the town of Loeva and nursery - garden No. 114 of Gomel. The study included 3 samples, which are depicted in Table 1.

Table 1 - Number of preschool children examined

The research program included the following tasks:

1) Determination of the level of mental development of preschool children using the method of Kushnir N. Ya.;

2) Use of additional techniques developed for children of five years of age;

3) Measurement of anthropometric indicators in preschool children;

4) Analyze the results of the examined children.

2.2 Research methodology

Psychological and pedagogical testing developed by Kushnir N.Ya. made it possible to identify in children:

level of voluntary memorization;

level of development of thinking;

level of self-regulation.

Additional methods were also included to determine the mental development of five-year-old children. These techniques made it possible to identify:

level of visual and effective thinking;

level of figurative and logical thinking;

memory based on recognition.

A measurement of children on the basis of which one can judge the degree of their physical condition body, includes:

standing height, cm;

body weight, kg;

resting chest circumference, cm

2.2.1 Psychological and pedagogical testing according to the method of Kushnir N.Ya. and additional methods for determining mental development in children of five years of age

The examination begins with an introductory, confidential conversation, allowing you to enter into informal contact with the child. IN in this case no evaluation of results is carried out. Then the teacher moves directly to testing.

1. Determining the level of voluntary memorization

Methodology of “Memorizing ten words”. Children are offered ten one- and two-syllable words: book, moon, ringing, honey, water, window, ice, day, thunder, brother. High level: after the first reading, at least 4-5 words, after the fourth - 8-10 words; intermediate level: after the first reading, at least 3-4 words, after the fourth - 6-7 words; low level: after the first reading no more than 3 words, after the fourth - 4-5 words.

2. Identifying the level of development of thinking

“Say it in one word” technique. The child is given ten sentences.

apples, plums, pears are...

a dog, a cat, a bear is...

table, bench, bed - this is...

a T-shirt, a jacket, a dress - this is...

hand, face, ears - this is...

red, black, yellow - this is...

shoes, boots, shoes - this is...

Nastya, Yulia, Sasha are...

cheese, meat, bread - this is...

plate, cup, fork - this is...

The child must generalize the concepts. Evaluation of results: 1-2 mistakes made - 3 points, 3-4 mistakes made - 2 points, 5-6 mistakes made - 1 point. High level: 8-10 points, medium level: 4-7 points, low level: 0-6 points.

3. Identifying the level of self-regulation

“Yes” and “No” technique. The child is asked to answer questions, but cannot answer with “yes” or “no.”

1) Do you have many friends?

2) Do you like to write, read, count?

3) Do you like going to kindergarten?

4) Do you want to go to school?

5) Do you help your parents at home?

6) Do you love animals?

High level: the child restrains the desire to answer with the words “yes” or “no”, considers the answer, medium level: the child replaces the words “yes” or “no” with an affirmative and negative shaking of the head, low level: the child does not follow the rule.

Based on the results of the examination, the average value of indicators of the level of mental development is calculated for each child.

4. “Cut out shapes” technique

This technique is intended for psychodiagnostics of visual and effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out figures drawn on it from paper. In Figure 1, the six squares into which it is divided show various figures. During testing, this drawing is presented to the child not as a whole, but in individual squares. To do this, the experimenter first cuts it into six squares.

The child, in turn, receives all six squares with pictures (the order of their presentation is marked with numbers on the pictures themselves), scissors and the task of cutting out all these shapes as quickly and accurately as possible. (The first of the squares is simply cut in half with scissors along the horizontal line drawn in it.)

Evaluation of results

When assessing the results obtained, this method takes into account the time and accuracy of the child completing the task:

10 points - all figures were cut out by the child in no more than 3 minutes, and the contours of the cut out figures differed by no more than 1 mm from the given ones.

8-9 points - all figures are cut out by the child in a time of 3 to 4 minutes, and their

the contours differ from the originals by 1 mm to 2 mm.

6-7 points - all the figures were cut out by the child in a time of 4 to 5 minutes, and their contours differ from the originals by 2-3 mm.

4-5 points - all the figures were cut out by the child in a time of 5 to 6 minutes, and their

the contours differ from the originals by 3-4 mm.

2-3 points - all figures are cut out by the child in a time of 6 to 7 minutes, and their

the contours differ from the originals by 4-5 mm.

0-1 point - the child did not complete the task in 7 minutes, and he cut out

The figures differ from the originals by more than 5 mm.

conclusions about level developmentAndTia

10 points - very high. 8-9 points - high.

4-7 points - average. 2-3 points - low. 0-1 point - very low.

Figure 1 - Outlines of cut-out figures for the “Cut out figures” technique

5. Methodology "What's superfluous here?"

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (Figure 2), which present different objects, accompanied by the following instructions:

“In each of these pictures, one of the four objects depicted on it is superfluous. Look carefully at the pictures and determine which object is superfluous and why.” 3 minutes are allotted to solve the problem.

Evaluation of results

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.

8-9 points - the child correctly solved the problem in a time from 1 minute to 1.5 minutes.

6-7 points - the child completed the task in 1.5 to 2.0 minutes.

4-5 points - the child solved the problem in a time of 2.0 to 2.5 minutes.

2-3 points - the child solved the problem in a time from 2.5 minutes to 3 minutes.

0-1 point - the child did not complete the task in 3 minutes.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Figure 2 - Pictures for the method “What’s superfluous here?”

6. Methodology "Recognize the figures"

This technique is for recognition. This type of memory appears and develops in children one of the first in ontogenesis. The development of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the method, children are presented with the pictures shown in Figure 3, accompanied by the following instructions:

“There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a double vertical line and is similar to one of the four pictures located in a row to the right of it. You need to find and point to a similar picture as quickly as possible.”

First, as a test, the child is asked to solve this problem on the pictures shown in the row numbered 0, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem on the pictures numbered 1 to 10.

The experiment is carried out until the child solves all 10 problems, but no more than 1.5 minutes, even if the child has not completed all the problems by this time.

Evaluation of results

10 points - the child completed all the tasks in less than 45 seconds.

8-9 points - the child completed all the tasks in 45 to 50 seconds.

6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points - the child completed all the tasks in 60 to 70 seconds.

2-3 points - the child solved all the problems in 70 to 80 seconds.

0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

Figure 3 - Pictures for the “Recognize the Shapes” technique

This testing was evaluated quantitatively. For each test, based on the data obtained, the relationship was found using formula 1:

y=, (1)

y - coefficient characterizing the level for each of the indicators;

x - the number of correct answers, the number of words or the time it took the child to complete the task;

n is the total number of subjects studied.

2.2.2 Study of the level of physical condition of six-year-old children

Examinations of the level of physical condition of children six years old are organized during classes in the gym kindergarten. The following measurements are carried out:

1) height measurement - carried out using a stadiometer. The subject must stand on the stadiometer platform, touching the vertical stand with his heels, buttocks, interscapular area and the back of his head. The full result is recorded;

2) chest circumference measurement - measured using a centimeter tape. The subject raises his hands, the tape touches so that it passes along the lower corners of the shoulder blades. In front, the tape runs along the midsternal point and fits tightly to the body. The indicator is measured during a pause;

3) determination of body weight - measurements are carried out using medical scales;

For each group, the mean value, standard deviation and mean error were calculated for each indicator m .

=, (2)

x- value of the attribute; n- number of values

, (3)

x 2 - the sum of squared differences between each characteristic value and the average;

n- 1 - the number of degrees of freedom equal to the number of objects in the group minus one.

, (4)

The obtained data were statistically processed.

3. Research results and discussion

3.1 Analysis of the results on the physical development of preschool children

Based on the results of the study, it was found that there were no deviations from the norm in children’s physical development. The data is given in tables 2,3, 4.

Table 2 - Statistics on body height

Table 3 - Statistics on body weight

Table 4 - Chest circumference statistics

From tables 2, 3, 4 it is clear that for both boys and girls of the age group 5 - 6 years old there was no significant difference or deviation of the considered indicators from the norm (Kholodov Zh.K., Kuznetsov V.S. Theory and Methods of physical education and sports: textbook. 2nd ed. - M.: Academy, 2002. - 480 pp.) for these age groups.

3.2 Analysis of the results on the mental development of preschool children

Table 5 - Results of a survey on voluntary memorization in five-year-old children

Picture 1

Analyzing Table 5, it should be said that the average value of boys is not particularly different from the average value of girls. But from Figure 1 it is clear that boys, according to the initial data, showed higher results than girls.

Table 6 - Results of a survey on thinking in five-year-old children

Figure 2

Based on the data in Table 6, it follows that the average value of boys is equal to the average value of girls. Hence, from Figure 2 it can be seen that according to the initial data, the results of both girls and boys are almost the same.

Table 7 - Results of a survey on self-regulation in five-year-old children

Figure 3

Similar to Table 6, Table 7 shows that the means of boys and girls are the same. From Figure 3 it follows that boys do not differ much from girls in terms of initial data.

Table 8 - Results of a survey on visual-effective thinking in five-year-old children

Figure 4

The results of Table 8 show that the average value of boys is 0.1 unit more than that of girls. If we look at Figure 4, the initial data shows that boys show higher results than girls.

Table 9 - Results of a survey on memory development in five-year-old children

Figure 5

Analyzing Table 9, it should be said that girls have a higher average value than boys. Based on Figure 5, it can be seen that girls show better results according to the initial data.

Table 10 - Results of a survey on figurative and logical thinking in five-year-old children

Figure 6

According to the results from Table 10, it follows that girls and boys have no differences in the average value. Figure 6 does not highlight any particular differences in the results of both girls and boys.

Table 11 - Results of a survey on voluntary memorization in six-year-old children

Figure 7

Based on the data in Table 11, it follows that the average value for boys is less than the average value for girls. Hence, from Figure 7 it can be seen that according to the initial data, the results of girls exceed the results of boys.

Table 12 - Results of a survey on the development of thinking in six-year-old children

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Let's talk not just about the mental development of the baby, when through play activities he develops qualities such as the ability to write, read, and count, but also about the physical development of the child, which directly affects mental development. This is what is commonly called - the physical and mental development of children.

Each of the parents can observe with their own eyes how strong the desire to understand the world around them is in each child. From the first months of life, he begins to turn his head, following moving objects, he develops grasping movements of his hands, because the baby wants to try every object by touch and “tooth”, and therefore pulls every thing into his mouth. It is the desire for knowledge that stimulates the child’s desire to move, roll over, crawl, sit and, of course, walk. And by the age of one year the baby is able to move independently and walk or crawl to an object of interest to him. By learning something new, the baby develops his thinking, which means that in the first year of life it is necessary, first of all, to stimulate the child’s physical development, freedom of movement and dexterity. This is where the physical and mental development of children is manifested.

The process of physical and mental development of children is a consistent and progressive process. After all, every baby initially learns to raise his head, therefore, when helping the baby, parents must choose the ideal position for this, that is, lying on his stomach. When helping the baby learn to roll over onto his stomach, adults, placing the baby on his back, should attract his attention so that he turns his head in your direction. Then you need to help him position his arms and legs so that it is comfortable for the child to roll over. It is equally important not to rush the child to walk. If parents are in a hurry to put the child on his feet, the development of general motor skills, the development of the shoulder girdle are harmed, and orthopedic functions body. It is more important for us that the child actively crawls. This is necessary for the development of brain symmetry. Prolonged crawling promotes the active physiological and psychological development of the child, which in the future certainly has a beneficial effect on all functions of the baby’s body. And only when the baby gets stronger, first get up on his knees, and then start walking.

Physical and mental development is impossible without the development of fine motor skills. It begins when the child learns to coordinate the movements of his hands and eyes. The baby learns to move his fingers, learns to hold a toy and other objects in his hand, squeeze them and throw them. As the baby develops, he will learn to turn the pages of a book, hold a spoon and eat with it on his own, seeing how adults do this and trying to imitate them, and will also learn to hold the phone receiver, bringing it to his ear, and smooth his hair with his hand. But most of all fine motor skills develops when the baby learns to draw, both with fingers and with a brush, sculpt from plasticine or clay, and also write. For the development of motor skills, it is very good to play games with the baby where you need to clap your hands, offer the child fabrics with different textures, games using fingers - songs, fairy tales, the simplest counting rhymes. Musical instruments, sticks, balls, etc. are great for developing hand motor skills.

IN early age the foundations are laid for the further development of the baby. Parents’ actions should be aimed at ensuring that the baby’s fine motor skills develop fully, because the physical and mental development of children largely depends on it.

During the first three years of his life, a child manages to go a long way in his development, and at the end of the third year he is ready to rise to a new stage of childhood development.

The most important developmental achievement of a 4-year-old child is that the child’s actions become purposeful. When engaged in various activities - playing, drawing, constructing, as well as in everyday behavior, children begin to act in accordance with the set goal, although due to instability of attention they may forget about it, because they are distracted, leaving one thing for another. But with gradual mastery of the technique of action, the child becomes bolder and more independent; This is facilitated by daily practice. At four years old, a child can already do a lot on his own, without expecting or requiring help from adults (for example, he sees that water has been spilled on the table, he takes a rag and wipes it himself).

The general picture of the physical development of a four-year-old child can be depicted as follows: compared to the first three years of life, the growth rate slows down, the baby does not gain height and weight so quickly. Over the course of a year, body weight increases by 1.5-2 kg, height by 5-7 cm; at four years old, the child’s body weight is about 16.5 kg, height is about 102 cm.

It is from this age that a noticeable accumulation of muscle strength begins, endurance increases, and mobility increases. It is important to note that skeletal system still retains the cartilaginous structure in some places (hands, leg bones, some parts of the spine). This demonstrates how important it is to constantly monitor the correct position of the child’s body during sleep, etc.

The baby’s nervous system is also the most vulnerable and requires careful treatment from adults.

At the age of four, significant changes occur in the nature and content of the child’s activities, in the development of individual mental processes, and in relationships with people.

Creative games become of great importance in the development of a child when the child takes on a certain role and subordinates his behavior to it. These games show the child’s interest in the adult world, which is a model of behavior for him. Children's joint games begin to prevail over individual and side-by-side games, but there is not yet sufficient consistency between the participants, and the duration of the game is short. Games at this age retain the same plot for a long time. It changes easily and quickly. As soon as a child sees one of his peers playing with some kind of toy or remembers the last time, for example, they decorated a Christmas tree or were engaged in “loading firewood” on a car, or some other event, after the started game stops , then the child quickly forgets what he recently played. The game moves spasmodically, one plot quickly gives way to another. The surrounding life is reproduced in children's games very closely and inseparably. (For example, when depicting an airplane, a child sits on blocks, holds a cube made of building material in his hands and “buzzes.” Here both the image of the airplane and the image of the pilot, his actions and the sound of the engine merged (it is still not clear what the child was showing in your game?).

This unity of images in the game is very characteristic of children. We also find it in other types of child activity, for example, when reproducing complex plots in a drawing or telling something.

In the games of children, the instability of their attention and increased emotional excitability are clearly manifested. The ability to exert volition is still very poorly developed in a four-year-old preschooler. But when playing a pilot or a policeman, a doctor or a salesman, the child is forced to limit and restrain himself to the role that the game requires and this is how he exercises his willpower. The listed features indicate the peculiar psyche of the child. Knowledge of these features tells both the teacher and parents what to do, how to manage children’s games in order to ensure best conditions for the development of young children. A child often does not yet know how to play, he is not born with this ability, so an adult needs to teach him this activity. The role of the teacher and parents here should be more active (they need to stimulate, suggest the theme of the game, organize the child’s activity and include it in a common game with one of the children, etc.).

IN visual arts and in design, children move on to a thoughtful depiction of objects, although the means of realizing the plan are still imperfect. In drawing, a child’s capabilities begin to be determined by graphic images, ideas about how the depicted object should look on paper.

Gradually, the number of graphic images grows, and the range of objects depicted by the child expands accordingly. In the process of playing, drawing or constructing, a child becomes familiar with the properties of objects, his perception, thinking, imagination, etc. develop.

Physical education for children is the same as the foundation for a building. The stronger the foundation, the higher the building can be built; the more care you take about a child’s physical education, the more success he will achieve in overall development; in science; in the ability to work and be a useful person for society.

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INFLUENCE OF PHYSICAL EDUCATION ON THE MENTAL DEVELOPMENT OF PRESCHOOL CHILDREN

Physical education for children is the same as the foundation for a building. The stronger the foundation, the higher the building can be built; the more care you take about a child’s physical education, the more success he will achieve in overall development; in science; in the ability to work and be a useful person for society.

At no other age is physical education so closely related to general education like the first seven years. During preschool childhood, the foundations of health, longevity, comprehensive motor readiness and harmonious physical development are laid in the child.

Raising children healthy, strong, cheerful is the task not only of parents, but of everyone preschool, since children spend most of the day in them. Kindergartens provide classes on physical culture, which should be built in accordance with psychological characteristics specific age, availability and appropriateness of exercise. Sets of exercises should be exciting, and should also include physiological and pedagogical justified loads that satisfy the child’s need for movement.

Positive emotions and emotional saturation of classes are the main conditions for teaching children movements. Imitation gives rise to emotions that activate the child. Mastering movements also has a good effect on the child’s speech development. The understanding of adult speech is improved, and the vocabulary of active speech is expanded. That is why the outstanding Soviet teacher V.A. rightly noted. Sukhomlinsky: “I’m not afraid to repeat once again: taking care of health is most important work teacher." Therefore, it is extremely important to correctly organize physical education at this age, which will allow the baby’s body to accumulate strength and ensure in the future not only full physical, but also mental development.

At the present stage, the problem of development mental abilities preschoolers in the process of physical education acquires special significance, since the content, forms, and methods of mental and physical education of children in a preschool institution are understood in a new way. The relevance of this topic was determined according to the following parameters:

Firstly, against the backdrop of socio-economic transformations in Russia, ideas about childhood are changing, which is now seen as a valuable period of human life;

Secondly, currently preschool education guides the teacher in the educational process to the need for early learning, which is justified by the Convention on the Rights of the Child, as well as scientific findings on the developmental possibilities of an early child, which can help ensure a smooth transition of the child to primary school;

Thirdly, physical education involves the development of children in the process various types activities - attention, perception, thinking, as well as methods of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.).

The means of mental education include specially organized problematic situations during physical exercises, the resolution of which requires mental action (reception and processing of information, analysis, decision-making, etc.).

Methods of mental education include questioning on the material being taught; observation and comparison; analysis and synthesis of the material being studied; critical assessment and analysis of motor actions.

Physical exercises have a direct and indirect effect on the mental development of children in the process of physical education

Mental development is determined by intelligence, intellectual abilities. In a broad sense, intelligence is the totality of all cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking. Intelligence is the main form of knowledge of reality.

One of the factors of intellectual development is motor activity; as a result of motor activity, cerebral circulation improves, mental processes are activated, the functional state of the central nervous system improves, and a person’s mental performance increases. Achievements in the field of intelligence and creativity are largely related to the level of development of the child’s psychomotor sphere. Special studies have documented facts indicating that children who are more physically developed receive higher grades in their studies. Children studying in sports sections, have best performance mental performance.

Physical exercise creates opportunities for the successful occurrence of all mental processes, i.e. require attention, observation, and intelligence. A variety of movements and a wealth of coordination increase the plasticity of the nervous system. Thus, there is numerous evidence that under the influence physical exercise The memory capacity increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, and visual-motor reactions accelerate.

Boyko V.V. writes that during the period of preschool childhood, global changes occur in the child’s mental development: from an undifferentiated perception of objects to the ability to use independently acquired knowledge and skills.

Under the influence of physical exercises, preschool children develop more effectively different types of thinking:

1) Visual and effective thinking.

2) Visual-figurative thinking

3) Verbal and logical thinking begins to form in children of senior preschool age. It involves developing the ability to operate with words and understand the logic of reasoning. Reasoning means connecting different knowledge with each other in order to obtain an answer to a question. standing question, solve a mental problem.

Motor activity stimulates perceptual, mnemonic and intellectual processes. Children having large volume motor activity in the daily routine, they are characterized by an average and high level of physical development, adequate indicators of the state of the central nervous system, as a result of which the child’s memory improves, and all thought processes that determine intelligence.

All children develop at different rates, some faster and some slower. There is no single template. However, if a child begins to walk and talk later than his peers, this can become a cause for concern for parents and they suspect that the child is behind in development. Of course, the age range when children take their first step or say their first word is very wide, so a slight lag behind generally accepted norms is not a reason to worry. Retardation in physical and mental development can be calculated by the child's behavioral characteristics, so parents of “lazy” kids should know what to look for in order to determine whether the child is behind in development.

Why is a child developmentally delayed?

Delays in mental and physical development can be caused by a number of reasons:

• Wrong pedagogical approach. At the same time, the developmental lag is not explained by disorders of the brain, but by neglected upbringing. The child does not know and does not assimilate many things, despite the fact that he is absolutely healthy. If a child is not encouraged to engage in mental activity, his ability to absorb and process information is reduced. Such problems are eliminated by the right approach and regular exercise.
• Impaired mental function. This feature is revealed by nuances of behavior that indicate mental retardation and a delay in the manifestation of mental reactions. Children with mental retardation do not have disturbances in brain function, but they have immature behavior that is not typical for their age. This often manifests itself as increased fatigue and insufficient performance.
• Biological factors that lead to delays in child development. These may be disorders in the body and diseases during pregnancy, drinking alcohol and smoking during pregnancy, heredity, pathologies during childbirth, infections at an early age.
• Social factors that indicate that a child is developmentally delayed. These include strong control or aggression on the part of parents, mental trauma suffered at an early age, etc.

Types of mental retardation in children

In modern medicine, mental development delay (MDD) in children is divided into 4 main types:

• Mental infantilism. The child is hot-tempered, whiny, not independent, violently expresses his emotions, his mood often changes, it is difficult for him to make decisions on his own, his emotional-volitional sphere is disturbed. It is difficult to identify this condition, since parents and teachers cannot figure out whether the child is behind in development or is simply playing around. But by drawing an analogy with the normal behavior of the child’s peers, we can identify this feature.
• Mental retardation of somatogenic origin. This group consists of children with chronic diseases, or who have frequent colds. Also, a similar developmental delay manifests itself in children who were overprotected from birth, not allowing them to explore the world and learn to be independent.
• Neurogenic causes of mental retardation in children. Such violations occur in the absence of attention from adults or, on the contrary, overprotectiveness, violence from parents, traumas suffered in childhood. With this type of developmental delay, the child’s moral standards and behavioral reactions are not developed; he often does not know how to show his attitude towards something.
• Organic-cerebral developmental delays. They appear due to organic abnormalities in the body that affect the nervous system and brain. The most common and most difficult to treat type of delay in child development.

Doctors say that it is possible to identify deviations in the development of a child in the first months after birth. When the child turns 3-4 years old, this can be done accurately, just carefully observe his behavior. The main signs of a child’s developmental delay are based on the fact that the baby may have particularly developed or absent altogether some unconditioned reflexes when these reactions are present in healthy children. You should pay attention to the following behavioral features of the baby:

• At 2 months, the baby is unable to concentrate on anything - cannot look or listen carefully.
• Reaction to sounds is too sharp or absent.
• The baby is unable to follow a moving object or focus its gaze.
• At 2-3 months, the baby still does not know how to smile.
• At 3 months and later, the child does not “boom” - a sign of speech impairment.
• An already grown-up child cannot clearly pronounce letters, does not remember them, and cannot learn to read.
• A child in preschool age exhibits dysgraphia (impaired writing skills), inability to master basic counting, inattention and inability to concentrate on one thing.
• Speech impairment in preschool age.

Of course, this list is not a reason to make a diagnosis and assume that the child is developmentally delayed. To identify the disorder, you need to consult with a specialist who can determine whether the baby has disorders.

Practice shows that the sooner parents pay attention to deviations, the greater the chance of coping with them. If a child is developmentally delayed, then treatment should begin from the first months of his life; in this case, good results can be achieved quite quickly, especially if this condition is caused not by biological, but by social factors.