What determines the mental development of a child? Mental development in a child. Basic processes and achievements of preschool age

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The development of a child’s psyche is a complex, long-term, continuous process that occurs due to the influence of various factors. These are social and biological factors. In this article we will take a detailed look at the characteristics of the mental development of children at different age stages and talk about what parents should pay attention to.

How the nervous system is formed

When a baby is born, its brain weight is about 1/8 of its body weight. By the first year of life, the brain will double in size, and by three years it will already be three times larger than at birth and will be 1/13 of body weight. From here it should be understood that after birth the brain not only does not stop growing, but it continues to actively form. Thus, convolutions, small and large, and grooves are formed. The cerebellum, weak from birth, is actively developing. The immaturity of the newborn's brain, however, does not affect the system of unconditioned reflexes. Innate skills not only help the baby eat and contact the outside world, but also allow him to develop more complex forms of activity in the future. So, from a very early age, the baby will show an undifferentiated nature of reactions. However, the development of the nervous system in the first year of his life will be the fastest and most energetic.

. Further, the pace of development will be slower, but will acquire a different character and will no longer be aimed at the formation and development of the reflex system, but at the development of mental skills.

Stages of mental formation

In medicine, there are several stages in the formation of a child’s psyche. Let's talk about them in more detail: Motor stage.
It is characterized by the acquisition of new skills in the motor system. Relevant for the first year of a baby’s life. Sensory stage.
It is a continuation of the motor one and is typical for children under 3 years of age. During this period, the child’s movements become more conscious, confident and purposeful. In addition, sensory motor skills become a kind of basis for the formation of other, more complex, mental functions. Affective stage.
It lasts until the child’s adolescence, almost 12 years. During this period, the child’s activities will acquire a more individual character and strive for constancy of individuality. Typical for children 12-15 years old. During this period, abstract thinking appears, concepts and conclusions become more complex, and judgments become deeper. In their minds, children begin to make preliminary plans for actions.

At certain periods of a child’s life, mental disorders are possible. They are caused by the excessively rapid formation of not only mental, but also physical qualities, which can result in strain in the activity of other life-supporting systems. The cause of the disturbances is also changes in hormonal levels. These are crises of 3 years and 12-14 years. Of course, the age range for these stages is arbitrary and can only serve as a rough guide. But parents should be aware of possible disorders and pay special attention to their children during this period.

The cognitive development of preschool children is a continuous and very interesting process. The baby begins to get acquainted with the world from the first moments after birth...

Periods of mental development

The stages of mental development listed above are divided into periods of its development, which are characteristic of a particular age. Parents of newborn children need to know about these periods and build on this knowledge in raising children in the future. If you do not traumatize the child or interfere with the development of his psyche, then you will help him grow into a confident and balanced person. Remember that any fears, complexes, nervous and psychological disorders come from childhood. Even the most inconspicuous and “unimportant” events in your opinion can form fear at the subconscious level or lay the foundation for some of its character traits.
We advise you to study in detail information about the periods of mental development in children and rely on it.

So, the periods of mental development: In the first weeks and months of life, the child is absolutely helpless and any of his needs can only be satisfied with the help of adults. The baby can hardly interact with the outside world; he sees and hears poorly in the first time after birth. During this period, parents are required to help the child master the skills of “communication” with his environment as quickly as possible. To do this, it is important in the first year of life to engage in the development of fine and gross motor skills, to help form the perception of colors, to study the shapes of textures, the volume of objects by touch.

Properly selected toys and regular sensorimotor exercises will stimulate further development of the senses. The baby cannot yet distinguish himself, like others, from the world around him. He cannot experience any conditions other than natural ones, for example, hunger or pain. He is unable to understand the causes, consequences, content of any emotions and actions. Therefore, parents of babies in their first year of life should not require their child to follow any rules in games. It makes no sense to explain to a baby who has just learned to crawl that he cannot take any objects or do any actions. The baby does not yet see the meaning of words; he only has access to the concepts of directions and names. Early childhood period. A certain independence begins to form during this period, which lasts from 1 to 3 years. The baby is already actively learning to walk, then run and jump, actively explores objects and begins to learn to speak meaningfully. But the range of the baby’s capabilities is still very limited, and close relatives serve as models of behavior. In order for a child to start doing something himself, he must first see how others do it. Together with mom and dad, he will happily study a variety of subjects and play different games. At the same time, he will not engage in games without the involvement of adults. During early childhood, important mental discoveries occur in a little person. Thus, the purpose of objects is comprehended, the child begins to understand that things and actions have meaning. And in order to comprehend this meaning, you need to learn how to manipulate objects correctly. Gradually he will begin to separate his own actions from the actions of adults, he will be able to “see” himself. Self-esteem and self-awareness will begin to form. And hence the need for independence and failure to follow the instructions of adults will appear. By the end of the period, a 3-year crisis may appear, which we discussed above in the material.

The period of early preschool age. The child enters this period after overcoming the crisis of 3 years. The baby already knows how to act autonomously, on his own, he has a certain self-esteem. He moves well and already has fairly developed speech, which allows the child at certain moments to feel “on par” with adults. However, the baby intuitively understands that most of the actions of adults are not based on skills, but have a meaning. That is, an adult does something not because he knows how to do it, but because he has some reason for it. Hence, the formation of the motivational and consumer sphere becomes the main task of this period. How can adults help in this matter? The answer is simple! If possible, play role-playing games with your child every day. Remember that in early preschool age, a child learns information best through play.

The period of senior preschool age. During the period of preparation for school, the baby acquires new mental characteristics.

He is already more independent from adults, independent, learning to take responsibility for his actions. At this time, there is a huge need to communicate with other children of the same age. Children learn to understand certain principles and patterns in scientific experiments and can form logical conclusions. In order to properly prepare a child for school, parents need to teach him “good habits” and the ability to perceive information by ear. Habits include basic rules of self-care and polite attitude towards others. At the same time, it is important not just to teach a child, for example, to help older people, but to explain the motivation and reason for such help. Listening to information will help develop memory and abstract thinking, which is very important for successful school work.

Junior school age. Between the ages of 7 and 11, almost every child experiences dramatic changes in their lives.

We advise parents to be very attentive to the mental state of their children at any age, but also not to forget about themselves. Remember that the main mood in the house comes from adults; children only reflect the emotions they receive.

Attention has been given the status of one of the most significant components of cognitive activity. This mental process allows people to select an object...

Children with mental retardation

Mental retardation (mental retardation) may not manifest itself at the physical level, so until a certain age parents are not even aware of such a diagnosis. However, problems with social adaptation and schooling should alert them. Only a specialist can make a diagnosis of mental retardation, but parents can identify it based on several characteristic signs.

Firstly, for attention disorders. The child is constantly distracted, cannot concentrate on a specific task, and shows increased motor activity.

Secondly, in case of disturbances of perception, when it is difficult for him to identify long-familiar objects in a new perspective or setting. Or the child may not remember the names of people he sees often. There is also a lag in the development of forms of thinking, especially in building logical chains. This also includes problems with speech and underdevelopment of the lexical and grammatical aspects.

The diagnosis of mental retardation itself is not an obstacle to studying in general education programs; however, it requires adjustment taking into account the characteristics of the child’s development.

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mental age personality

Introduction

Conclusion

Glossary

List of sources used

Appendix A

Appendix B

Introduction

Sometimes they ask, what is the meaning of the work of a developmental psychologist? In clarifying the age characteristics of human life, their psychological “filling”? Yes. In determining age-related capabilities, reserves of mental activity at a given age? Undoubtedly. In providing assistance and practical assistance to people of different ages in solving their specific problems? And that's true. But the main thing is still different. The work of a developmental psychologist can be legitimately and best compared to the work of an architect. Just as an architect works to organize the space of human existence, so a developmental psychologist works to organize the time of human life.

The course of personality development, as stated by the Soviet psychologist L.S. Vygotsky, in no way resembles the uniform and gradual movement of a clockwise hand on a dial, and not a single year of development is ever equal in significance to another year.

One can agree with the statement found in the literature that age is, first of all, an ensemble of phenomena provided for observation, and not the number of years lived. But this will be true only in part, since phenomenology itself cannot explain either the meanings and meanings of the different ages of human life, or the age-related self-awareness of the individual. Phenomenology can be a good help in scientific research, but it is not its subject. The subject of developmental psychology is the development, movement and formation of the human personality.

Developmental psychology examines the mental development of a person from birth to death. At the same time, she studies the development of personality in its formation. Since the life path is divided into a number of stages, the concept of ages of life is applicable to it, qualitatively filled with various psychological contents, replacing one another in the process of formation and movement of the personality. The current state of the ages of life is the result of a long historical and cultural evolution of humanity. And today the nature of childhood and adolescence continues to change, profound changes are taking place in youth, maturity and old age.

For quite a long time, an idea has been formed about the development of personality in ontogenesis. The desire to form an idea of the ontogenesis of personality development intensified the scientific thought of researchers and, in turn, pushed them to pose and solve questions about the dynamics of age-related changes in personality, the real stages and trends of its formation, conditions for optimization and methods of pedagogical influence.

What determines the mental development of a person, what are the main age stages of his development, what does a person acquire at each stage and what are the main aspects of mental development that stand out in each age period. The answers to these questions have not only scientific but also practical significance. The organization of the system of training and education, the organization of various public institutions, such as kindergarten, school, vocational training, and attitude towards older people depend on knowledge and understanding of the causes, patterns, and age-related characteristics of a person.

The problem of age-related crises in ontogenesis is relevant, extremely interesting and at the same time insufficiently developed in theoretical and experimental terms. The very concept of “age crisis” is one of the least clearly defined and often does not have a complete form. Nevertheless, the term is widely used among psychologists and teachers. From a substantive point of view, periods of age-related crises are of interest because they are distinguished by specific features of the process of mental development: the presence of sharp changes in the psyche, aggravation of contradictions, negative nature of development, etc. The crisis period turns out to be difficult for the child, as well as for the adults around him - teachers and parents, who need to develop strategies for upbringing and learning based on the fundamental changes in the child’s psyche. The behavior of children during these periods is characterized by difficulty in educating and is particularly difficult for adults. In order to select adequate educational measures, it is necessary to analyze the prerequisites for the emergence of a crisis, the characteristics of the social development situation, the essence of the changes occurring in the child, and the new formations of the crisis period.

Age-related crises are characteristic not only of childhood; normative crises of adulthood are also highlighted. These crises are distinguished by their particular uniqueness in the course of the period, in the nature of a person’s personal new formations, etc. This work provides general characteristics of changes during the period of crises of adulthood.

Future specialists need to analyze the complex and multidimensional concept of “age crisis”, study the content and directions of correctional work. The purpose of this work is to form ideas about the age crisis as a subject of psychological research. The objectives were: to reveal studies of critical ages, both general theoretical and describing specific age transitions; analyze the content and structure of age-related crises.

1. Periodization and patterns of mental development of the child

1.1 The concept of age in psychology

One of the main issues considered in the study of developmental psychology is the concept of age. The relevance of the topic is high, because Many researchers today pay attention to the importance of psychological age, the dependence of the level of morbidity on the state of the psyche, how a person feels.

L.S. Vygotsky calls age a holistic dynamic formation, a structure that determines the role and specific weight of each partial line of development.

Age (in psychology) is a category that serves the purpose of designating the temporary characteristics of individual development. In contrast to chronological age, which expresses the duration of an individual’s existence from the moment of his birth, the concept of psychological age denotes a certain, qualitatively unique stage of ontogenetic development, determined by the laws of organism formation, living conditions, training and upbringing and having a specific historical origin. Psychological age is the physical age to which a person corresponds according to the level of his psychological development.

A variety of indicators can be a measure of psychological age. Many describe the stages of their lives, focusing on social ideas existing in society about what stages life should be divided into (childhood, adolescence, adolescence). With this division, they also rely on socially given external guidelines, mainly of an active nature (childhood before school, school, army, admission to a technical school or university - this is youth, work after university - mature years). But at the same time, some highlight the stages of their life, focusing on events in social and emotional life (meeting with a significant friend, separation, friendship, marriage, birth of children). Others divide their lives into stages, focusing on their personal growth (“at the age of 5 I learned to read, and at 12 I wrote my first poem”), on moving from city to city (“we lived in one city until we were 10, then we moved to another ") or not divided at all.

Psychological age is fundamentally reversible, that is, a person not only ages in psychological time, but can also become younger in it due to an increase in the psychological future or a decrease in the past. It is worth noting that A.V. Tolstykh proposed a different mechanism of “rejuvenation”. Tolstykh, A.V. Ages of life. M., 1998. - P. 156.

Psychological age is multidimensional. It may not coincide in different areas of life. For example, a person may feel almost completely fulfilled in the family sphere and at the same time feel unfulfilled professionally. The first attempt at a systematic analysis of age as a category belongs to L.S. Vygotsky. Subsequently, this problem was dealt with by B.G. Ananyev, D.B. Elkonin.

The following components of age are distinguished.

1. The social situation of development is a completely unique, specific for a given age, exclusively unique and unrepeatable relationship between the child and the reality around him. Vygotsky, L.S. Questions of child psychology. Union, 2004. - P. 26.

2. Neoplasms - mental and social changes that first appear at a given age stage and which determine the course of further mental development.

“Age-related neoplasms should be understood as that new type of personality structure and its activity, those mental and social changes that first appear at a given age stage and which in the most important and fundamental way determine the child’s consciousness, his relationship to the environment, his internal and external life, the entire course of its development in a given age period.” Ibid. - P. 124. For example, the emergence of speech at an early age, a sense of adulthood in adolescence.

3. Leading activity is the activity that most contributes to the mental and behavioral development of the child at a given period of his life and leads the development behind itself. Elkonin, D.B. Selected psychological works. M., 1989. - P. 274.

The principle of leading activity is deeply developed in the works of A.N. Leontyev. The essence of this principle is that, first of all, it is in the process of the child’s leading activity in each period of his development that new relationships, a new type of knowledge and methods of obtaining it are formed, which significantly changes the cognitive sphere and psychological structure of the individual. Thus, each leading activity contributes to the emergence of qualitative features characteristic only of this age, or, as they are called, age-related new formations. Leontyev, A.N. Activity. Consciousness. Personality. M., 2004. - P. 98.

But within the same activity, characteristic of one age, different stages can be distinguished, and the child’s development at each of them is not the same.

The first reasonable division of ontogenesis into separate ages was given by P.P. Blonsky, noting the presence of special, so-called “transitional ages”, which present significant difficulties in pedagogical terms (for example, adolescence).

1.2 Periodization and patterns of mental development of the child

Periodization of mental development is the identification of a sequence of stages (periods) of mental development in the entire life cycle of a person. Scientifically based periodization must reflect the internal laws of the development process itself and meet the following requirements:

Describe the qualitative uniqueness of each period of development and its differences from other periods;

Determine the structural relationship between mental processes and functions within one period;

Establish an invariant sequence of development stages;

Periodization should have a structure where each subsequent period is based on the previous one, includes and develops its achievements.

Distinctive features of many periods are their one-sided nature (separation of personality development from the development of intelligence) and a naturalistic approach to mental development in ontogenesis, which is expressed in ignoring the historically variable nature of periods of development. Examples of such periodizations are the periodization of the development of intelligence by J. Piaget, psychosexual development by Z. Freud, personality development by E. Erikson, sensorimotor development by A. Gesell, and moral development by L. Kohlberg. Periods of development according to the pedagogical principle have also become widespread, where the criteria for periodization are the stages of training and education in the socio-educational system. Modern periodizations of child development, as a rule, do not include the period of prenatal development.

The International Symposium on Developmental Psychology in Moscow in 1965 adopted an age-based periodization of human development from birth to old age, which to this day remains the standard for age-based periodization of an individual’s life. (See Appendix A).

In Russian psychology, the principles of periodization were developed by L.S. Vygotsky, based on the idea of the dialectical socially determined nature of mental development in ontogenesis. The unit of analysis of ontogenetic development and the basis for identifying periods of development, according to L.S. Vygotsky, is psychological age. Accordingly, two criteria for constructing periodization are established:

Structural - age-related neoplasms, that “new type of personality structure and its activity that arises at a given age stage for the first time and which determine the child’s consciousness and his attitude to the environment... and the entire course of his development in a given period”;

Dynamic - a natural alternation of stable and critical periods. Vygotsky, L.S. Collection Op. in 6 volumes. Volume 3, Pedagogy, 1983. - P. 175.

Ideas L.S. Vygotsky was developed in the concept of D.B. Elkonin, who based the periodization on the following criteria: social situation of development, leading activity, age-related neoplasms.

Contradictions give rise to crises as necessary turning points of development. Mental development has a spiral nature with a naturally repeating change of periods of development, in which the leading activity alternates between activities in the “child – social adult” system and in the “child – social object” system. According to D.B. Elkonin, the periodization of mental development in childhood includes three eras, each of which consists of two interconnected periods, and in the first there is a predominant development of the motivational-need sphere, and in the second - the intellectual-cognitive one. The eras are separated from each other by crises of restructuring of the individual-society relationship, and the periods are separated by crises of self-awareness. The era of early childhood begins with the newborn crisis (0-2 months) and includes infancy, the leading activity of which is situational and personal communication, the crisis of the first year and early age, where the leading activity is objective activity. The era of childhood, separated from the era of early childhood by the crisis of three years, includes preschool age (the leading activity is role-playing play), the crisis of seven years and junior school age (the leading activity is educational activity). The crisis of 11-12 years separates the eras of childhood and adolescence, in which younger adolescence, with intimate and personal communication as the leading activity, is replaced by older adolescence, where educational and professional activity becomes the leading one. According to D.B. Elkonin, the indicated periodization scheme corresponds to childhood and adolescence, and for the periodization of mature ages it is necessary to develop a different scheme while maintaining the general principles of periodization. Elkonin, D.B. Selected psychological works. M., 1989. - P. 248.

The periodization of mature ages of the life cycle requires defining the very concept of “adulthood” as a special social status associated with a certain level of biological maturity, the level of development of mental functions and structures. The success of solving development problems, as a system of social requirements and expectations specific to each age, imposed by society on an individual, determines his transition to each new age level of maturity. The periodization of adulthood includes early maturity (17-40 years), middle maturity (40-60 years), late maturity (over 60 years) with transition periods that are in the nature of crises.

In the dictionary of S.I. Ozhegova is elderly - beginning to grow old, old age is the period of life after maturity, during which the body weakens, and, finally, old - having reached old age. Ozhegov, S.I. Dictionary of the Russian language. M., 2006. - P. 1106. Such definitions suggest that somewhere in our subconscious there is a clearly fixed norm; we know approximately what a person should look like in old age.

Development is characterized by unevenness and heterochrony. Uneven development is manifested in the fact that various mental functions, properties and formations develop unevenly: each of them has its own stages of rise, stabilization and decline, i.e. development is characterized by an oscillatory nature. The uneven development of mental function is judged by the pace, direction and duration of the changes that occur. It has been established that the greatest intensity of fluctuations (unevenness) in the development of functions occurs during the period of their highest achievements. The higher the level of productivity in development, the more expressive is the oscillatory nature of its age dynamics.

Unevenness and heterochrony are closely related to development instability. Development always goes through unstable periods. This pattern is most clearly manifested in crises of child development. In turn, the highest level of stability and dynamism of the system is possible on the basis of frequent, small-amplitude oscillations, on the one hand, and the discrepancy in time of different mental processes, properties and functions, on the other. Thus, stability is possible through instability.

Developmental sensitivity. B.G. Ananyev understood sensitivity “as temporary complex characteristics of correlated functions, sensitized at a certain moment of learning” and as a consequence of “the effects of maturation of functions and the relative formation of complex actions that ensure a higher level of brain functioning.” Ananyev, B.G. Man as an object of knowledge. St. Petersburg, 2001. - P. 105. Periods of sensitive development are limited in time. Therefore, if a sensitive period of development of a particular function is missed, much more effort and time will be required for its development in the future.

Cumulative mental development means that the result of the development of each previous stage is included in the subsequent one, while being transformed in a certain way. This accumulation of changes prepares for qualitative transformations in mental development. A typical example is the consistent formation and development of visual-effective, visual-figurative and verbal-logical thinking, when each subsequent form of thinking arises on the basis of the previous one and includes it.

Mental development includes two contradictory and interrelated trends - divergence and convergence. In this case, divergence is an increase in diversity in the process of mental development, and convergence is its curtailment, increased selectivity.

2. Age crises: essence, structure and content

2.1 Psychological essence of the age crisis

Each age in human life has certain standards with the help of which one can assess the adequacy of an individual’s development and which relate to psychophysical, intellectual, emotional and personal development. These standards are also designated as age-related development goals. The transition to the next stage occurs in the form of crises of age-related development - periods of life transformations and turning points, which are accompanied by psychological stress and difficulties. The form, duration and severity of the crisis can vary significantly depending on the individual typological characteristics of a person, social and microsocial conditions.

Developmental crises can be marked by significant mental discomfort, sometimes even threatening the survival of the organism. Such transitions can occur spontaneously, as in the case of a midlife crisis. They can be caused by integrative psychotechnologies and participation in spiritual practice. The psychological transition to a higher level of well-being, clarity and maturity is rarely smooth or painless. Rather, growth is usually characterized by transitional periods of confusion and agonizing questions or, in extreme cases, periods of disorganization and utter despair. If these crises are successfully overcome, then a certain amount of disorganization and chaos can be a means of getting rid of limiting, outdated life patterns. There is an opportunity to reevaluate, “release” old beliefs, goals, identifications, lifestyles and adopt new, more promising life strategies. Therefore, a psychological crisis is physical and mental suffering, on the one hand, and transformation, development and personal growth, on the other.

In relation to developmental crises, the decisive importance (as evidenced by their very name) is the task of “developing” oneself, freeing oneself from everything that actually no longer corresponds to a person, so that authenticity, truth and reality, the true “I” become more and more obvious and effective.

A number of researchers consider age-related crises to be a normative process, a necessary element of socialization, conditioned by the logic of personal development and the need to resolve the main age-related contradiction; other authors see age-related crises as a deviant, malignant manifestation of individual development. Malkina-Pykh, I.G. Age-related crises of adulthood. M.: Eksmo-press, 2005. - P. 114.

There is also a different understanding of the content of the crisis. According to E. Erikson, a crisis is a potential choice that is carried out in the process of ontogenesis between a favorable and unfavorable direction of development. The term “crisis” in Erikson’s epigenetic concept is close in meaning to that which this term has in biological science, in particular in embryology. Polivanova, K.N. Psychology of age-related crises. M.: Academy, 2000. - P. 75.

G. Craig considers critical periods as periods during which specific types of development must occur. Craig, G., Bokum, D. Developmental Psychology. St. Petersburg, 2006. - P. 437.

D. Levinson considers the crisis as a transitional phase in which methods of self-realization are the subject of analysis for the individual, new opportunities are the subject of search.

In Russian psychology, the term “age-related crises” was introduced by L.S. Vygotsky and defined as a holistic change in a person’s personality that regularly occurs when stable periods change. According to Vygotsky, the age crisis is caused by the emergence of the main new formations of the previous stable period, which lead to the destruction of one social situation of development and the emergence of another, adequate to the new psychological appearance of a person. The mechanism of changing social situations constitutes the psychological content of the age crisis. The emergence of the new in development is at the same time the disintegration of the old. L.S. Vygotsky believed such destruction to be necessary.

According to Vygotsky, the external behavioral features of a crisis are as follows: the boundaries separating the beginning and end of crises from adjacent ages are extremely unclear. A crisis occurs unnoticed and is extremely difficult to diagnose; as a rule, in the middle of a crisis period its culmination is observed, the presence of this culmination point distinguishes the critical period from others; pronounced behavioral characteristics are noted; the possibility of acute conflicts with others; from the inner life - painful and painful conflicts and experiences. Thus, according to Vygotsky, a crisis seems to be the culmination of micro-changes accumulated during a previous stable period.

L.S. Vygotsky, explaining the essence of age-related crises, pointed out that age-related changes can occur abruptly, critically, and can occur gradually, lytically. At some ages, development is characterized by a slow, evolutionary, or lytic course. These are the ages of predominantly smooth, often imperceptible internal changes in the child’s personality, changes that occur through minor “molecular” achievements. Here, over a more or less long period, usually covering several years, no fundamental, sharp shifts and changes occur that restructure the child’s entire personality. More or less noticeable changes in the child’s personality occur only as a result of a long course of a hidden “molecular” process. They emerge and become accessible to direct observation only as the conclusion of long processes of latent development.

2.2 Structure and content of age-related crises

The idea of the critical stage as homogeneous, in which there are only processes of excitation, fermentation, explosions - in a word, such phenomena that are incredibly difficult to cope with - is incorrect. Development processes in general, and during the critical period in particular, are distinguished by an immeasurably more complex structure, an immeasurably finer structure. The development process during the critical period is heterogeneous; three types of processes occur simultaneously in it, and each of them requires timely and holistic consideration in connection with all others when developing educational methods. The three types of processes that make up the critical period in development are the following:

Increasing stabilization processes, consolidating the previous acquisitions of the organism, making them more and more fundamental, more and more stable;

The processes are truly critical, completely new; very fast, rapidly growing changes;

Processes leading to the formation of emerging elements, which are the basis for further creative activity of a growing person.

Vygotsky introduced the division of the crisis period into pre-critical, actually critical and post-critical phases. In the pre-critical phase, a contradiction arises between the objective and subjective components of the social situation of development (the environment and the person’s relationship to the environment). In the critical phase itself, this contradiction intensifies and manifests itself, revealing itself, and reaches its apogee. Then, in the post-critical phase, the contradiction is resolved through the formation of a new social situation of development, through the establishment of a new harmony between its components. (See Appendix B).

The pre-critical phase consists in the fact that the incompleteness of the real form in which he lives is revealed to man. Such a discovery is possible only on the basis of the emergence of the idea of a different, new ideal form. The person discovered something different awaiting him in the future, an image of new behavior. Until such a discovery, a person is content with today's problems and their solutions. At turning points in life, this is not enough. The other, the future, the future turns out to be attractive, attracting. This discovery of the future can only be discovered indirectly, since it is unreflective. Next comes the critical phase itself, consisting of three stages.

At the first stage, there is an attempt to directly implement the most general ideas about the ideal form in real life situations. Having discovered something new, different, that is absent from him, a person immediately tries to “get” into this other dimension. The specificity of this stage is associated with the characteristics of the ideal form itself, with the fact that the ideal form exists in culture not separately, not by itself, but in various incarnations.

Next comes the stage of conflict - a necessary condition for normal development in a crisis, allowing a person and the people around him to fully expose their own positions. The positive meaning of this stage is that the impossibility of directly translating the ideal form into real life is revealed to a person. Before the conflict, the only obstacle to the materialization of the ideal form remains external limiters - old forms of life and relationships. Conflict creates conditions for the differentiation of these limiters. Through the conflict, it is discovered that some of them were indeed associated with taboos that are losing their relevance (and they are then removed), but some of them were also associated with their own insufficiency (inability, lack of abilities). In conflict, obstacles to the realization of the ideal form are exposed and emotionally experienced. External barriers are then removed, but internal ones remain, associated with the insufficiency of one’s own abilities. It is at this moment that motivation for new activities arises and conditions are created to overcome the crisis. It is in the conflict phase that a person discovers a new “life meaning.”

Before the critical phase ends, the third stage must occur - reflection of one’s own abilities, a new crisis must arise. Here reflection is seen as a stage of crisis, which represents the internalization of the conflict between the desired and the real. Intellectual reflection can be only one of the forms of a reflexive attitude towards one’s own capabilities.

The crisis ends with a post-critical phase, which represents the creation of a new social situation of development. In this phase, the transition “real-ideal” and “self-other” is completed, new forms of cultural translation of the ideal form are accepted. A new form is being realized - ideal, not idealized, full-fledged, not formal.

The main idea of working with personal crisis states is the following: if a crisis has begun, it must be allowed to go through all logical stages, since temporary inhibition of crisis processes, as well as the use of medications, only prolongs the crisis over time, and does not lead to a speedy resolution of the client’s problems and a way out. personality to a new level of integrity. You can manage the process of experiencing a crisis - stimulate it, organize, direct, provide favorable conditions for it, striving to ensure that this process leads to growth and improvement of the individual or, at least, does not follow a pathological or socially unacceptable path, such as alcoholism, drug addiction, substance abuse, formation of drug dependence, neuroticism, psychopathization, suicidal behavior. Abramova, G.S. Workshop on developmental psychology. M., 1999. - P. 276.

The psychological content of developmental crises consists in the restructuring of the semantic structures of consciousness and reorientation towards new life tasks, leading to a change in the nature of activity and relationships, and the further formation of personality.

The most essential content of development at critical ages lies in the emergence of new formations that are highly original and specific. Their main difference from neoplasms of stable ages is that they are transitional in nature. This means that subsequently they are not preserved in the form in which they arose during the critical period, and are not included as a necessary component in the integral structure of the future personality. They die off, as if absorbed by new formations of the next, stable age, being included in their composition as a subordinate entity that does not have an independent existence, dissolving and transforming in them so much that without a special and in-depth analysis it is often impossible to discover the presence of this transformed formation of a critical period in acquisitions subsequent stable age. As such, neoplasms of crises die off with the onset of the next age, but continue to exist in a latent form within it, only participating in that underground development, which at stable ages leads to the abrupt appearance of new formations. Thus, L.S. Vygotsky argued that the main criterion for dividing child development into separate ages should be neoplasms. Vygotsky, L.S. Collection Op. in 6 volumes. Volume 3, Pedagogy, 1983. - P. 192.

The sequence of age periods should be determined by the alternation of stable and critical periods. The dates of stable ages, which have more or less distinct boundaries of beginning and end, are most correctly determined precisely by these boundaries. Critical ages, due to the different nature of their course, are most correctly determined by noting the culminating points, or peaks, of the crisis and taking the previous half-year closest to this period as its beginning, and the nearest half-year of the subsequent age as its end.

According to E. Erikson, a person experiences eight crises throughout his life, specific to each age, the favorable or unfavorable outcome of which determines the possibility of subsequent personal flourishing. Erickson, E. Childhood and Society. M., 1996. - P. 314. The sources of life crises can be contradictions between the increased physical and spiritual capabilities of a person, previously established forms of relationships with others and types of activity. The course of the crisis is also influenced by the individual characteristics of a person.

A person experiences the first crisis in the first year of life. It is connected, firstly, with a deep sense of trust in the world around him, and secondly, on the contrary, with distrust of it.

The second crisis is associated with the first learning experience and, depending on the behavior of the parents, leads to the development in the child of shame or doubt associated with the fear of losing control over his body.

The third crisis corresponds to the second childhood. It is characterized by the child's feeling of initiative or guilt, depending on the circumstances.

The fourth crisis occurs at school age. Under the influence of the external environment, a child develops either a taste for work or a feeling of inferiority, both in terms of using means and opportunities, and in terms of his own status among his comrades.

The fifth crisis is experienced by adolescents of both sexes in search of identification. A teenager’s inability to identify can lead to its “dispersion” or also to role confusion.

The sixth crisis is characteristic of young adults. It is associated with the search for intimacy with a loved one. The lack of such experience leads to isolation of a person and his isolation on himself.

The seventh crisis is experienced by a person at the age of forty. It is characterized by the development of a sense of preservation of the species (generativity).

The eighth crisis is experienced during aging. It marks the completion of the previous life path, and the decision depends on how this path was passed. The consequence of this is the integrity of the individual or despair from the inability to start life anew.

Life crises and personality development are deeply connected processes. Crises entail various transformations in the value system, in the meaning-forming category, and in models for describing reality. Perhaps these are painful transformations, but the painful sensations are not meaningless, they resemble the pain that accompanied the birth of something new.

2.3 Differences between critical periods of development and stable ones

The concept of the social situation of development makes it possible for L.S. Vygotsky distinguished between two types of ages - stable and critical. In a stable period, development occurs within the social developmental situation characteristic of a given age. Critical age is the moment of change from the old social situation of development and the formation of a new one. Myers, D. Social psychology. Intensive course. M., 2004. - P. 293.

At relatively stable, or stable, ages, development occurs mainly due to microscopic changes in the child’s personality, which, accumulating to a certain limit, are then abruptly revealed in the form of some age-related neoplasm. Judging purely chronologically, most of childhood is occupied by such stable periods. Since development within them proceeds, as it were, underground, when comparing a child at the beginning and at the end of a stable age, enormous changes in his personality clearly appear.

Stable ages have been studied much more fully than those characterized by another type of development - crises. The latter are distinguished by features opposite to stable or stable ages. In these periods, over a relatively short period of time (several months, a year or, at most, two), sharp and major shifts and displacements, changes and fractures in the child’s personality are concentrated. In a very short period of time, the child changes as a whole, in the main personality traits. Development takes on a stormy, rapid, sometimes catastrophic character; it resembles a revolutionary course of events, both in the pace of changes taking place and in the meaning of the changes taking place. These are turning points in child development, which sometimes take the form of an acute crisis. (See Appendix B).

The first feature of such periods is, on the one hand, that the boundaries separating the beginning and end of the crisis from adjacent ages are extremely unclear. A crisis occurs unnoticed; it is difficult to determine the moment of its onset and end. On the other hand, a sharp aggravation of the crisis is characteristic, usually occurring in the middle of this age period. The presence of a climax point, at which the crisis reaches its apogee, characterizes all critical ages and sharply distinguishes them from stable eras of child development.

The second feature of critical ages served as the starting point for their empirical study. The fact is that a significant proportion of children experiencing critical periods of development exhibit difficulties in educating. Children seem to fall out of the system of pedagogical influence, which until quite recently ensured the normal course of their upbringing and education. At school age, during critical periods, children experience a decline in academic performance, weakening interest in school activities and a general decrease in performance. At critical ages, the development of a child is often accompanied by more or less acute conflicts with others. The inner life of a child is sometimes associated with painful and painful experiences, with internal conflicts.

True, all this is far from necessary. Different children experience critical periods differently. In the course of a crisis, even among children who are closest in type of development and social situation, there are much more variations than in stable periods. Many children do not experience any clearly defined educational difficulties or decline in school performance. The scope of variations in the course of these ages in different children, the influence of external and internal conditions on the course of the crisis itself is significant.

External conditions determine the specific nature of the detection and occurrence of critical periods. Dissimilar in different children, they determine an extremely motley and diverse picture of critical age options. But it is not the presence or absence of any specific external conditions, but the internal logic of the development process itself that causes the need for critical, turning points in a child’s life. Thus, if we move from an absolute assessment of educational ability to a relative one, based on a comparison of the degree of ease or difficulty in raising a child in the stable period preceding or following a crisis with the degree of difficulty in raising a child during a crisis, then one cannot help but see that every child at this age becomes relatively difficult to raise. compared to oneself at an adjacent stable age. In the same way, if we move from an absolute assessment of school performance to its relative assessment, based on a comparison of the rate of progress of a child during education at different age periods, one cannot help but see that every child in a period of crisis reduces the rate of progress compared with the rate characteristic of stable periods.

The third and, perhaps, the most theoretically important feature of critical ages, but the most unclear and therefore complicating a correct understanding of the nature of child development during these periods, is the negative nature of development. Everyone who wrote about these unique periods noted first of all that development here, in contrast to stable ages, performs more destructive than creative work. The progressive development of the child’s personality, the continuous construction of a new one, which was so clearly evident at all stable ages, seems to fade and be temporarily suspended during periods of crisis. The processes of death and coagulation, disintegration and decomposition of what was formed at the previous stage and distinguished a child of a given age are brought to the fore. During critical periods, a child does not gain as much as he loses what he previously acquired. The onset of these ages is not marked by the emergence of new interests of the child, new aspirations, new types of activities, new forms of inner life.

A child entering periods of crisis is rather characterized by the opposite features: he loses the interests that yesterday directed all his activities, which absorbed most of his time and attention, and now seem to freeze; the previously established forms of external relations and internal life seem to be deserted. L.N. Tolstoy figuratively and accurately called one of these critical periods of child development the desert of adolescence.

This is what is primarily meant when they talk about the negative nature of critical ages. By this they want to express the idea that development, as it were, changes its positive, creative meaning, forcing the observer to characterize such periods mainly from a negative, negative side. Many authors are even convinced that negative content exhausts the entire meaning of development during critical periods. This belief is enshrined in the names of critical ages (sometimes this age is called the negative phase, sometimes the phase of obstinacy).

At turning points in development, a child becomes relatively difficult to educate due to the fact that changes in the pedagogical system applied to the child do not keep up with the rapid changes in his personality. The pedagogy of critical ages is the least developed in practical and theoretical terms.

Just as all life is at the same time dying, so child development - this is one of the complex forms of life - necessarily includes the processes of coagulation and dying. The emergence of something new in development certainly means the death of the old. The transition to a new age is always marked by the decline of the previous age. The processes of reverse development, the death of the old, are concentrated mainly at critical ages. But it would be a great mistake to believe that this exhausts the significance of critical ages. Development never stops its creative work, and during critical periods we observe constructive development processes. Moreover, the processes of involution, so clearly expressed at these ages, are themselves subordinate to the processes of positive personality construction, are directly dependent on them and form an inextricable whole with them. Destructive work is carried out during the specified periods, depending on the need to develop properties and personality traits. Actual research shows that the negative content of development during critical periods is only the opposite, or shadow, side of positive personality changes that constitute the main and fundamental meaning of any critical age.

Thus, the positive significance of the crisis of three years is reflected in the fact that new characteristic features of the child’s personality arise here. It has been established that if a crisis, for some reason, proceeds sluggishly and inexpressively, then this leads to a deep delay in the development of the affective and volitional aspects of the child’s personality at a later age. With regard to the 7-year crisis, all researchers noted that, along with negative symptoms, there were a number of great achievements in this period: the child’s independence increases, his attitude towards other children changes. During a crisis at the age of 13, a decrease in the productivity of a student’s mental work is caused by the fact that there is a change in attitude from visualization to understanding and deduction. The transition to a higher form of intellectual activity is accompanied by a temporary decrease in performance. This is confirmed by the other negative symptoms of the crisis: behind every negative symptom lies a positive content, which usually consists of a transition to a new and higher form. Finally, there is no doubt about the presence of positive content in the crisis of one year. Here, negative symptoms are obviously and directly related to the positive gains that the child makes as he gets on his feet and masters speech. The same can be applied to the newborn crisis. At this time, the child initially degrades even in terms of physical development: in the first days after birth, the weight of the newborn drops. Adaptation to a new form of life places such high demands on the child's vitality that a person is never so close to death as at the hour of his birth. And yet, in this period, more than in any of the subsequent crises, the fact emerges that development is a process of formation and the emergence of something new. Everything that we encounter in the development of a child in the first days and weeks is a continuous new formation. The negative symptoms that characterize the negative content of this period stem from the difficulties caused precisely by the novelty of a form of life emerging for the first time and becoming increasingly complex.

Conclusion

Human development is a single process determined by the historical conditions of social life. The result of the interaction of biological and social in individual human development is the formation of individuality. Its essence is the unity and interconnection of the properties of a person as a person and a subject of activity, in the structure of which the natural properties of a person as an individual function; the general effect of this fusion, integration of all properties of a person as an individual, personality and subject of activity is individuality with its integral organization of all properties and their self-regulation. Socialization of the individual, accompanied by increasing individualization, covers the entire life course of a person.

As the personality develops, the integrity and integrativeness of its psychological organization grows, the interconnection of various properties and characteristics intensifies, and new development potentials accumulate. There is an expansion and deepening of the individual’s connections with the outside world, society and other people. A special role is played by those aspects of the psyche that ensure the internal activity of the individual, manifested in his interests, emotional, conscious attitude to the environment and to his own activities.

Crises differ in their structure and impact on people. What is certain is that by the end of the crisis a person becomes a different creature. The formed new formation becomes central and displaces the old one. The outcome of the crisis is difficult to predict. Support and friendly communication with people around you are of great importance. When a child is small, it is very important that adults treat the child with understanding and patience at this time. To do this, it is recommended to avoid extremes in communicating with the child (you cannot allow the baby everything or prohibit everything). It is important to coordinate the style of behavior with all family members. When the child gets a little older, it is important to expand the child’s circle of acquaintances and more often give him instructions related to communicating with other adults and peers. At the same time, the child’s self-confidence should be strengthened. But we must remember that the child imitates adults in his behavior and actions, and try to set him a good personal example. During the three-year crisis, an internal restructuring takes place along the axis of social relations. Negativism must be distinguished from simple disobedience, and stubbornness from simple persistence, since the causes of these phenomena are different: in the first case - social, in the second - affective. The seven-star pattern of crisis symptoms suggests that new features are always associated with the fact that the child begins to motivate his actions not by the content of the situation itself, but by relationships with other people. The crisis of three years proceeds as a crisis of the child’s social relations.

From the above it follows that the very first steps of the child should be under the close attention of the parents. It is necessary to develop an optimal work and rest regime. After school, give the child the opportunity to fully relax, preferably in the fresh air. Try to do your homework in portions with short breaks. Sports activities are very useful, they will help the child switch from intellectual activity and provide an opportunity to release the motor energy accumulated during the day. Be sure to listen to your children’s complaints and talk about the problems of school life that concern them. After all, the support of parents and their timely assistance remain the main source from which first-graders will draw strength so as not to despair, but to overcome their first school difficulties with confidence and optimism.

In adolescence, you need to be understanding and patient with new trends in the life of a teenager. In middle age, you need to try to make sure that your life strategy is such that the midlife crisis is an occasion to open new horizons, and not to become isolated in your own failures.

The unity of development and training, development and education means the interconnection and interpenetration of these processes. Development not only determines training and education, but also itself determines the course of maturation and development. The mental development of a child should be considered not only as a prerequisite, but also as a result of the entire course of his development in the process of education and upbringing.

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Physiological changes

By 12 months the child is usually triples the weight he was born with. Now the rate of weight gain and height increase is significantly slower compared to the first six months of life.
The feet of a one-year-old child are still flat, and they have no arch. If the baby has just begun to walk independently, there are still fatty pads on his feet. As they master walking, they disappear, and a bend appears at the feet.
The average number of teeth that one-year-old babies have is 8. Moreover, some children may already have 12 teeth, while others may have only 1-2 first teeth. These are all normal options that do not require seeing a doctor. You need to consult a pediatrician only if teeth are missing at 1 year of age.

Physical development

During the twelfth month of life, the baby gains approximately 350 grams of weight, and his height lengthens by another 1-1.5 centimeters. Both the head circumference and chest circumference of a child at this age increases by an average of 0.5 centimeters.

Different children develop physically at different rates, but based on the indicators of a large number of children of a certain age category, experts have established normal limits for such indicators. We noted these boundaries, along with the average indicators for one-year-old children, in the table:

When hitting pieces of furniture, some parents teach the child to give “change.” Is it worth doing this, see the next video by Larisa Sviridova.

Calculate your vaccination schedule

What can the baby do?

A 12 month old child moves very actively and a lot. By the age of one year, most toddlers already know how to walk independently and are constantly improving this skill. However, some 1-year-old children still need their mother’s support while walking or are in no hurry to start walking, preferring to move quickly on all fours.
Also, a one-year-old child can already squat and independently rise from this position. The baby confidently climbs the steps and climbs onto the sofa.
A one-year-old baby can take 2 small objects in one hand. The child picks up buttons and other tiny objects with his index finger and thumb.
A one-year-old child manages to assemble a pyramid and build towers from cubes.
The child's speech includes approximately 10-15 simple words of 1-2 syllables. One word karapuz can have several meanings. The baby does not yet pronounce all the letters and may confuse the syllables.
A 1-year-old child understands parents’ speech well. He knows the meaning of the words “can”, “cannot”, “give”, “take”, “come” and many others. He also knows the names of people with whom he often communicates. The baby can already answer a simple question.
The baby can carry out simple tasks, for example, wash vegetables, arrange cutlery, wipe off dust.
The baby likes to hide and look for toys, throw toys, create and destroy buildings from blocks, fill drawers and boxes and then empty them.
Twelve-month-old baby is interested in story games and knows how to play them. The baby can put the toy to sleep or feed it.
Hearing the music, the baby will dance and try to sing along.
The kid knows many animals and can show them both on a walk and in pictures.
The baby knows way of using different objects.
Long-term memory The child is developing - the baby is already able to remember events of several days ago.
Child becomes more independent every day. At the table he can already handle a spoon and drink from a cup himself. The toddler already has certain preferences in food - the baby does not like some foods at all, but some, on the contrary, the child eats with great pleasure.

To check whether your baby is developing at a normal pace, you should:

Assess whether the baby can crawl, stand holding your hand, and take a few steps with your support.
Make sure your baby uses at least one gesture, such as shaking his head or waving his hand “bye.”
Check that your child understands your simple requests, such as taking a toy or giving it to you.
Make sure that the child’s speech contains at least one meaningful word.
Check if the baby has at least one tooth or signs of its appearance in the near future.

If anything alarms you during such a check, tell your pediatrician about it during your routine annual checkup.

Development activities

The main skill that a one-year-old child “works on” is walking. If the baby continues to crawl and is in no hurry to take his first steps, you can attract the baby with his favorite toy. Some children are afraid of losing their balance, so holding a toy in their hands can help them start walking.
If possible, give the baby go barefoot on the ground, sand or grass.
To stimulate gross motor skills, offer your child play with big cars balls and other large toys.
Continue working with your child development of fine motor skills. For example, you could attach clothespins to the edges of a coffee can and encourage your child to remove them. Games with beans, cereals, sand, and water are still interesting and useful for a child.
Also continue speech development toddler. Talk to your child a lot so that the baby can learn a large number of new words. Describe everything you do and the objects your baby sees.
Play with your little one but at the same time, allow the baby to do what he can on his own. Play out different scenes together with toys, for example, how a bunny shares cookies with a bear cub, a doll bathes in a bath, a mouse invites a bear cub to visit.
Play different genres of music for your child as well as the sounds of various objects. This will stimulate your hearing development.
Exercise with your baby drawing, allowing the little one to make the first scribbles with finger paints, crayons or felt-tip pens. Your little one will also love to create using plasticine and salt dough.
Walk with your baby in the sandbox, offering to play with a scoop, molds, sieve, rake.
On a sunny day, pay attention to the crumbs your shadows. Offer to step on your shadow.
Give your child the opportunity play with other children. If your baby doesn’t have a sister or brother, invite familiar families with preschoolers to visit.
Make it for your baby photo album, which will contain photos of all close relatives, as well as pictures of animals. The little one will look at it for a long time.
Spend some time every day shared reading with the baby. Buy children's books with bright illustrations for your little one. Let your child choose which book he will “read” today.
While swimming, throw small toys that can float in the bathtub, and then give the baby a sieve or scoop, offering to collect the floating objects in a bucket.

Diversify your day with a lesson using the “Little Leonardo” method by O. N. Teplyakova, an expert on intellectual development.

Mental development

The development of the mental sphere of a one-year-old baby continues to remain very intense. The child stays awake longer and is able to concentrate on an interesting game with his mother for several minutes. That is why all developmental activities should be carried out only in the form of a game.

Based on communication with his mother, by his first birthday, the baby develops trust or distrust in the world that surrounds him.

In the second year of life, the child actively continues to develop sensory and cognitive development. The baby learns the properties of objects, their shape, colors. In games, parents should constantly guide their one-year-old toddler, since without outside help and prompts, the baby’s actions will remain monotonous. By conducting simple activities with 1-year-old children, parents help the little one compare and distinguish objects, develop memory, and master everyday skills.

To assess the mental development of a child at 1 year old, you can use the following tests:

Give your child 2 blocks and show him how to build a tower. The child will not throw the cubes or drag them into his mouth, but will place one on top of the other. By 18 months, the baby will already be able to use 3-4 cubes to build a tower.
Offer your baby a toy in which you can put geometric shapes (an insert frame or a sorter). A one-year-old baby must place the circle in the hole for it.
Give the little one a pyramid and ask him to assemble it. A 1-1.5 year old child will try to string rings, but will not take into account their size. Children learn to fold a pyramid correctly, taking into account the size of the rings, only by the age of 2.
Assess your skills in using household items. A 12-15 month old toddler can already use a spoon and cup correctly. At 1.5 years old, a child is able to take off socks, a hat and mittens.

Play with your little one and build towers with him from different figures, explain why the tower falls

Motor skills

To assess the baby’s gross motor skills, find out whether the baby can walk for a long time, whether he has learned to bend and squat, and whether he is able to get up from his knees and climb onto the sofa. Activities that develop gross motor skills will include:

Jumping. Hold the little one under the armpits or by the arms and let the baby jump in place.
Climbing onto the sofa and lowering back to the floor. For this purpose, you can attract your toddler with your favorite toy.
Climbing. Invite your baby to crawl under a chair, climb into a large box and climb out of it.
Stepping over. Having laid out various objects on the floor, walk around the room with your toddler, holding the child’s hand. When the baby approaches an obstacle, show that you first need to lift one leg and step over the object, and then take the same step with the other leg.
Ball games. Teach your child to throw a ball on the floor, first give the ball to the baby in his hands, and then place it next to him so that the child can pick up the ball himself. Next, learn to catch the ball. To develop your eye, you can throw a ball into a box.

To develop fine motor skills of a one-year-old child, you can:

Draw with pencils. First, hold the baby's pen with a pencil and simply leave marks on the paper. Try to interest your baby in drawing.
Draw with paints. Give your child a dry brush and show him how to make strokes, and then begin to master painting with paints.
Sculpt from plasticine. Roll a ball and show your baby how to make a cake out of it, then invite your little one to repeat.
Stick pebbles, buttons, and tubes into plasticine.
Shape from salt dough.
Place stickers on yourself or on a piece of paper.
Paint with finger paints.
Play with lacing.
Wind the threads around the ball.
Play with water, cereal or sand using a sieve and spoon.
Screw and unscrew the caps.
Play with the sorter and frame inserts.
Learn to deal with hooks, Velcro, snaps, buttons.
Play with clothespins.
Practice with a sensory box.

Speech development

In the second year of life, the baby’s speech develops, as well as its rapid improvement. First, the baby begins to understand speech, and then at a high pace it replenishes its vocabulary and the stage of active speech begins. At the same time, the toddler’s facial expressions and gestures are enriched. At one year old, one word from a baby can mean an entire phrase.

To stimulate the speech development of a one-year-old child, you can:

Look at pictures in books, voicing what is drawn and asking the child simple questions based on the drawing, for example, “where is the dog?”
Read counting rhymes and nursery rhymes, short fairy tales and poems with the baby, and also sing songs.
Perform articulation gymnastics.
Do gymnastics and finger massage.
Tell the baby about everything that can interest the little one - about nature, animals, seasons, houses and much more.

Finger games will help the baby's development. Watch Tatyana Lazareva's video, where she shows how you can play with a 1-year-old child.

Approximate weekly plan for the development of a one-year-old child

To ensure that the classes do not bore the baby, are not repeated and include all important areas of development, it is worth planning them in advance for at least one week. This will allow the mother to cover all areas of the toddler’s development and prepare materials for educational games in advance.

We offer an example of a weekly schedule of developmental activities for a child aged 1-1.5 years:

	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
Physical development	Ball games	Gymnastics to music	Fitball exercises		Walking with obstacles	Gymnastics video lesson
Cognitive development	Putting the puzzle together	Finding the whole from the parts	Games with dice	Studying fruits	Sort items by color	Pyramid games	Looking for a missing toy
Sensory and musical development	Listening to the sounds of musical instruments	Studying smells	Studying materials by touch	Listening to children's songs	Studying tastes	Playing with a sensory box	Listening to classical music
Fine motor skills	Finger gymnastics	Games with cereals	Lacing games	Finger gymnastics	Games with clothespins	Games with stickers	Sand games
Speech development	Reading a fairy tale	Articulation gymnastics	Discussion of the plot picture	Reading poetry	Articulation gymnastics	Looking at pictures and discussing them	Reading nursery rhymes
Creative development	Finger painting	Application	Drawing with pencils	Salt dough modeling	Drawing with paints	Playing with a constructor	Modeling from plasticine

This is just a rough plan that should be modified for each individual child. Be sure to include activities that your baby enjoys in your weekly routine. At the end of the week, make an analysis of what you have completed, based on which you can add any activities or reduce the list of games for the day.

Toys from 1 to 2 years

Toys help the baby develop both physical and emotional spheres. With their help, the child learns about the world, explores the environment, develops imagination, becomes proactive and learns cause-and-effect relationships.

For information on what toys are worth purchasing for a 1-2 year old child, watch Anna Gapchenko’s video.

Among the toys of a 1-2 year old child should be:

Cubes.
Sorter with several simple holes.
Pyramid with 3-4 rings.
Cups are square and round.
Boxes of different sizes.
Outdoor toys - a shovel, molds, a car with a body, a bucket.
Toys that pull or push.
Soft toys that the baby can put to sleep and feed.
Toys for playing with water.
Plastic dishes.
Toy phone.
Toys that imitate household items.
Musical toys.
Cardboard or fabric books.

And a few more tips regarding toys for a one-year-old child:

Do not give your baby a large number of items to play with at once. They will quickly bore the little one and cause fatigue. Put some of the toys in a distant drawer or hide them, and after a while replace the missing toys with those that the child is already slightly tired of.
When visiting friends with children, pay attention to which toys are most interesting to the little one. This will give you the opportunity to replenish your supply of toys with items that your baby will probably play with.
Many children like to play with everyday objects (pot lids, sheets, mirrors, etc.). Don't ban them, but make sure these games are safe.

Games with cereals are one of the baby's favorites. How to conduct such classes, see the following video.

Care

Hygiene procedures are an important element of the daily routine in the life of a one-year-old toddler. In the morning, the child is washed and cleaned. It is also important for your baby to brush his teeth and be sure to wash his hands before eating and after walking. Before going to bed, the baby is traditionally bathed, combining this water procedure with fun games in the water.

Daily regime

By the age of one year, all children have a certain daily routine, changing several times over the 12 months of life. Its maintenance is important for the baby’s well-being. The main points of a 12-month-old child’s daily routine are the organization of sleep and wakefulness, as well as nutrition.

Dream

Children aged 1 year are awake more, but still sleep about 14-15 hours a day. Night rest lasts on average 10-11 hours, and during the day a 12-month-old child sleeps twice. In this case, the first nap usually lasts longer (2-2.5 hours), and the second nap is shorter (1.5 hours). Children begin to transition to one nap during the day at approximately 18 months.

Wakefulness

A 12-month-old baby's daily routine includes active and quiet games, gymnastic exercises, reading books, walks, visits and much more. In the first half of the day, active games are welcome, but in the evening they should be avoided. Gymnastics with your child should be performed an hour before meals.

Walks

It is recommended to take your one-year-old for a walk twice a day, and in good weather, at least one of the naps should be organized during a walk. It is recommended to go outside with the baby in the morning at 10-11 o’clock, and in the afternoon at 16-17 o’clock. The duration of walks should be 2 hours or more. It will be influenced by weather conditions, for example, on warm summer days the baby may well spend 5-6 hours walking. If the temperature outside is below -10, there is heavy rain or it is very windy, you should refrain from walking.

Nutrition

A 1-year-old child still eats 5 times a day with pauses between meals of 3.5-4 hours. It is recommended to adhere to a feeding schedule, offering your baby food at approximately the same time, and also avoiding long breaks. You can determine the total daily amount of food for a one-year-old baby by dividing the baby’s body weight by 9. On average, children of this age eat 1000-1300 ml of food per day. Dividing this volume by the number of feedings, you will get an average serving volume of 200-260 ml.

P The diet of a breastfed baby includes more and more complementary foods. The baby is latched to the breast mainly around sleep, during the day (for example, if he falls) and after eating (with complementary foods). At night, active mid-morning feedings persist, which occur at 4-8 am.

Formula-fed babies can continue to be fed with an adapted formula, offering it at two feedings (the first and before bedtime). If necessary, the mixture can already be canceled by offering the baby porridge for breakfast and replacing the mixture before bed with a fermented milk drink.

Spices, herbs, salt, and some types of sweets (marshmallows, marshmallows) appear in the diet of a one-year-old child. It is still too early for such children to become acquainted with fried foods, sausages, smoked meats, fatty meats, exotic fruits, mushrooms and chocolate.

Calculate your complementary feeding table

Mental development of a child in the first year of life

Features of the development of a child in the first year of life
- Establishing emotional contact between mother and baby
- Physical activity and intelligence of the child
- The influence of the baby’s physical development on his intelligence
- Activities of parents aimed at developing the child’s intelligence
- Games for children from the first days of life to 3 months
- Games for children from 3 to 6 months

By the time of birth, the child is ready to actively establish connections with the outside world, mainly due to the system of reflexes: food, protective and orientation. But without the care of adults, he is not able to satisfy any of his needs. Only constant contact with other people is the basis for a baby’s development. In the first year of life, the brain develops most intensively. The child, helpless at first, by the end of the year masters standing upright, walking, active object activity, and an initial understanding of speech addressed to him.

The mental development of a child in the first year of life is determined mainly by the following areas:

1) motor skills;
2) perception;
3) emotions;
4) speech;
5) subtle manual movements.

The growth of a healthy child during the first year of his life increases by about 1.5 times, and his weight increases by almost 2 times. But the main thing is that the child begins to move more and more intensively and, therefore, acquires more and more opportunities to understand the world around him.

Pediatricians advise mothers and fathers to dress their children in rompers and shirts from birth, at most from the age of one month, so that the newly born baby can swing his arms and legs with might and main, enjoying the joy of movement. Tight swaddling is an undeserved punishment for a baby with very unpleasant consequences: delayed motor and mental development.
It is also not recommended to sew up the sleeves. You just need to trim your nails. Otherwise, how will he look at hands, move his fingers, learn to grab toys?

At one month the child raises his chin, at 2 months he already holds his head and lifts his chest, at 4-5 he is already sitting with support, and at 6-7 without support, at 8-9 months he stands with support and crawls perfectly on his stomach, and at 11-12 months he stands without support and walks independently.

The first elements of a child’s behavior are: fixation of an object with his eyes, turning his head towards the sound, which indicates the development of his perception.

After the second or third month, perception in the form of visual and auditory concentration becomes quite long-lasting. Thanks to this, the child can follow a moving object.

At 4 months, the child not only sees and hears, but already looks and listens, that is, actively reacts, focusing on many parameters of objects. Babies are attracted to bright colors, moving objects, and new toys. Therefore, it is so important that the child’s need for new experiences is satisfied. Psychologists have long proven that the emotional and cognitive development (primarily the development of perception) of infants living in a monotonous environment is slower compared to the development of those who live in a varied environment and receive more new experiences.

The child's first emotions are: screaming, blushing, uncoordinated movements. But already at the end of the first month of life, the child begins to smile and have a complex reaction to the person caring for him - he freezes, focusing on the face of the person bending over him, throws up his arms, moves his legs, and hums. This reaction is called the “revival complex.”

From the end of the second month of life, the need for communication with adults increases. In the first half of the year, the child masters ways of expressing emotions - from a weak smile to pronounced, animated facial expressions and gestures. In the second half of the year, the child develops an interest in the environment, that is, a need for knowledge.

In the course of communication, the child learns to understand speech, distinguish between familiar and unfamiliar voices, and emotional shades of speech addressed to him. When a three-month-old baby is cheerful and happy, he makes a range of happy sounds if his first smiles caused a positive reaction in adults. The child often looks closely at the adult's face, enjoying the first attempts to imitate sounds and mouth movements. Babies who discover pleasure in sounds often vocalize in private or choose a toy to “talk” to. With a feeling of support, the child begins to pronounce more varied and expressive sounds.

Around nine months, signs appear that indicate that children have learned that their sounds can cause actions on the part of those around them. He may deliberately pause his babbling to make sure he has received the attention (object or response) he wanted.

For about a year, children can recognize a few words in context, or can comply with very simple requests from adults, supported by gestures.

Raising a child in the first year of life is based on love and tenderness. Don’t be afraid to “spoil” your baby with an avalanche of kisses, cuddles, and smiles; there can’t be “too much.”

Teach discipline to a child up to one year old, using his excellent capabilities for distraction and switching. All problems can be solved very simply; it is enough to give the child some kind of toy, pick him up, move him to another place, and he will calmly switch from unwanted activities.

At this age, a child needs to be taught the word “no”. At the same time, show calm, firmness and consistency. But there should not be too many prohibitions, and you should determine the most important thing that the child should not do. It makes no sense to punish a child under one year old.

In the cognitive development of a child in the first year of life, the degree of development of fine motor skills of the hands is of the greatest importance. Around the fourth or fifth month of life, hand movements directed towards an object (feeling the object) appear. At 5-6 months, the child can already grasp an object, which requires complex hand-eye coordination. The significance of this moment for further intellectual development is great: grasping is the first purposeful action of the child, which is a prerequisite for the development of objective thinking.

In the second half of the year, hand movements develop more and more intensively. The child waves grabbed toys, throws and picks them up, bites them, moves them from one hand to another, etc. After 7-8 months, the child puts small objects into large ones, opens and closes the lids of jars. At 9-10 months he begins to use correctly
objects according to their purpose: he will drink from a cup, he will roll a car, and he will rock a doll. The child performs all these actions in imitation of an adult. He increasingly has a desire to find out “what can be done with this object.” This is the beginning of the development of visual and practical thinking.

Training fine movements of the fingers can begin from the age of three to four months. At first, this is only a massage of the hands and passive flexion and extension of the baby’s fingers (various games, nursery rhymes). From 7-8 months, active training is also possible: the child is taught to sort out first large, then increasingly smaller bright objects (buttons, beads, etc.). At the end of the first year, many games become available to the child: with inserts, stringing pyramid rings, “finger theater,” etc.

Such games make it possible to train fine movements of the fingers very successfully and against a favorable emotional background.

You can determine with great accuracy whether your baby is developing normally using tests. Many of the proposed tests do not even need to be specially carried out; simply observing the child is enough.

Therefore, you should not think that it will take a lot of your time, just like developmental exercises. After all, the development and care of a child in the first year of life are one and the same. The first year of a child’s life is a crucial period of cognitive development: during this time he can gain a lot, but also lose a lot. Moreover, the losses of this period are more difficult to compensate with age, but the gains remain for a long time.

And the main thing is that a child of the first year of life most of all needs the love, care and affection of the adults around him, especially his mother.

Tests of mental development of a child in the first year of life.

First month of life.

1. Touch your baby's cheek with your index finger. If this touch does not cause any reaction, then repeat this several more times, lightly stroking the child's cheek with your finger. In response, the child turns his head, opens his mouth, or makes sucking movements.

2. Place your finger on your child's open palm. The child grabs your finger as soon as you touch your hand and holds it.

3. If the child screams and moves restlessly, quickly and high lift him, hold him obliquely in your arms, approximately at an angle of 45 degrees to the horizontal. The child calms down the moment he is lifted high or soon after a change in position.

4. If the child’s behavior is restless, you need to wave the rattle directly next to his bed. The child should calm down, he seems to concentrate and listen to the sound of the rattle.

5. Place a lit flashlight at a distance of 1 m in the child’s field of vision, who is in a slightly darkened space. The desired degree of darkening is achieved with a scarf hung over the crib or on your outstretched arm. The child's eyes linger on the light for several seconds.

6. Bend over the bed so that the shadow covers the child’s field of vision, then slowly move to the side. The child's eyes should linger for a second on the moving shadow.

7. Use a piece of cotton wool to clear your nose (without touching the nasal mucosa). The child avoids the touch, turns his head to the side or moves it back and forth.

8. Place a cardboard tire, bent in the middle, on the child’s face so that the fold of the tire lies directly above the nose. In response to this action, the child makes brisk head movements.

9. The child lies on his stomach, arms in a bent position on both sides of the head. The child can raise his head up at least for one moment.

10. After the baby has sucked a little, the nipple or breast is removed. The baby moves its head towards the nipple, breast or horn and tries to grab it with its mouth.

11. At the age of one month, when an adult addresses a child, the child begins to smile. In some newborns, a smile may appear earlier, as early as the 2nd week. When communicating with an adult, the child makes quiet guttural sounds.

Second month of life.

1. While out of sight of the baby, rattle the rattle. The child should automatically turn his head in the direction of the sound.

2. Responses to individual stimuli are clearly different from each other. The child begins to react violently to the noise of the rattle, moving his arms and legs; to the continuously sounding whistle, the child calms down and lies with his eyes wide open. The intermittent sound of a whistle makes him displeased, and blows on wood make his forehead wrinkle.
Sound stimulation should not exceed 30 seconds.

3. If you put a diaper on a child’s face, he will make nonspecific movements with his whole body, but will not be able to free himself from the diaper.

4. Take the child in your arms, in a horizontal position, supporting his head, let go
a lot of hand. The child will hold his head straight for a few seconds. And lying on his stomach, he already holds his head well.

5. A child, being in a restless state, calms down if you start talking to him. You should speak for at least 30 seconds.

6. You do everything as if you are going to feed the baby, but you don’t give the breast or bottle. The baby reacts in a certain way to the feeding position. He opens his mouth, turns his head to the side, makes sucking movements, and expresses impatience.

7. Tie a string to the red ring and slowly, at a distance of 25 cm from the child’s face, move this ring lengthwise. In response, there is a coordinated movement of his eyes: they either rise or fall down.

8. Now you make circular movements of the red ring. The child's eyes follow him in concert.

9. If you quickly bring the ring closer to the child’s face, you will receive a blinking reaction in response, and if you move slowly, you will receive a reaction of general animation.

10. When communicating with a child, a reciprocal smile, a “revival” reaction is observed, and the first spontaneous vocalizations appear.

Third month of life.

1. If you move a bright toy at a distance of two meters in front of the child, he will follow it with his eyes.

2. The child is carried around the room (his gaze is not directed at you, but in the opposite direction of the room). The child notices objects and looks at them carefully. The execution time for this test is 2 minutes.

3. The child lies on his stomach. A rattle rattles at the side (25 cm from the child). The child turns his head towards the rattle.

4. While lying on his stomach, the child should hold his head for 30 seconds.

5. When you talk to a child, he looks at you attentively, reacts with a smile, a buzz appears, a “revival” complex appears.

6. The child lies on his back. You move a bright toy at a distance of 25 cm, which disappears from the child’s field of vision, but at the same time he continues to look for several seconds after the disappeared toy.

7. Lying on his stomach, the child will be able to lean on his forearms, and with his half-bent legs on a solid support.

8. If you hang a toy above a child within reach, then accidentally bumping into it, the child freezes for a while.

9. Bending over the child, change the facial expressions of your face, the child imitates this facial expression.

10. Being in a good mood, he begins to play with the fingers of his hands and studies them.

Fourth month of life.

1. The child lies on his back. You wave the rattle directly next to the crib, but slightly lower, so that the child cannot see it, and at the same time show the toy to the child on the other side (it is not in the direction of his gaze). After the child turns this way and that, he finally turns towards the toy.

2. When the child is in a good mood, hold the ball near his hands. The child begins to move his hand over the ball. His movements are slow, and he is extremely attentive to them.

3. The child lies on his stomach. The head and shoulders are raised above the surface, resting on the palms. The child can follow with his eyes the movements of the toy from one side to the other.

4. If you make a stationary support from a blanket, then the child, lying on his stomach, will seem to push this support away with his arms and legs.

5. If you talk to your child and then stop contact, he will react negatively. The child begins to cry, looks after him, etc.

6. You look at a child at a distance of half a meter for 30 seconds. Then you turn away and put on a mask (hare, fox). The child’s behavior immediately changes: he wrinkles his forehead, twists his mouth, cries, is surprised, motor revival and other reactions appear.

7. A 4-month-old child holds the rattle firmly in his hand without losing it immediately. He feels and examines the rattle.

8. The child recognizes his mother and rejoices when she appears. Booms loudly and laughs when communicating with adults.

9. If you bring a spoon with tea, the child will open his mouth and be able to drink from the spoon.

10. When you are about to pick up a child, he tenses his whole body, motor revival appears.

Fifth month of life.

1. If you put a rattle in a child’s hand, he will look at it very carefully. And a colored object will be looked at longer than a colorless one.

2. Give the child a small ball. He will be able to grab it with both hands, with his fingers spread out or clenched into a fist.

3. If you cover the face of a child lying on his back with a diaper, he will be able to free himself from it.

4. From the position on his back (support the upper part of the body), the child strives to rise, and not only holds his head, but also tries to raise it higher.

5. You carry your child around the room, he looks around, follows the moving person with his eyes. Holds the rattle so tightly that it becomes difficult to take it away.

6. The child is already good at distinguishing between loved ones and strangers, a strict and affectionate tone.

7. Lying on his stomach, the child rests on the palms of his straightened arms.

8. If you put the child on his feet, he will stand straight with support, and from a lying position
on his back will be able to roll over onto his stomach.

9. The child can sit with support for a long time, tries to sit up on his own, sits down with light support, and in a sitting position with the body tilted to the side, keeps his head straight.

10. A child can pronounce melodious vowels (“a”, “e”, “yu”, “ya”) for a long time, and can repeat sounds, imitating an adult.

Sixth month of life.

1. The child distinguishes a thing from its surroundings by moving its gaze.
Keep the rattle 25 cm away from the baby. He looks at the rattle, then at the surroundings, clearly highlighting the rattle with his gaze.

2. If you offer a child a horn and a doll, his reactions will be different: to the horn the child opens his mouth and makes sucking movements, and to the doll he responds with joyful reactions of animation.

3. The child is in a supine position. You bring the ringing bell closer to him,
and then move it away. The child will rise and, with the help of an adult who holds his fingers, will be able to sit down.

4. Try changing your facial expression when talking to your child - from affectionate to angry. The child reacts to these changes in different ways: wrinkles his forehead, smiles, gurgles, etc.

5. A child will resist if an adult tries to take a toy from his hands, which he has been holding for several minutes. Outwardly, this can be expressed in reactions of displeasure.

6. Reactions to one’s own and someone else’s name are of a different nature. The child reacts to his name with a “revival” complex.

7. The child can crawl slightly and grab the toy with his hands, and can roll over from his stomach to his back.

8. The first signs of babbling speech appear - the baby can even pronounce individual syllables.

9. The child may already be eating from a spoon. Starts drinking from a cup.

10. Laughs loudly in response to emotional speech addressed to him, reaches for the mirror image.

Pay attention to your baby's emotional problems from birth to six months:
- indifference to feeding, human voice and play;
- twitching of the face and hands;
- constant sleep disturbance. If at least one symptom is observed, you should consult a specialist.

Seventh month of life.

1. By seven months, the child can freely sit upright with support; roll over from back to side if there is a rattle on the side that he can reach when turning.

2. You hold the child on your lap while sitting at the table. The child grabs the edge of the table and holds it firmly. Can imitatively slam his hands on the table, rearrange objects on the table, and throw them on the floor.

3. You stand by the child’s crib and do not show any attention, avoiding meeting his gaze. The child is trying to establish contact: babbling, looking for you, etc.

4. Carefully examines the adult before making contact with him. The reaction of fear is replaced by cognitive interest.

5. Take the child in your arms and turn him around a bright toy. The child follows with his eyes and turns to look for the toy.

6. The child is lying on his stomach. You cover his head with a diaper. The child, remaining in this position, frees himself from the diaper with his hands.

7. Ask the child where an object is (the object must always be in a certain place, and you have repeatedly named it). In response to your question, the child will look for and find this object with his eyes.

8. The child may, at your request, show the nose, eyes, etc. of another person. Sound combinations like “give-give-give”, “ta-ta-ta” appear in the babble.

9. Crawls well (a lot and quickly, in different directions). Gets on his knees, stands with support from his hands.

10. He persistently reaches out to an object that interests him, and when he gets to it, he rejoices.

Eighth month of life.

1. By eight months, the child can sit upright in the crib without the help of an adult, can move from his place - roll away, move away, etc. He can sit down, lie down, stand up, and step around a support.

2. The child tries, using force, to take the toy from the adult. If you try to wipe your child's nose, he will push your hand away.

3. If you place the toy outside the bed (nearby - on a chair), then the child reaches out, touches the toy and grabs it.

4. In a sitting position with support, the child can free himself from the diaper with which you covered him. At the same time, he does not fall, but remains sitting.

5. During an organized game of hide and seek, the child looks with interest in the direction in which the adult’s face appears and greets his appearance with laughter.

6. In front of the child, you take the toy from him and put it in his pocket (part of the toy should stick out). The child takes out this toy.

7. The child grabs the second rattle without dropping the first one, and makes movements with both hands.

8. Pronounces various syllables loudly and clearly. Squeals and roars with pleasure. Recognizes and distinguishes close people in photographs.

9. He deals with toys for a long time and in a variety of ways, acts with them, depending on their properties.
(rolls, takes out, opens, presses, etc.).

10. At the request of an adult, waves his hand when saying goodbye, claps his hands. Follows with his gaze the moving images of people and animals on the TV screen.

Ninth and tenth months of life.

1. At nine to ten months, the child sits well without support, moves around, crawls forward for a toy, rises in response to hands extended to him, walks holding onto support, and takes small objects with both hands.

2. Imitates the actions of another child, communicates using gestures.

3. If you give your child chopsticks and show him how to drum on the table with these chopsticks, he will be able to imitate these actions. Also hit the spoons against each other.

4. A child at this age is good at playing “okay”, “give me a pen”, etc., but when asked “where?” and the request “give” he searches everywhere for the desired object.

5. Knows his name well and responds to it. Knows the names of people close to him, the names of surrounding objects and shows images of animals in pictures.

6. Can, upon request (without demonstration), perform previously learned actions. Understands the words “go”, “sit”, “lie down” and others.

7. Can climb up and down low stairs independently with support.

8. The child can already play in a company with other children if adults provide assistance.

9. Repeats new syllables after adults, uses pseudowords that express the child’s attitude to what is happening.

10. He is calm about pottying. Voice signals biological needs.

Eleventh and twelfth months of life.

1. By the age of one year, a child can stand independently with support, rise to sit, walk with support or independently, climb and descend a short flight of stairs.

2. Give your child a box with a ball. Then open and close the box several times, revealing the ball. Then you need to take out the ball and give the child an empty box. The child notices the missing ball and looks at you in surprise.

3. A child can purposefully ring a bell, use a comb as intended, drink from a cup, and feed himself from a spoon.

4. Give the child blocks, show that you can build a tower out of them and then destroy it. The child himself builds a tower of cubes, assembles and disassembles a pyramid of rings with wide holes.

5. The child makes generalizations: shows dolls, cars, cubes, balls, parts of his body.

6. The child loves to play with children, but treats different children selectively.

7. Distinguishes objects by shape (cubes, bricks, balls).

8. The first attempts at plot play appear: he leads, feeds, cradles the doll. She flips through and looks at the bright pictures in the book.

9. Completes the first simple instructions, understands the word “impossible”, and orients himself in the room very well.

10. By the end of the year, pronounces special “words” that are understandable only to the mother and child: for example, “bah” - fall, “fa” - hat, etc.; can pronounce individual words with an understanding of their subject correlation. The first simplified words appear: “kis-kis”, “av-av”, “give”, “bye”.

Pay attention to the factors of emotional distress in a child from six months to a year (if at least one factor is present, you should contact a specialist):
- constant self-harming behavior;
- inability to imitate sounds and gestures;
- general apathy;
- constant absence of signs of displeasure when encountering strangers.

Exercises and educational games for a child of the first year of life.

The room in which the newborn is located should be light; it is advisable to cover the walls with bright colorful wallpaper. Since the child looks mainly at the ceiling, it can also be colored.

Bright, large toys are hung above the crib (at a distance of at least 40-50 cm from the child’s eyes). These could be, for example, multi-colored inflatable balls that are easily set in motion.

After two to three months, it is necessary to periodically change toys, but there should not be more than three or four of them at the same time.

From three to five months, children begin to pay attention to the shape and color of objects, so hang a variety of toys not only by color, but also by shape. And at this age, toys should be hung at arm's length so that the child can easily grab and feel them.

When a child begins to crawl or walk, parents try to rid the child of any danger by removing everything from his path.

Thus, they practically create a vacuum around their child. While the child needs to constantly expand and enrich his tactile sensations. Therefore, you need to offer your child objects that are hard and soft, rough and soft, dull and sharp, heavy and light. The child is interested in everything that surrounds him. He touches and feels things, and sometimes knocks them over or tears them apart, a testament to his growing curiosity and creativity.

However, during this troubled period, it is necessary to think about the safety of the child. Of course, you need to remove objects that a child can grab and injure himself with: everything breakable, everything fragile and valuable, everything that a child can put in his mouth (buttons, pills, paper clips, etc.).

A child, for example, may pull the tablecloth off the table and something heavy may fall on him. In a word, carefully inspect all the rooms where the child can crawl, and anticipate all possible troubles.

This will allow you to calmly do household chores; you will not need to endlessly monitor your child and repeat “no!” at every step.

Exercises to develop a child's ability to hold his head.

In the motor development of a child in the first year of life, the timely formation of the ability to hold his head is of utmost importance. If a child does not hold his head up by two or three months, then a whole chain of unfavorable factors is formed: the development of visual perception and the vestibular apparatus is disrupted, and the ability to distribute the tone of the muscles that ensure the act of sitting is not developed.

As a result, the entire pattern of motor development, which is closely connected with intellectual development, is distorted.

Therefore, exercises are offered that are specifically aimed at developing this ability of the child.

1. The child is lying on his stomach.
Place your hand on your child's chin and touch the soles of your feet with your other hand. In response, the child begins to push off with his feet and move forward.

2. The child is lying on his stomach.
Place one hand under his chin and the other under his stomach and gently pull the child forward. The child will make crawling movements.

3. Place the baby in an upright position. Hold him by the hips in a sitting position, balancing so as not to upset his balance. The child will try to keep his head and torso upright.

4. Position of the child lying on his back. Take the child by the hands and pull him slightly towards you. He will try to pull himself forward with his hands.

5. Wrap your arms around your baby's belly and hold him face down. The child will raise his head.

6. You also hold the child suspended, but in an inclined-lateral position, grasping either the right or the left side. He will raise his head and straighten his legs.

7. Place the child on a support in an upright position. In response, he will straighten his legs, torso, and raise his head. If you pull slightly forward, he will make a stepping motion.

Repeat each of these exercises for 3-4 minutes, patiently wait for a response, do not try to replace it with passive movement.

Exercises for the development of the sensorimotor sphere of a child of the first year of life.

The development of the sensorimotor sphere in the first year of a child’s life is the main condition for the development of perception of the surrounding world.
The main task of sensorimotor development is to help the child increase motor activity, accumulate ideas about color, shape, size of objects, etc.
You can work with your child only when he is in a calm state, when he is full and nothing bothers him.

Exercise on visual and auditory perception (for a child older than 7-10 days).

Place a bright toy (ball, rattle, ring) at arm's length in the child's field of vision at a distance of 60-70 cm above his face and wait until the baby's gaze lingers on the toy. After this, begin to swing it to the right, then to the left with an amplitude of 5-7 cm and a vibration frequency of approximately two times per second.

Subsequently, move the toy in different directions (right, left, up, down), bringing it closer to the baby at a distance of 20-30 cm and moving it at arm's length about 1.5 m from the child.

The lesson lasts 1-2 minutes, repeated twice in a row, carried out once or twice a day.
(The same lesson is carried out with a toy that makes a quiet, soft sound.)

Exercise for the development of auditory activity (for children aged 25 days and older).

For this exercise you need a small bell 5-7 cm high.

The child lies on his back. You hold the bell at arm's length (the child should not see you) and ring it quietly. Make 2-3 oscillatory movements and let the sound die down. The child will listen to the sound. Ring the bell again. Let the sound fade before calling. Hold the bell above the baby's chest at a distance of 60-70 cm.

Then tie the bell to the fishing line and move it to the right, muffling the sound. Moving the bell to a distance of 80-100 cm from the center, ring it slightly, causing the child to search for eye movements and turn his head in different directions.
Move the bell to the left in the same way.

Classes are held 2-3 times a day for three to four days. Then it is better to take a break for a week, and in the future you can conduct classes during the second and third months of life 1-2 times a week.

Exercises for the development of a child’s auditory and motor activity (for a child older than one month).

Hang the rattle-garland at a distance of 60-70 cm. Using ribbons, attach another rattle-garland to it at a distance of 7-10 cm from the child lying on his back.

Draw the child's attention to the toys by gently rocking them. Catching the rattle's eye, the child opens his eyes wide, becomes quiet for a few seconds, and then joyfully throws his hands up, accidentally touching the low-hanging rattle.
The top rattle begins to sway, and the baby freezes again, looking at it. Then a new surge of motor activity occurs, and the baby again pushes his hands onto the lower rattle, setting the upper one in motion.
A child can play this game for 5 minutes. After 2-3 days, swap the rattles.
Do this exercise for one to two weeks.

Exercises to develop visual concentration (for children from one month and older).

Talk kindly to your child as often as possible, trying in every possible way to attract his attention to you and evoke a reciprocal smile.

The father holds the baby in his arms in an upright position so that the baby is looking over his shoulder. The mother, speaking affectionately to the child, brings her face closer to him, trying to get into his field of vision. (The distance from which a child can see an adult’s face is 80-100 cm; at a closer distance, it is difficult for the baby to see the face with his gaze.)
The child joyfully examines the adult’s face, smiles at him, and coos.

This activity can be done 2-3 times a day.

Exercises for the development of the sensorimotor and speech spheres of the child.

At 2-3 months, encourage your child to fix his gaze on moving and stationary objects, encourage him to concentrate on an object for a longer period of time.

Take a bright ball in your hand, when the child catches his eye, move the ball from left to right, up and down. At the same time, ask the baby: “Where is the ball? Look, there he is!”

During this period, make extensive use of toys that make various sounds. By moving sounding toys, attract your baby's attention. “Ring” the toy left, right, above and below. Ask: “Where is it ringing? Ding Ding! Where now?"

Tests and developmental exercises.

Give the child the opportunity to make as many palpating movements with his hands as possible. At the same time, the child must see the object that he is feeling. To do this, place an object in the child's hand and draw his visual attention to this object. The shape, size, texture of such objects should be varied, but convenient for gripping.
- Pronounce the sounds that you heard earlier from the baby: “abu”, “agu”, “bu-bu”, “a-a-a”, “o-o”, “ga-ga”, etc.

Encourage your child's every desire to move. Place a bright, beautiful toy next to the child so that it attracts his attention, and help the child reaching for it to carefully roll over from his back to his stomach.

To teach crawling, place the toy at such a distance from the child that he cannot grab it. Help your baby get closer to her by placing his palm on the soles of his feet so that he can rest and push off.

Play hide and seek with your child. Place a scarf over your head. Ask: “Anyutochka, where is mom? Where did mom hide? Find mom." Help your child, if he doesn’t succeed, open up yourself and be sure to praise.
Now throw the scarf over the child, as if he was hiding himself. “Where is Anyutochka? Anyutka is gone. Where did she run away to? - Take off the scarf: “Ah-ah, that’s where Anyutka is!” Continue playing with your child as long as he is interested, coming up with different versions of this game.

Place the child on your lap and, leafing through a book with colorful images of animals, show and ask the child: “This is a pussy - meow, meow. Show me where the kitty is? This is a dog - aw-aw. Show me where the dog is?” etc.
Offer your child different books, look at pictures together, talk to him.

From the second half of the year, when giving your child various toys, call them at the same time (“Lala”, “bi-bi”, “Misha”).

Try to stimulate your child's play activities as often as possible (tapping an object against an object, putting cubes out of a box, throwing objects, removing rings from a pyramid, transferring from one hand to another, etc.).

Form an initial situational understanding of speech addressed to the child and compliance with individual verbal instructions: “kiss mommy,” “give me a pen,” “say goodbye,” “show how big you are.”

How, for example, to develop the implementation of the instruction “give me a pen”? You extend your hand to the child and ask: “Give me a pen,” at the same time you take the child’s hand and put it in yours, gently stroking it and shaking it. Then you release the child’s hand, extend yours again and ask: “give me a pen,” slightly guiding the movement of the child’s hand. And so on several times in a row until the child himself reaches out his hand to this instruction.

If you see that the baby is already trying to get to his feet, holding on to the crib, hold a bright toy at such a distance that he can grab it only when he gets up.

Your child is already standing freely, holding the support with his hands. Encourage him to walk. To do this, lure him with gestures, toys or objects that particularly attract him.

Give your child colorful cubes (no more than 6 pieces). Show how you can place one cube on top of another and build a tower.
Help your child, control his hands and gradually make the games more difficult, for example, you say: “First give me the red cube, no, this is the yellow one, and the red one is this one. Now green. Where's the green one? etc. Play with cubes of different sizes: “Give me a big cube, now a small one, now a big one again,” etc.

While bathing your child, play with him, for example, the following game: “Come on, Yulechka, let’s wash the doll’s face. Where are her eyes? Where is her nose? Show me. Now let's wash her hands. Where are the doll's hands? Show me,” etc.
In the future, continue to play similar games with your child, using pictures in books, toys, etc.

Play Teremok with your child.

To do this, you need to make a house out of cardboard and 3-4 toys: a cockerel, a bunny, a dog, a cat.
“Look, Vladik, who, who lives in the little house? Who, who lives in a low place? Come on, come out, who lives there? Ku-ka-re-ku! Who is this, Vladik? The cockerel is a golden comb. Here, pet him. Well, go back to the house, cockerel. Who, who else lives in the little house? Who is this little gray guy? This is a bunny. The bunny galloped off to his house again. Who else lives there? Av-av. I'm a dog. Av-av. What a good dog. Look, she ran away and hid. But look, who’s meowing there? Meow meow. Who is this? This is a kitty. Say: ki-sa, ki-sa. Pet the pussy. The kitty ran away. Everyone hid in the house. Let's call everyone. Lure them with your hands. So everyone came running to Vladik. Cockerel, bunny, dog, kitty."

When the child remembers the names of all the animals, replace them with others.

Exercises for the development of psychomotor skills.

For a child from 1.5 months old, massage is a good exercise for the development of psychomotor skills. The massage must be done with warm hands lubricated with baby cream. With light stroking movements, you massage the child’s arms from hand to shoulder, then the torso, chest from the middle to the sides, stomach, back from the neck to the buttocks. Next, lightly pinch the buttocks with your fingers, stroking the legs, starting from the foot. Rub your child's feet from toes to heel and back.

It is good to do this massage daily, before bathing your baby. The duration of the exercises is 5-6 minutes.

From four months, do gymnastics with your child:

1. Alternating bending of arms to shoulders. The child lies on his back. Repeat 8-10 times.

2. Raising straight legs while lying on your back. Repeat 4-5 times.

3. Alternating leg bending (imitating the movements of a cyclist). Repeat 6-8 times.

4. Lowering straight legs to the side. Position the child lying on his back. Raise your legs straight up and lower them to the side; lift again and lower to the starting position. Then do the same in the other direction. Repeat 3-4 times.

From six months, gymnastic exercises are supplemented with the following:

5. Circular movements with legs. Starting position - lying on your back. Grabbing your baby's shins, bend his legs and press his hips toward his stomach. Spread your bent legs to the sides, straighten them and bring them back to the starting position. Repeat 3-4 times.

6. Transition to a sitting position (with support). Starting position - the child lies on his back. Using your left hand to support your baby's legs, use your right hand to lightly support your baby's arm to encourage him to sit up, then gently place your baby back down. Repeat 2-3 times, supporting one or the other shoulder.

Starting from eight months, introduce exercises of a more complex nature:

7. The child is sitting. Take him by the hands, move his arms to the sides, lower them down, lift them forward. Repeat 6-8 times.

8. Simultaneously raising your arms up. From a sitting position, raise the child's arms up. Repeat 6-8 times.

9. Legs abducted to the sides. Starting position - lying on your back. Spread the child's legs apart, slightly lifting them off the table, and bring them together. Repeat 8-10 times.

10. The child lies on his back. With one hand, grab the child's shin, and with the other hand, grab the child's foot. Bend and straighten your foot, rotate it in a circle. Repeat 3-4 times on each leg with circular movements in both directions.

Folk games and nursery rhymes for the development of the psycho-emotional sphere of a child of the first year of life.

Under the influence of various games and nursery rhymes, the baby learns to receive unconscious pleasure from a special rhythmic intonation that distinguishes nursery rhymes from ordinary speech.

Until the child is one and a half years old, the content has no meaning. The action itself is important. Such young children appreciate different sounds, phrases and rhythmic structures more. These simple children's nursery rhymes have absorbed centuries-old folk wisdom, because they have a complex developmental impact on the psycho-emotional, speech, and intellectual sphere of a small child.

- “The horned goat is coming.” Bend over the child, smile, catch his gaze and say:

The horned goat is coming,
There's a butted goat coming,
Legs top top,
With your eyes clap-clap:
“Who doesn’t eat porridge,
Doesn't drink milk
I'll gore him, I'll gore him,
I'm goring."

“Butt” the child with your fingers, stir him up. Play this game more often and you will see that at first your child will smile, listening to your voice, then he will make joyful sounds and move his arms and legs animatedly. Such a response indicates the development of positive emotions, visual and auditory perceptions.

- “Okay, okay.” Take the child in your arms and, clapping him with your palms, say:

Okay, okay!
Where were you? - By Grandma.
What did you eat? - Porridge.
What did you drink? - Mash.
We ate porridge, drank beer -
Shu-u-u... Let's fly!
They sat on the head.

At the last words, raise the child’s hands to his head. Play this game every chance you get. First, you do all the movements for the child, and then he himself will be able to clap his hands and raise his hands to his head.
Attention, memory, conceptual thinking, and emotions develop.

The second version of the game "Ladushki". Take your baby's hands and clap them to the beat:

Chick-chick-chickalochki,
A bunny sits on a stick
Squirrel on a cart
He cracks nuts.
Go, bunny, don't ask,
Grind the nuts yourself.
Okay, okay,
We baked pancakes.
They put it on the window,
Left to cool.
Let's cool down and eat
And we'll give it to the sparrows,
The sparrows sat down
We ate all the pancakes.
Shoo-shoo - let's fly!
They sat on their heads!

- “The white-sided magpie.” The child sits on your lap, you finger his fingers and say:

Magpie white-sided
(move your finger along the back of your hand)
I cooked porridge,
She fed the babies:(bend your fingers)
Gave to this, gave to this,
Gave to this, gave to this.
But she didn’t give it to this:
You didn't chop wood
Didn't carry water
I didn't cook porridge.
Why didn't you chop wood?
Didn't carry water?
Know in advance:
There's some water here -
cold,(stroke baby's wrist)
It's warm here,(stroke the crook of your elbow)
It's hot here(pat your shoulder)
And here it’s boiling water, boiling water!(tickle and stir the child)

This wise game develops fine motor skills of the fingers, is an excellent stimulus for speech development, and gives the baby joyful physical contact with his mother. (Be sure to do this exercise on your right and left hands.) It is not for nothing that nursery rhymes similar to the Russian “Magpie-white-on-side” are found among many other nations.

- “Fingers in the forest.” Bend the child’s fingers one by one, saying:

One two three four five,
The fingers went out for a walk:
This finger found a mushroom
I began to clean this finger,
This one cut, this one ate,
Well, this one just looked!

Repeat the same on the other hand. Tickle the baby's palm and at the same time give a light massage to the fingers.

- “This finger is me.” Also bend your fingers one by one, starting with the big finger, then with the little finger, then on the right, then on the left hand. Accompany these actions with the following poems:

This finger is grandpa
This finger is grandma
This finger is daddy
This finger is mommy
This finger is me.
This finger wants to sleep.
This finger is a jump on the bed!
This finger took a nap.
This finger has already fallen asleep.
Fingers stood up. Hooray!
It's time for everyone to go eat.

If other fingers involuntarily bend during this exercise, help the child hold them. Play this game until your child clearly performs finger actions. And, of course, provided that you maintain interest in this game. This is a good workout for your fingers.

- “Lullaby.” While rocking your baby, chant:

Bai-bai-baiushki,
There's a cockerel in the garden,
Petya sings loudly
Doesn't let Katya sleep.
And you, Katenka, go to sleep.
Good sleep come to you.

You should sleep - don't walk,
Just close your eyes.
Lyuli-lyuli-lyulenki,
Little blue little birds are flying.
The ghouls are flying over there, over there,
They bring Masha a dream, a dream.
The ghouls began to coo,
Masha began to fall asleep.

Bye, bye, bye, bye,
You, little dog, don't bark,
And don't blow your horn -
Don't wake up our Natusya.
A dream walks on the mountain,
Wears a nap on his sleeve,
He sells it to all the kids,
This is what he gives to our Anna.

Bye, bye, bye, bye,
Nastya, beech, don’t scare him!
We'll give you some tea
Two pieces of sugar
More donuts and pie.
Go away, beech, over the threshold,
Go wherever you want
Just don’t wake up Nastya.

Bai-bai-baiushok,
I put Nastya on the fluff -
On a feather bed,
Nastya will sleep soundly.
A dream walks around the house
In a gray robe,
And the elephant under the window -
In a blue sundress.
They walk together
And you, daughter, go to sleep.

Goyda, goyda, lyulenki,
The little ones have arrived,
The ghouls began to talk
What should I feed Vladyushka?
One will say - porridge,
The other is yogurt,
The third one will say - milk
And a rosy pie.