Consultation for parents what a child 3 to 4 years old should be able to do

Probably, every modern parent wants his little man to be the smartest, the most capable, the most resourceful, the smartest and many more different “most.” We pay maximum attention to his development, his training. We answer the questions he asks. We buy various books with exciting educational tasks, etc. All this is certainly wonderful, healthy and useful.

But how to understand that the baby knows well, which is very good, and what should be paid attention to. To do this, you must have information about what a child 3-4 years old should know.

What should a child 3-4 years old be able to

Physical development

1. The child knows how to dress and undress independently in a certain sequence.

2. The child is accustomed to neatness (notices a mess in clothes, eliminates it with a little help from an adult).

3. The child uses individual items (handkerchief, napkin, comb, toilet paper).

4. The child has the simplest skills of behavior during eating, washing.

5. A child can walk straight, without shuffling his legs, in a given direction.

6. The child knows how to run, maintaining balance, changing direction, pace of running in accordance with the instructions of the teacher, maintains balance when walking on a limited plane.

7. A child can crawl on all fours, climb a step ladder, gymnastic wall in an arbitrary way.

8. The child is energetically repelled by jumping on two legs, jumping in length from a place of at least 40 cm.

9. A child can roll the ball in a given direction from a distance of 1.5 m, throw the ball with two hands from the chest, from behind the head, hit the ball on the floor, throw it up 2-3 times in a row and catch.

10. A child can throw objects with his right and left hand at a distance of at least 5 m.

Speech Development

1. The child answers a variety of adult questions regarding the immediate environment.

2. The child considers toys, plot pictures.

3. The child uses all parts of speech, simple unexplained sentences and sentences with homogeneous members.

4. The child retells the content of the work based on drawings in the book, questions of the educator.

5. The child calls the work (in an arbitrary presentation, after listening to an excerpt from it.

Construction

1. The child knows, names and correctly uses the details of the building material.

2. The child knows how to arrange bricks, plates vertically.

3. The child changes the buildings, adding or replacing one part with another.

4. The child is able to group objects by color, size, shape.

Maths

1. With the help of an adult group, a child can be composed of homogeneous objects and single out one object from the group.

2. The child knows how to find one and several identical objects in the environment.

3. The child correctly determines the quantitative ratio of two groups of objects, understands the specific meaning of the words "more", "less", "the same amount."

4. The child distinguishes between a circle, a square, a triangle, objects with corners and round shapes.

5. The child understands the meaning of the notation: above - below, front - behind, left - right, above - under; concepts of time of day: morning - evening - day - night.

6. The child names familiar objects, explains their meaning, highlights, names signs (color, shape, material).

7. The child is guided in the premises of the kindergarten and on the site.

Formation of a holistic picture of the world and ideas about social values

1. The child calls his city (village). Names his surname, first name, and also the names and surnames of his family members.

2. The child knows and names some plants, animals and their cubs.

3. The child highlights the most characteristic seasonal changes in nature.

4. The child shows a careful attitude to nature (you can’t break branches, walk through flower beds, scatter trash, offend animals).

5. Has an idea of \u200b\u200bsome professions: doctor, teacher, educator, cook, driver, driver.

Social and communicative formation of positive attitudes towards various types of labor

Social gaming activities

1. A child can take on a role, briefly interact with peers on behalf of the hero.

2. The child knows how to combine several game actions into a single storyline, reflect in the game actions with objects and relationships of people.

3. The child is able to adhere to the rules of the game in didactic games.

4. The child is able to follow the development of the theatrical action and respond emotionally to it.

5. The child plays at the request of an adult and independently small excerpts from familiar tales.

6. The child imitates the movements, facial expressions and intonation of an imaginary hero.

7. A child can take part in conversations about the theater (theater - actors - spectators, rules of conduct in the auditorium).

Forming the basics of safe behavior

1. The child observes elementary rules of behavior in kindergarten.

2. The child follows the basic rules of interaction with plants and animals.

3. The child has basic ideas about the rules of the road.

Musical activity

1. The child is able to listen to music to the end. Recognizes familiar songs.

2. The child distinguishes sounds by height (within an octave). Notices changes in sound (quiet - loud, fast - slow).

3. The child sings, not lagging behind and not ahead of others. He enjoys singing.

4. The child knows how to perform dance movements: whirl in pairs, stomp alternately with his legs, move to music with objects.

5. The child names and distinguishes children's musical instruments: rattles, tambourine, metallophone.

Visual activity

Drawing.

1. The child depicts individual objects, simple plot composition.

2. Selects colors corresponding to the depicted objects.

3. Correctly uses a brush, paints.

Modeling.

1. Able to separate small ones from a large piece of clay, roll lumps with straight and circular movements of the palms.

2. Sculpts various objects, consisting of 1-3 parts, using different techniques.

Application.

1. Creates images of objects from ready-made figures.

2. Decorates paper blanks of various shapes.

3. Selects colors that correspond to the depicted objects and at will, knows how to carefully use materials.

  Evelina Melgazieva
  Consultation for parents “What a 3-4 year old child should be able to do”

What should a child 3-4 years old be able to

Physical development

1. The child knows how to dress and undress independently in a certain sequence.

2. The child is accustomed to neatness (notices a mess in clothes, eliminates it with a little help from an adult).

3. The child uses individual items (handkerchief, napkin, comb, toilet paper).

4. The child has the simplest skills of behavior during eating, washing.

5. A child can walk straight, without shuffling his legs, in a given direction.

6. The child knows how to run, maintaining balance, changing direction, pace of running in accordance with the instructions of the teacher, maintains balance when walking on a limited plane.

7. A child can crawl on all fours, climb a step ladder, gymnastic wall in an arbitrary way.

8. The child is energetically repelled by jumping on two legs, jumping in length from a place of at least 40 cm.

9. A child can roll the ball in a given direction from a distance of 1.5 m, throw the ball with two hands from the chest, from behind the head, hit the ball on the floor, throw it up 2-3 times in a row and catch.

10. A child can throw objects with his right and left hand at a distance of at least 5 m.

Speech Development

1. The child answers a variety of adult questions regarding the immediate environment.

2. The child considers toys, plot pictures.

3. The child uses all parts of speech, simple unexplained sentences and sentences with homogeneous members.

4. The child retells the content of the work based on drawings in the book, questions of the educator.

5. The child calls the work (in an arbitrary presentation, after listening to an excerpt from it.

Formation cognitive actionsconstructive-modeling activity

1. The child knows, names and correctly uses the details of the building material.

2. The child knows how to arrange bricks, plates vertically.

3. The child changes the buildings, adding or replacing one part with another.

4. The child is able to group objects by color, size, shape.

1. With the help of an adult group, a child can be composed of homogeneous objects and single out one object from the group.

2. The child knows how to find one and several identical objects in the environment.

3. The child correctly determines the quantitative ratio of two groups of objects, understands the specific meaning of the words "more", "less", "the same amount."

4. The child distinguishes between a circle, a square, a triangle, objects with corners and round shapes.

5. The child understands the meaning of the notation: above - below, front - behind, left - right, above - under; concepts of time of day: morning - evening - day - night.

6. The child names familiar objects, explains their meaning, highlights, names signs (color, shape, material).

7. The child is guided in the premises of the kindergarten and on the site.

Formation of a holistic picture of the world and ideas about social values

1. The child calls his city (village).

2. The child knows and names some plants, animals and their cubs.

3. The child highlights the most characteristic seasonal changes in nature.

4. The child shows respect for nature.

Social and communicative formation of positive attitudes towards various types of labor

Social gaming activities

1. A child can take on a role, briefly interact with peers on behalf of the hero.

2. The child knows how to combine several game actions into a single storyline, to reflect actions in the game with objects and the relationship of people.

3. The child is able to adhere to the rules of the game in didactic games.

4. The child is able to follow the development of the theatrical action and respond emotionally to it.

5. The child plays at the request of an adult and independently small excerpts from familiar tales.

6. The child imitates the movements, facial expressions and intonation of an imaginary hero.

7. A child can take part in conversations about the theater (theater - actors - spectators, rules of conduct in the auditorium).

Forming the basics of safe behavior

1. The child observes elementary rules of behavior in kindergarten.

2. The child follows the basic rules of interaction with plants and animals.

3. The child has basic ideas about the rules of the road.

Musical activity

1. The child is able to listen to music to the end. Recognizes familiar songs.

2. The child distinguishes sounds by height (within an octave). Notices changes in sound (quiet - loud, fast - slow).

3. The child sings, not lagging behind and not ahead of others. He enjoys singing.

4. The child knows how to perform dance movements: whirl in pairs, stomp alternately with his legs, move to music with objects.

5. The child names and distinguishes children's musical instruments: rattles, tambourine, metallophone.

Visual activity

Drawing.

1. The child depicts individual objects, simple plot composition.

2. Selects colors corresponding to the depicted objects.

3. Correctly uses a brush, paints.

Modeling.

1. Able to separate small ones from a large piece of clay, roll lumps with straight and circular movements of the palms.

2. Sculpts various objects, consisting of 1-3 parts, using different techniques.

Application.

1. Creates images of objects from ready-made figures.

2. Decorates paper blanks of various shapes.

3. Selects colors that correspond to the depicted objects and at will, knows how to carefully use materials.

Related Publications:

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What a child should know and be able to younger group  by the end of the school year.

DRAWING

Work correctly with a pencil and brush
Ability to draw a straight line, sloping, long, short, intersecting
Draw an rounded object
The ability to rhythmically apply hatching and strokes
Depict the simplest objects and phenomena of reality.

MODELING

Sculpt items consisting of 1-3 parts
  Skill rolling round (ball)
  Skill direct rolling (column)
  The skill of joining, flattening, pinching the edges of the form with your fingertips
  To master the rational division of plasticine
  Master the skill of neat work with plasticine.

APPLICATION

Sticking skills (glue the glued element with glue and attach to a sheet of paper, blot excess glue with a cloth.)
Create images by pasting ready-made forms.
Keeping order on the desktop.

DESIGN

Know and name the main details of the building material (cubes, bricks, plates)

Arrange bricks, plates vertically
Change buildings by adding or replacing some parts with others. Distinguish buildings by size (large - small, long - short, high - low, narrow - wide)

MATHS

Distinguish objects by size using the words “large”, “small”.
The ability to see one and many objects using the words "one", "many", "not one"
  Understand the question of “how much?”
  Compare groups of objects using overlay techniques and applications to comment on their actions with words more - less, equally
  Compare two objects, different in size (length, height)
Recognize familiar geometric shapes (circle, square, triangle, rectangle) call them.

Distinguish 4 colors of the main spectrum (blue, red, yellow, green); know black and white and shades of blue, pink
  Understand words: upper, lower, left, left, right, right

ECOLOGICAL EDUCATION

about plants
  Name the main parts of the plants stem, leaf, flower
  Find and name tree trunk, branches, leaves
  To learn to distinguish 2-3 types of vegetables and fruits in taste, color, size and shape
  Allocate plant groups (tree, bush, grass)

about animals
  Distinguish animals of the immediate environment: animals, birds, fish
  Call the adaptation of animals to the environment: fish swim in the water, birds fly, etc.
Know and name domestic and wild animals:
domestic - dog, cat, cow, goat, hens, rooster
  wild - hare, fox, bear, wolf.
  To teach children to highlight and name the distinctive features of appearance (in a cow and goat horns, in a fox a long fluffy tail)

ACQUAINTANCE WITH THE ENVIRONMENT

Distinguish and name toys
  Items of furniture, clothes, dishes, some fruits, vehicles of the immediate environment.
Distinguish and name the parts of the body of the animal and man.

SPEECH DEVELOPMENT

Speak slowly, clearly
  Answer adult questions
  Talk about what you see in 2-4 sentences
  Pronounce all vowels and consonants except hissing and sonorous
  Match words in gender, number, case
  Use offers with homogeneous members

FICTION

To be able to perceive small nursery rhymes, fairy tales, stories without visual accompaniment.
  Read by heart small nursery rhymes and poems
  Reproduce the content of artwork with questions from the educator

PHYSICAL CULTURE

Walk and run without bumping, changing directions
  Jump on 2 legs in place and with advancement in front
  To take, hold, carry, put, roll, throw the ball from behind the head, from the chest
  Throw objects with your right and left hand at a distance of at least 5 meters
To climb on a ladder - a step-ladder, a gymnastic wall
Crawl, crawl under a stretched rope, climb over a log lying on the floor.

SELF-SERVICE

Teach yourself, dress and undress in a certain sequence (put on clothes, take off, unfasten buttons, fold, hang, untie and tie the shoe laces)
  To teach to notice a disorder in clothes and to eliminate it

Memo for parents

What should a child know and be able to do by 3 years old?

Three years is a very interesting age. During this period, the child not only grows, but also changes. He becomes very curious and independent, requires more attention from adults. This is a turning point, which can be considered as the result of the development of the child from his birth.

The degree of development of mental processes by three years can be estimated by the following signs:

He draws a lot and enjoys drawing, it’s still difficult to guess some meaning in the drawings, but often among the mass of so-called doodles some figures are guessed — triangles, circles, quadrangles, etc .;

With pleasure sculpts; moreover, a child at this age during modeling is not so much interested in the result as the process itself - how the material is wrinkled, how easily it obeys the movement of the fingers.

Dressed himself or under the supervision of adults.

Builds a pyramid of 3 cubes.

Sitting on a bicycle pedals;

He knows his name and surname.

Names 3 primary colors of 4.

Jumps in place on 2 legs.

Collect and put the toys in the appropriate place.

Put books and magazines on a shelf.

Take napkins, plates and cutlery to the table.

Remove the crumbs remaining after eating. Clear your seat at the table.

Simple hygiene procedures: brush your teeth, wash and wipe your hands and face, comb your hair.

To undress yourself - to get dressed with some help.

Transfer the packaging with food or a jar of canned goods from the bag to the desired shelf;

Concentrate attention, i.e. complete the task without being distracted for about 5 minutes;

Find 3-4 differences between objects; to keep 3-4 objects in sight; Find 2 items similar to each other;

To be able to remember 3-4 pictures, to know a few quatrains by heart, to repeat a small read fairy tale with the help of an adult;

Remember what he did in the morning, afternoon, evening;

Tell from memory about the contents of the picture on leading questions.

Be able to quickly and correctly assemble the pyramid; add a picture of 4 parts; Collect simple in-game games find simple connections between objects and phenomena.

To be able to find many objects and one in the environment; to express in words which objects are more or less; Compare 3-4 items in size (width, height, length).

Be able to answer questions correctly; to coordinate words in gender, number, case;

Correctly use the prepositions in, on, for, under; use a sentence with homogeneous members.

To depict the simplest objects and phenomena of reality, using straight, round, oblique, long, short, intersecting lines;

Repeat simple movements of finger gymnastics.

Give your first and last name.

Give the names of people in his immediate environment.

Name and distinguish 2-3 trees.

Find objects by reference generalizing words (show "shoes", "furniture", dishes ").

Distinguish the seasons;

Name the essential details and parts of objects.

The child knows 1200-1500 words, not only knows and understands the words denoting objects that are really perceived "now", but also represents images of objects that are not directly in his field of vision;

Knows 5-6 shapes (circle, triangle, oval, rectangle, square, polygon);

He begins to navigate in space (remembers the road to the store, to the park, to his grandmother, in kindergarten);

Puzzles riddles;

If a child at this age may not be all, do not be upset and assume that the child is behind in development. Each child develops "in his own way." And maybe you need to give him a little more time than usual.

Memo for parents

"Development of children 3-4 years old"

Any of the parents wants his little man to be the smartest, the most capable, the most resourceful, the smartest and many more different "most." We try to pay maximum attention to his development, his training. We answer the questions he asks. We buy various books with exciting educational tasks, etc. All this is certainly wonderful, healthy and useful. But there comes a time when I would like to understand, are we doing everything right? Is our child developing correctly? Does he know what a baby should be able to do at his age? To answer such questions, the main indicators of the child’s development in 3-4 years are given, as well as a collection of tests (link at the end of the article, and examples of pages you can see in this publication), which will allow you to evaluate overall development  child and identify areas that deserve more attention from our (parent) side.

Child development indicators in 3-4 years

All the given indicators of child development in 3-4 years are divided into 4 main groups:

1. Indicators of the development of children's memory, thinking and attention. The child should already :
   • possess perseverance, allowing him to continuously, about 5-7 minutes. perform some task;
   • to be able to independently build, following the example, simple buildings from any constructor;
   • know, correctly name and distinguish, though not all, but the primary colors;
   • be able to compare among themselves similar objects and / or pictures and name their differences / similarities;
   • solve simple, easy logical tasks. For example, from three (at least) subjects to be able to choose the right one;
   • give the correct, clear and understandable answer to simple questions: “Why does the door have a handle?”, “What is needed to make your tea tasty and sweet?”, etc .;
   • correctly find a pair of the subject and explain the relationship between them;
   • lay out 4-6 pictures in chronological order and understand which events were earlier, which later (first, then);
   • remember and correctly name (independently, without help) 4-5 objects from the plot picture;
   • clearly and correctly state your name, as well as the names of all relatives and home address;
2. Maths. The child should already :
   • correctly determine where the subject is: left, right, bottom, top front, back;
   • know and correctly name the main figures: square, oval, etc .; as well as numbers in the range 0-9;
   • be able to count objects up to 10, and also correlate their number with the corresponding figure;
   • clearly know the number of wings of a bird, the number of paws of a cat, a finger on his arm and leg, etc .;
   • in the correct order to put numbers from 0 to 5 and in the opposite direction;
   • be able to decompose the numbers 2, 3, 4 and 5 into components;
   • to be able to compare objects among themselves in height, length, width and thickness;
   • understand the meanings “equally”, “less”, “more”, be able to compare the number of objects, as well as equalize two different quantities with each other;
3. Indicators of the development of children's speech. The child should already :
   • to know most of the objects that surround him;
   • understand what relates to furniture, what to toys, what to transport, to vegetables and fruits, to clothes, etc .;
   • know and name the constituent parts of clothing: sleeve, pocket, collar, etc .;
   • to know the structure of a person and its difference from a cat and dog, from a bird: hands - paws, wings, nails - claws, face - face, hair - wool);
   • to name the main actions of animals and people: running, walking, jumping, lying;
   • to be able to correctly find an object according to its description: round, red - a ball, etc .;
   • independently describe the main characteristics of the subject;
   • to understand what the opposite is and to independently choose these words: the pillow is soft, and the stone is hard;
   • understand the meaning of prepositions;
   • to know the main professions and what people do their specific ones;
   • be able to maintain a normal conversation, i.e. ask questions on the topic and answer questions;
   • to be able to learn by heart and recite poems, riddles, and several;
   • make a story (small) from the picture (albeit with a little help from an adult) and correctly coordinate the words by number, gender and case in sentences;
   • to memorize and retell an independently heard fairy tale;
4. Graphic skills development indicators. The child should already :
   • use various drawing tools (brush, pencil, crayons, felt-tip pen, etc.);
   • draw straight (or almost straight) lines of different lengths and in different directions;
   • be able to draw the simplest objects and circles (house, boat, mushroom, etc.);
   • to be able to correctly circle (along the contour) the pictures and color them. It may well be that it will not always be accurate.

So, these are the main indicators of a child’s development in 3-4 years. Now it only remains to check the development of your favorite treasure and the tests will help in this, which you can download for free (PDF) using the link provided. They will give you a reason to rejoice, and will also help identify areas that should be given a little more attention.

You can find in the homonymous section of our club of parents by clicking on the link provided.