Individual characteristics of children 6 7 years old

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Age characteristics of children from 5 to 6 years old

Children of the sixth year of life can already distribute roles before the start of the game and build their behavior by adhering to the role. Game interaction is accompanied by speech that is appropriate both in content and intonationally taken role. The speech that accompanies the real relationships of children is different from role speech. Children begin to master social relations and to understand the subordination of positions in various types of activities of adults, some roles become more attractive to them than others. When assigning roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are highlighted. In the game "Hospital", such a center is the doctor's office, in the game "Hairdresser" - the haircut room, and the waiting room acts as the periphery of the play space.) The actions of children in the games become diversified.

The visual activity of children is developing. This is the age of the most active drawing. During the year, children are able to create up to two thousand drawings. Drawings can be very different in content: these are life impressions of children, and imaginary situations, and illustrations for films and books. Usually, drawings are schematic representations of various objects, but they can differ in the originality of the compositional solution, convey static and dynamic relations. Drawings acquire a plot character; there are quite often repetitive plots with small or, on the contrary, significant changes. The image of a person becomes more detailed and proportional. The drawing can be used to judge the gender and emotional state of the person depicted.

Design is characterized by the ability to analyze the conditions in which this activity takes place. Children use and name different parts of the wooden construction set. They can replace building parts depending on the available material. Master the generalized way of examining the sample. Children are able to highlight the main parts of the proposed building. Constructive activity can be carried out on the basis of a scheme, by design and by conditions. Construction appears during joint activities.

Children can construct from paper by folding it several times (two, four, six folds); from natural material. They master two methods of construction: 1) from natural material to an artistic image (in this case, the child “completes” the natural material to a holistic image, supplementing it with various details); 2) from an artistic image to natural material (in this case, the child selects the necessary material in order to embody the image).

The perception of color, shape and size, the structure of objects continues to improve; representations of children are systematized. They name not only the primary colors and their shades, but also intermediate color shades; the shape of rectangles, ovals, triangles. Perceive the size of objects, easily line up - ascending or descending - up to 10 various subjects.

However, children may experience difficulties in analyzing the spatial position of objects if they are faced with a mismatch in shape and their spatial location. This indicates that in different situations perception presents certain difficulties for preschoolers, especially if they must simultaneously take into account several different and, at the same time, opposite signs.

In older preschool age, imaginative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to make transformations of the object, indicate in what sequence the objects will interact, etc. However, such decisions will turn out to be correct only if children use adequate thinking means. Among them are schematized representations that arise in the process of visual modeling; complex ideas reflecting children's ideas about the system of signs that objects may have, as well as ideas reflecting the stages of transformation of various objects and phenomena (ideas about the cyclical nature of changes): ideas about the change of seasons, day and night, about the increase and decrease of objects as a result various influences, ideas about development, etc. In addition, generalizations continue to improve, which is the basis of verbal logical thinking... At preschool age, children still lack ideas about classes of objects. Children group objects according to characteristics that can change, however, operations of logical addition and multiplication of classes begin to form. So, for example, older preschoolers, when grouping objects, can take into account two features: color and shape (material), etc.

As studies of domestic psychologists have shown, children of an older preschool age are able to reason and give adequate causal explanations, if the analyzed relations do not go beyond their visual experience.

The development of imagination at this age allows children to compose fairly original and consistently unfolding stories. Imagination will actively develop only if special work to activate it.

Resilience, distribution, and switchability of attention continue to develop. There is a transition from involuntary to voluntary attention.

Speech continues to improve, including its sound side. Children can correctly reproduce hissing, whistling and sonorous sounds. Develop phonemic hearing, intonational expressiveness of speech when reading poetry in a plot-role-playing game and in Everyday life.

The grammatical structure of speech is being improved. Children use almost all parts of speech, are actively engaged in word creation. The vocabulary is becoming richer: synonyms and antonyms are actively used.

Coherent speech develops. Children can retell, tell from a picture, conveying not only the main thing, but also the details.

Achievements of this age are characterized by the distribution of the roles of play activity; structuring the playing space; further development visual activity, characterized by high productivity; the use in the design of a generalized method of examining the sample; mastering generalized ways of depicting objects of the same shape.

Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of thinking tools (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of I.

Age features of children 5-6 years old

Children of the sixth year of life can already distribute the rolido of the beginning of the game and build their behavior, adhering to the role. Game interaction is accompanied by speech that is appropriate both in content and intonationally taken role. The speech that accompanies the real relationships of children is different from role speech. Children begin to master social relations and understand the subordination of positions in various types of activities of adults, some roles become more attractive to them than others . When assigning roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are highlighted. In the game "Hospital", such a center is the doctor's office, in the game "Hairdresser" - the haircut room, and the waiting room acts as the periphery of the play space.) The actions of children in the games become diversified.

The visual activity of children is developing. This is the age of the most active drawing. During the year, children are able to create up to two thousand drawings. Drawings can be very different in content: these are life impressions of children, and imaginary situations, and illustrations for films and books. Usually, drawings are schematic representations of various objects, but they can differ in the originality of the compositional solution, convey static and dynamic relations. Drawings acquire a plot character; there are quite often repetitive plots with small or, on the contrary, significant changes. The image of a person becomes more detailed and proportional. The drawing can be used to judge the gender and emotional state of the person depicted.

Design is characterized by the ability to analyze the conditions in which this activity takes place. Children use and name different parts of the wooden construction set. They can replace building parts depending on the available material. They master the generalized way of examining the sample. Children are able to highlight the main parts of the proposed building. Constructive activity can be carried out on the basis of a scheme, by design and by conditions. Design appears in the course of joint activities.

Children can construct from paper by folding it several times (two, four, six folds); from natural material. They master two methods of construction: 1) from natural material to an artistic image (in this case, the child “completes” the natural material to a holistic image, supplementing it with various details); 2) from an artistic image to natural material (in this case, the child selects the necessary material in order to embody the image).

The perception of color, shape and size, the structure of objects continues to improve; representations of children are systematized. They name not only the primary colors and their shades, but also intermediate color shades; the shape of rectangles, ovals, triangles. They perceive the size of objects, easily line up - in ascending or descending order - up to 10 different objects.

However, children may experience difficulties in analyzing the spatial position of objects if they are faced with a mismatch in the shape and their spatial location. This indicates that in various situations, perception presents certain difficulties for preschoolers, especially if they must simultaneously take into account several different and, at the same time, opposite signs.

In older preschool age, imaginative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to make transformations of the object, indicate in what sequence the objects will interact, etc. However, such decisions will turn out to be correct only if children use adequate thinking means. Among them are schematized representations that arise in the process of visual modeling; complex ideas reflecting children's ideas about the system of signs that objects can have, as well as ideas reflecting the stages of transformation of various objects and phenomena (ideas about the cyclical nature of changes): ideas about the change of seasons, day and night, about the increase and decrease of objects as a result various influences, ideas about development, etc. In addition, generalizations continue to improve, which is the basis of verbal logical thinking. In preschool age, children still lack ideas about classes of objects. Children group objects according to characteristics that can change, however, operations of logical addition and multiplication of classes begin to form. So, for example, older preschoolers, when grouping objects, can take into account two signs: color and shape (material), etc.

As studies of domestic psychologists have shown, children of older preschool age are able to reason and give adequate causal explanations if the analyzed relations do not go beyond their visual experience.

The development of imagination at this age allows children to compose fairly original and consistently unfolding stories. Imagination will to develop actively only on condition of carrying out special work on its revitalization.

Resilience, distribution, and switchability of attention continue to develop. There is a transition from involuntary to voluntary attention.

Speech continues to improve, including its sound side. Children can correctly reproduce hissing, whistling and sonorous sounds. Phonemic hearing, intonational expressiveness of speech are developed when reading poetry in a role-playing game and in everyday life.

The grammatical structure of speech is being improved. Children use almost all parts of speech, are actively engaged in word creation. The vocabulary is becoming richer: synonyms and antonyms are actively used.

Coherent speech develops. Children can retell, tell from a picture, conveying not only the main thing, but also the details.

Achievements of this age are characterized by the distribution of the roles of play activity; structuring the playing space; further development of visual activity, characterized by high productivity; the use in the design of a generalized method of examining the sample; mastering generalized ways of depicting objects of the same shape.

Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of thinking tools (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to listen, causal thinking, imagination, voluntary attention, speech, the image of I.

V role-playing games children of the preparatory group for school begin to master complex interactions people reflecting

significant life situations such as wedding, childbirth, illness, employment, etc.

The play actions of children become more complex, acquire a special meaning that is not always revealed to an adult. The play space is getting more complicated. It may have several centers, each of which maintains its own storyline... At the same time, children are able to track the behavior of partners throughout the play space and change their behavior depending on their place in it. Thus, the child is already addressing the seller not just as a buyer, but as a buyer-mother or a buyer-driver, etc. The performance of a role is accentuated not only by the role itself, but also by the part of the play space that this role is played in. For example, playing the role of a bus driver, the child commands the passengers and obeys the traffic police inspector. If the logic of play requires the emergence of a new role, then the child can take on a new role in the course of play, while retaining the role taken earlier. Children can comment on the performance of the role by one or another participant in the game.

Images from the surrounding life and literary works transmitted by children in visual activity become more complex.

Drawings acquire a more detailed character, their colors are enriched. The differences between the drawings of boys and girls become more pronounced. Boys willingly depict technology, space, military operations, etc. Girls usually paint female images: princesses, ballerinas, models, etc. Often found and everyday subjects: mom and daughter, room, etc.,

The image of a person becomes even more detailed and proportional. Fingers, eyes, mouth, nose, eyebrows appear,

the chin. Clothes can be decorated with various details.

With the correct pedagogical approach, children develop artistic and creative abilities in visual activity.

The children of the preparatory group for school have largely mastered the construction of building materials. They are fluent in generalized methods of analyzing both images and buildings; not only analyze the design basic features of various parts, but also determine their shape based on similarities with familiar volumetric objects. Free buildings become symmetrical and proportional, their construction is carried out on the basis of visual orientation.

Children quickly and correctly select the necessary material. They quite accurately imagine the sequence in which there will be

construction is carried out, and the material that will be needed to complete it; able to perform various degrees of difficulty

buildings, both by their own design and by conditions.

At this age, children can already master complex forms of folding from a sheet of paper and come up with their own, but they need to be specially taught this. This type of activity is not only accessible to children - it is important for deepening their spatial concepts.

Construction from natural material becomes more complicated. Preschoolers already have access to complete compositions according to a preliminary plan, which can convey complex relationships, include figures of people and animals.

Children continue to develop perception, but they cannot always take into account several different signs at the same time.

Figurative thinking develops, but the reproduction of metric relations is difficult. This can be easily verified by asking children

reproduce on a sheet of paper a sample on which nine points are drawn that are not located on one straight line. As a rule, children do not

reproduce the metric relationships between the points: when the drawings are superimposed on each other, the points of the child's drawing do not coincide with the points of the sample.

The skills of generalization and reasoning continue to develop, but they are still largely limited to visual signs.

situations.

Imagination continues to develop, however, it is often necessary to state a decrease in the development of imagination at this age in comparison

with senior group... This can be explained by various influences, including the means mass media leading to stereotyped images of children.

The attention of preschoolers continues to develop, it becomes arbitrary. In some activities, the time of an arbitrary

concentration reaches 30 minutes.

Speech continues to develop in preschoolers: its sound side, grammatical structure, vocabulary. Coherent speech develops. The statements of children reflect both the expanding vocabulary and the nature of the relationships that are formed at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc.

As a result of a properly organized educational work preschoolers develop dialogic and some types of monologue speech.

In the preparatory group for school, preschool age ends. His main achievements are related to mastering the world of things as

objects of human culture; mastering forms of positive communication with people; development of gender identity, formation

student position.

By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to continue to successfully study at school.

Features of the organization educational process in the group (climatic, demographic, national

- cultural and others)

1) Demographic characteristics:

V preparatory group at the beginning of the school year 25 people, including 14 boys and 11 girls. All children correspond to the age range of this group.

2) National and cultural characteristics:

Ethnic composition of the group's pupils: Buryats - 6 children

Russian 19 children

Education and upbringing at the preschool educational institution is carried out in the Buryat and Russian languages.

The implementation of the regional component is carried out through acquaintance with the national and cultural characteristics of Buryatia. Getting acquainted with the native land, its sights, the child learns to be aware of himself, living in a certain time period, in certain ethno-cultural conditions. This information is realized through targeted walks, conversations, classes, projects.

3) Climatic features:

The daily regimen of the group includes morning exercises, exercises for the prevention of flat feet, exercises after sleep. In the cold season, children are less likely to be outdoors. In the warm season, the activities of children are mainly organized in the open air.

Based on the climatic characteristics of the region, the schedule of the educational process is drawn up in accordance with the allocation of two periods:

1.cold period: academic year(September-May, a certain daily routine and schedule are drawn up directly educational activities;

2.warm period (June-August, for which a different regime of the day is compiled)