Preschool age: features of development and upbringing of children. Preschool age: main characteristics Definition of preschool children

The key period in child development is preschool age, which includes the range from 3 to 7 years. This is a very important time for the development of the baby’s personality, his emotional, intellectual and moral development, formation of the most important skills for later life. Therefore, parents have to make a lot of efforts to raise harmonious personality, ready to receive secondary education and enter the “big life”.

General description of the period

To characterize any age range, it is customary to use three components:

• social development situation;
• leading type of activity;
• mental neoplasms.

From the point of view of the social situation of development, the period is characterized by greater independence of the baby, who gradually begins to build own chain relationships, understands the world through play, often imitating their parents. The child strives with all his might to be included in adult life.

The leading activity is role-playing play, which helps not only to have fun, but also to form the most important concepts in the child, to help him orient himself in interpersonal relationships and in society as a whole. Thus, by playing “Mothers and Daughters”, children gradually begin to realize the value of family, teamwork, and communication with peers.

From the point of view of new mental formations, preschool age is especially important, since it is now that visual-figurative thinking is developing, that is, the baby gradually begins to move from understanding concrete objects to comprehending abstract phenomena. Memory and speech become more complex and develop, and various emotions appear.

How old are preschoolers?

Within the framework of the age under consideration, it is customary to distinguish three periods:

• junior (3-4 years);
• average (4-5 years);
• senior (5-7 years old).

Each of them has its own characteristics, so it is clear that a 3-year-old child is significantly different from a six-year-old.

Physical development

In the range from 3 to 7 years, an increase in body weight occurs, children become taller, limbs lengthen, and baby teeth begin to gradually be replaced by molars.

Researchers have identified the following features of the physical development of preschool children:

• weight grows by about 2 kg per year (from 3 to 5 years);
• head circumference up to 5 years increases by 1 cm every year, from 5 to 7 years - by ½ cm;
• Chest circumference increases by 1.5 cm every year.

It is important for parents to ensure that the child sits correctly while playing or drawing, otherwise there is a high risk of poor posture, stooping, scoliosis and health problems.

Major age crises

Experts identify two crises preschool age, the characteristics of which are presented in the table.

Name	Possible reasons	Main symptoms	Recommendations for parents
Crisis of three years	Parental behavior (overprotectiveness, authoritarianism), absence of brothers or sisters, illness. Most often occurs in melancholic and choleric people.	Stubbornness, despotism, obstinacy, negativism, self-will, protests, depreciation - these are the seven main signs of a crisis identified by L.S. Vygotsky. Children act out of spite, often contrary to their own desires, with the sole purpose of refusing their parents (for example, the baby is cold and wants to go home, but stubbornness forces him not to obey and continue to walk).	It is necessary to remain calm with all your might, not to shout at the child, and to encourage his desire for independence. Every manifestation of obstinacy must be analyzed. You should talk to the child, talk about your experiences - this is how he learns to express his emotions and make contact. There is no need to impose your will; it is important to give the preschooler the opportunity to choose (for example, which cartoon to watch).
(can also occur at 6 years of age)	Often coincides with the beginning of the learning process, the child receives a new role for himself, which he will have to get used to; it becomes important for him to seem more mature, to gain freedom that his parents are not yet ready to provide.	Lack of obedience, irritability, stubbornness, loss of previous interests. Conflicts often arise with teachers and parents. Children learn the boundaries of what is permitted by trial and error, testing their parents' strength. They can categorically refuse their previously inherent social roles.	Giving the child more freedom, explaining to him that every person, including a preschooler, has his own responsibilities that must be fulfilled. The right to make mistakes allows the child to understand that he himself is responsible for his actions.

The crisis of 6-7 years ends preschool age. Relatively calm current crisis periods becomes possible only if parents behave competently, who understand that their growing baby is becoming more independent, and maintain a relationship with him, taking this truth into account.

Briefly about children's fears

Babies begin to be afraid before they are one year old, but specific and varied fears appear in them during the preschool period. Thus, at 3-5 years old, children may be afraid of the dark, closed spaces, certain fairy-tale characters, and are afraid to be alone. Sometimes fear is not motivated by anything - for example, a seemingly harmless toy with which personal unpleasant associations are associated can frighten a child.

5-6 years is the age when the fear of death manifests itself, so parents need to be prepared to answer the child’s questions about the afterlife.

Most often, children's fears go away with age, but in the most difficult cases, various correctional methods can be used: fairy tale therapy, art therapy, etc.

Types of activities

The leading activity for preschool childhood is play. Children take on various roles (parents and children, doctor and patient, seller and buyer), invent and play out the situation, using their knowledge of adult life, imitating their parents. Already in early preschool age, children try to imitate adults in gameplay. And in the middle and older periods, substitute items are actively used (for example, grass picked on the street becomes cabbage or onions, and chopped pieces of paper become money when playing shop).

But besides this, there are other important forms of activity, primarily productive. That's why kids love to draw, sculpt, assemble figures from construction sets, and model.

Expert's Opinion

Tanya Okhrimenko, educational psychologist: During this period, it is very important for a parent to be able to observe. The way his games go and intervene only when the child asks you. This way you will learn more about the child and at the same time give him space for independence.

Many parents begin to teach their preschooler reading and writing, English, counting, and simple mathematical operations, but due to the child’s age, this should be done at game form. Even a 5-6 year old child is not yet able to sit at a desk for 40 minutes, studying with concentration, but he can easily assimilate the information obtained in the process of an exciting role-playing game.

Communications

Preschool children communicate both with peers and with adults, while communication becomes more meaningful, speech becomes rich, coherent and correct. The older a preschooler is, the more interested he is in communicating with those close to him in age than in talking with his parents.

Communications are very important now important role, helping the child master social space and find his place in it. Gradually he begins to realize the importance of joint activities with peers. When a child reaches 3 years of age, he begins to understand that he is not the center of the universe, that there are other people who are significant to his family and friends. So, a complete surprise for him is the realization that parents love each other, and if there are other children in the family, then parental feelings also concern them.

It is during the period of preschool childhood that the child gradually learns the norms of behavior and realizes that he cannot always do what he wants. At the same time, his self-identification as an individual occurs.

It is very important for parents to understand the specifics of preschool age, since it largely determines how adults should behave with their baby. Thus, it is too early to demand that he keep his promises, since his own word is the weakest motive, and unfulfilled promises form such a character trait as irresponsibility. It will be much more effective to praise him even for small successes than to scold him for failures.

Specifics of thinking development

A distinctive feature of the preschool period is the formation and development of visual and figurative thinking. Now the child is endowed with a flexible mind, inquisitiveness, curiosity, he bombards his parents with questions “why?”, His memory at 4-5 years old changes from involuntary to voluntary.

Preschool childhood is the most important time in a child’s life, which largely shapes his personality traits: determination, social activity, emotional sphere. Now it is very important to help the baby develop harmoniously, using role-playing games and adjusting his own behavior based on his growing need for independence.

In Russian psychology, the period of preschool childhood is conventionally divided into three subperiods:

1. junior preschool age 3 – 4 years

2. average preschool age 4 – 5 years

3. senior preschool age 6 – 7 years

The central new formations of this age can be considered the subordination of motives and self-awareness, the need for socially significant and socially valued activities.

Leading activities: A game is a special type of activity, which is a set of meaningful actions that does not have a productive conclusion. The child receives satisfaction from the game process. There are several types of games: individual and group, subject and plot, role-playing and games with rules. Individual games represent a type of activity when one person is engaged in the game, group- include several individuals. Subject games associated with inclusion in play activity person of any objects. Story games unfold according to a certain scenario, reproducing it in basic details. Role-playing games allow human behavior limited by a certain role that he takes on in the game. Games with rules are regulated by a certain system of rules of conduct for their participants. There are also mixed types of games: subject-role-playing, plot-role-playing, story games with rules, etc.

The child's behavior during this period With becomes more arbitrary, conscious, and expedient. The child can restrain the violent manifestation of emotions, and norms of behavior appear. Independence and social activity increases. The child is aware of his desires and actions, which are regulated by his personal norms (in accordance with his understanding of the moral requirements and rules of behavior conveyed to him by adults). The child is able to evaluate himself, realizing to one degree or another the correspondence of his own qualities and actions to certain expectations or requirements of others.

The development of perception in preschool age occurs in the form of a process of development and formation of perceptual actions, from specific manipulations with objects to interiorization (transfer of practical actions to the internal plane at the mental level).

The memory of a preschooler is predominantly involuntary; mechanical memorization predominates.

During this period, the active development of speech continues. Visual and figurative thinking develops, and in some children, by the age of 7, verbal and logical thinking. Imagination in its development moves from involuntary to voluntary and begins to perform two functions: cognitive-intellectual and affective-protective.

The most important personal mechanism that is formed in this period is considered to be the subordination of motives—the motives of a preschooler acquire different strength and significance. The strongest motive for a preschooler is encouragement and receiving a reward. A weaker one is punishment (in dealing with children this is primarily exclusion from the game), even weaker is the child’s own promise. New motives appear . These are motives associated with emerging self-esteem, pride - motives for achieving success, competition, rivalry; motives associated with the assimilation of moral standards at this time, and some others. During this period, the child’s individual motivational system begins to take shape. The various motives inherent in it acquire relative stability. A preschooler begins to learn ethical standards , accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his command to these norms, and he develops ethical experiences.

Self-esteem appears in the second half of the period based on emotional self-esteem (“I’m good”) and a rational assessment of other people’s behavior. When assessing practical skills, a 5-year-old child exaggerates his achievements. By the age of 6, high self-esteem remains, but at this time children no longer praise themselves in such an open form as before. At least half of their judgments about their success contain some kind of justification. By the age of 7, most self-esteem of skills becomes more adequate.

In the development of the self-concept of a preschooler, the child’s primary awareness of himself becomes a complex and relatively stable system of his self-perception: the child is aware of the features of his body, his physical capabilities, identifies himself with a certain gender, and perceives himself as a member of a social group.

Developed personal neoplasms of a child in the preschool period are his early manifestations of empathy and self-control, which in turn largely determine the moral orientation and behavior of the child at this stage of his age development.

Exercises for the work of a canis therapist:

1. Putting a collar and leash on a dog (development of object-manipulative activity).

2. The child strokes the dog, praises him, selects toys by touch - smooth, with protrusions, different in size and shape (development of sensory functions)

We check whether the child remembers the name of the dog, name objects with a description of the shape, size, color and ask the child to answer whether this is so, ask to show or take a toy of choice and repeat its name, color, shape.

3. We build logical chains (command to the dog, execution, encouragement) to reward the dog, select food from a container of a certain shape and with a lid of a certain color; We structure the lesson in the form of a game (or a fairy tale), for example, a journey with the definition of the final goal and intermediate tasks. We repeat the task of each stage with questions and answers from the patient (development of verbal and objective-effective communication).

4. Movements have a certain meaning, for example, you need to walk along a bridge, cross a slide, indicate the shape of the surface of the bridge, touch the top of a plastic bench, determine whether there are circles or stripes, lift the bench with the help of a dog to find the “key” to the next task (development sensations, articulatory postures and movements).

5. The child combs the dog (with tips - tail, ears, head, back); feeds or waters the dog from a bowl, holding it suspended (the goal is not to let the bowl fall to the floor); tugging toys.

6. Games with the dog.

7. Holidays with a dog.

Irina Lyubushkina
Features of the development of preschool children

1. Features of the development of preschool children

Preschool age covers the developmental period from 3 to 7 years. During preschool childhood - the child’s entire mental life and his attitude to the world around him are rebuilt. The formation of internal mental life and internal self-regulation is associated with a number of new formations in the psyche and consciousness preschooler.

The social situation is changing. New personal qualities and character traits are intensively formed. Preparations are being made for an important event in the life of every child - entering school.

The child’s leading means of communication preschool age speech becomes. Answering questions helps the child expand his familiarity with the surrounding reality. The adult's answer is very important. It must be serious and understandable.

Leading activity preschooler is a role-playing game. Through play, children gain new knowledge about the world around them, clarify their existing ideas, and regulate their relationships with peers. The game helps children manage their behavior and make practical, important decisions that are new to them.

Preschool age is the main age of development cognitive processes of the child. Thinking preschooler develops from visually effective (in infancy) to the visual-figurative. This allows the child to establish connections between objects and their properties. This age is characterized by memory development, it stands out more and more from perception. First, voluntary reproduction is formed, and then voluntary memorization. Imagination is one of the most important new formations preschool age. imagination allows a child to build and create something new, original, which was not previously in his experience. And although the elements and prerequisites development imaginations take shape at an early age age, it reaches its highest flowering precisely in preschool childhood.

Another important new development of this period is the emergence of voluntary behavior. IN preschool age The child’s behavior goes from being impulsive and spontaneous to being mediated by norms and rules of behavior.

Transition period from early to junior age marked by a crisis of 3 years. The child’s self-awareness is developing, his own "I"

Negativism is a reaction of denial to an adult’s demand or request, the desire to do the opposite.

Stubbornness - a child insists on something not because he wants it, but in order to have his opinion taken into account.

Self-will - the child accepts only what he has come up with or decided himself

Devaluation - a child may break a favorite toy (devaluation of old attachments to things, may begin to swear (devaluation of old rules of behavior, the child’s attitude towards other people and himself changes. He is psychologically separated from close adults.

End preschool age marked by the crisis of seven years. At this time, important changes occur in the mental life of the child. L. S. Vygotsky defined the essence of these changes as the loss of childish spontaneity.

2. Professional qualities of a teacher

The specifics of professional activity make demands on the teacher preschool education certain requirements. And in order to fulfill his professional duties, he must have certain personality qualities.

Professional orientation.

The basis of such personality quality as professional direction is interest in the teaching profession and love for children, pedagogical vocation, professional pedagogical intentions and inclinations.

This feeling is characterized by the ability to empathize and sympathize, to respond emotionally to the child’s experiences. Educator preschool education , knowing age characteristics preschoolers, must carefully notice the slightest changes in the child’s behavior, show sensitivity, caring, kindness, and tact in relationships.

Pedagogical tact.

Tactfulness is a sense of proportion, which is manifested in the ability to observe the rules of decency and behave properly. When the teacher’s actions find the optimal combination of affection and firmness, kindness and exactingness, trust and control, humor and severity, flexibility of behavior and educational actions, we can talk about the teacher’s tact.

Pedagogical optimism.

The basis of pedagogical optimism is the teacher’s faith in the strengths and capabilities of each child. Educator preschool education, loving children, is always tuned to perceive their positive qualities. Creating conditions for manifestation abilities of each child, the teacher helps to reveal personal potential preschooler. An optimistic teacher is characterized by the ability to inspire, cheerfulness, and a sense of humor.

Culture of professional communication.

Educator preschool Educational teacher must be able to build correct relationships with children, parents, colleagues, that is, with all participants in the pedagogical process.

Firstly, have a high cultural level and impeccable behavior. Children are good "copycats", it is the behavior of the teacher that they imitate in the first place. Secondly, try to establish partnerships with parents, be able to prevent and resolve conflict situations. Thirdly, treat colleagues with respect and attention, exchange experiences, and accept criticism.

Pedagogical reflection.

Reflection implies the ability to analyze the steps taken, evaluate the results obtained and compare them with the planned goal.

Parents' trust is the first step towards gaining authority. Use the authority of children, parents and colleagues - this means receiving an assessment of one’s moral qualities, culture, erudition, and dedication to the profession.

Of the necessary personality qualities of a teacher, you can also highlight: conscientiousness, self-demandingness, initiative, patience and endurance. It's good if the teacher preschool education, he knows how to make crafts, draw, sing well, and has acting skills. In this case, he will always be interesting to his students.

The teacher must be a creative person and have such qualities as creativity (originality, clarity, activity, imagination, concentration, sensitivity). A creative teacher also has such qualities as initiative, ability to overcome the inertia of thinking, independence, determination, a sense of what is truly new and the desire to understand it, observation

Thus, the main professionally significant qualities are:

Pedagogical tact,

Pedagogical optimism,

Creativity,

Self-realization

Pedagogical duty and responsibility,

Empathy.

Among the professionally important qualities of a teacher, specialists allocate:

possession of modern methods and technologies in the field of training and education children

broad erudition

pedagogical intuition

high level of intelligence

highly developed moral culture.

3. Educational programs and development of preschool children

Quality and efficiency preschool education is mediated by many factors, among which are far from last place occupied by the educational program.

All major programs preschool education can be divided into two types - complex (or general education) and so-called partial (specialized, main programs preschool education with a narrower and more pronounced focus).

Main programs preschool Integrated education takes into account a holistic approach to harmonious and comprehensive child development. According to such programs, education, training and development occur in all directions in accordance with existing psychological and pedagogical standards.

preschool education presupposes a main focus on any one direction in development and raising a child. In this case, a comprehensive approach to implementation preschool training is ensured by the competent selection of several partial programs.

Comprehensive Core Programs preschool education

"Origins"- a program that pays due attention to development the child's personality in accordance with his age. The authors offer 7 basic personal characteristics that must be developed in a preschooler. Educational program "Origins", like other main programs preschool education, takes into account comprehensive and harmonious development of a preschooler and makes it his priority.

"Rainbow"- in this program you will find 7 main activities typical for preschooler. These include play, construction, mathematics, physical culture, fine arts and manual labor, musical and plastic arts, development speech and getting to know the outside world. Development According to the program, it occurs in all of the above areas.

"Childhood"- the program is divided into 4 main blocks, each of which is a central element in the construction preschool education. There are sections here "Cognition", "Healthy Lifestyle", "Creation", "Humane attitude".

« Development» - This special preschool education program, which is based on the principle of gradual complication of educational, educational and educational tasks. The program provides a systematic, consistent approach to preschool education and child development.

"Little one" is a comprehensive program created specifically for children under 3 years old. It takes into account the specifics of early age and ensures maximum efficiency in solving educational problems specifically for children of this age category. Includes several blocks – “We are waiting for you, baby!”, "I myself", "Gulenka", "How will I grow and develop» .

Partial main programs preschool education

"Cobweb", "Young ecologist", “Our home is nature”- these programs are designed to environmental education preschoolers. Accordingly, they instill in children love and respect for nature and the world around us, forming an environmental awareness, which is very important for preschool children.

"Nature and the Artist", "Semitsvetik", "Integration", "Umka - TRIZ", "Baby", "Harmony", "Musical Masterpieces", "Design and manual labor"- all these programs preschool education unites one: they have a pronounced focus on creativity development child and on the artistic and aesthetic perception of the world.

"I, you, we", « Development in children ideas about history and culture", "I am a man", "Heritage", "Communication children to the origins of Russian folk culture"- listed main programs preschool education has a socio-cultural focus. They are designed to stimulate development of spirituality, morality, cultural understanding and important social skills. In addition, some programs set the highest goal of instilling patriotism as a valuable personality characteristic.

"Sparkle", "Play for your health", "Start", "Hello!", "Health"- in these programs the emphasis is on health improvement, physical development of a preschooler and his motor activity. The priorities are to instill a love for sports, active and healthy image life.

There are even more specialized core programs preschool education. For example, the program "Safety Fundamentals" involves preparation preschoolers to possible danger situations, natural disasters and emergencies. « Preschooler and economics» - a program designed for economic education and the formation of initial financial and economic ideas.

4. Teacher’s work with parents

Teacher preschool institutions are not only educators children, but also a parent’s partner in raising them.

What should you rely on when working with parents:

1. Use positive communication skills.

1) We ask and listen to the child’s parents more than we point and give advice.

2) We often inform parents about the progress of achievements in their child's development:

We use individual forms for sending information to families and obtaining information about them.

We let parents know that we are ready to discuss with them very important topics concerning their child.

We respond promptly and positively to suggestions, ideas, and requests from parents.

We inform parents about the strengths, achievements and positive character traits of the child during conversations and telephone conversations.

We help parents understand that they can have a significant positive impact on their child's life.

We involve parents in education children, using forms that will allow them to feel light and comfortable;

We are ready to receive parents in the group at any time, throughout the day.

We help parents decide on paid educational services (clubs, in the opening abilities, talents children.

Forms of working with families.

Group parent meetings.

Various forms of organization of such events:

"Round table" with parents in a non-traditional form, setting, with the obligatory participation of specialists, a senior educator, at which to discuss current issues of education with parents. Participants communicate freely with each other.

Consultations for parents. They are close to conversations. The teacher strives to give parents qualified advice. Consultations can be planned, unplanned, individual, group, 3-4 times each age group . Duration 30-40 minutes. Consultation requires preparation for the most meaningful answers from the teacher to parents. Which consultations parents are interested in can be determined in advance by interviewing parents or conducting a survey.

Open classes for children.

Home visit.

From 3 to 6-7 years

After three years, the baby enters a new era of his life, in new age, which is usually called preschool. Of course, every age is beautiful in its own way, but the importance and charm of preschool age should be especially emphasized.

This is the age when the imagination begins to work so brightly and so intensely that it is difficult to distinguish the imagined from the real.

This is the age when play and life are so inseparable that it can be difficult to determine whether a child is playing or not, because he does everything playing.

This is age active actions: it is impossible to force the baby to sit a little calmly, silently. The desire to do something - run, jump, play with toys, talk - overwhelms the preschooler.

This is the age when a child's life begins peers. Common games, quarrels, affections, agreement and disagreements gradually fill the circle of his interests.

This is the age when every day brings something new. The child discovers the world: gets acquainted with people, nature, surrounding objects, learns about good and evil.

This is the age when a child can already tell about what he saw, about what worries him, what he wants. Therefore, the impressions of preschool childhood remain in a person’s memory for a long time and often warm his life in adulthood. In a word, this is probably the happiest time of childhood.

Preschool childhood brings joy and adults next to the baby. During this period, the child is still attached to mom and dad, completely open to them (then this charming childish spontaneity, alas, is lost). At the same time, this is no longer a helpless baby, but a fairly independent person with his own desires and ideas. You can do a lot of things together with him, you can captivate him with games, stories, and activities.

During preschool age, rapid development of all cognitive mental processes occurs.

The development of a child’s speech in preschool age goes through three stages:

1. construction according to the model.

Until the age of 4.5 years, a child does not think about the morphology or syntax of the language. The main “source” of new words for him are adults. In his speech, the child begins to actively use words heard from adults.

For example, quite often there are cases when a child’s speech contains swear words and even obscene words, which he accidentally heard and the meaning of which he does not understand at all. Thus, it turns out that most often the uniqueness of a child’s vocabulary is determined by those words that are most common among his immediate environment, in his family.

At the same time, the child’s speech is not simple imitation. The child also shows creativity in forming new words. For example, wanting to say “a very small giraffe,” a child, in the same way as adults construct neologisms, says by analogy “baby giraffe.”

2. formation logical thinking.

This stage of child speech development begins at the age of 4-5 years and is characterized by the fact that the development of his speech is now closely related to the formation of his reasoning logical thinking. The child moves from simple sentences, in most cases not yet related to each other, to complex sentences. In the phrases formed by the child, main, subordinate and introductory clauses begin to appear, characterized by the words “because”, “so that”, “if”, etc.

3. beginning of language learning.

The difficulties of the previous period of speech acquisition by the child are overcome only during the next, third stage - speech development in connection with language learning. This stage speech development begins at the end of preschool age, but its most significant features are clearly manifested already when studying the native language at school.

Development of inner speech.

Initially, inner speech helps the child in solving practical problems in a visual-effective or visual-figurative way. For example, when performing any activity, a child accompanies his actions with words.

Initially, these words are spoken out loud, then in the form of internal speech. So, when moving a chair to the table, in most cases he pronounces to himself the name of the objects he is using, i.e. he says “chair”, “table”.

This speech in external, verbal form records the result of the activity, helps to concentrate and maintain the child’s attention on individual moments of the activity, and serves as a means of managing short-term and operative memory.

THINKING

A preschooler develops visual and effective thinking.

The child continues to think “by doing.” For example, when a child aged 4-5 years is asked to determine what is common and what is the difference between a pear and an apple, he performs this operation much faster and easier when he holds them in his hands, and experiences serious difficulties when he is asked to do this mentally.

Other characteristic feature children's thinking is its clarity. The child thinks based on individual facts that are known to him and accessible from personal experience or observing other people. For example, to the question “Why can’t you drink raw water?” the child answers based on a specific fact: “One boy drank raw water and got sick.”

IMAGINATION

The process of imagination becomes arbitrary. Emergence active forms imagination is initially associated with motivating initiative on the part of an adult.

For example, when an adult asks a child to do something (draw a tree, build a house out of cubes, etc.), he activates the imagination process. In order to fulfill the request of an adult, the child must first create (or recreate) a certain image in his imagination. Moreover, this process in the baby’s imagination is already arbitrary in nature, since the child is trying to control it.

Later, the child begins to use his own imagination without the participation of an adult. This manifests itself in the child's games. They become focused and story-driven.

The things around the child are not just stimuli for the development of objective activity, but act as material for the embodiment of images of his imagination. A child at 4-5 years old begins to draw, build, sculpt, rearrange things and combine them in accordance with his plan.

As a result of the child’s education and awareness of his “I”, the psychological separation of himself from other people, the affective function of the imagination begins to manifest itself between the ages of 4 and 6 years. At the same time, the emotional-protective function of imagination lies in the fact that through an imaginary situation the child experiences a release of emerging tension and a symbolic resolution of conflicts that the child cannot yet resolve in practice.

The clearest manifestation of the emotional and protective functions of the imagination are “horror stories” composed and told by children. It should be noted that by the age of 6, many children’s imagination reaches such a level high level that they are able to “live” in the world they have imagined. They create a plot for the game with amazing ease and put it into practice.

ATTENTION

By the age of 5-6 years, the manifestation of attention is more and more voluntary. Thus, younger preschoolers usually look at pictures that attract their attention for only 6-8 seconds, while older preschoolers are able to focus their attention on an object for 12 to 20 seconds.

The same thing happens in the activities children perform. As children grow older, they are able to do things for longer periods of time.

EMOTIONAL SPHERE

In preschool age, emotions have a stimulating effect on cognitive, as well as other mental processes, and develop in the child an individual attitude to the real world of things and phenomena. This period is called the age of affectivity.

Emotions have a violent, but unstable character, which is manifested in vivid, albeit short-term affects, in a rapid transition from one emotional state to another. It is easy to frighten a child and make him angry, but with the same ease you can also interest him, arouse pleasure and joy in him.

So, distinctive feature The behavior of a 3-year-old child is that he acts under the influence of feelings and desires that arise in him at the moment. They are changeable, so you can easily attract his attention to some action, often even just with a “mysterious” intonation: “What are we going to see now!..” But it is difficult to keep children’s interest in any activity for a long time for the same reasons . The child’s feelings and desires, despite their instability, are very strong, so the expression of feelings is immediate, vivid: crying, screaming, clapping, squealing, aggressive gestures, jumping - that is, the child expresses his experience with his whole being.

Starting from the age of 4, children acquire the ability to distinguish between true and externally manifested emotions. This ability is clearly formed in a child by the age of 6, and he better recognizes negative emotions.

INTERESTS

At this age, children begin to show interests in creative types of activities - drawing, modeling, designing, singing, music. However, these interests are not yet stable enough and can vary greatly.

Moreover, the age in question is the age " why check ”, when children’s curiosity reaches its climax and there is no limit to their curiosity and questions. The emergence of the ability to fantasize is, as a rule, a feature of well-developed children.

On the other side, fantasy can also serve as a signal of frustration of various motives. Therefore, if a child fantasizes excessively, you should pay closer attention to the plot-based nature of his fantasies.

The sexual curiosity inherent in a child of this age begins with an interest in his own body. Masturbation and playing with the genitals are quite common, although adults, especially mothers, tend to control it. Gradually, this child’s interest takes the form of questions regarding the sex differences of boys and girls, the origin of children, etc.

Sources:A. A. Rean “Human Psychology from Birth to Death”, L. N. Galiguzova “From One to Seven”

Video taken from youtube.com

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Developmental psychology - preschool age

We present to your attention excerpts from the book “ Developmental psychology: Proc. aid for students higher textbook establishments” Darvish O. V. / Ed. V. E. Klochko. - M.: Publishing house VLADOS-PRESS, 2003.

Considering the process of child development, developmental psychology gives characteristics of different age periods and, therefore, operates with such concepts as “age” and “childhood”. Age, or age period, has its own structure and dynamics. “Each age represents a qualitatively special stage mental development and is characterized by many changes that together constitute the unique structure of the child’s personality at this stage of his development” (l.p.

Vygotsky). In psychology, there are two ideas about age: physical and psychological age. Physical age characterizes the life of a child in years, months and days that have passed since his birth, and psychological age indicates the level of psychological development achieved by that time.

Psychological age may not coincide with the chronological age of the child. Age period with its own developmental characteristics mental functions and the personality of the child, the characteristics of his relationships with others and his main activity has certain boundaries.

But these chronological boundaries can shift, and one child will enter a new age earlier, another later. The boundaries are shifting especially strongly adolescence associated with puberty in children.

Preschool childhood- a long period of a child’s life. This age is a direct continuation early age in terms of general sensitivity, carried out by the uncontrollability of the ontogenetic potential for development. This is a period of mastering the social space of human relationships through communication with close adults, as well as through play and real relationships with peers.

Living conditions. At this time, they are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types activities and social functions.

He feels a strong desire to be involved in adult life, to actively participate in it, which, of course, is not yet available to him. He strives for independence. From this contradiction, role-playing game is born - an independent activity of children that models the life of adults.

Social development situation

The child’s place in the system of relationships changes (he is no longer the center of his family), and the ability to identify with people and images of heroes of works of art develops. There is an assimilation of norms of behavior, as well as various forms of communication. The child begins to realize that he is an individual and acquires an interest in the physical structure of a person.

Leading activity in preschool age

Irpa. It has a significant impact on the development of the child. In the game, children learn to fully communicate with each other.

In the process of role-playing creative play, children take on the roles of adults and, in a generalized form, in play conditions, reproduce the activities of adults and the relationships between them. A child, choosing and playing a certain role, has a corresponding image - mother, doctor, driver, pirate - and patterns of his actions. But, although life in the game takes place in the form of ideas, it is emotionally rich and becomes his real life for the child.

The game contributes to the development of not only communication with peers, but also the child’s voluntary behavior. The mechanism for controlling one’s behavior develops precisely in the game, and then manifests itself in other types of activities.

The game develops the motivational-need sphere of the child. New motives for activity and goals associated with them arise. Qualitative changes occur in the child’s psyche.

The preschooler masters and visual activities. As V.S. Mukhina points out, the specificity of drawing as a special type of activity is precisely the visual, symbolic activity.

Central neoplasms: new internal position; subordination of motives, self-esteem and awareness of one’s place in the system of social relations.

Thinking

Thinking in preschool age is characterized by a transition from visual-effective to visual-figurative and at the end of the period - to verbal thinking. The main type of thinking, however, is visual-figurative, which corresponds to representative intelligence (thinking in ideas) according to the terminology of Jean Piaget.

A preschooler thinks figuratively, but has not yet acquired adult logic of reasoning. Solves mental problems in the representation, thinking becomes non-situational.

The prerequisites for such mental qualities as independence, flexibility and inquisitiveness are being formed.

There are attempts to explain phenomena and processes. Children's questions are indicators of the development of curiosity.

The mental development of a preschool child is constantly influenced by the gaming situation and actions. The experience of a child’s gaming and real relationships in role-playing games forms the basis of a special property of thinking that allows one to take the point of view of other people, anticipate their future behavior and, depending on this, build one’s own behavior.

Speech

By the age of seven, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since learning to read and write begins in preparation for school. According to psychologists, the child’s language truly becomes native.

The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. By the end of preschool age, the process of phonemic development is completed.

The child's vocabulary is growing rapidly.

Developing grammatical structure speech. Children learn subtle patterns of morphological order (word structure) and syntactic order (phrase structure).

The child masters the grammatical forms of the language and actively increases his vocabulary, which allows him to move on to contextual speech at the end of preschool age. He can retell a story or fairy tale he has read, describe a picture, and convey his impressions of what he saw.

Features of speech development in preschool age:

Speech is detached from a specific situation, loses its situationality, turning into a universal means of communication; coherent forms of speech appear, its expressiveness increases;

The child comprehends the laws of his native language in the process of acting with words;

The child learns to express his thoughts coherently, logically, reasoning turns into a way of solving intellectual problems, and speech becomes a tool of thinking and a means of cognition, intellectualization of cognitive processes;

Speech turns into a special activity that has its own forms: listening, conversation, reasoning and stories;

Speech becomes a special type of voluntary activity, and a conscious attitude towards it is formed.

Perception

Perception in preschool age loses its initially affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, and analytical.

It highlights voluntary actions - observation, examination, search. Speech has a significant influence on the development of perception at this time - the child begins to actively use the names of qualities, characteristics, states of various objects and the relationships between them.

In preschool age, the following is typical for perception:

Perception turns into a special cognitive activity;

Visual perception becomes one of the leading ones;

Perceiving objects and actions with them, the child more accurately evaluates color, shape, size (mastering sensory standards);

The ability to determine direction in space, the relative position of objects, and the sequence of events is improved.

Attention

In preschool age, there is a universal means of attention - speech. The child organizes his attention to the upcoming activity by formulating it verbally.

At this age:

Concentration, volume and stability of attention increase significantly;

Elements of voluntariness in the control of attention take shape based on the development of speech and cognitive interests;

Attention becomes indirect;

Attention is related to the child’s interests in activities; elements of post-voluntary attention appear.

Memory

Preschool childhood is the age most favorable for memory development. As L. S. Vygotsky believed, memory becomes the dominant function and goes a long way in the process of its formation. The child remembers a wide variety of material with ease.

Younger preschoolers have involuntary memory. The child does not set a goal to remember or remember something and does not have special methods of memorization.

The child quickly remembers poems, fairy tales, stories, dialogues from films, empathizes with their characters, which expands the scope cognitive activity child. The child gradually learns to repeat, comprehend, connect material for the purpose of memorization, and use connections when remembering.

In middle preschool age (between 4 and 5 years), voluntary memory begins to form.

Memory, increasingly uniting with speech and thinking, acquires an intellectual character, and elements of verbal-logical memory are formed.

The memory of a preschooler, despite its apparent external imperfection, actually becomes the leading function.

Imagination

Imagination is formed in playful, civil and constructive activities and, being a special activity, turns into fantasy. The child masters the techniques and means of creating images, and there is no need for visual support to create them.

By the end of preschool age, the child's imagination becomes controllable.

Imagination actions are formed:

The idea is in the form of a visual model;

Image of an imaginary object;

Emotional sphere

Preschool childhood is characterized by generally calm emotionality, the absence of strong affective outbursts and conflicts over minor issues.

The child masters social forms expressions of feelings.

The role of emotions in the child’s activities changes, and emotional anticipation is formed.

Feelings become more conscious, generalized, reasonable, arbitrary, and non-situational. Higher feelings are formed - moral, intellectual, aesthetic.

Emotional processes become more balanced.

Development of the motivational sphere

The most important personal mechanism that develops in preschool age is considered to be the subordination of motives. It appears at the beginning of preschool age and then develops consistently. It is with these changes in the child’s motivational sphere that the beginning of the formation of his personality is associated.

Already in early preschool age, a child can relatively easily make a decision in a situation of choosing one object from several, not to react to an attractive object. This becomes possible thanks to stronger motives that act as “limiters.” The strongest motive for a preschooler is encouragement and receiving a reward.

A weaker one is punishment (in dealing with children this is primarily exclusion from the game), and even weaker is the child’s own promise. Demanding promises from children is not only useless, but also harmful, since they are not fulfilled, and a series of unfulfilled assurances and oaths reinforces such personality traits as lack of obligation and carelessness. The weakest is a direct prohibition of some actions of the child, not reinforced by other additional motives, although adults often place great hopes on the prohibition.

The image of another person (an adult, other children) helps a preschooler regulate his behavior.

At first, the child needs someone to be nearby to control his behavior, and when left alone, he behaves more freely and impulsively. Then, as the conceptual plane develops, it begins to be held back by imaginary control.

At preschool age, the child is included in new systems of relationships, new types of activities. Accordingly, new motives appear related to the emerging self-esteem, pride, motives for achieving success, competition, rivalry; motives associated with internalized moral standards, and some others. Interest in the content of the activity and motivation to achieve are especially important.

During this period, the child’s individual motivational system begins to take shape. Motives become relatively stable. Among them, the dominant motives stand out - those prevailing in the emerging motivational hierarchy.

The preschooler begins to assimilate the ethical standards accepted in society. He learns to evaluate actions from the point of view of moral norms and to subordinate his behavior to these norms.

Initially, the child evaluates only the actions of others - other children or literary heroes, without being able to evaluate his own. Perceiving, for example, a fairy tale, a younger preschooler does not realize the reasons for his attitude towards different characters and globally evaluates them as good or bad.

Gradually, the emotional attitude and ethical assessment begin to differentiate.

Developing Self-Awareness

Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development; it is usually considered the central new formation of preschool childhood.

A critical attitude to the assessment of adults and peers arises. Peer assessment helps the child evaluate himself.

Self-esteem appears in the second half of the period on the basis of an initial purely emotional self-esteem (“I’m good.”) and a rational assessment of other people’s behavior.

The child judges moral qualities mainly by his behavior, which either agrees with the norms accepted in the family and peer group, or does not fit into the system of these relations. His self-esteem therefore almost always coincides with external assessment, first of all, the assessment of close adults.

By the end of preschool age, correct differentiated self-esteem and self-criticism develop.

The ability to motivate self-esteem develops.

Awareness of oneself in time, personal consciousness appears.

The preschooler is aware of his physical capabilities, skills, moral qualities, experiences and some mental processes.

Mastering the norms presupposes:

a) the child gradually begins to understand and comprehend their meaning;

b) the child develops behavioral habits in the practice of communicating with other people;

c) the child becomes imbued with a certain emotional attitude towards these norms.

Seven Years Crisis

Regardless of when a child starts school, at 6 or 7 years old, at some point in his development he goes through a crisis. This fracture may begin at age 7, or may shift by age 6 or 8.

It is important how the child experiences the system of relationships in which he is included - whether they are stable or dramatically changing. The perception of one’s place in the system of relations has changed, which means that the social situation of development is changing, and the child finds himself on the border of a new age period.

The crisis of seven years is the period of birth of the child’s social “I” (L. I. Bozhovich). It is associated with the emergence of a new systemic neoplasm - “an internal position, which expresses a new level of self-awareness and reflection of the child.

Both the environment and the child’s attitude towards the environment change. The level of requests to oneself, to one’s own success, position increases, self-respect appears. There is an active formation of self-esteem.

A change in self-awareness leads to a reassessment of values, a restructuring of needs and motivations. What was important before becomes secondary. A generalized attitude towards oneself and others appears.

There is a crisis of the personality “I” (subordination of motives). Everything that is related to educational activities (primarily grades) turns out to be valuable, everything related to the game is less important.

There is a change in the main experiences:

A meaningful orientation in one’s own experiences arises;

Experiences become meaningful.

Thus, the crisis of seven years represents internal changes in the child with relatively minor external changes and social relationships between the child’s personality and the people around him.

The child’s transition to the next age stage is largely associated with the child’s psychological readiness for school. Components psychological readiness to school are:

Intellectual readiness (OR, more broadly, readiness of the cognitive sphere);

Personal (including motivational);

Social and psychological readiness;

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When working with children in preschool age, teachers should take into account a large number of diverse aspects. This will help prepare your child for school and allow him to correctly form his personality traits.

It is also necessary to take into account all the nuances of preschool age when raising children. Moreover, pay attention to the features of development little man necessary at all stages of his preparation for entering adulthood.

Preschool period

The beginning of this time period is the moment when the baby turns 2 or 3 years old. This is the time when a little person begins to understand that he is part of society. Preschool age lasts until the child is 6-7 years old. That is, until the period when the child is able to begin studying at an educational institution. Up to the age of 5, children are considered younger preschoolers, later, at 5-7 years old, - older.

As you can see, this period has no clear age boundaries. The fact is that it is not the calendar date that is given importance. Social factors play a major role here, as well as individual characteristics child.

The maximum preschool age ranges from 2 to 7 years. At this time, the child begins to develop:

• the basics of his individual psychological characteristics;
• the foundation of the social and moral development of his personality.

Features of preschool age

The life period from 2 to 7 years is characterized by the following differences:

• the very high importance and role of the family, on which depends material well-being the baby, as well as his cognitive interests and spirituality;
• the dominant role of adults in meeting the basic needs of life and the needs of children;
• the inability of children to protect themselves from the adverse effects of external factors.

All the characteristics of preschool age in psychological and physiological terms must be taken into account by parents and teachers when working with children. This will make the process of education and training as effective as possible. The task of an adult is to help the child to become involved in the social process without much difficulty, while developing the best universal human qualities with which he would become a worthy citizen.

Preschool age can be considered that period in a child’s life when he discovers new horizons and opportunities almost every day. At this time, the baby is especially actively learning about the world around him with its diversity of human relationships, phenomena and adult activities. During this period, new horizons open up before him. He stops viewing the world within the framework of only his family and gradually joins society.

Of course, in the activities of preschool children there are still very few elements that would allow them to take an active part in adult life. However, the kids really want this. This explains their desire for independence, which is accompanied by the notorious phrase “I do it myself!”, as well as that insatiable curiosity that is familiar to every parent regarding the questions “Why?” Children's desire for independence is also expressed in active attempts to take initiative. An example of this is imitation of adults in the form of a desire to grate carrots, wash dishes, etc.

Features of development of preschool children

In the period from 2 to 7 years, children most actively improve the foundations of self-awareness. Kids begin to evaluate themselves from a variety of points of view. It is important for them to understand how kind and attentive they are as friends, capable and diligent people, obedient daughters and sons, etc. All information is no longer perceived emotionally by children. It is perceived by them more consciously. Children of preschool age begin a targeted search for certain information, subjecting it to analysis.

Throughout the entire period of preparation for school, children develop their visual and effective thinking.

At the same time, the foundation of their logical and visual-figurative direction is born. At the same time, imagination is born, the first manifestations of which can be observed in children of primary preschool age. By the age of 3, the child has time to accumulate certain life experiences, thanks to which the baby receives required material for fantasies.

The development of thinking and imagination has a direct impact on the formation of speech. And if by the age of 3 the baby sometimes just begins to speak, then by seven he already does it quite well.

The development of speech directly affects the formation of voluntary attention. Children of primary preschool age, with whom classes are conducted on conscious memorization of words, actions or objects in the form of errands, games or tasks for performing feasible household work, learn this very quickly.

Mental improvement

Let us consider in more detail the most important aspects of the development of preschool children. And let's start with their mental development, which is influenced, first of all, by heredity, as well as by those close people who surround the child. In this regard, in the process of such development of preschool children, it is very important for fathers and mothers to learn to understand and accept their child, while interacting with him as effectively as possible. Special trainings organized at various development centers can help in this matter.

In preschool children, the formation of arbitrariness of the following leading mental characteristics occurs:

1. Perception. Preschool children love to look at objects in the world around them, observe them, and then analyze the information received. They begin to describe things, indicating their sizes and shapes, colors and shades. At the same time, they successfully master the system of sensory signs. For example, they may indicate that an object is round, like a ball.
2. Memory. Even at the age of 3, it is involuntary in a child. He is able to record in memory only what aroused his emotions. But as he approaches older preschool age (4-5 years), he begins to consciously remember, for example, the rules and elements of the game.
3. Thinking. In preschool children it smoothly moves from a visually effective form to a visually figurative one. At the same time, a rudimentary form of logic and reasoning begins to develop. Thus, at 4 years of age, thinking is based on objective actions. At 5 years old it is able to anticipate them. A 6-7 year old child can transfer thinking to similar situations.

Emotional formation

Preschool age is a period when children begin to actively develop social experiences and moral feelings, which are based on the manifestation of new motives, needs and interests. And if earlier children themselves were objects of emotions that adults poured out on them, then a little later the little person himself becomes the subject of such relationships. This is expressed in his empathy for others.

Emotions in a preschool-age individual help him to understand reality and also respond to it. Basic set feelings during this period expand significantly. If previously it was only joy and fear, then preschool children are capable of being jealous and angry, sad, etc. During this period, children master the language of glances, movements and gestures, through which they often convey their emotions to others. They also use different voice intonations.

Based on the fact that harmonious development in preschool age becomes possible only thanks to the child’s environment, it is important for adults to fill the child’s world with emotional experiences and bright events, specially organized music lessons, theatrical performances, games. A significant role in this case is given to communication with peers, as well as work activity.

Cognitive development

This direction is innate in children. It is not for nothing that nature endows children with this trait. After all, with its help, kids adapt more easily in life. But in preschool age, the cognitive direction develops into cognitive activity. Thus, the child forms a primary image of the world.

Cognitive activity in preschoolers can be traced in the form of:

• imagination, thinking, attention, perception and memory;
• obtaining information and analyzing it;
• emotional reaction to events, people, phenomena or objects.

All of the above components have an inextricable connection. That is why carrying out work on cognitive development Preschool children should be provided with each of these elements. At the same time, it is important for adults to ensure that children receive information that is in accordance with their cognitive abilities. Moreover, it must be taken only from reliable sources.

Speech development

How early a child begins to talk depends on many factors, including psychological characteristics both the baby and his environment. But, as a rule, children of older preschool age use language not only as a means of communication, but also use it in thinking. By the age of 6, a child’s vocabulary increases to 3-3.5 thousand words, that is, it becomes approximately 3-3.5 times larger than at three years. The older preschooler shows good command of all types of oral speech and can communicate using detailed messages, including monologues and stories.

When learning their native language, children imitate those around them. That is why the key to the successful development of speech in preschoolers lies in communication with peers, relatives and other people. At the same time, it is important that adults communicate with children without babying, without adjusting to their pronunciation of words. In order to promote the development of a preschooler’s speech, parents and educators should listen to him, ask leading questions, and answer the child’s “whys” in a friendly and patient manner. Adults should certainly encourage a child’s desire to “chat.”

Physical development

During the preschool period, the child undergoes an intensive process of formation of the most important systems of the body, the skeleton ossifies, the circulatory and respiratory systems develop, etc.

That is why improving a child at this age physically is no less important than psychologically. Besides motor activity preschoolers with moderate sports activity is an excellent stimulus for their emotional and mental development.

Raising a preschooler

The process of a little person becoming a person can be divided into two parts:

• preparation for school;
• development of the child’s personal characteristics.

We can say with confidence that preschoolers who attend kindergartens and master educational programs there receive the full education they need at this period of their lives.

Child in the family

What do parents need to know about preschool education? It is important for fathers and mothers to have an idea of ​​the simple rules and strictly follow them. Parents should lead their children by example. This should not be forgotten. After all, the child, as if in a mirror, will subsequently reflect all the negativity that exists in the family - rudeness and quarrels, untidiness and inattention to to a loved one, as well as bad habits.

Parents are encouraged to hug their son or daughter more often. At the same time, the child will feel protection and love. Preschoolers are in dire need of tactile contact. According to researchers, there should be at least eight of them during the day.

In addition, the child needs to be praised. How many times a day? The more often this is done, the better for education. But you shouldn’t show excessive fanaticism and flatter the baby. He will feel the falsehood right away. But praise will certainly increase the little person’s self-esteem, motivating him to improve himself and do good deeds.

Children in preschool age must certainly be optimistic. To do this, it is necessary to teach them to perceive the world that surrounds them only positively.

Parents should talk a lot with their children. After all, all education begins with words. The baby must learn to hear adults and also be able to express his problems.

It is important for fathers and mothers to be interested in how their child lives, to ask him about what happens to him outside the home, what his relationships are with peers. The child must trust his parents. A bonus of this type of education is the child’s training in communication and the ability to conduct a dialogue.

Parents should also instill in their child a sense of responsibility. After all, a preschooler does not always realize that he can be asked for his actions, as well as for what was entrusted to him by adults. He should be taught this. How can you get a good result? Just by showing your own example. So, if dad helps mom set the table, and after lunch or dinner washes the dishes, then the son will begin to understand that a man should help a woman. What activities in preschool age can be entrusted to a child at home? This includes cleaning your things, caring for your favorite animal, etc. As the child grows up, he will begin to understand that every person in life must be responsible for something.

It is important for parents to constantly develop their child’s desire for knowledge and to learn new things. To do this, you will need to provide the child with educational games, organize viewing of encyclopedias, reading fairy tales, etc.

Preschool children should develop perseverance. This will be necessary when they sit down at the desk.

Child in preschool

In kindergartens, teachers carry out the entire learning process in the form of classes. When conducting them, teachers interact with preschoolers, developing their sports and work skills, as well as promoting aesthetic and mental development children.

In this case, there are certain teaching methods, including:

1. Verbal. They involve conducting a dialogue with the kids, answering their questions and verbally explaining the task.
2. Visual. This method involves the use of pictures and objects, didactic materials and illustrations.
3. Practical. In such classes, children use the acquired skills in real life. Improving practical skills is carried out by performing special exercises included in the training programs.
4. Gaming. This technique involves modeling life situations through the game. It is worth noting that this type of education for preschoolers is the most effective. Educational programs for preschool educational institutions most often include training didactic games, which offer children several answer options. This approach allows preschoolers to develop logic by calculating the consequences of their choices.