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Irina Kurylenko
Raising a child in various activities.

REMINDER FOR PARENTS.

subject: Raising a child in various activities.

Formation moral qualities in children, it requires parents to daily work, tact, endurance, and unity of demands. Child education, in particular obedience education, is formed in activities by practicing good deeds.

As psychological and pedagogical research shows, strong emotional impulses are born in children in practical activities, V various life situations. IN activities moral experience accumulates child.

Play, work, communication child have a big role in his mental development. To raise a child- means to lead him activities, communication, reinforce activity, success.

Game - leading child's activities before school age. she is independent activities, means education and the form of organization of children's lives. It is known that child plays most of the time.

Joint games between parents and children help:

To set up a contact,

Understanding,

Achieve compliance with requirements without much pressure.

Parents who treat the game with indifference, indifference, deprive themselves possibilities:

Gets close to as a child,

Find out his inner world.

Parents often underestimate the role of play and classify it as fun and pranks. child. They strive to prepare their children for school from an early age, read to them a lot, regardless of age, and are passionate about early learning. Subordinating the game only to the task cognitive development child, they buy toys for older people. as a result small child, having imagination, a large number of toys, do not know how to play.

Teach child adults should play.

Role-playing games are very popular and loved by children, preparing them for their future life. For child Parents' approval and their participation in the game are very important.

Parents don't play with their children differently reasons:

- "hiding" for your age

- refer to employment: They think that playing together takes a lot of time.

Adults often have the opinion that for child It’s more useful to sit in front of the TV, at the computer, listen to recorded fairy tales, play computer educational games, etc. And in the game the child can:

To break something, tear it, get dirty,

Scatter the toys “then clean up after him, and he will receive knowledge in kindergarten anyway”.

It is important to find the strength, time, desire to teach child to play:

You can watch him play, ask questions, pick up toys;

Children should be taught in playful ways reproduction of reality;

Unobtrusively intervene in the game, encourage child act according to a certain plot, pay attention to who is doing what. For example, pronounce dialogues with an imaginary interlocutor, conduct simulation games with children, contact to the child through the role, encourage independent invention and initiative.

For 3-4 year old children it is necessary to create a variety of playgrounds. situations: "The bear is sick", “Let’s go to the country” etc. Parents should:

Pay attention to the characters' conversation;

Minimize the number of story toys;

Use substitute items;

Act with imaginary objects.

Child The 5 year old also needs to play with an adult. When children are at this age, then parents recommended:

Guide children’s play without destroying it;

Keep amateur and creative character;

Maintain the spontaneity of experiences, faith in the truth of the game.

With children 5–6 years old you can use indirect methods:

Suggestive questions,

Hints,

Introduction of additional characters and roles.

According to experts, it is enough to play with as a child just 15 – 20 minutes a day. Children aged 4–5 years should be played at least 1–2 times a week.

Don’t miss the opportunity to develop children’s play habits skills:

While walking,

Family holidays,

Everyday household chores.

How rich and varied will the role-playing game be? child, largely depends on adults.

In addition to gaming activities development and upbringing of the child carried out in labor. Hard work is invaluable for the formation of personality child.

Play and work are the most important means of moral education, formation of positive relationships between children, first social qualities. This is practical activity, leaving child satisfaction, joy.

Positive attitude towards activities(including labor) is formed at child in a family of two ways:

Firstly, it is a conscious, purposeful upbringing when parents form child love labor, useful skills and habits;

Secondly, this happens by imitation child parents' work activities, his educate the living conditions themselves families: everyday life, traditions, interests and needs, parental relationship styles.

Upbringing, including labor, should be built primarily on positive examples and facts, vivid and convincing. It is necessary to involve children in ways that are understandable to them. educational-valuable family problems, accustom to independent work activities. Should be given child knowledge about who works for whom, to form respect for work and its results.

Basic methods and techniques necessary to manage various types of work of children in the family:

Determine the purpose of work (if the child decides for himself what he wants to do, what the result should be, you can clarify the goal or make another proposal);

Help to kid motivate your work, discuss with him why and for whom this work is needed, what is its significance;

Teach elements of work planning (for example, first prepare a bowl of water and a cloth for washing toys, then choose a place for clean toys, etc.);

Show and explain (or remind how to do the job better, advise on how to more successfully complete an assignment or duty;

Arouse interest in the upcoming task, maintain and develop it during the work;

Find out what has already been done and what else can be done to achieve a better result;

Remember with child basic"labor rules"(everyone must work diligently, it is necessary to help seniors, juniors, etc.);

Encourage independence, interest in business, the desire to overcome difficulties, achieving the intended goal;

Check systematically with as a child progress and results of work, evaluating it, paying Special attention manifestation of patience, independence, initiative, perseverance in achieving the goal;

Attract child to adult labor, set an example of a conscientious attitude to business, helping with advice or action in case of difficulty (but don't do the work for him);

Organize working together with older and younger family members, having discussed together the motive and expected result of the intended task, determine the share of work of each, advise how to help younger brother or sister, remind the rules of behavior and relationships during common work (demonstration of personal diligence, conscientiousness, friendliness);

Use encouragement, teach child fulfill requirements, check, evaluate and discuss the results of everyone’s work and contribution to the common cause;

Arouse initiative and resourcefulness by asking questions (what and how best to do, push self-acceptance solutions;

Put child faced with the need to make a choice and help make correct solution(for example, you can go play, but first you need to finish your work, otherwise you won’t have time to prepare a gift for tomorrow);

At education labor needs of child adults should remember What:

The pleasure achieved through labor creates a need;

U child there must be permanent work assignments;

It is especially important to timely and correctly evaluate work child(overpraising or presenting unreasonably high demands on work child has a negative effect);

It is necessary to evaluate the result of work and attitude to work, and not the work itself child;

When assessing work it is important to help the child understand what he did well and what he did wrong;

When evaluating work, it is necessary to take into account individual characteristics child;

It is important to observe tact when communicating with easily excitable, vulnerable, shy children.

Children feel the need to share activities with parents. The source of joy lies not in the work itself, but also in the communication that work or any other activity.

Development and raising a child outside of activities is impossible.

It is generally accepted in Russian psychology that development occurs in the process assignments an individual of the socio-historical experience of people. At the same time, “appropriation” is not a passive adaptation of the child to the prevailing conditions of life around him. It appears as a result of it active activity through which he masters socially developed methods of orientation in the objective world and means of its transformation, which gradually become forms of activity of a growing person (L.S. Vygotsky, A.N. Leontiev, V.V. Davydov, D.B. Elkonin and etc.).

It is necessary to indicate exclusively important point: in order to correctly reflect surrounding phenomena and assimilate the true meanings of these objects, the child “... must carry out activities in relation to them that are adequate to the human activity that is “objectified”, “embodied” in them.

The development of mental processes and personality traits of a child depends on the characteristics of the content and structure of his activities.

All qualities, properties of the child’s personality, desires, goals, interests and abilities are manifested and formed in deeds, in various types of active activities. It is in the process of active assimilation of social experience by a child that his goals and motives, his aspirations and desires, and his personal characteristics are revealed. In the process of activity (play, study, work), the child enters into numerous and varied relationships with his peers and adults. His interests, motivations, feelings and abilities become versatile. Depending on what and how the child does, i.e. what is the content of his activity, from the organization and conditions of this activity and the attitude of the child himself to the activity performed, he develops certain inclinations, abilities, character traits, stable habits of behavior. A child’s personality is formed through activity.

The problem of the role of various types of activities in the mental development of a child is being intensively developed in various directions: studies have been carried out psychological characteristics games, learning, work and communication of children of different ages and the influence of these types of activities on the development of individual mental processes and the formation of the child’s personality as a whole.

Of leading importance in infancy is a unique activity - direct emotional communication - which was identified in the studies of M.I. Lisina and her staff. It turned out that observed already in the first months of the child’s life and described by N.P. Figurin and A.M. Shchelovanov’s “revitalization complex” is a special form of emotional communication between a child and adults. Initially, it manifests itself as a “passive” complex emotional reaction to the appearance of an adult with the help of facial expressions (smile, movements, mostly chaotic, etc.). Under certain conditions, these reactions cease to form part of the system active actions, aimed at attracting the attention of others, communicating with them, etc. (vocal reaction, laughter, crying, etc.). Numerous facts accumulated in child psychology indicate that direct emotional communication plays a very important role in the development and formation of a child’s personality.

By the end of the child’s first year of life, object-manipulative activities performed jointly with an adult begin to take on leading importance. During this process, the child masters socially established ways of using household items and simple tools. In the process of interacting with objects and toys, children intensively develop individual mental processes, especially perception and visual-effective thinking. As children master actions with specific objects, they begin to transfer these actions to other objects that have different purposes in life. There is a generalization of objective actions. This creates the precondition for the transition to play activity, which becomes the leader in preschool childhood.

The game must be considered as a form of “the life and special activity of a child in orientation to the world of human actions, human relationships, tasks and motives of human activity”1.

Role-playing play, which reaches the highest point of its development in older preschool age, makes a great contribution to the formation of personality and the development of certain aspects of the child’s psyche.

Roles, play actions, playful use of objects and interpersonal relationships between playing children, expressed in various remarks, remarks, through which the course of the game is regulated - all these are components role playing game. Children, with the help of play actions corresponding to accepted roles, express relationship between people.

Thus, play is a special way of penetrating into areas of life and adult relationships that are inaccessible to children’s direct participation, and is one of the forms of preparing children for subsequent participation in the life of society.

It is necessary to distinguish between the general developmental and narrow didactic significance of play in the development of a child. The didactic value comes down to the acquisition of new ideas, skills and abilities. The general developmental significance of the game is manifested in the emergence of new motives for activity, the formation of some general mechanisms cognitive activity and the development of voluntary behavior. For example, by the end of preschool age, a desire to become an adult arises, the concrete expression of which is the desire to go to school and begin performing serious socially significant activities.

It is in play activities that the preschooler develops the main psychological new formations - orientation towards the people around him, the ability to evaluate his actions and actions from the point of view of their requirements, personal “mechanisms” of behavior develop - control and self-control, assessment and self-esteem.

The game also develops children's imagination, the ability to operate with symbols and signs, which in a generalized form represent or replace real objects and their relationships. The desire for social appreciation, developed imagination and the ability to use symbolism are the main points characterizing a child’s readiness for school.

All cognitive information and skills are acquired by preschoolers in the form of a game (through a rich series of didactic games). During this period, learning had not yet become an independent component of preschool education.

Educational activity as a special human activity for the assimilation of theoretical forms of thinking or more complex forms of human experience becomes leading at primary school age. It becomes the main content of the child’s life, although the child learns a certain part of the experience in play, communication, and objective actions. Educational activity is formed as a result of a gradual restructuring of play activity, during which the child’s motives for behavior change significantly and new sources for the development of his cognitive and moral powers are discovered.

According to L.I. Bozovic and others, educational activities differs from the game, first of all, in its motivation. By the end of preschool age, play motives gradually lose their motivating power for the child, and the child develops a desire for serious cognitive, socially significant activities. However, the social meaning of learning is revealed in the process of schooling: children gradually begin to understand that it is not the achievement of any external results, but improvement itself through the acquisition of new knowledge and techniques, the development of abilities necessary for future activities, that is the main thing in educational activities.

The formation of new motives and new tasks in the process of educational activity leads to a radical change in the child’s internal position, a transition from a “practical” or “utilitarian” position to a “theoretical” or “cognitive” position.

The structure of educational activity differs in many ways from the structure of the game: it is purposeful, effective, mandatory, and arbitrary. It serves as the subject of public assessment and therefore determines the student’s position among others, on which both his internal position and his well-being depend.

Due to these features, educational activity becomes the activity that forms the main psychological new formations of primary school age: theoretical forms of thinking, cognitive interests, the ability to control one’s behavior, a sense of responsibility and many other qualities of the mind and character of a schoolchild, which distinguishes them from preschool children.

Educational activity, according to the famous psychologist V.V. Davydov, is the basis for the emergence of junior schoolchildren two main properties of mental processes - their arbitrariness, and the ability to proceed “in the mind”, “to oneself”, which allows the child to plan his work in advance.

There is no consensus on the leading activities of adolescence. In the 60s, two assumptions were put forward. According to one of them, the leading type of activity for a teenager is communication, the subject of which is another person, and the content is building relationships and interactions with him. According to the second, the leader is the social useful activity. Works in recent years have favored the latter. So, V.V. Davydov points out that “the leading activity of adolescence is socially useful activity in all its forms: production and labor, artistic, social and organizational, sports, educational. All forms of socially useful activity, and most importantly, the free transition from one form to another, are the basis for building different types of communication” ().

Thus, socially useful activities that ensure the deployment various forms communication, expansion of communication in different systems is the leading activity of adolescence. It is these activities that most fully correspond to the social situation of a teenager’s development and his internal position.

In high school, according to some researchers, educational activities again come to the fore, but with a professional bias. Happens, according to V.V. Davydov, as it were, a return to learning, but not just to mastering the foundations of individual sciences, but possible areas professional activity(differentiation of educational interests, more in-depth study of some academic subjects).

However, many domestic psychologists are unanimous that the problems of self-determination, the search for purpose and the meaning of one’s existence arise for the first time as relevant and therefore begin to play the role of the most important factors in mental development in early adolescence.

“The main psychological new formation of a senior schoolchild,” writes V.V. Davydov, is self-awareness, i.e. reflection on one’s own life path and on accepted social values.”

According to L.I. Bozovic, choice of further life path, self-determination, become for boys and girls the center of the life situation around which all their activities and all their interests begin to revolve.

Early adolescence is the time of moral self-determination. At this time, the world of ideas begins to be more closely compared with real life, the behavior of other people. The young man, as it were, tries on what he hears about, what he sees around him: what would I do in his place, could I, would I agree, etc. etc.

During adolescence, a person begins to consciously build his own ideals. At first, a very conscious goal is set - to find your ideal, and then complex internal work begins to create such a deliberate ideal. The transition to a generalized ideal is the most important point for the entire moral and mental development of the individual in early adolescence. Only now the principles of behavior from unstable and imitative completely become internal and stable, forming in their totality a single, clearly created moral position- the core of personality. Now this position itself increasingly powerfully builds and transforms a young man or girl, increasingly determines the main directions of their mental development, and at the same time the specific features of their appearance. For boys and girls, intellectual activity takes on a personal character, which is associated with self-determination and their desire to develop their own worldview. According to L.I. Bozhovich, they “have a real need to form their own idea of ​​everything around them, to affirm their personal understanding of the world, worldview”1. All this gives reason to say that the activity of self-determination becomes leading at this age.

Play is the leading activity of a preschool child. The subject of gaming activity is an adult as a bearer of certain social functions, entering into certain relationships with other people, using certain rules in his activities. The main change in behavior is that the child’s desires fade into the background, and strict adherence to the rules of the game comes to the fore.

Structure role-playing game: Each game has its own playing conditions - children, dolls, other toys and objects participating in it.

Subject; - plot is the sphere of reality that is reflected in the game. At first, the child is limited to the family and therefore his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. .

In addition, the game with the same plot gradually becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.

• - role (main, secondary);
• - toys, play material;
• - play actions (those moments in the activities and relationships of adults that are reproduced by the child).

Younger preschoolers imitate subject activity- cut bread, grate carrots, wash dishes. They are absorbed in the process of performing actions and sometimes forget about the result - why and for whom they did it.

For middle preschoolers, the main thing is the relationships between people; they perform play actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to place the “sliced” bread in front of the dolls and will never confuse the sequence of actions - first lunch, then washing the dishes, and not vice versa.

For older preschoolers, it is important to obey the rules arising from the role, and the correctness of these rules is strictly controlled by them. Game actions gradually lose their original meaning. Actual objective actions are reduced and generalized, and sometimes completely replaced by speech (“Well, I washed their hands. Let’s sit down at the table!”).

The role of play in the development of a child’s psyche:

• 1) In the game, the child learns to fully communicate with peers.
• 2) Learn to subordinate your impulsive desires to the rules of the game. A subordination of motives appears - “I want” begins to be subordinated to “impossible” or “must”.
• 3) In the game, all mental processes intensively develop, the first ones are formed moral feelings(what is bad and what is good).
• 4) New motives and needs are formed (competitive, gaming motives, the need for independence).
• 5) New species are born in the game productive activity(drawing, modeling, applique)

There are 2 main phases or stages in the development of the game. The first stage (3-5 years) is characterized by the reproduction of the logic of people’s real actions; The content of the game is objective actions. At the second stage (5-7 years), real relationships between people are modeled, and the content of the game becomes social relations, the social meaning of an adult’s activity.

Scientific research It has been proven that there is a direct relationship between physical, mental and moral development person. Physical education is closely related to the improvement of the senses, vision, and hearing, which in turn has a profound impact on mental development and the formation of a person’s character.

Physical education is closely related to the labor and moral education of the child. Activity in labor activity largely dependent on the state of his health, and vice versa. Games also contribute to the development and strengthening of such moral qualities as will, discipline, organization, etc. It is also impossible not to cancel the connection between physical education and aesthetic education. Everything that is healthy in the broad sense of the word is also beautiful. A beautiful body, dexterous movements, correct posture, gait - all these are signs of health and a consequence of proper physical education.

Implementation individual approach to children during all types of their activities must be considered as a certain interconnected system.

The first link of this system is the study of the characteristics of each child and an individual approach to physical education.

Knowledge physical condition and development of children is very important when carrying out hardening procedures, which must be carried out systematically, on a strictly individual basis.

In the process of proper physical education, subject to an individual approach to each child, all children awaken an interest in performing cultural and hygienic skills, in walking on fresh air, physical education classes.

When solving the problems of physical education of preschool children, the teacher must exercise daily control, promptly apply preventive games, and observe the necessary hygienic requirements when organizing children’s lives and conducting classes.

The characteristics of a preschooler’s body require careful attention to his physical development. The child grows - all the milk teeth erupt and the first “rounding” occurs, i.e. increase in body weight outpaces growth in body length. Progresses quickly mental development child, speech, memory. The child begins to navigate in space. During the first years of life, the musculoskeletal system, digestive and respiratory system. During the 2-3rd years of life, growth in length prevails over increase in body weight. At the end of the period, permanent teeth begin to erupt. Due to the rapid development of the brain, mental abilities develop rapidly.

Thus, physical education provides protection and promotion of health, development of motor skills, cultural and hygienic skills, hardening of the body, love of cleanliness, neatness, accustoms the child to a routine, increases performance, and reduces fatigue.

Preschool age is the beginning of comprehensive development and personality formation. During this period, the activity of analyzers, the development of ideas, imagination, memory, thinking, and speech together lead to the formation of the sensory stage of cognition of the world. Intensively formed logical thinking, elements of abstract reasoning appear. A preschooler strives to imagine the world as he sees it. He can even regard fantasy as reality.

Mental education forms a system of ideas about the world around us, intellectual abilities and skills, and develops interest and abilities.

In moral education, a child develops moral standards, his own experience of behavior, and attitude towards people. Moral feelings are intensively formed. Moral education has a significant impact on the formation of the will and character of the child.

Labor education introduces children to the work of adults and professions. Children are taught accessible work skills and abilities, and are instilled with a love and interest in work. The work activity of a preschooler develops perseverance, perseverance, and intelligence.

The most important component of the development of a preschooler is aesthetic education. The stage of sensory knowledge of the surrounding world, characteristic of a preschooler, contributes to the formation of aesthetic ideas about the world, nature and people. Aesthetic education promotes development creativity children, shapes aesthetic taste and needs.

Play is the most important activity of a preschooler, because a game - the best remedy satisfying his interests and needs, realizing his plans and desires. In his play, a child seems to reflect what will happen in his life when he becomes an adult. The content of the games creates good feelings, courage, determination, and self-confidence.

By the end of the preschool period, the child has mastered necessary qualities and personality traits in order to begin systematically mastering the socio-historical experience of man. This requires special training activities.

In solving the problems of labor education, the principle of an individual approach becomes especially important, because gaps in a child’s labor education adversely affect his moral character, strong-willed qualities, and interest in activities.

The correct organization of a child’s labor education from early childhood serves as a reliable basis for his further development. In the organization of labor education for children of primary preschool age, an individual approach is a regularity in the selection of methods and the most effective methods of work. And you need to start by studying individual characteristics of the entire group of children, in this case - from studying the level of labor skills. It is very important to know these features, because... excessive demands lead to the fact that children get tired, lose confidence in their abilities and, due to overload, problems arise negative attitude to any labor process.

It is necessary to coordinate the requirements for the child from the outside kindergarten and families so that they are united. Compliance with this condition largely ensures success in proper labor education.

To implement an individual approach to children in the process of labor education, the teacher must have a good knowledge of not only the practical skills of each child, but also his moral qualities.

The study of the individual characteristics of children in work shows, on the one hand, their great diversity both in terms of interest in various types labor, and in the level of development of skills; on the other hand, in individual manifestations one notices not only differences, but also many similarities.

Knowing and taking into account the individual characteristics of children in the entire group makes it possible to better organize teamwork. Thus, the implementation of an individual approach to older preschoolers is greatly helped by a certain organization of them in the process of collective work.

Individual manifestations in work activity are very characteristic qualities that show not only the child’s attitude to work, his skills and abilities, but also the level of moral education, his “social” face - the willingness to help his comrades, to work not only for himself, but also for others .