Three years is the age when a child enters the period of preschool childhood. The main indicators of the physical development of the child at this moment are as follows: height 96 ± 4.3 cm, weight 12.5 + 1 kg, chest circumference 51.7 + 1.9 cm, head circumference 48 cm, number of milk teeth 20. Cranial volume the box of a three-year-old child is already 80% of the volume of an adult's skull. Features of the musculoskeletal system. The physiological curves of the spine of a child of the fourth year of life are unstable, bones and joints are easily deformed under the influence of adverse effects. The joints of the fingers can be deformed (for example, if the baby often sculpts from too hard plasticine). Incorrect postures (shoulder reduction, lowering of one shoulder, constantly downcast head) can become habitual, posture is disturbed. And this, in turn, adversely affects the function of blood circulation and respiration. In the period of 3-4 years, the diameter of the muscles increases by 2-2.5 times, differentiation of muscle fibers occurs. Children, especially at the beginning of the fourth year of life, are easier to move with the whole hand (to roll a ball, a car), since large muscles are ahead of small ones in their development. But gradually, in the process of visual activity, in building and didactic games, the movements of the hand and fingers are improved. Raising your arms up, to the sides, tilting, swaying and turning the body at the same time contribute to mastery of your body. The airways in children are different from those in adults. The lumen of the airways (larynx, trachea, bronchi, nasal passages) in a child is much narrower. The mucous membrane lining them is tender and vulnerable. This creates a predisposition to inflammatory diseases of the respiratory system. A child of three or four years old cannot yet consciously regulate breathing and coordinate it with movement. It is important to teach children to breathe through their nose naturally and without delay. Exercises that require increased exhalation are very useful for kids: games with fluffs, light paper products. The cardiovascular system, compared with the respiratory system, is better adapted to the needs of a growing organism. However, the child's heart works well only under the condition of feasible loads. The rate of blood flow in children is greater than in adults. Blood pressure averages 95/58 mmHg. AT preschool age there is an improvement in the structure and activity of the central nervous system. By the age of three, a child usually has a sufficiently developed ability to analyze and synthesize influences. environment. In these processes, a significant role belongs not only to direct perception, but also speech, with the help of which the child generalizes and clarifies what is perceived.

The developing ability to concentrate arousal makes it easier for children to focus on educational material. However, it is easily violated when the situation changes under the influence of the emerging orienting reflex. If at the lesson at the time of the explanation there was some noise from the street or an outsider entered the room, the children are instantly distracted. In this case, educators should know the techniques by which it is possible to switch the attention of children to a learning task with a minimum expenditure of time. The processes of excitation and inhibition in the cerebral cortex easily radiate.Outwardly, this is expressed in unnecessary movements, fussiness, children talk a lot or, conversely, fall silent. Increased excitability is often observed, and this leads to rapid fatigue of children. In a child of 3-3.5 years, the interaction of signaling systems is still imperfect. The level of inter-analyzer connections is such that at the time of performing the exercises, children sometimes cannot perceive the verbal corrections of the educator. It will be more effective to provide the child with direct assistance: turn his body, arms, setting the correct range of motion, etc. At this stage, it is important to harmoniously combine direct and verbal influences on children.

Personal development.

The fourth year of life is characterized by two qualitatively new features. One is connected with the formation of the personality of the child, the other - with the formation of his activity. With age, the baby, among other knowledge, acquires knowledge about himself (that he has a name, etc.). At two and a half years, the child recognizes himself in the mirror, and a little later in the photograph.The period of the appearance of the pronoun "I" in the child's speech (at the end of an early age) is marked by changes in his behavior - there is a desire to act on his own. L.I. Bozhovich notes that with the emergence of the "I system" in the psyche of the child, other neoplasms also arise.The most significant of these is self-esteem and the related desire to meet the requirements of adults, to be good. The presence of simultaneously existing, but oppositely directed tendencies: to do according to one's own desire and according to the requirements of adults - creates an inevitable internal conflict in the child and thereby complicates his inner mental life. Elements of self-consciousness in a child of three or four years old are manifested in not always successful opposition to others. Therefore, the end of the third and partly the fourth year of life is called the "crisis" age, which is characterized by outbreaks of negativism, stubbornness, mood instability. The second feature is that the actions of children in the game, drawing, designing acquire an intentional character, which allows kids to create a specific image (in drawing, modeling), erect buildings, perform a certain role in the game, etc.

Intentionality, arbitrariness of actions, that is, their submission to a certain model, are important for the development of the child, but in the fourth year of his life they are only being formed. Therefore, the activity is unstable. It is difficult for a child, for example, in case of unexpected changes in the situation, to keep in mind the purpose of the activity. The distractibility of children is great both in the classroom, and in the game, and in everyday life. Younger preschoolers are distracted during one game, sometimes up to 12-13 times. Intentionality, arbitrariness of activity implies the ability to plan it. But it is more typical for middle and senior preschool age. At a younger age, from the play material, the child chooses 2-3 items needed to start the game, without worrying about the rest; chooses a role that he likes, without thinking about interaction with a partner. Therefore, in order to support the game, you need to place everything necessary for its continuation in the field of view of the children. The sustainability of activities, the effectiveness and quality of work is positively influenced by the offer to children of a motive of activity that is significant in their eyes. The younger preschooler is attracted by the motive to make a thing for himself, for his game (sculpting, drawing, designing). The motive of social benefit for the child is still ineffective, but he willingly works for loved one: teacher, mother, grandmother, etc., for your favorite doll. At the age of 3-4 years, the child gradually goes beyond the family circle.His communication becomes extra-situational. An adult begins to act for the child not only as a member of the family, but also as the bearer of a certain social function. The desire of the child to perform the same function leads to a contradiction with his real possibilities.The resolution of this contradiction is the development of play activity as the leading one in preschool age. The main feature of the game is its conventionality: the performance of some actions with some objects implies their relation to other actions with other objects. The main content of the game of younger preschoolers is actions with toys and substitute objects. The duration of the game is short. Younger preschoolers are limited to playing with one or two roles and simple, non-expanded plots. Games with rules at this age are just beginning to take shape. The most pronounced feature of children at the beginning of the 4th year of life is their desire for independence. Children already have the ability to set goals, the ability to imagine some desired result in advance and actively act towards its achievement. However, any effort to achieve a result must be satisfying. And for many of the goals that a small child sets for himself, this satisfaction lies primarily in the sphere of recognition and approval of his achievements by adults. Adult support and approval give children a joyful sense of their competence, self-image as powerful and able. When the child declares: “I myself,” he finds himself in a position from which there are two possible ways out:

.

The years of preschool childhood are the years of intensive mental development and the emergence of new, previously absent mental characteristics. The leading need of a child of this age is the need for communication, respect, recognition of the child's independence. The leading activity is gaming. During this period, there is a transition from a manipulative game to a role-playing game. Perception. The leading cognitive function is perception. The value of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, contributes to the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy a leading position, especially logical thinking, and perception will perform a service function, although it will continue to develop. A well-developed perception can manifest itself in the form of a child's observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. In the process of learning, perception will be improved and honed in the process of coordinated work aimed at developing thinking, imagination, and speech. The perception of a younger preschooler 3-4 years old is of an objective nature, that is, the properties of an object, for example, color, shape, taste, size, etc., are not separated from the object by the child. He sees them together with the object, considers them inseparably belonging to him. During perception, he does not see all the characteristics of the object, but only the most striking, and sometimes even one, and by it he distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities, to comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different in one. Attention. The ability of children to control their attention is very limited. It is still difficult to direct the child's attention to an object with verbal directions. Switching his attention from object to object often requires repeated instruction. The amount of attention from two objects at the beginning of the year increases to four by the end of the year. The child can hold active attention for 7-8 minutes. Attention is mainly involuntary, its stability depends on the nature of the activity. The stability of attention is negatively affected by the impulsiveness of the child's behavior, the desire to immediately get the object they like, answer, do something. Memory. Memory processes remain involuntary. Recognition still prevails. The amount of memory essentially depends on whether the material is linked into a semantic whole or is scattered. Children of this age at the beginning of the year can memorize two objects with the help of visual-figurative, as well as auditory verbal memory, by the end of the year - up to four objects. The child remembers well everything that is of vital interest to him, causes a strong emotional response. The information that he sees and hears many times is firmly assimilated.

Motor memory is well developed: it is better to remember what was associated with one's own movement. Thinking. At the age of three or four, the child, however imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observing the environment, accompanied by explanations from an adult, children gradually gain an elementary idea of ​​​​the nature and life of people. The child himself seeks to explain what he sees around. True, it is sometimes difficult to understand him, because, for example, he often takes the consequence for the cause of the fact. Compare, analyze younger preschoolers in a visual-effective way. But some children are already beginning to show the ability to solve problems based on representation. Children can compare objects by color and shape, highlight differences in other ways. They can generalize objects by color (it's all red), shape (it's all round), size (it's all small). In the fourth year of life, children somewhat more often than before use generic concepts such as toys, clothes, fruits, vegetables, animals, dishes, and include in each of them a larger number of specific items. However, the relationship of the general to the particular and the particular to the general is understood by the child in a peculiar way. So, for example, the words utensils, vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more developed thinking. Imagination. In the fourth year of life, the child's imagination is still poorly developed. A baby can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is fascinated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and manifest. In younger preschoolers, an idea is often born after an action has been completed. And if it is formulated before the start of activity, it is very unstable. The idea is easily destroyed or lost in the course of its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, a short-term emotional experience. Toddlers still do not know how to direct their imagination. In children of 3-4 years old, only elements of preliminary planning of a game or productive activities are observed. Speech. Children's speech basically continues to be situational and dialogic, but becomes more complex and detailed. Vocabulary increases annually to an average of 1500 words. Individual differences range from 600 to 2300 words. The vocabulary of speech changes: the share of verbs, adjectives and other parts of speech increases compared to nouns. The length of the sentences increases, there are complex sentences. In the speech of children of the fourth year of life there is one more feature: when doing some business, children often accompany their actions with a low-pitched speech that is incomprehensible to others - “muttering”. These “self-talks” are of great importance for the development of children. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally, performs actions in words that he omits in reality.

Preview:

Anatomical and physiological features.

The rate of physical development of a child from the 4th to the 6th year of life is approximately the same: the average increase in height per year is 5-7 cm, in body weight - 1.5-2 kg. The height of four-year-old boys is 100.3 cm. By the age of five, it increases by about 7.0 cm. The average height of girls of four years is 99.7 cm, five years is 106.1 cm. The body weight in the groups of boys and girls is, respectively, 4 years 15.9 and 15.4 kg, and at 5 years - 17.8 and 17.5 kg. Features of the musculoskeletal system. By the age of five, the ratio of the sizes of different sections of the spine in a child becomes the same as in an adult, but the growth of the spine continues until adulthood. The skeleton of a preschool child is flexible, since the process of ossification is not yet completed. In this regard, children 4-5 years old should not be given strength exercises during physical education classes, it is necessary to constantly monitor the correctness of their posture. Long-term retention of one posture can cause muscle strain and, ultimately, a violation of posture. Therefore, in classes related to maintaining a static posture, various forms of physical culture pauses are used. Muscles develop in a certain sequence: first large muscle groups, then small ones. Therefore, the load should be strictly dosed, in particular, for small muscle groups. For pencil drawings, the child is not given large sheets of paper, as he is tired of having to sketch a large surface. To depict individual items in middle group it is recommended to use paper half the size of a writing sheet, for plot drawings - 28 x 20 cm. Respiratory organs. The need of the child's body for oxygen increases by 40% over a period of 3 to 5 years. There is a restructuring of the function of external respiration. The abdominal type of breathing that prevails in children aged 2-3 years begins to be replaced by chest breathing by the age of 5. By the same age, the vital capacity of the lungs slightly increases (on average, up to 900-1060 cm3), and in boys it is greater than in girls. The cardiovascular system. The absolute weight of the heart at this age is 83.7 g, the pulse rate is 99 beats per minute, and the average blood pressure is 98/60 mmHg. However, there are large individual fluctuations in cardiac activity and respiration. So, at the age of 4, the heart rate (pulse) per minute ranges from 87 to 112, and the respiratory rate - from 19 to 29. At the age of 4-5 years, the rhythm of heart contractions is easily disturbed, therefore, when physical activity the heart muscle gets tired quickly. Signs of fatigue are expressed in redness or blanching of the skin of the face, rapid breathing, shortness of breath, uncoordinated movements. It is important to prevent children from getting tired, to change the load and the nature of the activity in time. When switching to a more relaxed activity, the heart rate quickly normalizes, and the performance of the heart muscle is restored. Development of the sense organs. The first five years of life is the "golden time" for the development of children's sensory abilities. The lens of the eye of a preschooler has a flatter shape than that of an adult. Hence the farsightedness. However, myopia can easily develop. So, when looking at illustrations, and even at a poorly lit table, when working with a pencil, various small objects, the child strains his eyesight, leans heavily. The muscles of the eye at the same time for better refraction of light rays change the shape of the lens, intraocular pressure also changes, the eyeball increases. Often repeated, these changes can take hold. Therefore, it is necessary to develop the correct working posture in children and to constantly monitor it both in the classroom and in their independent activities. A child of 4-5 years old continues the process of development of the organ of hearing. The tympanic membrane is tender and easily injured, the ossification of the auditory canal and temporal bone has not ended. Therefore, an inflammatory process can easily occur in the ear cavity. With the vulnerability of the organ of hearing and the incompleteness of the formation of the central nervous system, a greater sensitivity of preschoolers to noise is associated. If the life of children in a group constantly flows against the background of noise of the order of 45-50 decibels, persistent hearing loss and fatigue occur. Meanwhile, falling cubes and chairs, loud conversation create a noise of about 70-75 decibels. That is why an active fight against noise should be carried out in preschool children's institutions: it is necessary to teach children how to use toys correctly, carefully move chairs, and speak quietly. Development of higher nervous activity. The central nervous system is the main regulatory mechanism of physiological and mental processes. Nervous processes - excitation and inhibition - in a child, as in an adult, are characterized by three main properties: strength, balance and mobility. By the age of 4-5, the strength of nervous processes increases in a child, their mobility increases. But especially typical for children of this age is the improvement of interanalyzer connections and the mechanism of interaction of signaling systems. The ability to accompany their game with speech is gradually improving, children easily perceive the instructions of an adult in the process of various activities. This allows you to diversify teaching methods. In the middle group, for example, it is possible to improve the pronunciation of speech sounds in the process of outdoor games specially designed for this. In four-year-old children, the mechanism for comparing words with reality is still insufficiently developed. Perceiving the environment, they are guided mainly by the words of an adult. In other words, their behavior is characterized by suggestibility. In the fifth year of life, especially towards the end of the year, the mechanism of comparing words with the corresponding stimuli of the first signal system improves, the independence of actions and conclusions grows. However, the nervous processes in a child of middle preschool age are still far from perfect. Excitation predominates. In violation of the usual conditions of life, with fatigue, this manifests itself in violent emotional reactions, non-compliance with the rules of conduct. Stormy emotions, fussiness, an abundance of movements in a child indicate that the process of excitation prevails in him and, while maintaining a tendency to spread, can turn into increased nervous excitability. At the same time, it is precisely by the age of five that the effectiveness of pedagogical influences aimed at concentrating nervous processes in children increases. Therefore, in the classroom and at home, it is necessary to improve the child's reactions to the signal: include walking and running with a change of leader in physical education classes; make extensive use of didactic games and games with rules. Conditioned reflex connections are formed in children quickly: after 2-4 combinations of a conditioned signal with reinforcement. But they do not acquire stability immediately (only after 15-70 combinations) and are not always durable. This applies both to those conditioned reflexes that are formed in response to verbal signals, and to complex systems of connections. It is relatively difficult to form various types of conditioned inhibition. Therefore, in order to teach children 4-5 years old to observe the rules of behavior, it is not enough to explain to them what is possible, what is not allowed and what needs to be done, it is necessary to constantly exercise them in appropriate actions. It is important that the complex systems of connections that make up skills and abilities are consolidated gradually, on material that is repeated with increasing complexity.

Personal development.

To contribute to the personal development of a child of 4-5 years, the following must be considered. Firstly, at this age the foundations of a creative attitude to the objective world are already being laid. For this purpose, you can use those modest crafts that the child creates with his own hands for playing or as a gift to someone. If an adult systematically emphasizes that the child has done something himself, that he already knows a lot and will be able to create an atmosphere of well-deserved recognition and success for everyone, then the satisfaction that the child will experience will encourage him to continue to set such tasks. Secondly, during this period, a truly cognitive attitude to the world, a disinterested need for knowledge out of interest and desire to know, may also arise. For further development cognitive interest it is important not only to give the child new knowledge in an exciting way, it is necessary to respect his own mental searches and their results as much as possible. In the fifth year of life, the child is already able to think without relying on direct experience. He has a circle of purely verbal knowledge. Using such knowledge, a child can sometimes come to wrong conclusions, get logically imperfect results. Any manifestation of disrespect for these first independent intellectual steps can discourage a child from interest in the field of knowledge and deprive him of self-confidence. Therefore, the most important requirement for the personal relationships of adults with children and in their relationships with each other is a serious and respectful attitude to all, even incorrect, considerations of the child. This does not mean that adults should approve of any wrong thoughts and considerations of children. Adults should not evaluate children, but discuss their ideas with them and object to them as if on an equal footing, and not haughtily. It naturally follows from this that, on the one hand, interest and respect for an adult as a source of new knowledge and a tactful assistant in his own intellectual searches should become new in relation to other people, on the one hand, and, on the other hand, a respectful and interested attitude towards similar intellectual searches. his peers. Attitudes towards peers at this age are not yet very differentiated. Children are basically divided into "bad" and "good", and these assessments are very much dependent on adults. Thus, most children of the fifth year of life consider their peers to be bad because the teacher reprimands them for eating slowly, sleeping poorly, etc. It must be borne in mind that the child's reputation in the group, the attitude of his peers towards him and his mental well-being can, without any intention on the part of an adult, be irreparably damaged. For this, the frequent expression of adult dissatisfaction with such forms of behavior, which, although they create organizational difficulties, are morally neutral, do not depend on the child and are often due to his physiological characteristics, is sufficient. In the development of the consciousness of children, two very important possibilities open up, on the correct use of which the general level of their mental development essentially depends. One possibility is related to the fact that in the fifth year of life, children are able in their knowledge of the environment to go beyond what they directly encounter. Starting from this age, children can gradually accumulate factual knowledge about a variety of objects and phenomena that they have not seen and about which they know only from the words of an adult (about animals and cars, cities and countries, etc.). ). It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge about the environment. He naturally develops an attitude towards those new areas of life with which he is introduced: sympathy for dolphins and a cautious attitude towards sharks, sympathy for people who live for months in the conditions of the polar night, and respect for their ability to adapt to difficult natural conditions. And this means that an adult not only gives knowledge, but also fundamentally expands the range of events and objects that evoke an emotional response in a child: sympathy and indignation, respect and interest. It is very important that the feelings and relationships experienced by the child about distant and personally unfamiliar beings or events are essentially disinterested, not connected with momentary egoistic desires and aspirations. Thus, adults lead the child beyond narrow and selfish interests, taking the very first steps in shaping the future citizen of the world, to whom nothing human will be alien. Children 4-5 years old strive for independence, but failure discourages them. Unsuccessful efforts accumulate and create insecurity. Meanwhile, arbitrariness is supported precisely by the successful completion of an adult's task or a task that the child has planned to do himself. In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Development of mental processes.

The development of children of middle preschool age (4-5 years old) is most clearly characterized by increasing arbitrariness, premeditation, and purposefulness of mental processes, which indicates an increase in the participation of will in the processes of perception, memory, and attention. Perception. At this age, the child masters the methods of active knowledge of the properties of objects: measurement, comparison by imposing, applying objects to each other, etc. In the process of cognition, the child gets acquainted with various properties of the surrounding world: color, shape, size, objects, characteristics of time, space, taste, smell, sound, surface quality. He learns to perceive their manifestations, to distinguish shades and features, masters the methods of detection, remembers the names. During this period, ideas about the basic geometric shapes (square, circle, triangle, oval, rectangle and polygon) are formed; about the seven colors of the spectrum, white and black; about the parameters of the value (length, width, height, thickness); about space (far, close, deep, shallow, there, here, above, below); about time (morning, afternoon, evening, night, season, hours, minutes, etc.); about the special properties of objects and phenomena (sound, taste, smell, temperature, surface quality, etc.). Attention. Increased attention span. The child is available concentrated activity for 15-20 minutes. When performing any action, he is able to keep a simple condition in memory. In order for a preschooler to learn to voluntarily control his attention, he must be asked to think aloud more. If a child of 4-5 years old is asked to constantly name aloud what he should keep in the sphere of his attention, then he will be able to arbitrarily keep his attention on certain objects and their individual details and properties for quite a long time. Memory. At this age, the processes of first voluntary recall and then deliberate memorization begin to develop. Having decided to remember something, the child can now use some actions for this, such as repetition. By the end of the fifth year of life, there are independent attempts to elementary systematize the material in order to memorize it. Arbitrary memorization and recall are facilitated if the motivation for these actions is clear and emotionally close to the child (for example, remember what toys are needed for the game, learn the poem “as a gift to mom”, etc.). It is very important that the child, with the help of an adult, comprehend what he memorizes. Meaningful material is remembered even when the goal is not to remember it. Meaningless elements are easily remembered only if the material attracts children with its rhythm, or, like counting rhymes, woven into the game, becomes necessary for its implementation. The amount of memory gradually increases, and the child of the fifth year of life more clearly reproduces what he remembers. So, retelling a fairy tale, he tries to accurately convey not only the main events, but also secondary details, direct and author's speech. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc. Thinking. Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems. Anticipation develops. Children can tell what will happen as a result of the interaction of objects based on their spatial arrangement. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black circles made of paper and seven white ones and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white. Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child's activity, from the conditions of his life and upbringing. Problem solving can occur in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task of the teacher is the formation of various specific ideas. But we should not forget that human thinking is also the ability to generalize, therefore it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously in two ways: color and shape, color and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture from four parts without relying on a sample and from six parts using a sample. Can generalize concepts related to the following categories: fruits, vegetables, clothes, shoes, furniture, utensils, transport. Imagination. The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic. Speech. In middle preschool age, the pronunciation of sounds and diction improve. Speech attracts the attention of children and is actively used by them. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational. The vocabulary of children is enriched, the possibilities of using words are expanding. If you draw the child's attention to the phenomena of nature, to its beauty, to consider landscapes with him, then at the age of 4-5 he begins to master the appropriate vocabulary. And although at this age children mainly talk about the color and size of objects, almost a third of the definitions they give are detailed, that is, they list two or three features, with elements of comparison, explanation (“Snow is white and a little blue”; “Shines like gold"). In the fifth year of a child's life, the morphological composition of statements also changes somewhat due to the more frequent use of verbs, adjectives, and adverbs. This favors the fact that simple common sentences and complex ones appear in speech. When children learn to tell, they form many elements of coherent speech. The sizes of children's stories are the same as in the senior and preparatory groups, and even among students primary school(average 24-25 words). Accordingly, other signs of coherent speech are formed, for example, the completeness of the topic, the selection of parts of the story, etc.

Preview:

Anatomical and physiological features.

The age of 5 years is often called the "period of the first traction", when a child can grow by 7-10 cm in a year. But still, these figures for children of the sixth year of life are slightly lower than for pupils of the preparatory group. According to average data, the height of a 5-year-old child is about 106.0-107.0 cm, and body weight is 17.0-18.0 kg. During the sixth year of life, the average weight gain per month is 200.0 g, and height is 0.5 cm. Each age stage characterized, moreover, by the different intensity of growth of individual parts of the body. During the sixth year, for example, the length of the limbs, the width of the pelvis and shoulders rapidly increase in children of both sexes. However, there are individual and gender differences in these indicators. For example, the circumference of the chest in girls increases more intensively than in boys. The development of the musculoskeletal system (skeleton, articular-ligamentous apparatus, muscles) of a child by the age of five or six has not yet been completed. Each of the 206 bones continues to change in size, shape, structure, and different bones have different developmental phases. Fusion of parts of the ethmoid bone of the skull and ossification of the auditory canal end by the age of six. The fusion between the parts of the occipital, main and both halves of the frontal bones of the skull has not yet been completed by this age. Cartilaginous zones are preserved between the bones of the skull, so the growth of the brain can continue. (The volume or circumference of the head in a child by the age of six is ​​approximately 50 cm.) The ossification of the nasal septum does not end either. The educator should take these features into account when conducting outdoor games and physical education, since even the slightest bruises in the nose and ear can lead to injuries. The spinal column of a five-six-year-old child is also sensitive to deforming influences. Skeletal muscles are characterized by weak development of tendons, fascia, ligaments. With excessive body weight, as well as under adverse conditions, for example, when a child often lifts weights, posture is disturbed, a swollen or sagging abdomen appears, flat feet develop, and a hernia forms in boys. Therefore, the educator must monitor the feasibility of loads during the performance of labor assignments by children. For example, several children are involved in the removal of benefits to the site at the same time. There are several “key” stages in muscle development. One of them is six years old. By the age of six, the child has well-developed large muscles of the trunk and limbs, but small muscles, especially those of the hands, are still weak. Therefore, children relatively easily learn tasks for walking, running, jumping, but find it difficult to perform exercises that require the work of small muscles. The basis of motor activity is the development of stable balance. It depends on the degree of interaction of proprioceptive, vestibular and other reflexes (proprioceptive reflexes are reflexes received from muscles and tendons; vestibular reflexes are reactions of the vestibular apparatus (a sense organ located in the human inner ear) to changes in the position of the head and torso in space), and also on body weight and area of ​​support. With the age of the child, the indicators of maintaining a stable balance improve. When performing balance exercises, girls have some advantage over boys. In general, in the older group, children still find it easier to do exercises where there is a large area of ​​support. But they are also able to perform short exercises that require support on one leg, for example, in the outdoor games “Make a figure”, “Don't stay on the floor”, “Owl”. Respiratory system. The size and structure of the airways of a preschool child differ from those of adults. So, they are much narrower, therefore, violations of the temperature regime and humidity in the room lead to respiratory diseases. The correct organization of physical activity of children is also important. With its insufficiency, the number of respiratory diseases also increases (by about 20%). The vital capacity of the lungs in a child of five or six years old is on average 1100-1200 cm3, but it depends on many factors (body length, type of breathing, etc.). By the age of seven, children have a pronounced thoracic type of breathing. The number of breaths per minute is an average of 25. The maximum ventilation of the lungs by the age of six is ​​approximately 42 deci3 of air per minute. With gymnastic exercises, it increases by 2-7 times, and when running - even more. Studies to determine the overall endurance of preschoolers (on the example of running and jumping exercises) have shown that the reserve capacity of the cardiovascular and respiratory systems in children is quite high. For example, if physical education classes are held outdoors, then the total amount of running exercises for children senior group during the year it can be increased from 0.6-0.8 to 1.2-1.6 km. Children can jump rope within 5 minutes. For many, the need for motor activity is so great that doctors and physiologists call the period from five to seven years the "age of motor wastefulness." The task of the teacher is to control and direct the motor activity of pupils, taking into account their individuality; prevent cases of hyperdynamia and activate those who prefer "sitting" games. The cardiovascular system. By the age of five, in a child, compared with the period of a newborn, the size of the heart increases by 4 times. Cardiac activity is also intensively formed, but this process does not end even in adolescents. In the first years of a child's life, his pulse is unstable and not always rhythmic. Its average frequency by six to seven years is 92-95 beats per minute. The development of higher nervous activity is characterized by the accelerated formation of a number of morpho-physiological features. Thus, the surface of the brain of a six-year-old child is already more than 90% of the size of the surface of the cerebral cortex of an adult. The frontal lobes of the brain are rapidly developing. For example, the differentiation of the nervous elements of those layers (the so-called associative zones) is being completed, in which processes are carried out that determine the success of complex mental actions: generalizations, awareness of the sequence of events and cause-and-effect relationships, the formation of complex interanalyzer connections, etc. Thus, children of the senior preschool age understand complex generalizations formed on the basis of interfunctional relationships. For example, they had previously learned that the term “clothing” refers to various items: coats, dresses, shirts, trousers, etc. Now they are able to identify features that unite different groups, for example, they can realize that toys, furniture, dishes are united by something that they are all made by human hands. Children's ideas about the main types of relationships between animate and inanimate nature are expanding. All this creates the possibility of mastering systematized knowledge by preschoolers. In the educational process, it is necessary to widely use the ability of the central nervous system to form complex interfunctional connections. A 5-6-year-old child shows parallelism, the simultaneity of the course of nervous processes in different analyzer systems. So, geometric shapes can serve as targets for throwing: a triangle, a quadrilateral. Having hit (after one or three attempts) such a target, the child receives a card with the image of the corresponding figure. The number of its sides (corners) indicates the number of points that he received (the technique was developed by V.N. Avanesova). In the sixth year of a child's life, the basic nervous processes are improved: excitation and especially inhibition. During this period, all types of conditioned inhibition (differential, retarded, conditioned, etc.) are formed somewhat easier. The improvement of differential inhibition contributes to the child's compliance with the rules of behavior. Children are more likely to do "the right thing" and refrain from doing the wrong thing. However, tasks based on inhibition should be reasonably dosed, since the development of inhibitory reactions is accompanied by a change in the frequency of heart contractions and respiration, which indicates a significant load on nervous system. The properties of nervous processes (excitation and inhibition) - strength, balance and mobility - are also improved. Children answer questions faster, change actions, movements, which allows increasing the density of classes, including elements that form strength, speed, endurance in motor exercises. But still, the properties of nervous processes, especially mobility, are not sufficiently developed. The child sometimes reacts slowly to an urgent request, in necessary cases he cannot quickly push off, jump back, jump away, etc. on a signal. In children of five or six years old, dynamic stereotypes that make up the biological basis of skills and habits are formed quite quickly, but their restructuring is difficult, which also indicates insufficient mobility of nervous processes. A child, for example, reacts negatively to a change in the usual way of life. In order to improve the mobility of nervous processes and give flexibility to the skills being formed, the technique of creating a non-standard (partially changed for the time being) environment is used when conducting outdoor games, regime events, etc.

Personal development .

Development of mental processes.

At the senior preschool age, the cognitive task for the child becomes cognitive (it is necessary to master knowledge!), and not a play one. He has a desire to show his skills, ingenuity. Memory, attention, thinking, imagination, perception continue to develop actively. Perception. The perception of color, shape and size, the structure of objects continues to improve; systematization of children's ideas. They distinguish and name not only the primary colors and their shades by lightness, but also intermediate color shades; the shape of rectangles, ovals, triangles. They perceive the size of objects, easily line up - in ascending or descending order - up to ten different objects. Attention. The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of attention at the beginning of the year is 5-6 objects, by the end of the year - 6-7. Memory. At the age of 5-6 years, arbitrary memory begins to form. The child is able to memorize 5-6 objects with the help of figurative-visual memory. The volume of auditory verbal memory is 5-6 words. Thinking. At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem visually, but also to transform the object in their mind, etc. The development of thinking is accompanied by the development of mental means (schematized and complex ideas develop, ideas about the cyclical nature of changes). In addition, the ability to generalize is improved, which is the basis of verbal-logical thinking. J. Piaget showed that at preschool age, children still lack ideas about classes of objects. Objects are grouped according to features that can change. However, the operations of logical addition and multiplication of classes are beginning to take shape. Thus, older preschoolers, when grouping objects, can take into account two features. An example is a task: children are asked to choose the most dissimilar object from a group that includes two circles (large and small) and two squares (large and small). In this case, circles and squares differ in color. If you point to any of the figures, and ask the child to name the most unlike it, you can be sure that he is able to take into account two signs, that is, perform logical multiplication. As shown in studies by Russian psychologists, children of older preschool age are able to reason, giving adequate causal explanations, if the analyzed relationships do not go beyond their visual experience. Imagination. The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts very enthusiastically. The development of imagination at the senior preschool age makes it possible for children to compose quite original and consistently unfolding stories. The development of the imagination becomes successful as a result of special work to activate it. Otherwise, this process may not result in a high level. Speech. Speech continues to improve, including its sound side. Children can correctly reproduce hissing, whistling and sonorous sounds. Phonemic hearing, intonational expressiveness of speech develop when reading poetry, in a role-playing game, in everyday life. The grammatical structure of speech is improved. Children use almost all parts of speech, are actively engaged in word creation. Vocabulary becomes richer: synonyms and antonyms are actively used. Connected speech develops. Preschoolers can retell, tell from the picture, conveying not only the main thing, but also the details.

Preview:

Anatomical and physiological features.

The seventh year of life is the continuation of a very important integral period in the development of children, which begins at the age of five and ends at the age of seven. In the seventh year, the formation of new mental formations that appeared at the age of five continues. However, the further deployment of these formations creates psychological conditions for the emergence of new lines and directions of development. At the age of six, the process of active maturation of the body takes place. The weight of the child increases per month by 200 grams, height by 0.5 cm, body proportions change. On average, the height of 7-year-old children is 113-122 cm, the average weight is 21-25 kg. Areas of the brain are formed almost like in an adult. The motor sphere is well developed. The processes of ossification continue, but the curves of the spine are still unstable. There is a development of large and especially small muscles. Intensively develops coordination of the muscles of the hand. General physical development is closely related to the development of fine motor skills of the child. Finger training is a means of increasing the child's intelligence, developing speech and preparing for writing.

Personal development.

Changes in consciousness are characterized by the appearance of the so-called internal plan of action - the ability to operate with various ideas in the mind, and not just in a visual plan. One of the most important changes in the personality of the child is further changes in his ideas about himself, his image of I. The development and complication of these formations creates favorable conditions for the development of reflection by the age of six - the ability to recognize and be aware of one's goals, the results obtained, the ways of their achievements, experiences, feelings and motives; for moral development, and it is for the latter that the age of six or seven is sensitive, that is, sensitive. This period largely determines the future moral character of a person and at the same time is exceptionally favorable for pedagogical influences. In the process of assimilation of moral norms, sympathy, caring, active attitude to the events of life are formed. There is a tendency for socially significant motives to prevail over personal ones. The child's self-esteem is quite stable, it may be overestimated, less often underestimated. Children evaluate the result of activity more objectively than behavior. The leading need of children of this age is communication (personal predominates). Role-playing game remains the leading activity. In role-playing games, preschoolers of the seventh year of life begin to master the complex interactions of people that reflect characteristic significant life situations. Game actions become more complex, acquire a special meaning, which is not always revealed to an adult. The playing space is getting more complex. It can have several centers, each of which supports its own storyline. At the same time, preschoolers are able to track the behavior of partners throughout the playing space and change their behavior depending on the place in it. One of the most important features of this age is the manifestation of the arbitrariness of all mental processes.

Development of mental processes.

Perception continues to evolve. However, even in children of this age, errors can occur in cases where several different signs must be taken into account simultaneously. Attention. The stability of attention increases - 20-25 minutes, the amount of attention is 7-8 objects. The child may see dual images. Memory. By the end of the preschool period (6-7 years), the child develops arbitrary forms of mental activity. He already knows how to consider objects, can conduct purposeful observation, voluntary attention arises, and as a result, elements appear. arbitrary memory . Arbitrary memory manifests itself in situations where the child independently sets a goal: to remember and remember. It can be said with certainty that the development of arbitrary memory begins from the moment when the child independently singled out the task for memorization. The desire of the child to remember should be encouraged in every possible way, this is the key to the successful development of not only memory, but also other cognitive abilities: perception, attention, thinking, imagination. The appearance of arbitrary memory contributes to the development of cultural (mediated) memory - the most productive form of memorization. The first steps of this (ideally endless) path are determined by the peculiarities of the material being remembered: brightness, accessibility, unusualness, clarity, etc. Subsequently, the child is able to strengthen his memory using techniques such as classification, grouping. During this period, psychologists and educators can purposefully teach preschoolers the techniques of classification and grouping for the purpose of memorization. Thinking. The leader is still visual-figurative thinking, but by the end of preschool age, verbal-logical thinking begins to form. It involves the development of the ability to operate with words, to understand the logic of reasoning. And here the help of adults will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known. At preschool age, the development of concepts begins. Completely verbal-logical, conceptual, or abstract, thinking is formed by adolescence. An older preschooler can establish causal relationships, find solutions to problem situations. Can make exceptions based on all learned generalizations, build a series of 6-8 consecutive pictures. Imagination. The senior preschool and junior school ages are characterized by the activation of the function of the imagination - first recreating (which allowed at an earlier age to present fabulous images), and then creative (due to which a fundamentally new image is created). This period is sensitive for the development of fantasy. Speech. The sound side of speech, grammatical structure, vocabulary, and coherent speech continue to develop. Children's utterances reflect both an increasingly rich vocabulary and the nature of generalizations that are formed at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc. As a result of properly organized educational work, dialogic and some types of monologue speech are well developed in children. AT preparatory group end of preschool. His main achievements are related to the development of the world of things as objects of human culture; children master the forms of positive communication with people, develop gender identity, form the position of the student. By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.

The main components of psychological readiness for school.

The beginning of the systematic education of children in school puts forward a number of important tasks. How the child is prepared for school by the entire previous preschool period of development will depend on the success of his adaptation, entry into the mode school life, his academic success, his psychological well-being. Psychological readiness for schooling multicomponent. There are several parameters of a child's mental development that most significantly affect successful schooling.

Personal readiness for school includes the formation of a child's readiness to accept a new social position of a student who has a range of important duties and rights, who occupies a different position in society compared to preschoolers. This readiness is expressed in relation to the child's school, teachers and learning activities.

Motivational readiness. A child ready for school wants to learn, both because he already has a need to take a certain position in human society, namely, a position that opens access to the world of adulthood (the social motive of learning), and because he has a cognitive need that he cannot satisfy at home (cognitive motive of teaching).

Intellectual readiness. Intellectual maturity is understood as differentiated perception, concentration of attention, analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization, the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. It can be said that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Which? ___________________________________________________________________________

1. Do you prefer active or passive rest?
2. Do you take part in physical culture activities

In d / s yes no - in the city yes no

1. Are you planning to send your child to the sports section? Not really
2. If not, why not:

   Questionnaire for parents “Quality of food

   in MBDOU d / s No. 4 "Penguin"

   The survey is carried out in order to improve the work on the organization of child nutrition. Please indicate the age group ____________________________

   1. Are you generally satisfied with your child's nutrition?
   • Don't know
   1. Are you interested in information about kindergarten nutrition? (daily menu, nutritional norms)
   1. How does your child respond to kindergarten meals?

   ________________________________________________________________________

   1. What dishes from the kindergarten menu does your child enjoy eating?

   ________________________________________________________________________

   1. What does your child absolutely hate?

   ________________________________________________________________________

   1. What dishes would you exclude from the kindergarten menu?

   ________________________________________________________________________

   1. What do you think should be added to the menu?

   ________________________________________________________________________

   1. Are you familiar with the concept of "natural nutrition"?
   • Don't know

   9. What cultural skills do you instill in the child in the family?

   _______________________________________________________________________

   0 points - unsatisfactory

   1 point - satisfactory

   
   

   The type of work: Tests
   File formats: Microsoft Word
   Rented in an educational institution:******* Not known

   Description:
   Tests for final certification
   in the discipline "Psychology of Development and Developmental Psychology" for the 2012-2013 academic year

   1. Developmental psychology is a science that studies:
   A) patterns of education and upbringing of children at various stages of the mental development of the child;
   B) regularities of mental development and formation of personality at different stages of ontogenetic development of personality;
   C) patterns of mental development of a maturing person.
   2. Development is:
   A) the process of quantitative transformations in the mental and anatomical and physiological development of a person;
   B) the process of purposeful influence on the child in order to optimize the mental development of the child;
   C) the process of quantitative and qualitative transformations in the mental development of the child and the formation of his personality.
   3. The driving forces of development are:
   a) heredity;
   b) environment;
   c) education;
   d) training;
   e) joint activity.
   4. The founder of child psychology is:
   A) V. Preyer;
   B) L.S. Vygotsky;
   C) J. Locke;
   D) D.B. Elkonin.
   5. The theory of intellectual development of the child was developed by:
   A) L.S. Vygotsky;
   B) J. Piaget;
   C) L. Kolberg;
   D) A. Maslow.
   6. The change of leading activities occurs as follows:
   A) communication with the mother, communication with peers, educational activities, educational and professional activities, subject activities;
   B) objective activity, game, educational activity, communication with the mother, communication with peers, educational and professional activities;
   C) communication with adults, objective activities, play, learning activities, communication with peers, educational and professional activities;
   D) game, objective activity, communication with adults, educational and professional activities, communication with peers, educational activities.
   7. In infancy, the leading one is:
   A) object-manipulative activity;
   B) communication with an adult;
   C) intimate-personal communication with the mother.
   8. The epigenetic theory of E. Erickson is built on the passage:
   A) 10 crises;
   B) 5 crises;
   C) 8 crises.
   9. The disadvantage of the theory of psychosexual development is:
   A) excessive focus on the influence of libido;
   B) excessive focus on the formation of various types of character;
   C) excessive focus on the influence of the family in the development of the child's personality.
   10. The theory of self-actualization is reflected in the works:
   A) J. Piaget;
   B) Sh. Buhler;
   B) A. Maslow;
   D) K. Rogers.
   11. Choose the correct answer. Assimilation is...
   A) a mechanism for establishing a balance between existing ideas about the external environment and reality;
   B) the mechanism of change in the existing internal structures of the human psyche when interacting with the environment;
   C) The mechanism of changing the external environment with the immutability of internal mental structures.
   12.Choose the correct answer. Intentionality in the works of S. Buhler is understood as:
   A) reliance on the internal content of the personality, i.e. internality;
   B) independence, the ability to put forward goals;
   C) external locus of control.
   13. In adolescence, the leader is:
   A) subject activity;
   B) communication with the mother;
   C) intimate-personal communication with peers.
   14. The criterion for classifying the intellectual development of J. Piaget is:
   A) assimilation;
   B) accommodation;
   C) balance between assimilation and accommodation.
   15. L.S. Vygotsky lies the relationship:
   a) stable and critical periods;
   b) the leading type of activity and social situation;
   c) mechanisms of assimilation and accommodation.
   16. Periodization is based on D.B. Elkonin lies the concept:
   a) the ratio of stable and critical periods;
   b) situations of social development;
   c) the leading type of activity.
   17. Initially, developmental psychology existed as:
   a) educational psychology;
   b) differential psychology;
   c) child psychology.
   18. Arrange the stages of the psychosexual development of the child in the appropriate sequence:
   a) anal, latency, phallic stage, genital stage, oral stage;
   b) oral stage, anal, latent period, genital stage, phallic stage;
   c) oral stage, anal stage, phallic stage, latency period, genital stage.
   19. Early childhood is the most sensitive period for the development of:
   a) imagination
   b) perception;
   c) speech.
   20. Periodization A.V. Petrovsky is based on the mechanisms:
   a) identification / isolation;
   b) adaptation / individualization / identification;
   c) acceptance / rejection.
   21. The periodization of the moral development of L. Kohlberg is based on:
   a) the concept of conventionality;
   b) the concept of individualization;
   c) the concept of socialization.
   22. The factors of mental development of a child are:
   a) psychological neoplasms;
   b) leading activity and social situation of development;
   c) heredity and environment.
   23. The patterns of mental development of a child are:
   a) frequency;
   b) instability;
   c) systematic.
   24. Of great importance for the development of developmental psychology were the works of:
   a) L.S. Vygotsky and his students;
   b) V. Preyer and his followers;
   c) J. Piaget.
   25. At preschool age, the leader is:
   a) educational activities;
   b) object-manipulative activity;
   c) play activity.
   26. The leading activity during early adolescence is:
   a) object-manipulative activity;
   b) educational and professional activities;
   c) play activity.
   27. A crisis of 3 years is a crisis:
   a) feelings of adulthood;
   b) non-personalization;
   c) "I am myself."
   28. In Bromley's concept, infancy includes the period:
   a) from birth to 18 months;
   b) from birth to 2 years;
   c) from birth to 3 years.
   29. The main neoplasm of infancy is:
   a) a recovery complex;
   b) symbiosis with the mother;
   c) grasping reflex.
   30. The period that is most favorable for the development of certain mental functions is called:
   a) critical;
   b) developing;
   c) sensitive.
   31. In adolescence, the leading is:
   A) communication with the mother;
   B) educational activities;
   C) communication with peers.
   32. In infancy, the most slowly develops:
   A) tactile sensitivity;
   B) auditory sensitivity;
   B) visual sensitivity.
   33. Predominant in infancy:
   A) involuntary attention;
   B) voluntary attention;
   B) post-voluntary attention.
   34. In the second half of a child's life, the leading one is:
   A) communication with the mother;
   B) object-manipulative activity;
   C) play activities.
   35. At an early age, the most rapidly developing:
   A) imagination
   B) memory;
   B) speech.
   36. Preschool age is the age:
   A) independence;
   B) age of whys;
   B) activities.
   37. One of the main neoplasms in preschool childhood is:
   A) a complex of revitalization;
   B) the formation of the image-I;
   C) subordination of motives.
   38. At primary school age, the most rapidly developing:
   A) the emotional sphere of the personality;
   B) volitional regulation of behavior;
   C) cognitive mental processes.
   39. The main psychological neoplasms in primary school age are:
   A) subordination of motives;
   B) a sense of maturity;
   C) an internal plan of action.
   40. The leading psychological neoplasm in adolescence is:
   A) arbitrariness of mental cognitive processes;
   B) a sense of maturity;
   C) the formation of ethical instances.
   41. According to D.I. Feldstein, the leading activity in adolescence is:
   A) communication with peers;
   B) pro-social activity;
   B) educational activities.
   42. In adolescence continues to develop:
   A) visual-effective thinking;
   B) verbal-logical thinking;
   C) visual-figurative thinking.
   43. According to B.G. Ananiev, the highest indicators of the level of development of the volume, switchability and selectivity of attention fall on the age:
   A) 27-33 years old;
   B) 18-24 years old;
   C) 28 to 39 years old.
   44. At primary school age, mental cognitive processes are characterized by:
   A) post-arbitrariness;
   B) involuntary;
   B) arbitrariness.
   45. In the periodization of E. Erickson, adulthood includes:
   A) 2 periods;
   B) 4 periods;
   C) 3 periods.
   46. ​​Non-verbal intelligence reaches its optimum in:
   A) 30 years old;
   B) 40 years old;
   C) 25 years old.
   47. In the concept of ego-identity, middle adulthood includes a period of time:
   A) from 25 to 60 years;
   B) from 35 to 60 years;
   C) from 25 to 50 years.
   48. The period of late adulthood is studied:
   A) differential psychology;
   B) general psychology;
   c) gerontopsychology.
   49. Mid-life crisis occurs at the age of:
   A) 40 years old;
   B) 30 years old;
   C) 50 years old.
   50. A positive vector in the concept of ego-identity in the period of late adulthood is:
   A) productivity;
   B) trust in people;
   C) ego identity.

   A. suggestive learning.

   B. problem-based learning.

   AT. reproductive education.

   G. level training.

   40. The pedagogical process reveals the features of teaching

   A. lined.
   B. concentric.

   B. stepped,
   G. systemically.

   41. Education is

   A. The concept of learning theory.

   B. the result of development and adaptation.

   G. the mechanism of socialization and education.

   42. The system of higher teacher education includes the following blocks:

   BUT. general cultural block, psychological and pedagogical block, subject block.

   B. general cultural block and subject block.

   B. philosophical, psychological and pedagogical, general cultural blocks G. bachelor's and master's programs.

   43. Teaching methods are

   A. control tool cognitive activity students and pupils, an element of culture and
   morality.

   B. ways, methods of creating favorable conditions for the organization of the educational, educational process.

   B. mechanisms of socialization and education.

   44. Control is

   A. Checking the results of self-learning.

   B. this is a teacher-student feedback in the process of teaching-learning, which provides an analysis of the assimilation of knowledge, skills and abilities and stimulates the activity of both parties (both the teacher and the student) to optimize all parts of the educational process.

   A. occupation.

   G. hour of communication.

   52. Non-standard lesson different from standard

   A. Duration
   B. shape

   G. developed model

   AT. homework

   G. independent work

   60. Pedagogical technology- This

   A. conditions for optimizing the educational process.

   B. a project of a specific pedagogical system, implemented in practice.

   B. the main position of the theory of learning.

   D. the result of interaction between teacher and student.

   Option 1.

   1. The subject of developmental psychology is:

   a) the process of development of mental functions and personality throughout a person's life;

   b) the process of development of psychological science;

   c) features of individual development of people;

   d) features of the development of pedagogical skills and abilities.

   2. Age period is:

   a) the course of development;

   b) development cycle;

   c) chronological period;

   d) life span.

   a) Sigmund Freud

   b) Aristotle;

   in) Lev Semenovich Vygotsky;

   d) Avicenna.

   4. The construction of development periodization on the basis of one internal criterion is characterized by:

   a) for William Stern's periodization;

   b) for periodization by Pavel Petrovich Blonsky;

   c) for periodization by Daniil Borisovich Elkonin;

   d) for the periodization of Lev Semenovich Vygotsky.

   5. The main mechanism of personality development is:

   a) reflection;

   b) causal attribution;

   c) overcoming external and internal conflicts;

   d) empathy.

   6. The concept of sensitivity has been especially actively developed:

   a) in the 20th century;

   b) in the 18th century;

   c) in the 3rd century BC;

   d) in the 10th century.

   7. The development of personality in extreme conditions and in conditions of deprivation occurs:

   a) the same as under normal conditions;

   b) faster than under normal conditions;

   in) otherwise than under normal conditions;

   d) slower than normal.

   8. Auditory perception in an infant:

   a) much better than an adult;

   b) much worse than in an adult;

   in) it is difficult to say something definite;

   d) like an adult.

   9. Progressive types of baby movement include:

   a) crawl;

   b) sucking fingers;

   c) palpation of hands;

   d) rocking on all fours.

   10. Mental retardation, as a deviation in mental development:

   a) can be overcome with proper training and education;

   b) cannot be completely overcome under any circumstances;

   c) may go away on its own with age;

   11. Situational understanding of the speech of others is formed:

   a) by the age of 3;

   b) by the end of 1 year;

   c) by the age of 6;

   d) by 6 months.

   12. A manifestation of mental deprivation at an early age can be:

   a) the absence of a revitalization complex;

   b) isolation;

   c) fears;

   G) fear of safe objects.

   13. Psychological characteristic preschool age is given taking into account the level of development:

   a) imagination;

   b) role play;

   c) logical thinking;

   d) drawing.

   14. The logic of game actions is easily broken:

   a) at the first level of game development;

   b) at the second level of game development;

   c) at the third level of game development;

   d) at the fourth level of game development.

   15. The speech of a preschooler, which is questions, exclamations, answers, is called:

   a) contextual speech;

   b) situational speech;

   c) explanatory speech;

   d) autonomous speech.

   16. Normal self-esteem of preschoolers:

   a) underestimated;

   b) overpriced;

   c) adequate;

   17. Giftedness as a deviation in mental development:

   a) hinders the development of intelligence;

   b) hinders the development of volitional qualities of a person;

   in) creates difficulties in training and education;

   d) it is difficult to say something definite.

   18. The psychological characteristics of a teenager are determined by:

   a) manifestation of character accentuations;

   c) features of gaming activity;

   d) features of manipulative activity.

   19. The main feature of the personal development of a teenager is:

   a) personal stability;

   b) moral stability;

   c) moral instability;

   G) personal instability.

   20. Accentuated in adolescence, the character then:

   a) smoothed out;

   b) becomes even more aggravated;

   c) retains its manifestations at the same level;

   d) it is difficult to say something definite.

   21. The main activities in adolescence are:

   b) intimate personal communication;

   c) educational and professional activities;

   d) play activity.

   22. The psychology of early youth covers the period:

   a) from 11 to 15 years;

   b) from 15 to 17 years;

   c) from 17 to 23 years;

   d) from 23 to 30 years old.

   23. The central neoplasm of early adolescence is:

   a) self-determination;

   b) self-consciousness;

   c) reflection;

   d) the emergence of the inner world.

   24. The style of student life that turns a university into a country club is:

   a) professional subculture;

   a) development b) identification

   c) socialization d) adaptation

   1. The concept of "zone of proximal development" implies that:

   a) learning must come before development

   b) learning should go hand in hand with development

   c) learning should come behind development

   d) education should be guided by morality

   1. The process of formation in the structure of the old of new types of activity characteristic of the next age period, accompanied by the maturation or restructuring of private processes and the main psychological changes in the personality, is called:

   a) core business

   b) leading activity

   c) leading activity

   d) growing up

   1. Mental and social changes that first occur at a given age stage and determine the child's consciousness, his attitude to the environment, inner and outer life are called:

   a) growth phenomena

   b) the phenomena of growing up

   c) leading activity

   d) neoplasms

   1. Age-related psychological crises are called:

   a) periods of ontogenesis, characterized by drastic changes in appearance

   b) periods of ontogeny characterized by sharp psychological changes

   c) periods of sharp change in attitude towards parents

   d) periods of ontogeny characterized by sharp psychoendocrine changes

   1. Time-compressed repetition in ontogeny of elements of phylogenesis is called:

   a) development b) training

   c) recapitulation d) internalization

   1. The longitudinal study method involves:

   a) the study of the same people over a long period of time

   b) the study of various people over a long period of time

   c) lengthy processing of research results

   1. The concept of "age" in Russian psychology includes:

   a) the social situation of development

   b) leading activity

   
   
   

   c) neoplasms

   d) all of the above

   1. According to psychoanalytic developmental theories, in the latent stage of libido:

   a) projected b) regressed

   c) sublimates d) disappears

   1. R. Sears believed that the central component of learning is:

   a) addiction b) reinforcement

   c) punishment d) all of the above

   1. E. Erickson believed that development ends in:

   a) 16 years old b) 18 years old

   c) 21 years old d) lasts a lifetime

   1. Awareness of one's belonging to a certain gender and acceptance of the appropriate gender role prescribed by traditions is called:

   a) puberty

   b) sexual internalization

   c) gender identity

   d) sexual desire

   1. L. S. Vygotsky created the law:

   a) metamorphosis

   b) uneven child development

   c) development of higher mental functions

   d) all of the above

   1. "Revitalization Complex" shares:

   a) neonatal and infancy

   b) the period of infancy and early childhood

   c) adolescence and adolescence

   d) the period of maturity and old age

   1. The leading activity of preschool children is:

   a) study b) entertainment

   c) hobby d) play

   1. The reaction, expressed by the adolescent's persistent desire to succeed in the area in which he is weak, is called:

   a) compensation reaction

   b) hypercompensation reaction

   c) reaction of the opposition

   d) emancipation reaction

   1. The reaction of emancipation is characteristic of:

   a) babies b) the elderly

   c) mature persons d) teenagers

   1. Excessive strengthening of individual character traits is called:

   a) character accentuation

   b) willpower

   c) acceleration

   d) temperament

   Questions for the exam

   1. Basic concepts, subject and tasks of developmental psychology.

   2. Psychological readiness for schooling.

   Ticket number 2

   1. Problems of the psychology of age development.

   2. Personal and emotional development elementary school student.

   Ticket number 3

   1. Sources, driving forces and patterns of mental development.

   2. The development of the cognitive sphere and communication in primary school age.

   Ticket number 4

   1. Research methods in developmental psychology.

   2. Development of educational activity of a younger student.

   Ticket number 5

   1. Biogenetic and sociogenetic concepts of child development.

   2. Adaptation to teaching a younger student.

   Ticket number 6

   1. Psychoanalytic theories of child development.

   2. Adolescence. Feeling of adulthood.

   Ticket number 7

   1. Cognitive approach to the study of development.

   2. The personality of a teenager. Neoplasms.

   Ticket number 8

   1. The theory of cultural and historical development of higher mental functions L.S. Vygotsky.

   2. Communication problems in adolescence.

   Ticket number 9

   1. Periodization of age development according to D.B. Elkonin and D.I. Feldshetein.

   2. Development of the intellectual sphere in adolescence.

   Ticket number 10

   1. Crises in the mental development of the child.

   2. Self-awareness of adolescents. The need for self-assertion.

   Ticket number 11

   1. Congenital forms of the psyche and behavior.

   2. formation and development of personality in early youth.

   Ticket number 12

   1. Helplessness of a human baby, a long period of his dependence on people.

   2. Formation of the worldview in youth.

   Ticket number 13

   1. Newborn: a general characteristic of age.

   2. The problem of youthful self-determination.

   Ticket number 14

   1. Newborn: leading activity, neoplasms.

   2. Professional self-determination of a high school student.

   Ticket number 15

   1. Newborn: cognitive, personal and emotional development.

   2. The concept of adulthood.

   Ticket number 16

   1. Revitalization complex.

   2. Criteria of adulthood.

   Ticket number 17

   1. Infant age: a general characteristic of age.

   2. Crises at the stage of adulthood.

   Ticket number 18

   1. Infant age: leading activity, neoplasms.

   2. Psychological characteristics of the stages of adulthood.

   Ticket number 19

   1. Infancy: collective, personal and emotional development

   2. Age and problems of the meaning of life.

   Ticket number 20

   1. Crisis of one year.

   2. Old age.

   Ticket number 21

   1. Early childhood: the development of object-tool activity.

   2. Age boundaries and types of old age.

   Ticket number 22

   1. Personal and emotional development in early childhood.

   2. Personal development in the later periods of life.

   Ticket number 23

   1. The development of communication and speech in early childhood.

   2. Features of the cognitive sphere of people in the late period of life.

   Ticket number 24

   1. Development of the cognitive sphere in early childhood.

   2. Features of social contacts of people in the late period of life.

   Ticket number 25

   1. Egocentrism of children's thinking.

   2. The life path of the individual.

   Ticket number 26

   1. Crisis of three years.

   2. Basic concepts, subject and tasks of developmental psychology.

   Ticket number 27

   1. Personal and emotional development of a preschooler.

   2. Problems of the psychology of age development.

   Ticket number 28

   1. The development of speech and communication in preschool childhood.

   2. Research methods in developmental psychology.

   Ticket number 29

   1. Cognitive development of a preschooler.

   2. Biogenetic and sociogenetic concepts of child development.

   Ticket number 30

   1. The crisis of seven years.

   2. Cognitive approach to the study of development.

   Literature

   1. Abramova G.S. Age-related psychology. - M.: Academy, 1997.

   2. Age and pedagogical psychology / Ed. A.V. Petrovsky. - M.: Enlightenment, 1989.

   3.Vygotsky L.S. The crisis of the first year of life / / Sobr. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   4.Vygotsky L.S. Crisis of three years // Sobr. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   5.Vygotsky L.S. The crisis of seven years / / Sobr. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   6.Vygotsky L.S. Infant age // Collection. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   7.Vygotsky L.S. Thinking and speech / / Sobr. cit.: In 6 vols. - T. 2. - M .: Pedagogy, 1982.

   8.Vygotsky L.S. Tool and sign in the development of the child. // Collection. cit.: In 6 vols. - T.6. - M.: Pedagogy, 1984.

   9.Vygotsky L.S. Pedagogical psychology. - M.: Pedagogy, 1991.

   10. Vygotsky L.S. The problem of age // Collection. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   11. Vygotsky L.S. Early childhood // Collection. cit.: In 6 vols. - T. 4. - M .: Pedagogy, 1984.

   12. Craig G. Psychology of development. - St. Petersburg: Peter, 2000.

   13. Leontiev A.N. On the theory of the development of the child's psyche // Problems of the development of the psyche. - M.: 1981.

   14. Leontiev A.N. Psychological foundations of preschool play // Problems of the development of the psyche. - M.: MGU, 1981.

   15. Martsinkovskaya T.D. History of child psychology. - M.: Vlados, 1998.

   16. Mukhina V.S. Age-related psychology. - M.: Academy, 1997.

   17. Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995.

   18. Sapogova E.E. Psychology of human development. - M.: Aspect-Press, 2001.

   20. Slobodchikov V.I. Psychological problems of the formation of the inner world of a person // Questions of Psychology. - 1986. - N 6.

   21. Slobodchikov V.I., Isaev E.I. Psychology of human development. Development of subjective reality in ontogeny. - M.: School Press, 2000.

   22. Slobodchikov V.I., Isaev E.I. Human psychology. - M.: School-Press, 1995.

   23. Elkonin B.D. Introduction to developmental psychology. - M.: Trivola, 1994.

   24. Elkonin D.B. Child psychology. - M.: 1960-2002, any edition.

   25. Elkonin D.B. Selected psychological works. - M.: Pedagogy, 1989.

   26. Elkonin D.B. The psychology of the game. - M.: Pedagogy, 1978.

   27. Erikson E. Childhood and society. - St. Petersburg: Lenato, AST, University Book Foundation, 1996.

   28. Erikson E. Identity: youth and crisis. - M.: Progress, 1996.

   1. PSYCHOLOGY OF DEVIANT BEHAVIOR

   QUESTIONS FOR THE EXAM

   1. The subject and tasks of developmental psychology.

   2. Methods for studying the mental development of a child.

   3. Basic concepts of developmental psychology: growth and development.

   4. Conditions and driving forces of mental development.

   5. Cultural-historical concept of L.S. Vygotsky.

   6. Laws of mental development of the child.

   7. The problem of biological and social in developmental psychology.

   8. The problem of "age" in child psychology.

   9. Critical and sensitive periods of development.

   10. Development and activity. The main provisions of the activity approach to the development of the psyche S. L. Rubinshtein, A. N. Leontiev.

   11. The concept of mental development by D. B. Elkonin.

   13. The main provisions of the concept of mental development of children in the works of D.I. Feldshtein.

   14. The main provisions of the concept of mental development of children in the works of L.I. Bozhovich.

   15. Theory and periodization of the development of the psyche of E. Erickson.

   16. Modern American developmental psychology.

   17. The problem of periodization of mental development in Russian psychology. L.S. Vygotsky, A.N. Leontiev.

   18. BG Ananiev's views on the process of mental development.

   19. The formation of personality in the socio-psychological theory of personality development by A.V. Petrovsky. D.I. Feldshtein's approach to periodization of child development.

   20. Modern works domestic psychologists on the problem of periodization of mental development (Yu.N. Karandashev, V.F. Morgun, N.Yu. Tkacheva, V.I. Slobodchikov).

   21. The problem of periodization of mental development in foreign psychology. Works by R. Sears.

   22. Periodization of personality development Sh.Buhler.

   23. Periodization of mental development D. Bromley.

   24. General characteristics of the newborn. Features of the infant's GNI. The nature of early reactions. Unconditioned reflexes of the baby. Reflexes-atavisms. Early conditioned reflexes.

   25. "Complex of revival" as the main neoplasm of the period of early infancy. Conditions of occurrence, structure and genesis. Significance for the mental development of the child. Deprivation problem.

   26. The main patterns of development of sensory processes in infancy. Formation of visual and auditory perception in the process of development of forms of communication between a child and an adult.

   27. Development of manual actions. Stages of development of manipulations with an object in infancy.

   28. Preparatory period in the development of speech. The value of emotional communication with an adult and indirect forms of communication about the subject for the development of a child's speech.

   29. Psychological characteristics of an infant by the end of the first year of life. The concept of the crisis of one year.

   30. General characteristics psychological characteristics child of early age. Objective activity as the leading activity of a young child. The main patterns and stages of development of objective actions at an early age.

   31. Characteristics of gaming activity at an early age. Stages of development of gaming activity.

   32. Basic patterns of development of perception. The development of speech. Features of the development of passive and active speech of the child.

   33. Early forms of visual-effective thinking. Features and patterns of development of the first children's generalizations and judgments. (L.S. Vygotsky) Development of memory in early childhood.

   34. The concept of the “crisis of three years”.

   35. General characteristics of mental development in preschool age (development of mental cognitive processes). Features of the development of activities and forms of communication with adults and peers. (M.I. Lisina)

   36. Game as a leading activity of a preschooler. Socio-historical nature of the origin, structure, genesis and functions of the game. The value of the game for the mental development and formation of the child's personality. Types of games.

   37. The value of other activities of a preschooler for the formation of personality and mental development: visual activity, constructive activity, elements of work and learning.

   38. Formation of character and abilities in preschool age. Individual and gender differences in behavior.

   39. The concept of the crisis of seven years. The problem of school readiness. The main components of psychological readiness for school.

   40. The main content of primary school age. General conditions of development in primary school age. Educational activity as a leader. Content, structure and general patterns formation of educational activity.

   41. Development of the personality of children of primary school age. Dynamics of the student's internal position during the initial period of education. (L.I. Bozhovich) . Teaching motivation. Initial forms of reflection, the formation of self-esteem in connection with the development of educational activities.

   42. Social life younger student. Features of communication with peers and adults. Features of assimilation moral standards and rules of conduct.

   43. Willingness to learn in high school. Typical difficulties children face when transitioning from elementary school to the middle.

   44. The transition from childhood to adulthood as the main content of the adolescent period of development. Borders and stages adolescence. Comparison of different cultures.

   45. Crisis of adolescence (crisis of 13 years). The influence of the crisis on the formation of personality.

   46. ​​Characteristics of mental development in adolescence. Educational activity and development of cognitive processes. Other activities.

   47. Features of the development of cognitive processes in early and older adolescence and their influence on "specifically adolescent" personality and behavior characteristics.

   48. Motivation for learning. Development of cognitive motivation. Decreased interest in school and learning. interests in adolescence. The balance of interests and inclinations.

   49. Personality formation in adolescence. The formation of a new level of self-consciousness. The development of reflection. Focus on self-esteem. Instability of self-esteem.

   50. The concept of youth. Borders and stages of the youthful period of development. Early youth. Looking to the future as a central characteristic of early youth. The need for life, personal and professional self-determination. Time perspective.

   51. Psychological readiness for self-determination and personality formation. Moral development. "Change of world view".

   52. Features of educational activities depending on the type of educational institution. Development of cognitive processes. Other activities.

   53. Periodization of the period of maturity. The problem of the crisis of adulthood. General conditions for the transition to maturity. The social significance of the period of maturity. Socially useful labor as a leading activity of adulthood.

   54. Features of the development of mental processes. Peculiarities social activity during maturity. Forms of participation in public life.

   55. Periodization of aging. Biological and social criteria and factors of aging. Historical variability in the social assessment of aging and old age.

   56. The problem of longevity and viability. longevity factors. Peculiarities cognitive activity during maturity.

   57. Types of groups of adults: family, production teams, etc. The value of own activity in professional activity for the development of a person as a person, a subject of activity and individuality.

   58. Characteristics of mental development during aging and old age.

   59. The problem of labor activity in old age, its possibilities and its importance for maintaining normal life and longevity.

   60. The value of public interests in the formation of active old age. Influence of the history of a person's life path on the aging process. Old age as a social problem.

   DEVELOPMENTAL PSYCHOLOGY AND DEVELOPMENTAL PSYCHOLOGY TEST FOR STUDENT SELF ASSESSMENT (performed by students independently to test their knowledge)

   Choose the correct answer. What unites the concepts of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin:

   1. Ideas about the duration and boundaries of periods of childhood

   2. Interest in the question of the historical origin of the periods of childhood

   3. Views on the content of crises of mental development

   Choose the correct answer. Indicate the main reason for the early involvement of the child in the work of adults at the early stages of human development, shown by D.B. Elkonin based on the study of ethnographic materials:

   1. Early physical maturation

   2. Early mental maturation

   3. The presence of an acute struggle for habitat and food

   4. Use of gathering with the use of primitive tools as the main way of obtaining food

   5. Difficult living conditions and high mortality among children

   Choose the correct answer. According to D.B. Elkonin, the emergence of new ages occurs through:

   1. Building on a new period of development over the existing one

   2. Wedging of a new period of development

   Choose the correct answer. The author of the theory of mental development, which is based on the "biogenetic law": ontogenesis is a short and quick repetition of phylogenesis:

   1. Ch. Darwin

   2. E. Haeckel

   3. Art. Hall

   Choose four correct answers. A. Gesell, L. Theremin, E. Torrens marked the beginning of the formation of child psychology as a normative discipline. Choose which achievements relate to the theory of A. Gesell:

   Choose two correct answers. A. Gesell, L. Theremin, E. Torrens marked the beginning of the formation of child psychology as a normative discipline. Choose which achievements relate to L. Theremin's theory.

   1. Introduction to the psychology of the longitudinal research method

   2. Formulation of the law of decay of the rate of mental development

   3. Creation of a battery of tests for measuring mental abilities, introduction of the concept of intelligence quotient

   4. Using the twin method to analyze the relationship between maturation and learning

   5. Conducting the longest longitudinal study of gifted children in psychology, lasting fifty years

   6. Analysis of differences between indicators of intelligence and creativity

   7. Using a "mirror" (semi-permeable glass) for objective observation of children

   8. Development of tests of creative thinking (MTTM)

   9. Creation of an "Atlas of Baby Behavior" with 3,200 photographs

   Choose two correct answers. A. Gesell, L. Theremin, E. Torrens marked the beginning of the formation of child psychology as a normative discipline. Choose which achievements relate to the theory of P. Torrens.

   1. Introduction to the psychology of the longitudinal research method

   2. Formulation of the law of decay of the rate of mental development

   3. Creation of a battery of tests for measuring mental abilities, introduction of the concept of intelligence quotient

   4. Using the twin method to analyze the relationship between maturation and learning

   5. Conducting the longest longitudinal study of gifted children in psychology, lasting fifty years

   6. Analysis of differences between indicators of intelligence and creativity

   7. Using a "mirror" (semi-permeable glass) for objective observation of children

   8. Development of tests of creative thinking (MTTM)

   9. Creation of an "Atlas of Baby Behavior" with 3,200 photographs

   Choose the correct answer from the given options. K. Buhler singled out three stages of mental development: instinct, training, intelligence. In his opinion, the causes of mental development are:

   1. Acquisition of new forms of behavior as a result of learning

   2. CNS maturation

   3. Development of affective processes, shifting the experience of pleasure from the end of the action to its beginning

   4. Confrontation between natural drives and social inhibitions

   5. Convergence of environmental and hereditary factors

   6. Social learning

   Choose the correct answer. Author of the structural theory of personality development:

   1. R. Descartes

   2. K. Koffka

   3. Z. Freud

   4. E. Erickson

   5. A. Freud

   1. Group identity is formed due to the conflict between "It" and "Super-I" in the process of personality development

   2. Group identity is formed due to the orientation of the upbringing of the individual to include him in a certain social group

   3. Group identity is formed by solving the problems of psychomotor development

   4. Group identity is formed due to the appearance in the subject of a sense of stability of his "I"

   Choose the correct definition.

   1. Ego-identity is formed on the basis of group identity and remains unchanged throughout the life of the subject

   2. Ego-identity is formed before the emergence of group identity due to overcoming psychosexual complexes in personal development

   3. Ego-identity is formed in the struggle for personal independence and self-reliance and creates in the subject a sense of trust in the world and security

   4. Ego-identity is formed in parallel with group identity and creates a sense of stability and identity of the "I" in the subject, despite the changes that occur to him in the process of growth of personality development

   According to E. Erickson's epigenetic theory of personality development, crises are:

   1. Illness of personality and manifestation of neurotic disorder

   2. Time to choose between progress and regression in personality development

   3. Transition from one stage of development to another

   Choose the correct answer. The term "social learning" was introduced in 1941 by researchers:

   1. R. Sears, J. Whiting

   2. J. Watson, E. Thorndike

   3. I. P. Pavlov

   4. N. Miller, J. Dollard

   5. Z. Freud, A. Freud

   6. E. Erickson

   Choose the correct options from items 1-11. To the main provisions of the theory of social learning. N. Miller and J. Dollard include:

   1. Human behavior is not a consequence of the innate urges of a person, it is formed in vivo

   2. In addition to the primary (innate) motives that determine behavior, there are secondary ones - anger, guilt, the need for power, money, etc.

   3. The basic principle of mental development is the principle of pleasure

   4. The main principle of mental development is the principle of reinforcement

   5. Learning is about strengthening the connection between a key stimulus and a response.

   6. Learning happens only through trial and error.

   7. In the absence of motivation, learning is possible.

   8. Mimicking the Other's Behavior Reduces Trial and Error

   9. Childhood is a period of transient neurosis

   10. The main concept is socialization as a movement from asociality to usefulness

   11. The main concept is identification as a process of borrowing thoughts, feelings, actions of another person

   Choose the correct options from items 1-8. The main provisions of the theory of social learning by R. Sears include the following:

   1. All human actions are initially associated with innate impulses.

   2. Reinforcement of Primary Drive Actions Leads to Secondary Drives

   3. The influence of parents on the mental development of the child is not significant in comparison with the experience of their own actions

   4. A newborn child is in a state of autism, gradually going through the path of socialization

   5. Successful mental development is characterized by an increase in the repertoire of actions aimed at satisfying only innate needs.

   6. The central component of learning is dependence within the framework of a dyadic system of contacts with a partner

   7. Child development is a mirror of parenting practice

   8. For successful development, dependence on an adult, and, accordingly, identification with him, must be as pronounced as possible.

   Choose the correct answer. Showing children films with examples of aggressive and non-aggressive behavior of an adult, followed by punishment or encouragement, used in A. Bandura's study, is aimed at identifying:

   1. Roles of emotional regulation of behavior in social interaction

   2. Features of the emergence of conditioned reflex connections between an action and its consequences

   3. The role of the imitation model in the process of assimilation of social experience

   4. Influence of traumatic experiences on the child's behavior

   Choose one correct answer. According to J. Piaget, egocentrism is:

   1. Personality

   2. Knowledge factor

   3. Feature of speech

   4. Perception factor

   Choose one correct answer. According to J. Piaget, with age, the coefficient of egocentric speech changes as follows:

   1. Increases and reaches 75% of all spontaneous speech by the age of five

   2. Unchanged up to seven years, and then disappears

   3. At three years old, it reaches its maximum value of 75% of all spontaneous speech and disappears by seven.

   4. From the moment of the beginning of speech, it is maximum, gradually decreases and disappears by the age of seven

   Eliminate incorrect answers. The key concepts of the theory of J. Piaget include:

   1. Socialization

   2. Zone of Proximal Development

   3. Egocentrism

   4. Primary Reinforcement

   5. Ritualization

   6. Model for learning

   7. Assimilation and accommodation

   8. Unconscious

   Choose four correct answers. Features higher mental functions:

   1. Sociality

   2. Mediation

   3. Mindfulness

   4. Innate

   5. Convergence

   6. Arbitrariness

   7. Consistency

   Choose the correct version of the content of the law of development of higher mental functions

   1. HMFs are born twice. Initially as an intrapsychic form of the child's consciousness, and then as a form of collective behavior (i.e. interpsychic function)

   2. HMFs are born twice. First time as a form of the child's collective behavior (i.e. as an interpsychic function), and then as an individual (intrapsychic) ​​function

   Choose the correct answer. The child experiences the first psychological crisis:

   1. Early infancy

   2. At 1 year old

   3. In the first weeks after birth

   4. On the border of early and late infancy

   Choose the correct answer.
   Which behavior is characterized by the following features:

   It is always connected with the actual need of the organism;

   The need of the body causes non-specific (appetant) behavior;

   specific behavior begins only when the animal enters the environment of action of the unconditioned stimulus and moves towards it or away from it;

   under any conditions, the characteristic specific completion of this behavior is preserved - the so-called final reaction

   Choose the correct answer. Choose for what age, according to L.S. Vygotsky, the social situation of the development of "WE" is characteristic.

   1. Newborn

   2. Infancy

   3. Early age

   4. Preschool age

   Choose the correct answer. Determine the leading type of activity in infancy.

   1. Play activity

   3. Subject-manipulative activity

   Choose five correct answers. Neoplasms of infancy:

   1. The first idea about yourself, about your physical appearance is formed. The baby begins to imagine the boundaries of his own body

   2. There is a sense of pride in their achievements

   3. The sensorimotor capabilities of the child are changing. The child begins to walk, begins to perform functional actions with objects

   4. The child learns the grammatical structure of the language

   5. A hierarchy of motives arises

   6. Affectively charged representations are formed

   7. Autonomous speech appears

   Choose the correct answer. Determine the leading type of activity at an early age.

   1. Play activity

   2. Extra-situational-personal communication with a close adult

   3. Tool-objective activity

   4. Direct emotional communication with a close adult

   Find the correct answer. Which of the following characteristics does not apply to neoplasms of early age:

   1. Assimilation of the grammatical structure of the language

   2. Generalization of experiences

   3. The appearance of the phenomenon "I myself"

   4. Emergence of self-consciousness

   5. The emergence of a sense of pride in their achievements

   Choose the correct answer. Characteristics of an early age.

   1. Autistic thinking

   2. Memory in the center of the child's consciousness

   3. Memory is involuntary

   4. Visual Action Thinking

   5. Perception in the center of the child's consciousness

   6. Attention and memory are arbitrary

   Choose one correct answer. Preschool play is:

   1. Subject-weapon activity

   2. Productive activities

   3. Educational and cognitive activity

   4. Symbolic-modeling activity

   Choose four correct answers. Perception of fairy tales in preschool age:

   1. Promotes increased self-confidence

   2. Opens up ways to solve life's problems

   3. Helps you understand and accept yourself

   4. Serves as a source of development of the cultural experience of mankind

   5. Promotes the development of logical thinking

   6. Carries morality in its purest form

   7. Reflects the attitude and emotional world of adults

   8. Disorients in real life, as fairy tales are implausible and take the child into a fantasy world.

   Choose two correct answers. The boundary between preschool and primary school age are symptoms:

   1. Loss of sensitivity to criticism

   2. Negativism

   3. Loss of immediacy

   4. The phenomenon of "bitter candy"

   5. Pride in your accomplishments

   6. Adult devaluation

   Find the correct answer. Leading type of activity in adolescence

   1. Mastering the objective world and tools of culture

   2. Educational and professional activities

   3. Personal communication with peers

   4. Emotional and personal communication with a close adult

   5. Industrial and professional activities

   Choose the correct answer options. Characteristics of self-determination as a neoplasm of adolescence:

   1. Awareness of one's place in society

   2. The desire for self-actualization

   3. Prediction of future life, dreams of the future

   4. Sustainable interests and aspirations, taking into account external circumstances

   5. Objective recognition of one's own abilities

   6. Achieving ego integration

   7. Awareness of the realization of the life plan

   8. Understanding yourself, your capabilities

   Choose two correct answers. The doctrine of development crises is absent in theories:

   1. The theory of intellectual development by J. Piaget

   2. Cultural-historical theory of L.S. Vygotsky

   3. E. Erickson's epigenetic theory of personality development

   4. The theory of the phased and systematic formation of mental actions by P.Ya. Galperin