Formation of a plot game in children of the fifth year of life. Memo "Age characteristics of children of the fifth year of life." material (middle group) The fifth year of a child's life

The child is already 4 years old. Make sure that:

• height became 102 cm and increased by 4-5 cm
• weight became 16 kg and increased by 1-2 kg

Now, in order not to harm the baby in his development, you need to find out what are the “vulnerable places” in his body at this age stage and take this into account.

The body of the child has changed proportions, the formation of posture is actively underway, gait is being laid, habitual postures when sitting, standing, etc. But the strength of the muscles that support the skeleton is insufficient, their fatigue is great and threatens with various deviations in posture. And the latter, in turn, can lead to violations in the activities of various organs and systems.

Therefore, it is imperative to monitor the posture of the child. Especially while working at the table (it is necessary not only to show, but also to tell how to sit correctly).

Health Skills

By the age of five, a child can more or less independently care for all exposed parts of the body. He is learning the technique of processing his body. He already knows how to wash his hands, rinse his mouth, wash himself, change clothes.

But it is still difficult for him, and he is still learning:

• brush your teeth
• comb your hair
• gargle

And it is not so much the number of self-performed procedures that is important, but the quality of the implementation.

There are changes in the minds of children

There is a flourishing fantasy. Imagination. It is in the fifth year of life that children begin to tell incredible stories that they themselves participated in some incredible events, that dad dragged mom by the hair, although there was nothing like that. And you can't call it a lie. This is very embarrassing for the child. Such fantasies are not lies in the literal sense of the word, if only because they do not bring any tangible benefit to the child. They do not help him avoid punishment, do not allow him to get a treat or a toy. This is an event of a different order. It is more correct to call such a phenomenon fictions. The sources of such fantasies can be very different. For example, it may be a vivid dream that the child mistook for reality. It may be a desire to raise your authority among peers. It may also be a desire to cope with some fears.

Therefore, the only correct form of reaction to such inventions is a calm and rather interested attitude towards the child's stories. But in no case should a child be accused of lying.

For 5 years children have a high cognitive interest. Children of this age are able to get acquainted with objects of the environment that go beyond their experience and perception of children.

It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge, but he develops an attitude towards those new areas of life that he is introduced to: sympathy for dolphins and a cautious attitude towards sharks, etc.

However, you must certainly keep in mind the following circumstances. Children are very sensitive to the sincerity of your attitude to a particular object or phenomenon. If deep down you do not like animals, you will never be able to convince children otherwise with words. At the very beginning of the journey into the unknown, it is not necessary to acquaint children with what does not arouse sympathy in yourself.

If this year we are not able to lay in children the ability to mentally go beyond their experience and be interested in the wide world around them, then later it will be difficult to do this, since it is 5-year-old children who very actively perceive everything that surrounds them. And this activity can focus on quarrels with peers, comparing the property status of one's family and other families.

And one more circumstance. When introducing children to new phenomena this year, one should limit oneself to objects that exist physically. For example, one should not touch on such "invisible" areas as social relations. Of course, if a child asks a question, it is necessary to answer it, but as simply and understandably as possible for the child.

Children try to build the first conclusions. Listen carefully to all the reasoning of the child and do not rush to make your own adjustments to them. At this age, it is not the correctness of the conclusion that is important, but the support of the very desire of the child to reason and think. Show serious respect for his intellectual work. Jokes and a mocking critical tone when discussing a child's thoughts are unacceptable.

The thinking of a child after 4 years becomes speech. If the child's thought process constantly gravitated towards culminating in objective practical activity, now it proceeds mainly in the mind.

The ability to classify is improved.

A seriation operation is formed - building an increasing or decreasing ordered series (for example, by size).

The child actively masters counting operations within the first ten.

Most children begin to show interest in abstract symbols - letters and numbers. The sign-symbolic function begins to develop.

At this age, the child manifests a fundamentally new ability to empathize with fictional characters, heroes of fairy tales. Children become aware of the inner life of another person.

By the age of 4, the child's speech is already basically formed as a means of communication and becomes a means of his thoughts and reasoning.

A peer becomes interesting as a play partner. The child suffers if no one wants to play with him. Children play in small groups of 2-5 people. Sometimes these groups become permanent in composition.

Julia Korotkikh
Age features of children of the fifth year of life

Speech development from 4 to 5 years.

On the fifth year of life the child has significant progress in mental and speech development. The kid begins to highlight and name the essential features and qualities of objects, establish the simplest connections and accurately reflect them in speech. His speech becomes more varied, more precise and richer in content.

Increasing the active dictionary (from 2500 to 3000 words) creates an opportunity for the child to build his statements more fully, to express his thoughts more accurately. In speech children the number of abbreviations, permutations, omissions decreases, words formed by analogy appear ( "scraped" - "scratched"). Adjectives appear more and more often in their speech, which they use to designate the features and qualities of objects, reflect temporal and spatial relationships (when determining the color, the child, in addition to the primary colors, names additional ones - blue, dark, orange, possessive adjectives begin to appear (fox tail, hare hut). Increasingly, the child uses adverbs, personal pronouns, complex prepositions (because of, from under, around, collective nouns appear (dishes, furniture, etc., but the child still uses them very rarely.

A child of four builds his statements from 2-3 or more simple common sentences, increasingly uses compound and complex sentences.

The growth of the vocabulary, the use of more structurally complex sentences often leads to that children are more likely to make grammatical errors: change verbs incorrectly ( "want" instead of "want", do not agree on words (verbs and nouns in number, adjectives and nouns in gender, allow violations in the structure of sentences).

In that age children begin to master monologue speech. For the first time, sentences with homogeneous circumstances appear in their speech. They correctly learn and correctly coordinate adjectives with nouns in oblique cases. However, many still cannot, without the help of adults, coherently, consistently and accurately retell the text of a fairy tale or story they have read.

On the in the fifth year of life, the child is capable of to recognize by ear one or another sound in a word, to select a word for a given sound.

Sufficiently developed speech hearing of the child makes it possible for him to distinguish in the speech of adults the increase and decrease in the volume of the voice, the acceleration and deceleration of the tempo of speech, to catch various means of expression. Imitating adults children can quite accurately reproduce various intonations themselves: raise and lower the tone of voice, highlight individual words in phrases, correctly pause, express an emotional-volitional attitude to what is being said.

The child has the fifth year of life, the ability is improvedto the perception and pronunciation of sounds:

The softened pronunciation of consonants disappears,

Many sounds are pronounced more correctly and clearly,

- replacement of hissing sounds disappears: W, W, H, u whistling: S, Z, C,

The replacement of hissing and whistling sounds with the sounds T, D disappears.

Majority children by the age of five learn and correctly pronounce all sounds, including complex sounds L, R, Rb, hissing Sh, Zh, Ch, U, clearly pronounce polysyllabic words, maintaining the syllabic structure. But some children the pronunciation of certain groups of sounds is still unstable, especially in difficult polysyllabic words ( For example: whistling and hissing - in some words the sound is pronounced correctly, in others - incorrectly). Words saturated with sounds close in articulation are pronounced with errors ( "laboratory" instead of "laboratory", "sachet" instead of "highway"). This is explained by the fact that children some sounds are not fixed or they do not clearly differentiate them by ear and in their own pronunciation.

If the child by the end of 5 years of life there is a distorted pronunciation of the whistling sounds С, З, Ц (with the tip of the tongue sticking between the teeth - interdental, the sound Р is pronounced not due to the fluctuation of the tip of the tongue, but as a result of the trembling of the soft palate or small tongue ( "French pronunciation", the sound L is pronounced like V, then such children need special speech therapy help. These distortions are not age, will not disappear on their own. A speech therapist will help such children, who, using an individual approach and the help of parents, will teach the child to pronounce sounds correctly, to distinguish and correctly use similar sounds.

So by five years your baby:

* Has a vocabulary of about 3,000 words.

* Knows his address.

* Uses sentences of 5-6 words.

* Uses all types of sentences, including complex ones ( “Mom washed the dishes, and I drew a house”, “Mom and I didn’t go out because it was raining”)

* Able to retell short stories and fairy tales.

* Defines right - left in oneself, but not in others.

* Knows simple antonyms ( "big small", "hard - soft").

* Uses past, present, future tenses.

* Knows the purpose of objects and can tell what they are made of ( "This is a ball, they play with it, they throw it, they kick it, it is made of rubber - rubber").

* Sound pronunciation is usually fully formed.

* There are no rough agrammatisms in speech, errors are possible when constructing complex sentences.

Parents can independently influence the speech development of the child. To do this, you must adhere to the following recommendations.

Tips for parents:

1. Walk around the city with your child, go on excursions. The source of expanding the horizons of the child, the development of his ideas about the world is observation. Therefore, it is important to ensure that his experience is as diverse as possible. Consider real learning interests children! Boys, for example, will be more interested in the devices of the car than the household.

2. Spend enough time in educational conversations with children. From the age of four, the child's horizons expand not only in the course of practical observations and experimentation, but also through the story. Start reading to them not only fiction, but also educational literature. Thanks to your stories watching educational TV programs the child breaks away from the world "Here and now". He is actively interested in animals that he has only seen on TV or in a picture, listens to stories about the ocean and the desert, about other countries and the people who live in them. Children also enjoy listening to stories from life parents or others.

3. Read and tell stories to children. In fairy tales, standard ideas about good and evil are given. Such ideas become the basis for the formation in the child capabilities evaluate your own actions. In fairy tales, good and bad characters should be clearly distinguished. Do not rush to show illustrations. Let everyone imagine Little Red Riding Hood in their own way. Let the imagination work children.

4. Take them for walks outside the yard and familiar playground. Four year olds love travel and adventure. In warm time of the year you can arrange small hikes and picnics. Expand your child's experience with affordable excursions. Take him to see buildings of unusual architecture, monuments, beautiful corners of nature. Go to the river or pond, observe life of its inhabitants. Extend Views children about the work of adults. Conduct excursions to a construction site, a store, a hairdresser, a savings bank, a post office.

5. Develop fine motor skills - it stimulates thinking, creative development, child's attention and directly affects speech. If the child's fingers are tense, bend and unbend all together, or, conversely, are sluggish, and the child cannot make isolated movements, then most often this is "non-speaking" or badly spoken children. From an early age freedom of action is needed, since movements accompany the development of speech. Teach your child to draw with their fingers. Useful rolling balls, balls, tearing paper to develop manual dexterity Can be offered to children:

fasteners;

lacing;

small designer;

plasticine;

coloring pages;

sorting out cereals;

stringing beads, buttons on a thread, etc.

Useful and finger games that

Beneficial effect on the correction of speech children;

Improve memory, attention, thinking;

Prepare your hand for writing.

6. Develop a long smooth exhalation, since the pronunciation of many sounds depends on the strength and direction of the air stream. To make the development of the child’s speech breathing interesting and exciting, you can invite him to blow on a turntable (weather vane, blow soap bubbles, balloons, blow on multi-colored ribbons, cotton balls, paper boats floating on water, or blow snowflakes, leaves from the palm of your hand.

age five It is considered a rather difficult period in the life of a child, since it is from this age that independent life begins.

Children of 5 years old remain the same mobile, love to communicate with their peers. Very often you can see how they make something or draw. Five-year-olds, unlike four-year-olds, begin to reach for books like a sponge, absorbing everything new and interesting.

Five-year-olds like role-playing story games - “daughter-mothers”, and they are already able to agree on their own who will be in the game. Also, five-year-old kids already have their own opinion on any issue. At the age of five, they are independent individuals with their own desires and needs.

Physical development of a five year old child

• Chest circumference: 52-57 cm;
• Height: 100-120 cm;
• Weight: 17-25 kg.

Having reached the age of five, babies begin to grow actively, so good and proper nutrition is very important for them. Parents should exclude “empty carbohydrates” from the diet: sweets, soda, and try to remove all snacks. At this age, all the calories consumed by the child should be used for growth and development, and if the child began to gain extra pounds, you need to look for the reason.

The physical development of five-year-olds allows them to literally master a variety of sports skills with lightning speed, so this age is ideal for starting classes in some section. The main physical skills that need to be developed at the age of five are balance, coordination and speed.

A five-year-old child should be able to:

• Quickly climb the gymnastic wall;
• Jump from a height of 40-50 cm;
• Throw the ball at the target from 2 m;
• Jump on one leg;
• Run without stopping for a distance of at least 200 m;
• Walk without assistance on the gymnastic bench.

Fine motor skills in a 5 year old

Five-year-olds have fairly well-developed fine motor skills. They can hold a pencil or pen correctly, different lines (thick, thin, curves), make simple applications, put together puzzles and assemble age-appropriate construction sets.

Video child development at the age of five

Mental development of children at 5 years old

At 5 years old, a child is incredibly receptive to learning, grasping everything literally on the fly. By this age, the child should be able to guess simple riddles, understand the meaning of simple proverbs, find similarities and differences in surrounding objects, and determine the sequence of events.

At five-year-olds, logical thinking begins to develop, although the logic of the baby does not yet fully correspond to the logic of an adult, so parents should not zealously prove their case.

5 years is the best age for learning to read.

What should a child at the age of five know and be able to do?

• Know the numbers from 1 to 10;
• Be able to distinguish and draw geometric shapes, divide them into parts;
• Know and distinguish primary colors;
• Know all or almost all letters, name words with these letters;
• Know your first name, last name and address;
• Know the days of the week
• Find differences in objects;
• Retell the plots of pictures;
• Know the names of vegetables and fruits, distinguish between them;
• Concentrate on one lesson for at least 10 minutes.

As already mentioned, right now you can start preparing your child for school, but it is advisable to do this unobtrusively, delicately, based on his preferences. Otherwise, you can forever discourage learning, and we don’t need this, right?

Vocabulary in five-year-olds is already large enough to communicate with adults and peers on any topic. They manage to build quite long phrases - 6-8 words each, and also clearly pronounce all sounds, except perhaps for the sound "r", with an expression to read small verses. Speech in five-year-olds becomes figurative.

Household skills and abilities of children at 5 years old

In our time of high technology, children of the age of five, although they can easily cope with a computer or smartphone, often cannot get dressed or make their own bed. This happens because parents forget that even such simple things still need to be taught.

The sooner parents begin to involve the baby in housework, the more independent he will grow. It is imperative to teach the child to clean the apartment, and you can start by cleaning the scattered toys, gradually complicating the task. It doesn’t matter at all that at first after cleaning you will have to redo everything - over time, the child will learn everything. You do not need to immediately start correcting everything for the child, it is better to explain and suggest: what, where and why is wrong.

A five-year-old child should wash, eat and dress independently. Often a five-year-old expresses a desire to help her mother with household chores. And it is desirable to accept help, otherwise the child will get used to the fact that the mother does everything herself. The kid can help his mother with washing - for example, get the laundry out of the machine, pour the powder into the container, turn on the machine. Also, the child will be interested in growing some kind of plant. Let him plant it himself, water it and take care of it.

It is useful to take the baby with you to the store, while explaining how purchases are made and where the money comes from. At this age, the child is already able to remember which products they buy in which store.

Child psychologists are sure that it is at the age of five that character formation takes place, the child learns the rules of behavior in society. The duty of the parents is to teach him everything. It is at this age that children are already able to empathize, love and sympathize.

Sex differences at 5 years

Five-year-olds are already fully aware and accept their gender. Psychologists also believe that it is from this age that the period of lag in the development of boys from girls begins, which lasts until adolescence, and then levels off.

Attention! The use of any medicines and dietary supplements, as well as the use of any medical methods, is possible only with the permission of a doctor.

Svetlana Baranova
Parent meeting "Age characteristics of children of the fifth year of life"

Parent meeting "Age characteristics of children of the 5th year of life"

Goals: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.

Tasks: consider the age and individual characteristics of children of the 5th year of life; to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year; to teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; intensify work on the development of children's speech.

Members: educators and parents.

Plan of the event:

1. Introductory part.

2. Age and individual characteristics of children of the fifth year of life.

3. Features of the educational process in the middle group.

4. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year.

5. Election of a new composition of the parent committee.

6. Briefly about different things.

Educator: Hello dear parents! We are very glad to see you in our cozy group! We want to congratulate you on the start of the school year. Our children have grown up and become a year older. The kids have learned a lot this year. They grew up, got stronger, became more independent. They also became very inquisitive.

We try to present any even the most complex knowledge to the child in the form of a game, where you can run, hear a fairy tale, and reason.

We try to create conditions for each child to feel emotionally comfortable, psychologically protected, to feel loved and unique.

Each child develops differently, each at its own pace of development.

Our kindergarten works according to the program "From birth to school", in this program the emphasis is on the formation and comprehensive development of the individual.

This academic year, the development of children will also be carried out in the organization of all types of children's activities: play, communication, labor, motor, cognitive research, visual, constructive, musical

Today we want to talk about the features of the development of children of the fifth year of life.

The age of four to five years is the average preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child's body. At this stage, the character of the child changes significantly, cognitive and communicative abilities are actively improved. There are specific age characteristics of children of the 5th year of life, which parents simply need to know in order for the development and upbringing of a preschooler to be harmonious. And this means that the baby, as he grows up, will always find a common language with his peers.

physical features. the physical capabilities of the child increase significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motor skills are actively developing, in general, the average preschooler becomes more dexterous and faster than the younger ones. It should be noted that the age characteristics of children 4–5 years old are such that physical activity must be dosed so that it is not excessive. This is due to the fact that the muscles in this period grow, albeit quickly, but unevenly, so the child quickly gets tired. Therefore, babies need to be given time to rest. As for the pace of physical development, from 4 to 6 years they do not change significantly. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body. slide 2

Mental development of a child At the age of 4–5 years, various mental processes develop rapidly: memory, attention, perception, and others. An important feature is that they become more conscious, arbitrary: strong-willed qualities develop, which will definitely come in handy in the future. The type of thinking that is characteristic of the child now is visual-figurative. This means that basically the actions of children are of a practical, experimental nature. For them, visibility is very important. However, as one grows older, thinking becomes generalized and, by the older preschool age, gradually passes into verbal-logical. Slide 3 The amount of memory increases significantly: he is already able to remember a small poem or an adult's instruction. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes). slide 4

The role of the game Play activity is still the main one for the baby, but it becomes much more complicated compared to the early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children of the 5th year of life are such that they are more inclined to communicate with peers of their gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play cars, military, police. At this stage, children begin to arrange the first competitions, strive to succeed. slide 5

Middle preschoolers are happy to master various types of creative activities. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. The age characteristics of children of the 5th year of life according to the Federal State Educational Standard suggest that at this stage the preschooler already masters fine motor skills, which allows them to draw in detail and pay more attention to details. Drawing becomes one of the means of creative self-expression. The average preschooler can compose a short fairy tale or a song, understands what rhymes are, and uses them. Vivid fantasy and rich imagination allow you to create entire universes in your head or on a blank sheet of paper, where the child can choose any role for himself. slide 6

Speech development During the middle preschool period, there is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children of the 5th year of life allow them to express their thoughts more clearly and fully communicate with their peers. The child is already able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, learn to build complex sentences, and so on. Connected speech develops. Communication with peers and adults In the middle preschool age, contacts with peers are of paramount importance. If earlier the child had enough toys and communication with parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication, as a rule, is closely connected with other activities (play, joint work). The first friends appear with whom the child communicates most willingly. In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. The child regards his parents as an inexhaustible and authoritative source of new information, so he asks them a wide variety of questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related features of children of 5 years of age. Slide 7, 8 (speak on the slide)

emotional features. At this age, there is a significant development of the sphere of emotions. This is the time of the first sympathies and affections, deeper and more meaningful feelings. A child can understand the state of mind of an adult close to him, learns to empathize. Children are very emotional about both praise and comments, they become very sensitive and vulnerable. By the age of 5, the child begins to be interested in questions of sex and their gender. As already mentioned, one of the distinguishing features of this age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears. The child may be afraid of a fairy tale character or imaginary monsters. Parents do not need to worry too much: this is not a problem, but only the age characteristics of children of the 5th year of life. It is important to remember that these are just temporary difficulties that will go away with time if parents do not focus on them or use them against the child for educational purposes. Slide 9

Education Speaking about the upbringing of children of this age, it must be remembered that at this stage the character changes significantly. The crisis of three years passes safely, and the child becomes much more obedient and docile than before. It is at this time that children need full communication with their parents. Strictly speaking, this is the basis of education. The main function of adults now is to explain in as much detail as possible and show by personal example. The child absorbs everything like a sponge, with the curiosity of a discoverer, he is drawn to new knowledge. Parents should carefully listen to numerous questions and answer them, because in the family children draw the first knowledge about the world around them and their place in it. Right now it is necessary to lay down moral qualities, to develop kindness, politeness, responsiveness, responsibility, love for work in a child. At this stage, the child has the first friends, so it is very important to teach how to communicate with peers: to give in, to defend one's interests, to share. Slide 10

The family plays an important role in the development of a child's personality. The relationship between parents is the first thing a growing baby sees, this is the standard that he considers the only true one. Therefore, it is very important that the child has a worthy example in the face of adults. Parents should remember that it is at preschool age that such character traits as kindness, justice, truthfulness develop, life values ​​and ideals are laid. Therefore, it is so important to take into account the age characteristics of children of the 5th year of life. Assistance in the education of individual character traits should also be carried out in accordance with the sex of the preschooler and the roles of adults in the family. So, a mother teaches a child to find a common language, seek a compromise, affection, care and love come from her. Dad is the personification of order, protection, this is the first teacher of life, which helps to be strong and purposeful. Relationships within the family are the most important factor influencing the upbringing of the child and his entire subsequent life. slide 11

Advice for parents.

Age features of children of the 5th year of life

At the age of 4 to 5, children continue to master the generally accepted sensory standards, master the methods of their use and improve the examination of objects. By the age of 5, children, as a rule, already have a good grasp of ideas about primary colors, geometric shapes, and ratios of sizes. The child can already voluntarily observe, examine and search for objects in the space around him. When examining simple objects, he is able to follow a certain sequence: highlight the main parts, determine their color, shape and size, and then additional parts. Perception at this age gradually becomes meaningful, purposeful and analyzing.

In middle preschool age thinking and action persists, but is no longer as immediate as before. In many cases, no practical manipulation of the object is required, but in all cases the child needs to clearly perceive and visualize this object.

The thinking of children 4-5 years old proceeds in the form of visual images, following the perception. For example, children can understand what a room plan is. If a child is offered a plan of a part of a group room, then he will understand what is shown on it. In this case, a little help from an adult is possible, for example, an explanation of how windows and doors are indicated on the plan. With the help of a schematic representation of a group room, children can find a hidden toy (according to the mark on the plan).

By 5 years of attention becomes more and more stable, unlike a three-year-old kid (if he went after the ball, he would no longer be distracted by other interesting objects). An important indicator of the development of attention is that by the age of 5, an action appears in the child's activity to rule is the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board (lotto, children's dominoes) and mobile (hide and seek, tag).

At preschool age, it develops intensively memory child. At the age of 5, a child can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him.

At the age of 4-5 years, reproductive imagination prevails, recreating images that are described in poetry, adult stories, found in cartoons, etc.

The features of the images of the imagination depend on the experience of the child and the level of understanding by him of what he hears from adults, sees in pictures, etc. They often mix the real and the fabulous, the fantastic. Imagination helps the child to learn about the world around him, to move from the known to the unknown. However, the images of a 4-5-year-old child are scattered and depend on changing external conditions, since there are still no purposeful actions of the imagination.

Children's compositions cannot yet be considered a manifestation of a productive imagination, since they basically do not yet have a definite goal and are built without any preliminary plan. The elements of productive imagination only begin to take shape in the game, drawing, designing.

At this age, the development of initiative and independence of the child in communication with adults and peers. Children continue to cooperate with adults in practical matters (joint games, assignments), along with this, they actively strive for intellectual communication. This is manifested in numerous questions (why? Why? For what?), the desire to receive new information of a cognitive nature from an adult. The ability to establish causal relationships is reflected in children's answers in the form of complex sentences. In children, there is a need for respect from adults, their praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment. Communication with peers is still closely intertwined with other types of children's activities (play, work, productive activities), but situations of "pure communication" are already being noted.

To maintain cooperation, establish relationships, words and expressions appear in the vocabulary of children that reflect moral ideas: words of participation, sympathy, compassion. In an effort to attract the attention of a peer and keep him in the process of verbal communication, the child learns to use the means of intonational speech expressiveness: to regulate the strength of the voice, intonation, rhythm, tempo of speech, depending on the situation of communication. In most contacts, the main means of communication is speech , in which significant changes are taking place. For the most part, children of this age already clearly pronounce all the sounds of their native language. The process of creative change in native speech continues, inventing new words and expressions (“the bald man has a bare head”, “look, what a crawler” (about a worm), etc.). The speech of children includes techniques of artistic language: epithets, comparisons.

Of particular interest are rhymes, the simplest of which children easily remember and compose similar ones. Five-year-olds are able to coordinate words in a sentence and are able to generalize in an elementary way, combining objects into generic categories: clothes, furniture, utensils. Speech becomes more coherent and consistent. Children can retell a literary work, tell from a picture, describe the characteristic features of a particular toy, convey impressions from personal experience in their own words, and generally tell on their own.

If close adults constantly read children's books to preschoolers, reading may become a sustainable need. Under these conditions, children willingly answer questions related to the "analysis" of the work, give explanations for the actions of the characters. Illustrations play a significant role in the accumulation of reader experience. At the age of 4-5 years, children are able to look at a book for a long time, tell about its content from the picture. They easily find their favorite book among others, they can remember the name of the work, the author, but they quickly forget them and replace them with well-known ones. At this age, children are well aware of the requirements for handling a book, hygiene standards when working with it. In connection with the development of the emotional sphere of children, their experiences from what they read are significantly deepened. They strive to bring book situations to life, imitate the heroes of works, play role-playing games based on the plots of fairy tales and stories with pleasure. Children show creative initiative and come up with their own plot twists. They also make their suggestions when staging individual passages of the read works. A tenacious memory allows a child of 4-5 years old to memorize a lot, he easily learns poetry by heart and can expressively read them in public.

There is a focus on their well-being, the child begins to worry about the topic of their own health. By the age of 4-5, a child is able to simply describe his state of health, to attract the attention of an adult in case of malaise.

Motor skills develop preschoolers. So, at 4-5 years old, the guys are able to step over the slats of a gymnastic ladder, horizontally located on supports (at a height of 20 cm from the floor), hands on their belts. They throw the ball up and catch it with both hands (at least 3-4 times in a row at a pace convenient for the child). String beads of medium size (or buttons) on a thick fishing line (or thin cord with a hard tip). The child is able to actively and consciously assimilate the movements being learned, their elements, which allows him to expand and enrich the repertoire of already mastered basic movements with more complex ones.

At this age, the growth of all organs and physiological systems continues, a high need for movement remains. Motor activity becomes purposeful, meets individual experience and interest, movements become meaningful, motivated and controlled. The high emotional significance of the process of activity for the child remains, the inability to complete it on demand, the performance of actions aimed at achieving a long-term result is attractive, mainly in case of interest. The ability to regulate motor activity appears. The main nervous processes are improved, their mobility improves. In the movement there is coherence, confidence, swiftness, lightness. There is an improvement of previously acquired motor qualities and abilities: dexterity, endurance, flexibility, coordination.

Children have an interest in knowing themselves, their body, its structure, capabilities.

Children have a need to act jointly, quickly, deftly, at the same pace for all children; observe certain intervals while moving in different formations, be the leader. The level of functionality is increased.

Children begin to develop the ability to control their emotions in motion, which is facilitated by their mastery of the language of emotions (a range of experiences, moods).

AT musical and artistic and productive activitychildren emotionally respond to works of art, works of musical and visual art, in which various emotional states of people and animals are conveyed with the help of figurative means.

Preschoolers begin to perceive the plot of a musical work more holistically, to understand musical images. Interest in music, various types of musical activity is more actively manifested. There is a difference in the preferences associated with musical and artistic activities in boys and girls. Children not only emotionally respond to the sound of a piece of music, but also enthusiastically talk about it (about the nature of musical images and narration, means of musical expression), correlating them with life experience. Musical memory allows children to remember, recognize and even name their favorite tunes.

The development of performing activity is facilitated by the dominance of productive motivation at a given age (sing a song, dance a dance, play a children's musical instrument, reproduce a simple rhythmic pattern.). Children make their first attempts at creativity: create a dance, come up with a game of music, improvise simple rhythms of a march or dance. The formation of musical taste and interest in musical and artistic activity in general is actively influenced by the attitudes of adults.

An important indicator of the development of a preschool child is visual activity. By the age of 4, the range of objects depicted is quite wide. Details appear in the drawings. The idea of ​​a child's drawing may change as the image progresses. Children possess the simplest technical skills and abilities. They can timely saturate the bristle of the brush with paint, rinse the brush at the end of work, mix the paint on the palette. Begin to use color to decorate the picture. They can roll out plastic materials with circular and direct movements of the palms of their hands, connect finished parts to each other, decorate molded objects using a stack and by pressing.

Designing begins to take on the character of a productive activity: children conceive a future design and search for ways to implement it. They can make crafts from paper, natural material. Begin to master the technique of working with scissors. They make compositions from ready-made and self-cut simple shapes. The composition of the drawings changes: from the chaotic arrangement of strokes, strokes, shapes, the children move on to the frieze composition - they arrange objects rhythmically in a row, repeating the images several times.

Children 4–5 years old are socialnorms and rules of conductstill do not realize, but they are already beginning to develop generalized ideas about "how to (shouldn't) behave." Therefore, children turn to a peer when he does not adhere to the norms and rules with the words “they don’t do this”, “this is not possible”, etc.

As a rule, by the age of 5, children greet and say goodbye without reminding an adult, say “thank you” and “please”, do not interrupt an adult, but politely address him. In addition, they can, on their own initiative, clean up toys, perform simple labor duties, and bring things to an end. However, following such rules is often unsustainable - children are easily distracted by what they are more interested in, and it happens that a child "behaves well" only in relation to the most significant people for him. At this age, children have ideas about how girls are “supposed” to behave, and how boys behave. Children are good at highlighting non-compliance with norms and rules not only the behavior of another, but also their own and emotionally experience it, which increases their ability to regulate behavior. Thus, the behavior of a 4-5-year-old child is not as impulsive and direct as at 3-4 years old, although in some situations the child still needs to be reminded by an adult or peers about the need to adhere to certain norms and rules. This age is characterized by the appearancegroup traditions: who sits where, the sequence of games, how they congratulate each other on their birthday, elements of group jargon, etc.).

At this age, children have mastered the algorithm of the processes of washing, dressing, bathing, eating, cleaning the room. Preschoolers know and use for their intended purpose the attributes that accompany them: soap, towel, handkerchief, napkin, cutlery. The level of mastering cultural and hygienic skills is such that children freely transfer them to a role-playing game.

Children 4-5 years old have a differentiated idea of ​​their own gender accessories, argue it on a number of grounds (“I am a boy, I wear trousers, I have a short haircut”, “I am a girl, I have pigtails, I wear a dress”). They show a desire to grow up in accordance with an adequate gender role: a boy is a son, grandson, brother, father, man; girl - daughter, granddaughter, sister, mother, woman. They master certain modes of action that dominate the behavior of adults of the corresponding gender. So, boys try to perform tasks that require the manifestation of strength qualities, and girls realize themselves in the games “Mothers and Daughters”, “Model”, “Ballerina”, they are more inclined towards “beautiful” actions.

By the age of 5, children have an idea about the features of the most common male and female professions, types of recreation, about the specifics of behavior in communicating with other people, about individual female and male qualities. At this age, they are able to recognize and evaluate the emotional states and actions of adults of different sexes adequately to gender.

With the growth of awareness and arbitrariness of behavior, the gradual strengthening of the role of speech (of an adult and the child himself) in controlling a child’s behavior, it becomes possible to solve a more complex problem in the field of security . But at the same time, an adult should take into account the lack of formation of volitional processes, the dependence of the child's behavior on emotions, the dominance of the egocentric position in thinking and behavior.

In the middle preschool age, such components of the child's labor as goal-setting and control and verification actions based on mastered labor processes. This significantly improves the quality of self-service, allows children to master household work and work in nature.