Your newborn baby is crying – you pick him up. He is hungry – you feed him. He has a wet diaper – you change. You will certainly meet his every need. To care for the baby and so very difficult, and of course, nurture your baby too early, right? But soon the child becomes wiser, and his needs are transformed into desires, and you understand that it would not hurt to set some boundaries.
How many times per day you patiently pick up from the floor and thrown a pacifier, a toy or an overturned bowl of porridge?
We know what you’re thinking: 1 or 2 years ’ s too early to punish the child. That kind of attitude is a stumbling block. Because education – this is not the only punishment. This training and instruction, which can and should start from an early age.
Limitations – an important part of your parental duty. You help the child understand what is good and what is bad, follow the rules and deal with disappointments. Of course, we all know that a child who is “bad behavior”, do not do this on purpose. When the child breaks your points, he’s only doing what instinct tells him ” explores the outside world. Continue reading
INTRODUCTION 3 SECTION 1 5 THE THEORETICAL BASIS FOR THE DEVELOPMENT OF THINKING PRESCHOOLERS 5 1.1. Characteristics of the development of thinking in children of preschool age 5 1.2. The relationship of cognitive abilities of the child 11 1.3. Features of formation of properties of thinking in preschool children 15 SECTION 2 18 TRAINING DEVELOPMENT of THINKING IN CHILDREN of PRESCHOOL AGE 18 2.1. Characteristics of training with preschoolers 18 2.2. Features and order training 22 2.3. The results of the method “determination of the level of mental development of senior preschool children” before and after training 25 WISNOSKI 27 LIST VIKORISTANNYA LITERATURE 28 appendices 29 the Method of “determining the level of mental development of senior preschool children” 29 lesson Plan No. 1. 34 lesson Plan No. 2. 36 lesson Plan No. 3. 38 lesson Plan No. 4. 40
The development of memory in children of preschool age
Introduction 2 Chapter I. General concept of memory 5 1.1. The processes of memory 5 1.2. Types of memory 7 Chapter II. Theoretical basis for the development of spatial memory in preschool children 10 2.1 the Nature, structure and content of memory in psychological Continue reading
The content of the ARTICLE should answer the following questions:
Self-consciousness. The formation and development of self-consciousness
The first “I” uttered by a child in 2-3 years, testifies that in his mind formed self-consciousness. He began to perceive myself as a kind, yet vague in his mind the creature.
A creature that lives his life — their desires, needs and which IS NOT the same thing THAT surrounds him — it — he became the SUBJECT of relations with people and things around him.
What happens next with this “I” — the self-consciousness of personality, except for the natural crystallization, expansion, complexity, as a consequence of it, the child, the rapid development?
Self-consciousness — I or We?
Look what’s going on in the socialization process (humanization) of the child and, further, already an adult.
The society, in the face of parents, caregivers, peers and so on — all those with whom the child faces, begins not only to make the child Continue reading