Mental and physical development of a child from 3 to 7 years. Physical, sexual and neuropsychic development of children

MINISTRY OF UKRAINE FOR FAMILY, YOUTH AND SPORTS

DONETSK STATE INSTITUTE OF HEALTH, PHYSICAL EDUCATION AND SPORTS

Faculty of Olympic and Professional Sports

Department of Theory of Physical Education, Olympic Sports and Education

ABSTRACT

discipline: Theory and methodology of physical education

Topic: Physical and mental development of the child (from birth to 6 years)

Donetsk 2008

Plan

1. General, most characteristic patterns of physical development of the child’s body

2. Features of the development and improvement of the functions of various organs and systems of the child’s body

2.1 Features of the formation of the nervous system

2.2 Features of the formation of the musculoskeletal system

2.3 Features of the development of the respiratory and cardiovascular systems

3. Patterns of mental development of preschool children

4. Ontogenesis of motor skills in different age periods

Bibliography

1. General, most characteristic patterns of physical development of the child’s body

Preschool age - from the birth of a child to entry into school - is the most critical period in the development of the body and one of the most important in the development of a person’s personality. During these years, the foundations of good health, harmonious moral, mental and physical development are laid.

In the system of comprehensive education of preschool children, physical education is of particular importance. During this period, the child’s body grows and develops rapidly, at the same time, resistance to adverse environmental influences is still low, and the child easily falls ill. Therefore, health care comes to the fore.

During preschool age, a person changes so quickly and strongly as in no other subsequent seven years. The division of age into periods reflects the stages of biological development and at the same time satisfies the requirements of the educational process in preschool institutions ( Developed by the Research Institute of Physiology of Children and Adolescents of the Academy of Sciences of the USSR).

Preschool age is divided into:

1. newborn – days 1-10;

2.infant - 10 days - 1 year;

3.early childhood – 1-3 years;

4.first childhood – 4-7 years.

In the practice of preschool institutions, the following terms are used in this regard:

a) younger preschoolers (2-4 years old) - 1st and 2nd junior groups;

b) middle preschoolers (4-5 years old) - middle group;

c) older preschoolers (5-6 years old) - the senior group.

The growth and development of preschool children are subject to the general laws of living matter and occur in close interaction with the external environment.

Under height understand the quantitative changes in the body that occur due to cell division and an increase in their size.

Development– a qualitative process, expressed in improving the functioning of organs and tissues.

Quantitative and qualitative changes occur simultaneously, but intensity they do not coincide: against the background of accelerated growth, slow maturation is observed and, conversely, increased improvement of body function slows down growth.

A child's growth is most intense in the first year of life. If at birth the child’s body length is on average 50 cm, then by the end of the first year of life it reaches 75-80 cm, i.e. increases by more than 50%.

Over the period from 3 to 7 years, body length increases by an average of 28-30 cm, and this process is uneven. At 3-5 years old, a child grows by about 4-6 cm per year, and at 6-7 years old - by 8-10 cm, which is associated with endocrine changes and increased pituitary gland function. This age range is called first period of traction(the second at 13-14 years old - associated with the onset of puberty).

A feature of growth in preschool age is a noticeable change in body proportions due to a more rapid increase in the length of the limbs compared to the body. If by the age of 7 the length of the body increases by 2 times, then the length of the arms increases by more than 2.5 times, and the length of the legs by more than 3 times.

Body weight increases by 8-10 kg over the period from 3 to 7 years, and also unevenly. Average annual gains are 1.2-1.3 kg at 3 years and reach 2.5 kg at 6-7 years. Starting from the age of 5, the chest grows more actively, especially in boys.

Thus, anthropometric indicators in healthy children change from month to month, sometimes more or less intensely, depending on age, seasons of the year, and the nature of activity.

Preschoolers of the same age have different body lengths. There are children of short, medium, tall and even very tall height. With the same body length, children may have different body weights. If body length is determined by hereditary properties, then weight– a value closely related to the nature of nutrition, physical activity, the presence of diseases, etc. Body length indicators and the length-to-weight ratio are the basis for assessing the child’s physical development.

Children whose body weight corresponds to a body length ranging from below average to high have normal physical development (the majority of them). Another group consists of preschoolers with disabilities in physical development. The deviation options are different. First of all, this is short stature, which is a sign of retardation in physical development.

Preschoolers who suffered from rickets or dysentery at an early age, as well as those who have myopia and some chronic diseases are more likely to lag behind in physical development. A delay in physical development is also associated with impaired speech pronunciation, especially at the age of 3-4 years, when the speech function has not yet been sufficiently consolidated.

During the adaptation period, when preschoolers are transferred from the younger group to subsequent groups, and then from education in kindergarten to systematic education and upbringing at school, children experience not only a decrease in the intensity of the increase in body weight, but even its fall (sharp deficit).

Usually, after eliminating the conditions that delay the natural increase in somatometric parameters, carrying out certain hygienic measures (rationalization of the education and training regime), the growth rate of these parameters becomes 3-4 times more intense than usual, and the indicators after some time reach age standards.

2. Features of the development and improvement of the functions of various organs and systems of the child’s body

2.1 Features of the formation of the nervous system

By the age of 6-7 years, the weight of the brain reaches 1200-1300 g, approaching the weight of an adult. And in appearance, a child’s brain is almost no different from an adult’s brain. However, its internal structure and functionality are very different. The combination of excitation and inhibition processes determines the functioning of the brain. The child’s higher nervous activity is characterized by a predominance exciting process over the inhibitory one and instability of the basic processes of the nervous system, which is especially acute during the difficult period of adaptation to new conditions (sleep disturbance, increased excitability, excessive mobility, fussiness, distractibility, etc.).

The acquisition and strengthening of knowledge, abilities, skills and proper norms of behavior is associated with the functional state of higher nervous activity, which is based on the formation of conditioned reflexes.

The more perfect the cerebral cortex, the more subtle and complex reflexes can be formed. At preschool age, reflexes are formed not only to real-life stimuli (the first signal system - analyzers), but also to their speech symbols (the second signal system).

Long-term use of external stimuli in a certain sequence leads to the formation dynamic stereotype, i.e. stable system of responses.

Dynamic stereotypes are developed in a child during the process of learning and upbringing.

Nevertheless, the child’s nervous system should be carefully trained in order to change (i.e. improve) the established stereotype. Thus, taking into account the peculiarities of the development of a child’s movements in the second year of life, after children have mastered normal walking, it is necessary to introduce complicated walking (on a path, a board, etc.) into physical education classes.

As a result, the skill is improved not only when performing the exercise, but also in everyday life.

The assimilation of educational material and its consolidation is facilitated with the simultaneous participation of several analyzers - auditory, visual, tactile. This determines a rational methodology for conducting the educational process, based on the use of manuals, toys, games in combination with a figurative, clear explanation.

The formation of conditioned reflexes depends on the state of health of the child. With any disease, even a minor one, excitability is impaired and the depletion of nerve cells in the cerebral cortex increases.

New conditioned connections are difficult to form, and their development requires stimuli with a large number of repetitions.

Existing connections, but not yet sufficiently stable, are disrupted, and the child loses a previously acquired but unfixed skill.

A powerful stimulus for the development of the central nervous system and higher nervous activity is the wealth and diversity of information entering the cerebral cortex due to the specific function of the sensory organs (analyzers), among which a special role is played in preschool age visual, auditory, motor and tactile .

Visual analyzer .

The visual analyzer carries out the perception and analysis of visual sensations. It consists of: the eye, the optic nerve and the visual areas of the brain located in the back of the head.

The variability of all elements of the eye and the formation of its optical system occurs in parallel with the growth and development of the entire organism. This is a long process, especially intense from 1 to 5 years of a child’s life. At this age, the size and refractive power of the eye increases significantly. Visual acuity gradually develops (the ability of the eye to perceive the shape, outline, and size of objects at a distance), reaching a possible minimum by 5 years.

In the first 12 months of life, a child rapidly develops basic skills and preferences. His psycho-emotional and physical development largely depends on his parents. It is important to have an idea of ​​the stages of growing up of a baby.

Features of development by month

From a medical point of view, infants are babies aged from 28 days to 1 year, regardless of the type of feeding. The rate of formation of important skills and abilities is individual and depends on the course of labor, term, heredity factors and the efforts of parents.

The development of infants develops in an approximate pattern by month. For convenience, the data is presented in the table.

Age	Skills
1 month	At this time, the baby is considered a newborn, his adaptation to new conditions occurs. All reactions are based on reflexes and are aimed at preserving and ensuring life. In the fourth week, you can see the baby's first smile.
2 month	Active mental development begins, interest in what is happening and others arises, especially in the mother. A conscious need for physical contact appears.
3 month	Babies, often on IV, are very worried about abdominal pain and colic associated with the formation of intestinal flora and the enzyme digestive system. Facial expressions and reactions to the interlocutor develop, the child can frown, actively smile, and turn his head.
4 month	Active motor activity: attempts to roll over, development of the ability to hold objects. The child expresses joy, dissatisfaction with facial expressions, smiling, and crying. Gradually begins to perceive speech.
5 month	The first attempts to pronounce sounds, sit down, taste the surrounding objects. The baby recognizes his relatives and reacts to them with laughter and a smile.
6 month	Motor activity and muscle development increase. The child makes attempts to get up, reaches for objects and grabs them. The first baby teeth appear and complementary feeding begins.
7 month	The baby sits up on his own and begins to crawl. He babbles a lot, pronouncing combinations of sounds. Tries to imitate the behavior of adults.
8 month	He actively crawls, stands up, and can walk with the help of his mother. The emotional range expands, the first words appear.
9 month	More often tries to show independence in eating and dressing. Understands the meaning of many words and reacts to them (“give”, “go”, “sit”), forms his own language that is understandable to loved ones.
10 month	He entertains himself, plays, stands without support, tries to walk. Shows greater interest in small objects, names things or animals, body parts.
11 month	He can walk a short distance on his own, tries to express his desires with a finger, a look, a word. Reacts vividly to everything new and unfamiliar people.
12 month	Many actively walk, even run, and communicate with peers. They distinguish the purpose of some objects and have a vocabulary of 10-15 words.

The division by month is arbitrary, a slight advance or lag is possible.

Physical development

Newborn babies are not able to control their movements or hold their head up. During the first weeks they sleep with their arms and legs pressed to their tummy, as during intrauterine development. When awake, limb movements are involuntary. By the 4th week, the child holds his head, and by 2-3 months he consciously moves his limbs. Reflexes of support, crawling and walking are innate. You can develop them for the early formation of these skills:

• When placing the baby on a support, he straightens his torso and begins to stand on bent legs;
• When the torso is tilted forward while standing, the child makes a stepping movement;
• Shifted onto his tummy, he tries to crawl. If you place your palms on your feet, the baby pushes off to speed up the movement.

Children feel freer in an aquatic environment; you can teach them to swim. Many are afraid and limit themselves to actively bathing a child to strengthen the muscular system, which is important for the proper formation of motor skills.

Skin sensitivity

The protective stratum corneum and acidic membrane are formed gradually; the impact of pathogenic microorganisms on a child’s body is more dangerous than on an adult. The high water content of the skin provides it with elasticity, but due to the low development of sebaceous glands, it is prone to dryness.

Overgrowth of the fontanel

Gradual fusion of cranial bones, increasing their strength. occurs at approximately 4-8 weeks, large - by one year of age. The timing is individual; in rare cases, very early overgrowth is observed due to pathological processes in the body.

Teeth

Rapid development is a large load on the body, which can affect metabolism and lead to a lack of essential minerals.

Physical development table

The development of various skills is approached comprehensively, taking into account the child’s motor abilities depending on age. Assessment of the physical development of the infant includes several parameters:

• Body length increases faster in boys. Growth slows down after birth and may be more intense in the lower extremities. The first three months it increases by 3 cm in 4 weeks, then up to six months the figure is 2.5 cm, the next three months - 1.5 cm. From 9 months to a year the increase is 1 cm per month.
• Body weight - the first six months increases by 800 g, then up to a year - by 400 g. For each extra cm of height, 300 g of weight is added.
• Head circumference - up to 6 months increases by 1.5 cm, then up to a year - by 0.5 cm.
• The chest circumference increases by 2 cm up to six months, then by 0.5 cm up to 12 months.
• Changes in body proportions can be calculated using the Body Condition Index. To the three shoulder circumferences the thigh and shin circumferences are added. Height is subtracted from the resulting number. For infants, the norm varies between 20-25.

Approximate changes in parameters occur in accordance with the table:

Age (months)	Body length(cm)	Weight, kg)	Head circumference (cm)	Chest circumference (cm)
At birth	49-54	2,6-4	33-37	31-35,9
1	52-55	3-4,3	35,8-37,2	34-36
2	55-57	4,5-5	37,5-38,5	36-38
3	58-60	4-6	38-40	36-39
4	60-63	4,5-6,5	38-40	36-40
5	63-67	6,5-7,5	37,5-42,2	37-42
6	65-69	7,5-7,8	42-43,8	42-45
7	67-71	8-8,8	43,8-44,2	45-46
8	71-72	8,4-9,4	44,2-45,2	46-47
9	72-73	9,4-10	45,2-46,3	46,5-47,5
10	73-74	9,6-10,5	46-47	47-48
11	74-75	10-11	46,2-47,2	47,5-48,5
12	75-76	10,5-11,5	47-47,5	48-49

When assessing the growth of a baby, you need to take into account the time of year: in spring and summer, changes are higher compared to autumn and winter.

Development of the nervous system and psyche

The newborn sleeps most of the time, waking up only when he feels hungry or needs to change his diaper. There is a reaction to bright light in the form of closing your eyes and directing your gaze towards the source. When loud sounds occur, the baby begins to blink or flinch.

Features of the infant, by month.

Age	Skills
1 month	When speaking with speech or gestures, the baby opens his mouth slightly, showing attention. Tries to follow a moving toy, fixes his gaze on the faces of relatives located nearby, sometimes temporary squint appears. Can concentrate for a couple of seconds when a new sound appears, but blinks more often due to strong noise. Tries to pronounce sounds reminiscent of “g”, “k”.
2 month	She smiles more often when communicating with her family, tries to look at her mother’s face, and watches toys moving horizontally. Turns towards the sound and actively hums.
3 month	Reacts with a smile to bright objects, the appearance of parents, responds with voice or movements to their actions. He examines his hands, focuses his attention on a specific object, lying on his tummy, watching it, combining the movement of his eyes with the rotation of his head. Reacts to noise, tries to repeat intonation, a melodic hum appears.
4 month	He begins to laugh loudly, shows fear, and distinguishes the voices of loved ones. Examines objects, including distant ones, stretches when he sees a toy. If he screams, he tries to listen to himself.
5 month	Distinguishes between family and strangers, reacts warily to new objects and people, shows fear and joy. Switches attention when seeing different moving objects, is able to find a thing if he sees part of it. He is interested in melody, pronounces syllables, communicates with family and toys, changing his intonation.
6 month	An adequate reaction is observed when facial expression changes in adults. The baby carefully studies everything around him, recognizes individual gestures and the voices of his family. Different reactions appear to sounds of different origin - movement of the eyes, head, lifting. The child actively uses objects in his activities and can conduct long monologues.
7 month	New events arouse interest instead of fear, and the ability to distinguish between intonations of praise and disapproval appears. The child gets to know more different people, even family friends. Monitors falling and flying things, tries to estimate their size to determine the effort required to capture. Babbling appears, similar to an unknown language.
8 month	Contacts with parents during play, can keep himself busy studying objects, crawling, and talking. While he throws toys with interest, he knows how to fold a pyramid. Shows surprise and interest when seeing a new object, and is able to fixate on two things at once. Understands the meaning of “give”, “na”, has syllabic speech, actively babbles.
9 month	Shows different emotional reactions, tries to use gestures in communication. Tries to identify how things interact during play. He constantly monitors his loved ones, reacts to their facial expressions, gestures, and tries to perform verbal tasks (“where is the toy”). He speaks words, many of them inaccurately, but they sound close.
10 month	Expresses a negative reaction, imitates the conversation of adults and repeats words. Can occupy himself with games for up to 30 minutes, distinguish simple melodies, and shows named objects.
11 month	Stops if he hears “no”, shows individual preferences in toys and food. In an unfamiliar room, looking at everything around him. He tries to tell adults something, mixing normal words with “his own.”
12 month	Learns empathy and willingly communicates with children. Imitates sounds, recognizes images of objects. Constantly remembers new words and improves pronunciation.

Slight deviation from the proposed characteristics is allowed. Neuropsychic development in infants occurs individually, perhaps a slight advance or lag.

Assessment of neuropsychological development

During routine examinations, the specialist asks the parents about the maturity of the child’s skills and checks some of the reactions himself. If at 5 months of age a child has skills only at the level of 3 months, this is perceived as a developmental delay of 2 epicrisis periods.

The indicator is not critical, it depends on many factors. With regular lessons with a child, he is able to catch up with his peers in mastering certain skills. A deviation of 2-3 epicrisis periods is considered a developmental delay, and more than 3 is considered a severe delay.

Developmental delay can be in one direction (speech) or general. You should consult a doctor if your baby exhibits the following characteristics:

1. At 3 months. The baby suffers from strabismus, is unable to follow a moving object with his eyes, and does not react to the interlocutor’s voice in loud noise. He shows no interest or interest in his hands, does not hold his head up;
2. In six months. There is no buzzing reaction when communicating with an adult, there are no attempts to grab objects or pull them into the mouth. The Moro reflex, in the form of abducting the arms in response to severe fear, did not disappear. Preservation of the cervical tonic reflex, which helps the baby redistribute muscle load when changing body position. It consists of bending your arms, straightening your legs while tilting your chin to your chest. Another type of reflex occurs when turning the head to the right or left. It causes extension of the arm and leg from the side of the shoulder where the gaze is directed, and their bending from the opposite side;
3. At one year - does not make sounds, does not attempt to repeat movements, does not stand without the help of an adult.

These signs indicate complications and deviations in the baby’s development. The doctor will help you find the reasons and prescribe measures to improve the condition.

The growth and all-round development of an infant depends on many factors, the participation of parents, good nutrition and a healthy lifestyle play an important role.

Relatives should do more with the baby and help him actively explore the world. With a lack of attention and a tense family environment, the baby’s psyche can suffer, leading to developmental delays.

Giving an objective assessment of the physical development of children in the first year of life and his psychological state, as well as in order to track the dynamics of the baby’s physiological and psycho-emotional development month by month, neonatologists and pediatricians operate with several objective indicators. Among them are the anthropometric data of the newborn, psychomotor factors, memory, speech potential and speed of thinking.

Indicators of child development in the first year of life: weight gain and height

To assess the physical development of children in the first year of life, anthropometry is used - a research method based on measuring and assessing signs of child development.

The physical development of a child is assessed by systematically determining weight, height, head circumference, chest, calculating the ratio of these indicators to each other and comparing them with age norms.

Body weight is determined using medical scales in the morning on an empty stomach (preferably without clothes). To measure the weight of a child in the first year of life, special scales are used.

Height is measured using a stadiometer. For children under one year of age, a horizontal stadiometer is used. When measuring the height of a child in the first year of life, the baby is placed so that the head fits tightly to the head end of the measuring device. The child's legs are straightened by pressing on his knees, while moving the mobile stand.

Measuring body weight. A child is born with an average weight of 2800-4000 g.

The normal body weight of a child in the first 6 months of life is determined by the formula:

Birth weight plus 800 times number of months to live:

M = Mr + (800 x n).

In the second half of the year, for children of the first year of life, the formula for weight gain changes slightly:

M = Мр + (800 x 6) + 400 (n - 6), where M is body weight; Mr - birth weight; n is the number of months of life.

Height measurement. The height of a newborn is on average 50 cm. In the first three months of life, it increases by 2 cm. From the third to the sixth month of the child’s first year, height increases by 2.5 cm every month. From the sixth to the ninth month - 1.5 cm per month. From nine to twelve months - 1 cm. The normal height of a one-year-old child is 75 cm.

Developmental norms for children in the first year of life: chest and head circumference

When talking about the development standards of children in the first year of life, the circumference of the chest and head must be taken into account.

Chest circumference measurement. Measurement of chest circumference in young children is carried out in a lying position.

To measure the chest circumference in children under one year old, a centimeter tape is applied at the back at the angles of the shoulder blades, and at the front - on the areola circles. The measurement is carried out twice: during inhalation and during exhalation, taking into account the excursion of the chest.

The normal chest circumference in children at birth is 33-34 cm, by 6 months it reaches 45 cm.

Chest dimensions in children under 6 months:

OG = 45- (2 x n).

After six months, the chest circumference is:

OG = 45+ (2×0.5 n), where OG is chest circumference; n is the number of months lived.

Head circumference measurement. To measure head circumference in children under one year old, a centimeter tape is placed on the protruding part of the back of the head, and in front passes along the brow ridges. At birth, a child’s head circumference is normally 34-36 cm. At 6 months it reaches 43 cm, at 8 months - 44 cm.

To determine the head circumference of a child under 5 years old, take a total value of 50 cm and subtract 1 cm for each missing year.

The above formulas give average indicators of the physical development of children in the first year of life; assessment using special tables is more accurate. The main task in this case is to determine from the tables which interval the measurement values ​​fall into. Depending on the magnitude of these indicators, a conclusion is made about the harmony or disharmony of the child’s development.

Characteristics of psychomotor and emotional development of children during the first year of life

The dynamics of psychomotor development of children in the first year of life gives an idea of ​​the progression of intellectual potential and motor skills depending on age, innate qualities and the child’s reactions that provide a connection with the external environment.

The baby develops especially rapidly in the first two years of life.

First week of life.

During the first week of life, the child is constantly in a characteristic position (fetal position): arms are bent at all joints, brought to the body, fingers clenched into fists; legs are bent and slightly abducted at the hips.

First month of life.

Motor development. In the first month of life, the newborn still retains the posture characteristic of the intrauterine period; this is due to increased tone of the limbs. The development of motor skills in children of the first year of life during this period is of a reflexive-stereotypical nature, movements are not interrelated.

Psycho-emotional development. It is typical for this age that any irritation quickly leads to inhibition of the cerebral cortex and, consequently, falling asleep. Sleep takes up to 20-22 hours per day. The baby's reaction to the world around him is determined by unconditioned reflexes: food, protective, orienting. A newborn perceives the influence of the environment through tactile, sound, and taste analyzers. Mental development in the first year of life during this period is such that in response to severe irritation, the child reacts with anxiety, screaming, and crying.

One of the first to form is the food reflex. Even before applying to the breast, the baby makes sucking movements.

Second month of life.

Motor development. The child is able to hold his head up independently, makes many movements while lying down, tries to roll over onto his stomach, lies on his stomach, and rises high on his arms. The baby reaches for objects and holds them if you put them in his hand. By the end of the second month, the fists unclench, and the baby is held in a vertical position (in the arms of an adult) for at least 30 seconds (maybe not quite confidently, swaying a little, but held). The development of a child in the first year of life during this period allows him, in a position on his stomach, to raise his head 10-15 cm from the table and hold it for 30-60 seconds. The tone of the flexor muscles gradually decreases, and the number of voluntary movements increases: the child can move his arms to the sides, raise them above the horizontal level.

Psycho-emotional development. The baby feels comfortable in his mother’s arms, he makes himself known when he feels discomfort, calmly treats all movements, observing what is happening around him. He examines the surrounding objects with interest, reaches out to them, examines his hands, sucks his fists, and feels his stomach.

The mental development of children of the first year of life progresses in the second month: the baby makes attempts to attract the attention of adults, shows joy (smiles), indignation, and flirts.

The first 12 weeks for the baby are critical: all new! During this time, the child is required to adapt to extrauterine living conditions. If this happens normally, then by the end of the critical period the baby begins to react to a shiny object (fixes his gaze and follows the object with his eyes alone, without turning his head), shudders and blinks at a sharp sound, lies on his stomach, and can turn his head towards the light.

A child at this age has 5 periods of sleep, two of them long, the rest short. Long night sleep, but with breaks for feeding, lasts up to 10 hours. By paying close attention to the development of a child in the first year of life, already during this period you can determine whether the baby will be a “night owl” or a “lark.” The latter fall asleep at 19-21 o'clock, wake up at 6-8 o'clock, and owls go to bed at 23-1 o'clock, wake up at 10-12 o'clock in the afternoon. The baby may exhibit increased sensitivity to weather changes, changes in the phases of the moon in the form of increased activity, drowsiness, and unreasonable crying.

Speech development. The child reacts to speech addressed to him, tries to walk, distinguishes speech intonations, tries to “talk”, repeating individual sounds after his parents.

Third month of life.

Motor development. The child makes attempts to stand up with the support grasped, stands with the support of the armpits (stands with the support of the armpits on straightened legs for at least 30 seconds), while “stomping” with his legs. Sits on his arms, tries to roll over onto his back from a position lying on his stomach, tries to roll over on his side on his own. A child with normal developmental indicators in the first year of life, already during this period, lying on his stomach, leaning on his forearms, can raise his torso 10-15 cm from the table within 30-60 seconds.

The baby is already able to grasp small objects with his hands. His contact with the environment continues to improve: from any position, the child can fix his gaze on a stationary object, turns his head towards his mother’s voice, closely examines her face and the toy placed in his hand, and pulls the toy into his mouth.

Psycho-emotional development. The baby is able to study independently for 10-15 minutes. Being held, he gets acquainted with the situation and the surrounding world, follows moving objects with his eyes. He studies his body, feels its individual parts, bites his fists.

Crying is accompanied by tears; when addressed, the child smiles or laughs, understands the intonation of the voices of those around him, flirts with them, and makes grimaces. He knows his loved ones by sight, is wary of strangers, and may even cry at the sight of them. The psychological development of a child of the first year of life, already at this age, allows the baby to let the baby know about all his needs with separate sounds: the baby begins to cry when he wants to eat, sleep when something hurts, and begins to walk if he needs communication.

By this time, the number of feedings is regulated, a long night break appears between them; During feeding, the baby covers the mother's chest or horn with his hands.

Night sleep lasts 9-10 hours. Daytime sleep becomes 3-4 times, he sleeps 2 times for 1-2 hours, short sleep does not exceed 20-40 minutes.

The baby may experience a reaction to changes in weather conditions in the form of restless or prolonged sleep, and moodiness.

Fourth month of life.

Motor development. Features of the physical development of a child of the first year of life in the fourth month appear especially clearly. The baby already knows how to roll over from lying on his back to his stomach and vice versa. Lying on his stomach, he can move in a circle, learns to get up on all fours, tries to sit down and even stand up, holding the fingers of an adult, but without support he cannot do this, although the baby strives to take a vertical position. With support from both hands, he sits, actively holding himself, for at least 30 seconds (sitting independently is prohibited for up to 6 months!). He confidently takes toys and moves them from hand to hand.

Psycho-emotional development. At the fourth month, the baby can already laugh loudly, turn in the direction of the sound, and distinguish the intonations of the voice. And the main thing that is worth saying about the emotional development of a child in the first year of life during this period is that the baby begins to recognize his mother. The child devotes a lot of time to independent study with objects. During communication, he tries to pronounce sounds and syllables - “humming” - speech appears. With gestures, he tries to express his need for communication - he stretches out his hands to his mother so that she can take him, and begins to look closely at the actions of adults. Tries to set his own feeding schedule.

The daytime rest regime is changing due to the transition to three naps a day.

The baby is capricious when the weather changes.

Development of motor skills in children of the first year of life from 5 to 8 months

The following describes how a child develops in the first year of life from the 5th to the 8th month.

Fifth month of life.

Motor development. The child sits without support (steadily for at least 30 seconds), learns to crawl, often gets on all fours, but mostly tries to crawl backwards. Turns independently from stomach to back and from back to stomach. Lying on your stomach, lean on your straightened arms and hold in this position for at least 30 seconds. Transfers body weight from one hand to the other. Lying on his back, playing with his feet. The main feature of the development of a child of the first year of life in the fifth month is the first attempts to stand up while in the mother’s arms or holding the sides of the crib.

Psycho-emotional development. The baby is very interested in toys, grabs those that he can reach, and actively plays with them on his own. Throws objects and follows them with his eyes. He has favorite and unloved toys. He reacts to the intonation of speech, as well as to the names of his favorite toys. When asked simple questions, he can look for his mother or his favorite toy with his eyes. Positive emotions are accompanied by melodious sounds.

The child studies the faces around him with interest. A remarkable characteristic of the development of children of the first year of life in the fifth month is the emergence of caution and distrust of strangers.

Sixth month of life.

Motor development. The child begins to sit independently, can kneel, can crawl, and tries to hold a cup or spoon in his hands on his own. Walks with support under the arms for at least 5 steps. Takes a toy from any position, while trying to reach it if it is out of reach.

Psycho-emotional development. The baby plays with toys for a long time, tries to throw objects and tries to watch them fall, knocks objects, listens to sounds. Features of the development of a child of the first year of life at this age are the manifestation of perseverance in achieving a goal. The baby tries to babble, for example, “yes, yes, yes.” During this period, the child begins to respond to his name and can distinguish his parents from strangers. His sleep-wake schedule is established, daytime sleep is shortened to 2 hours, sometimes less (30 minutes). The reaction to the weather remains; on cloudy days, children sleep longer.

Seventh month of life. This period is marked by getting up on all fours: the baby is stable in this position for at least 10 seconds. From a position on his stomach he tries to sit up on his own. With support from hands, he gets up and can stand for some time. Actively “works” with his hands: extends them to mom or dad, transfers a toy from one hand to another, pats a toy against a toy, can hold a crust of bread in his hand and eat it independently.

Eighth month of life. The development of a child during the first year of life in the eighth month gains momentum. The baby is already sitting firmly without support or support, crawling (on his stomach or all fours) for at least 1 m. He tries to attract the attention of his parents (close people), and may be scared of strangers. To the question “where?” finds a toy or other object, shows interest in unfamiliar things (toys). Plays “okay”, waves his hand “goodbye”.

How should a child develop by month to one year?

In this section of the article you will learn how a child should develop month by month from the 33rd week until he reaches one year.

Ninth month of life.

By nine months, all movements become coordinated, the baby can imitate adults. Stands with the support of one hand on straight legs for at least 30 seconds, sits down independently (from a lying and standing position) and lies down (from a sitting position). Stands up, holding a fixed support with both hands, steps at least 1 m. Takes small objects with fingers, takes toys out of a box, can catch a moving object (ball), watches thrown toys.

Tenth month of life.

The child moves on all fours along the steps of the stairs. Holding onto a movable support (walker), he walks for at least 2-3 m. He eats with a spoon with the help of adults, says “mom”, “dad”, “baba” (separate words), understands prohibitions. Gives a familiar object at the request of adults, drinks from a cup.

Eleventh to twelfth months of life.

From eleven months to one year: stands without support or support for at least 30 seconds, walks with hand support for at least 10 steps. Moves well on all fours (raising his stomach off the floor). Tries to take independent steps (frequently falls). Can grasp an object with two fingers - thumb and index or thumb and middle. To pick up a toy from the floor, he squats. Plays with blocks, builds pyramids, drinks from a cup, knows the names of objects and speaks individual words.

During the second half of a child’s life, a conditioned grasping reflex is formed, and a second signaling system begins to quickly form. He begins to express both positive and negative emotions. In addition, the baby actively studies objects, knows their location, gets acquainted with the properties of things, and grabs those that he can reach.

Gradually, the baby masters the space around him. He scatters things and tries to put them back in place, explores the properties of water, tries to grab a stream of water. Among his activities, he likes to play with dishes and rattle toys.

The child distinguishes body parts and can show them. Gradually, the babbling becomes clearer, the baby begins to pronounce monosyllabic words at first, and by the age of 1 year he can pronounce several simple words. He likes to listen to simple fairy tales.

Sleep patterns change: The child sleeps 1-2 times during the day.

Now you have a fairly complete understanding of the development of a child in the first year of life month by month regarding motor skills and psycho-emotional factors, then you will learn about the development of speech and intelligence in babies.

Intellectual and speech development of a newborn child in the first year of life

How does a child develop in the months after birth in terms of speech and intellectual abilities?

First month of life.

Speech. By the end of the first month, rare guttural sounds may turn into something similar to “aha” (the baby is “booming”). The child reacts to other people's voices.

Memory. Some babies begin to expect feedings at certain intervals.

Second month of life.

Understanding. The child forms simple associations: if you start screaming, they will pick you up. The reaction to external stimuli increases.

Speech. The baby communicates mainly by crying. As speech develops in children of the first year of life in the second month, sounds become more and more like vowels, for example “oo-oo” and “a-a”.

Third month of life.

Understanding. The baby can react to the reflection seen in the mirror with a smile. He breaks away from his mother's breast to listen to the voices of his parents.

Speech. Whimpers, whines, squeals, laughs. The speech development of children of the first year of life in the third month is not yet perfect; they can only make gurgling guttural sounds. Starts making sounds when he hears speech.

Fourth month of life.

Understanding. The child can sense unfamiliar places and unfamiliar people.

Speech. The baby mumbles something under his breath or to others. May raise his voice as if asking a question.

Memory. Distinguishes who is who in his life. Can recognize mother in a group of people.

Features of the development of speech and psyche in children of the first year of life

How does a newborn develop by month from the fifth to the eighth?

Fifth month of life.

Understanding. A child may drop an object in order to watch one of the parents pick it up. Tracks where an object comes from and where it falls.

Speech. Carefully watches the lips of the speaker and tries to imitate voice modulations. May begin to pronounce consonant sounds such as “m” or “b.”

Memory. The baby can expect the appearance of a new object after seeing only part of it.

Sixth month of life.

Understanding. The child begins to guess about cause and effect: if you shake a toy, it will rattle.

Speech. Learns to make new sounds by changing the shape of the lips.

Seventh month of life.

Understanding. The baby can begin to sort toys such as blocks by size.

Speech. The child is able to make several sounds with one exhalation. It distinguishes between intonations and voice modulations.

Memory. Memory develops by playing hide and seek and observing the actions of other people.

Eighth month of life.

Speech. The child begins to imitate an increasing number of sounds. Reacts to familiar sounds by turning the head and body.

Memory. Remembers how to respond to certain phrases: raises his hands when he hears the expression “so big.”

How a newborn baby develops after birth from the 9th month to one year

And in conclusion, you will learn how the child develops by month, from the ninth to the twelfth.

Ninth month of life.

Speech. May respond to his name and individual words, such as the word “no.” Likes to pretend to cough.

Memory. Notices when someone leaves the room and waits for their return.

Tenth month of life.

Understanding. The child is able to determine the height and edges of objects.

Speech. The baby accompanies the words with gestures: saying: “Bye,” waving his hand or shaking his head, answering: “No.”

Eleventh month of life.

Speech. Imitates sounds and actions, knows the meaning of words, listening to their use in various situations.

Twelfth month of life.

Speech. The baby can pronounce short sentences that only he can understand. Better control of intonation and pronunciation. Can pronounce from 2 to 8 words like “av-av” or “give”.

The degree of development of the psyche of a child in the first year of life and his psychomotor skills can be determined by careful observation of the child’s visual, auditory reactions, and his play activities.

To identify impaired cognitive function, it is taken into account that during certain periods the baby must:

• by 2 months of age - smile;
• by 3 months of age - react differently to the presence of loved ones and strangers;
• by 6 months of age - follow moving objects;
• by 8 months of age - distinguish between loved ones and strangers by their faces;
• by 9 months of age - be able to play hide and seek;
• at 1 year - be able to find a hidden object.

Having a clear idea of ​​how a child under one year of age is developing month by month, in the situation of receiving negative results from the above test control, parents should seek advice from a neurologist or neuropsychiatrist.

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The physical development of a child, as shown above, is a process of biological maturation of cells, tissues, organs and the entire organism as a whole. Externally, it is characterized by an increase in the size of the child’s body parts and a change in the functional activity of its various organs and systems. Mental development is the process of forming the cognitive activity of children and adolescents (improving the processes of sensation, perception, memory, etc.), the development of their feelings and will, the formation of various personality traits: temperament, character, abilities, needs and interests.

The physical development of children and adolescents is studied by biological sciences: age-related physiology studies the functional characteristics of a developing organism, age-related morphology studies the formative processes and structural changes of organisms during their individual development. Chemical processes and the chemical composition of the organisms of children and adolescents are the subject of study of age-related biochemistry, and the patterns of formation of the child’s body in the process of prenatal development are the subject of embryology. The material mechanisms of heredity, patterns of transmission of hereditary properties from parents to offspring, their manifestation and variability in the process of ontogenesis are studied by genetics. The anatomical and physiological characteristics of children and adolescents are also the subject of research in anthropology - the science of the origin of man and his races and the problems of their modern evolution.

Medical sciences are important for studying the physical development of children and adolescents.

The mental development of children and adolescents is studied by psychological sciences, pedagogy and sociology, so in the future we will touch on these issues only insofar as the basis of all mental processes of a person without exception is the physiological activity of his brain.

The physical and mental development of a person are closely related, but this does not provide grounds for a vulgar materialistic identification of qualitatively different mental and physiological processes. “The physiological mechanisms of mental phenomena,” notes the Soviet philosopher A. G. Spirkin, “cannot be confused and identified with the content of the psyche, which is a reflection of reality in the form of subjective, ideal, sensory and conceptual images.”

The physical and mental development of children and adolescents are not only interconnected, but also mutually determine each other. This indicates that the development of a child is a single and holistic process. It is well known that significant defects in the development of the brain, despite adequate training and upbringing of the child, certainly disrupt his mental development. On the other hand, defects in the training and upbringing of a normal child can lead to irreversible structural and functional disorders of the activity of his brain.

The close connection between the physical and mental development of children and adolescents is also evidenced by the fact that after methodically correctly planned physical education and sports lessons, the mental performance of schoolchildren increases significantly, associated with the improvement of such mental processes as attention, perception and memory.

Critical periods of ontogenesis:

Ontogenesis is the process of individual development of an individual from the moment of formation of the zygote during sexual reproduction until the end of life.

Ontogenesis is divided into three periods:

1. The pre-reproductive period is characterized by the inability of an individual to reproduce sexually, due to its immaturity. During this period, major anatomical and physiological transformations occur, forming a sexually mature organism. In the pre-reproductive period, the individual is most vulnerable to the adverse effects of physical, chemical and biological environmental factors.

This period, in turn, is divided into 4 periods:

1) the embryonic (fetal) period lasts from the moment of fertilization of the egg until the embryo emerges from the egg membranes;

2) the larval period occurs in some representatives of lower vertebrates, the embryos of which, having emerged from the egg shells, exist for some time without having all the features of a mature individual;

3) metamorphosis as a period of ontogenesis is characterized by structural transformations of the individual. In this case, auxiliary organs are destroyed, and permanent organs are improved or newly formed;

4) juvenile period. During this period, the individual grows intensively, the final formation of the structure and function of organs and systems occurs.

2. During the reproductive period, the individual realizes its ability to reproduce. During this period of development, it is finally formed and resistant to the action of unfavorable external factors.

3. The post-reproductive period is associated with progressive aging of the body.

Stages of embryonic development

1. The first stage of embryonic development is fragmentation. In this case, first 2 cells are formed from the zygote through mitotic division, then 4, 8, etc. The resulting cells are called blastomeres, and the embryo at this stage of development is called a blastula. At the same time, the total mass and volume almost do not increase, and new cells acquire ever smaller sizes. Mitotic divisions occur quickly one after another.

2. Gastrulation. At this time, blastomeres, which continue to rapidly divide, acquire motor activity and move relative to each other, forming layers of cells - germ layers. Gastrulation can occur either by intussusception

(invaginations) by immigration of individual cells, epiboly (fouling), or delamination (splitting into two plates). The outer germ layer is formed - the ectoderm, and the inner - the endoderm.

Then comes the stage of histo- and organogenesis. In this case, the rudiment of the nervous system, the neurula, is first formed. After this, the rudiment of the brain and sensory organs is formed on the front part of the tube, and the rudiment of the spinal cord and peripheral nervous system is formed from the main part of the tube. In addition, skin and its derivatives develop from the ectoderm. The endoderm gives rise to the organs of the respiratory and digestive systems. Muscle, cartilage and bone tissue, organs of the circulatory and excretory systems are formed from the mesoderm.

Fifth to eighth weeks

During the period from the 5th to the 8th week of the embryo’s life, the formation of organs (organogenesis) and tissues (histogenesis) continues. This is the time of early development of the heart and lungs, the complication of the structure of the intestinal tube, the formation of visceral arches, and the formation of capsules of the sensory organs. The neural tube closes completely and expands in the cerebrum (the future brain). At the age of about 31-32 days (5th week), the length of the embryo is 7.5 mm. At the level of the lower cervical and 1st thoracic segments of the body, fin-like rudiments (buds) of the arms appear. By the 40th day, the rudiments of the legs are formed.

At the 6th week (the parietal-coccygeal length of the embryo is 12 - 13 mm), the outer ear buds are noticeable, from the end of the 6-7th week - the buds of the fingers and then the toes.

By the end of the 7th week (embryo length is 19-20 mm), eyelids begin to form. Thanks to this, the eyes are outlined more clearly. At the 8th week (embryo length 28-30 mm), the formation of embryonic organs ends. From the 9th week, i.e. from the beginning of the 3rd month, the embryo (parietal-coccygeal length 39-41 mm) takes on the appearance of a person and is called a fetus.

Third to ninth months

Starting from three months and throughout the entire fetal period, further growth and development of the resulting organs and body parts occur. At the same time, differentiation of the external genitalia begins. The nails on the fingers are laid. From the end of the 5th month (length 24.3 cm), eyebrows and eyelashes become noticeable. At the 7th month (length 37.1 cm), the eyelids open and fat begins to accumulate in the subcutaneous tissue. In the 10th month (length 51 cm) the fetus is born.

Critical periods of ontogenesis

In the process of individual development, there are critical periods when the sensitivity of the developing organism to the effects of damaging factors of the external and internal environment is increased. There are several critical periods of development. These most dangerous periods are:

1) time of development of germ cells - oogenesis and spermatogenesis;

2) the moment of fusion of germ cells - fertilization;

3) implantation of the embryo (4-8 days of embryogenesis);

4) the formation of the rudiments of the axial organs (brain and spinal cord, spinal column, primary intestine) and the formation of the placenta (3-8th week of development);

5) stage of increased brain growth (15-20th week);

6) formation of functional systems of the body and differentiation of the genitourinary apparatus (20-24th week of the prenatal period);

7) the moment of birth of a child and the neonatal period - the transition to extrauterine life; metabolic and functional adaptation;

8) the period of early and first childhood (2 years - 7 years), when the formation of relationships between organs, systems and organ apparatuses ends;

9) adolescence (puberty - for boys from 13 to 16 years, for girls - from 12 to 15 years).

Simultaneously with the rapid growth of the organs of the reproductive system, emotional activity intensifies.

Chronological framework (age boundaries) - From 3 to 6-7 years.

Physical development. During this period, the anatomical formation of tissues and organs occurs, an increase in muscle mass, ossification of the skeleton, development of the circulatory and respiratory organs, and the weight of the brain increases. The regulatory role of the cerebral cortex increases, the rate of formation of conditioned reflexes increases, and a second signaling system develops

Social situation. The child has a great desire to comprehend the semantic basis of the actions of adults.

Leading activity: Role-playing game. At 2-3 years old, children have pronounced “single games”; the child is focused on his own actions. At the age of 3-5, “short-term associations” arise; the duration of communication depends on the ability to create and implement a game plan and on mastery of game actions; The content of the game does not yet promote sustainable communication. At the age of 4-6 years, “long-term associations of players” arise; the child strives to reproduce the actions of adults and their relationships in the game. The child needs to have a partner.

Mental development. The development of differentiated sensitivity is noted. At 3 years old, a child manipulates an object without attempting to examine it; individual objects are named. At 4 years old, a child examines an object, identifies individual parts and features of the object. At 5-6 years old, a child systematically and consistently examines an object, describes it, and makes the first connections. At the age of 7, the child already systematically, systematically examines the object, explains the content of the picture

The perception of space, time and movement develops, the child perceives works of art.

Social perception develops as the ability to perceive and evaluate relationships with other people.

This age period is characterized by a different ratio of involuntary and voluntary attention in different types of activities. Resilience and focus are being built.

Representations develop as the basis of figurative memory. There is a transition from involuntary memory to voluntary memory.

Thinking is characterized by a transition from visual-effective to visual-figurative thinking (4-5 years), the formation of the simplest forms of reasoning (6-7 years), and at the age of six, causal thinking appears.

Imagination is accompanied by a bright emotional coloring. Playful and visual activities influence the development of imagination.

Speech is mastered as the main mechanism of socialization of the child. Phonemic hearing, active and passive vocabulary develops, and the vocabulary and grammatical structure of the language are mastered.

2. Development of the personality of a preschooler

Personal development. Self-awareness develops; it is formed through intensive intellectual and personal development. A critical attitude to the assessment of adults and peers arises. Peer assessment helps you evaluate yourself.

The development of arbitrariness of all processes occurs - one of the most important moments of mental development. The volitional behavior of a preschooler is largely determined by the assimilation of moral principles and ethical standards. Whims, stubbornness and negativism during crisis periods of development do not indicate weak development of will.

At this age, children are characterized by variability in the manifestation of temperament, maturation of the properties of the nervous system, and the type of temperament affects behavior in various types of activities. Basic personality qualities develop, personal qualities are formed under the influence of self-awareness, and character development is influenced by imitation. Abilities are intensively developed in various types of activities, and talent is manifested in activities. Creativity is formed as a basic characteristic

In preschool age, motives for communication develop. Children are guided by the assessment of adults; this serves as the basis for the development of motives for achieving success. The main influence on the development of emotions and feelings is exerted by one of the new formations of age - self-awareness (inner world). Participation in gaming and other activities contributes to the development of aesthetic and moral feelings.

Communication with adults differs at different ages: at 3–5 years of age, communication is non-situational and cognitive (objects and phenomena of the surrounding world are learned). At 5–7 years old – non-situational-personal (the peculiarities of relationships between peers and adults and the characteristics of one’s personality are realized). Communication with peers has the character of playful cooperation, children learn empathy.

Neoplasms in preschool age. The beginning of the development of voluntariness. The ability to generalize experiences. Moral development. Perceptual modeling ability. Socialized speech. Development of visual-figurative and emergence of verbal-logical thinking. The emergence of an “inner world.”

The crisis of 7 years is a crisis of self-regulation, reminiscent of the crisis of 1 year. According to L.I. Bozovic is the period of birth of the child’s social “I”. The child begins to regulate his behavior with rules.

Game in preschool age

The main activities of a preschooler: play, productive activity (drawing, modeling, appliqué, design), work activity, educational activity.

The prerequisites for play are laid in early childhood (the child has already mastered the sign function of consciousness; uses substitute objects; can rename himself in accordance with the role; can consciously imitate an adult, reflecting their actions and relationships).

Functions of the game: children learn the properties of objects and actions with them, and relationships between people; individual mental processes are formed and developed, the child’s position in relation to the world around him changes, the motivational-need sphere develops, the arbitrariness of mental functions develops, the ability for empathy develops and collectivist qualities are formed, the need for recognition (status role) and the implementation of self-knowledge and reflection are satisfied.

Structural components of a story game:

PLOT that the child takes from life (everyday, social);

The ROLES acquired by the child are varied (emotionally attractive; significant for play, unattractive for the child);

RULES are determined during the game by the children themselves;

GAME ACTIONS are mandatory components of the game (can be expressed symbolically);

TOYS used in the game are varied (ready-made, homemade, substitute items; they can play without toys, using their imagination).

Features of relationships in children's games:

1.GAME RELATIONSHIPS – reflect the relationships between children in terms of plot and role (the daughter listens to her mother in the game).

2. REAL RELATIONSHIPS - reflect the relationships of children as partners, comrades performing a common task, arise when roles are distributed, during the game, if the rules established by the children themselves are not followed.

Relationships in play among preschoolers are built gradually: the rules and distribution of play material and actions with them are learned; the means of influencing a partner and reflection of oneself as a subject of common activity are acquired; the space of interaction, self-expression and resolving the issue of compatibility is mastered; means of implementing interactions are being worked out (adjusting to the partner’s position, coordinating actions with him, helping if necessary, etc.).

The most typical games for children of different ages (according to D. B. Elkonin):

1. An entertainment game, a game in which there is no plot at all. Its goal is to entertain and amuse the participants.

2. An exercise game has no plot, physical actions predominate, and the same action is repeated several times in a row.

3. Story play is playful actions and an imaginary situation, albeit in a rudimentary form.

4. Process-imitative game - reproduction of actions or situations that the child is observing at the moment; imitative and plot game are close to each other.

5. A traditional game is one that is passed down from generation to generation, it is played by adults and children, it has rules, but there is no imaginary situation in it.