Early development studio "baby". Early development - we form an individual approach VKontakte groups on the development and upbringing of children

The problem of intensification of development causes a lot of controversy among teachers, pediatricians and psychologists. Some experts are convinced: the sooner classes begin with a child, the sooner he will acquire skills and opportunities useful for later life.

Other experts are sure that early education is just a tool for satisfying mom or dad’s ambitions and pumping out money. Some doctors even believe that some methods are harmful to children's health.

What early development methods are popular today? Below is information about the advantages and disadvantages of such programs. All this will allow parents to make their own judgment about each of them.

3 types of child development

The term “early development” refers to a wide variety of phenomena. For some, early education is synonymous with premature and inadequate interference in the natural course of development of a little person.

According to experts, early development is the use of active educational methods in the age period from 0 months to 2 - 3 years.

However, such upbringing often conflicts with traditional educational systems, in which a child’s education begins at 6 or 7 years old.

Psychological literature traditionally divides the early mental development of a child into three types according to the degree of adequacy to the age characteristics of the child:

• premature. Let's take a simple example: a newborn cannot be taught to sit, stand, or even walk. In general, with premature development, the child is not able to perceive information due to psychological and physical “imperfections”;
• later. It is no secret that in childhood there are so-called sensitive periods of development, when the child best perceives certain information: visual, speech, etc. In case of delayed development, the process of mastering skills and knowledge becomes less productive. For example, it is too late to teach a child to skate at age 12 if you want to raise a great skater;
• timely. This is a traditional option for the development of children, in which the information provided corresponds as much as possible to their age and psychological characteristics.

The last option seems to many to be the most adequate and correct. However, in real life, all three types of child development occur.

In this case, we are more interested in early learning. Does it always correspond to premature education? No. If you correctly assess your own and your children’s capabilities, as well as follow the methodology and common sense, you can more likely talk about advanced development.

Early childhood development involves creating conditions that facilitate the most effective learning of skills and knowledge in infancy.

Conditions mean:

• organizing a developmental environment - filling corners with various objects and play aids that expand motor activity, develop children’s sensory skills, vision and hearing, etc.;
• introducing the child to musical, artistic and literary works;
• intensification of communication with the child both from the mother and from other household members. This means stimulating children's speech, adults pronouncing their actions;
• acquisition or production of special teaching materials and manuals (this is especially true for Montessori and Doman methods).

Early education is not just preparation for kindergarten or school education, but the creation of conditions for harmonious and comprehensive development, memory training, attentiveness, imagination, logical thinking, processes of analysis and synthesis of information.

Below are time-tested and modern methods of early child development, which are most often used by parents at home or by specialists in educational centers.

Let us make one important reservation: an ideal developmental program that takes into account all aspects of a child’s personality simply does not exist. Each child is a bright individual, so what suits one may not be necessary for another.

That is why, when choosing the optimal method of early education, parents should know about the strengths and weaknesses of the preferred system, about its advantages and disadvantages. This will help pay attention to the “sinking” directions.

The most popular methods of early development of children from 0 to 3 years old

If you decide to purposefully and regularly work with your baby using a certain developmental method, you need to understand that the preparatory work and the actual classes will take you a huge amount of time, and the result can only be assessed after a couple of years.

We should not forget about the natural needs of the baby. For example, at 6 months of age, it is much more important for a child to learn to sit or crawl than to learn letters and words or swim. Common sense will only enhance the effectiveness of the techniques used.

The main principle of this worldwide popular educational system is to help the child demonstrate independence skills when learning in specially created conditions.

The educational program, developed by the author at the beginning of the 20th century, takes as a basis an individual approach to the child’s personality from the moment of his birth. This is necessary to reveal the inclinations and intellectual potential of each child.

The method includes 3 main parts: the child, the teacher and the organized environment. The central area is occupied by the baby, around whom a special environment is created that allows for independent study.

The teacher only helps children without interfering particularly with the natural course of development.

The main tenet of the program is monitoring the child and refusing to interfere in his affairs, except in situations where the child himself asks for support or help.

• sensory;
• mathematical;
• speech;
• practical life;
• space

The designated area is filled with various teaching materials (Montessori avoided the word “toys”) that correspond to the child’s age: books, sorters, pyramids, containers, brushes and dustpans, etc.

In the classic version, the method involves starting classes at 3 years old, but some exercises will interest children older than one year of age.

Montessori groups are always of different ages: in some classes there are children from 1 to 6 years old, in others there are children from 7 to 12 years old. This division has certain advantages, since older children take care of the kids, and they, in turn, learn from their older friends.

Advantages and disadvantages

This technique has both positive and negative aspects, which should be discussed in more detail.

Advantages:

• stimulation of mental processes with the help of special didactic materials, taking into account sensitive periods of child development;
• a huge selection of manuals and educational materials;
• improving self-care skills;
• formation of self-discipline.

Flaws:

• many classes still require the participation of a teacher or parent, since they will need to explain to the child the rules of interaction with a specific aid;
• very expensive Montessori materials (though you can make them yourself);
• To strictly follow all the precepts of Montessori, the child must be taken to a special center. Moreover, it is important to make sure that teachers actually work entirely according to this methodology, and do not use individual elements;
• Most of the exercises are aimed at intelligence, sensory skills, and logical thinking. However, the creative, emotional and play areas develop to a lesser extent;
• The traditional method rejects role-playing games and reading fairy tales, considering these teaching techniques to be unimportant.

In general, the Italian doctor’s method is popular among Russian and foreign parents. However, in the author’s version, the system is used extremely rarely; rather, mothers and fathers take some of the most successful moments from it, diluting them with activities and exercises from other educational programs.

This educational and educational program puts forward the following postulate - the maximum development of the capabilities of each child and his self-confidence.

Unlike many other developmental systems, this technique refuses to provide the child with any types of intellectual tasks if he is not yet 7 years old.

So, children only start learning to read in the third grade. Before entering school, children are given toys made from natural materials (straw, pine cones, etc.).

Waldorf school teachers place another emphasis on the comfort of the educational process. There are no grades in the lessons, there are no competitive “notes”, classes are filled with a small number of students - no more than 20 children.

The priority in the program is the artistic and theatrical activities of children and the improvement of imagination. For the same purpose, the methodology prohibits children from using modern gadgets such as mobile phones, computers and TVs.

Teaching principles are built taking into account the age factor:

• a child under 7 years old learns through imitation of adults;
• children aged 7 - 14 years old connect the emotional component to the process of acquiring knowledge;
• From the age of 14, logic and intelligence are activated.

Advantages:

• focuses on imagination and creativity;
• comfort of the educational process;
• development of an independent personality.

Flaws:

• too late development of intellectual functions;
• lack of preparatory classes for schooling;
• poor adaptation to modern realities (a telephone is a necessary thing for a child today).

This technique is unique, so many parents are wary of it. On the Internet you can find a variety of comments about the Waldorf school: both positive and negative. Is it worth doing this program? It's up to the parents to decide.

The American scientist Doman, studying the characteristics of the psyche and learning of children with brain damage, established the following pattern - developmental activities are effective only during the period of greatest activity of the cerebral cortex, that is, under the age of 7 years.

More detailed information about what classes the author offers and what the basic principles of this educational program are can be found by reading an article by a child psychologist.

The main task of parents is to maximize the enormous potential of a newborn child.

Glen Doman's method consists of of four main components:

• physical development;
• check;
• reading;
• encyclopedic knowledge.

The American doctor was convinced that the nervous system of a child under one year old is so unique and perfect that even at that age the baby is able to memorize and systematize various facts and information.

Surely many mothers are familiar with the term “Doman cards”. This teaching material consists of cardboard cards of a certain size, on which there are words, dots, mathematical operations, photographs of plants, birds, animals, famous people, etc.

The amount of information is amazing. For better systematization and ease of use, cards should be divided into groups. Throughout the day, the parent displays these cards for a few seconds, regularly introducing more and more new images into circulation.

Advantages:

• intensification of child development;
• active involvement of parents in activities with children;
• expanding children's opportunities by providing the child with a large flow of information;
• development of children's attention.

Flaws:

• you will simply need a huge amount of didactic material;
• little attention is paid to fine motor skills, sensory development and object-related activities;
• Doman cards do not develop a child’s logical thinking, ability to analyze and systematize facts;
• the methodology does not pay due attention to creativity and play activities;
• It is possible to overload the child's nervous system due to too much information, as a result of which the child develops tics, enuresis and other problems.

The Doman system is a typical example of intellectual techniques. The child is not taught, but rather trained with the help of cards. At least that’s what many mothers and neurologists think. However, other parents praise this training program for the opportunity to develop from the cradle.

St. Petersburg teacher Nikolai Zaitsev several decades ago developed a unique developmental system that includes a set of manuals for teaching a child literacy, mathematical skills and English.

The Zaitsev program is based on the leading activity of a child of early and preschool age - play. And this allows you to develop both the physical and emotional sides of the child’s personality.

Information is presented in a system, but at the same time in a playful form, which is why the child is happy to join in the lesson. Moreover, it is not so important whether it takes place alone with a parent (teacher) or with a group of children.

A relaxed atmosphere is an important condition of Zaitsev’s training system. During the lesson, children are allowed to make noise, laugh, clap their hands and stomp their feet, change playing material, moving from cubes to tablets or a board.

However, such liberation does not mean that classes are entertainment. It is in the process of such play that children not only gain knowledge, but also make an independent choice of their preferred activity.

Advantages:

• wide age range - from 1 year to 7 years;
• can be practiced both at home and in kindergarten;
• crash course in learning to read through games;
• development of competent writing skills.

Flaws:

• when teaching at home, the parent will have to first learn this technique himself, since it differs from traditional teaching methods;
• experts point out that a child who has learned to read using Zaitsev’s method “swallows” endings and gets confused when dividing a word into syllables, since he previously divided it into words;
• first grade is an important milestone in the life of every child; it is at this moment that children who studied using this method begin to have difficulties, since there is a discrepancy in the color designation of vowels and consonants.

According to many parents, Zaitsev's cubes are the best reading aids of their kind. A child can learn to read as early as 3 years old, and this skill remains with him for the rest of his life. In addition, mothers also include game techniques that make the activity fun and spontaneous.

The Belgian actress Cecile Lupan was forced to develop her own method by dissatisfaction with Glen Doman's system, which was taken as a basis.

This training program can hardly be called scientific; the developed method is rather a set of activities that take into account the child’s individuality, interests and inclinations of each child.

The author of the technique in his books advises communicating with the baby literally from the first seconds of his life, and there is no need to worry that he will not understand something. Lupan is convinced that the sooner a child learns something, the sooner he will understand certain patterns and connections.

In the first months, the child only gets used to the parent’s speech, and then seemingly meaningless sounds begin to be filled with meaning. As soon as he begins to pronounce the first words, he should move on to reading (usually at one year of age).

The main idea proposed by Cecile Lupan is the following: a child does not need attention-care, he needs attention-interest, which only a loving parent can provide.

Advantages:

• opportunity to engage from 3 months of age to 7 years;
• much attention is paid to early physical development;
• The technique is suitable for home practice;
• exercises affect the intellectual and emotional sphere, sensory;
• very close communication between mother and child;
• Stimulation of the baby's cognitive interest.

Flaws:

• requires complete dedication from the parent;
• a lot of teaching materials that mom will need to make;
• a kind of training.

Since the author is not an educator, her approach cannot be said to be completely scientific. However, mothers can take some things into account, for example, creating homemade books about their child, into which they can write author’s fairy tales and insert his photographs.

The name of the authors made a splash back in the days of the Soviet Union. The married couple began to raise children according to their own program, which could amaze an unprepared person with unusual techniques and educational methods.

The Nikitins did not recommend limiting the child’s experimental nature with devices, so they had a negative attitude towards any strollers (including strollers) and playpens, calling them prisons.

The spouses also followed the principle of children's independence in choosing activities for the child. They refused special training and activities. The kids could do what was closest to them, without restrictions. Parents only helped to deal with difficulties.

The Nikitin system includes hardening and physical education techniques. To do this, it is necessary to create a special environment in the house, including sports equipment and exercise equipment. These devices should not stand out; they are as natural as, for example, furniture.

The authors are convinced that a child should not be “overorganized” or abandoned. Moms and dads should not be indifferent to children's development and pastime, however, when participating in children's games, they should not take the position of a supervisor and controller.

The main principle of the system is the Montessori version of sensitive periods - the fading of the child’s ability to develop effectively as he grows up. Simply put, if certain abilities are not developed in time, they will not reach the optimal level.

Advantages:

• used from birth to school age;
• children's independence;
• The child’s intelligence develops well;
• improving logical thinking and imagination;
• game as a teaching technique;
• special attention is paid to physical development;
• the invention of special didactic toys - for example, Nikitin cubes, unicube.

Flaws:

• restlessness of the child due to the fact that he chooses his own activities;
• this lifestyle is more suitable for rural areas;
• hardening is considered a rather extreme type of education;
• Due to advanced development, children may not be interested in studying at school.

This system has both ardent supporters and no less categorical opponents. However, some points have not lost their relevance today, while other techniques are questionable.

This program, called the “method of intellectual development of a child,” was developed by P. V. Tyulenev, a teacher and sociologist. By studying MIRR, you can teach your child literacy, mathematics, and develop musical and sports abilities.

The author of the system is convinced that a child needs to be developed from the first days of life. The most important thing at this moment is to provide him with a variety of tactile stimuli so that the cerebral cortex can actively form.

The choice of activities depends depending on the child’s age:

• in the first two months, the baby is shown triangles, squares and other geometric figures depicted on a piece of paper;
• from 2 to 4 months, children are shown drawings of animals, plants, letters, numbers;
• at 4 months of age they play “Toyball”, when the baby throws cubes and other game accessories from the crib;
• From 5 months, musical instruments are placed near the baby. The baby, touching them, tries to make sounds and develop musical inclinations;
• from the age of six months they master letters by looking at a special magnetic alphabet. At 8 months the child is asked to bring a letter, at 10 months - to show the letter, and then - to name the letter or a whole word;
• from the age of one and a half years, they play chess with the baby;
• from the age of 2, the child not only puts words together from letters, but tries to type them on a computer keyboard;
• From the age of three, children try to keep a diary on a laptop or computer.

Advantages:

• diversified development of the baby;
• exercises will not require much time from adults;
• exercises are suitable for every child;
• good preparation for schooling;
• revealing all the inclinations of the baby.

Flaws:

• It’s not easy to find benefits;
• it is difficult to talk about the effectiveness of exercises;
• too strict restrictions from the author;
• The age characteristics of the baby are not always taken into account;
• restriction of the child’s cognitive freedom;
• the prevalence of the intellectual component over all others.

An ambiguous technique that many specialists do not like. However, you can also find interesting points in it that can be implemented in practice. It is only important to monitor the child’s reaction to the innovations being introduced.

Other proprietary developmental techniques

In addition to those described above, there are other developmental or educational systems. Their use allows the child to better master the preschool or school curriculum, develop certain abilities, or simply grow into a well-rounded personality.

Some of the most popular include the following teaching methods:

1. “After three it’s too late.” A Japanese entrepreneur and simply caring father wrote this literary work in which he described the importance of the early development of a child in the first years of life.
2. Dynamic gymnastics. M. Trunov and L. Kitaev, having brought together ancient Russian gymnastic exercises, offer parents effective methods for developing the physical sphere, as well as for correcting increased or decreased muscle tone, clubfoot, torticollis, etc.
3. Gmoshinskaya's technique. The best way to instill artistic skills in a child is to draw from infancy. Even before the age of 1 year, a child can create “canvases” using his palms, fingers, and soft felt-tip pens.
4. Musical program by Vinogradov. The creator of the method is convinced that even a one-year-old child can already understand the most complex classical works. There is no need to explain the meaning of music to the baby in detail; let him decide on his own emotions and impressions.
5. Music by the Zheleznovs. This is another musical technique for young children. The discs contain lullabies, nursery rhymes, music for finger and outdoor games, performances, massage, fairy tales, learning the alphabet, teaching counting and reading, etc.

Of course, this list is not entirely complete. However, the presented methods are enough to understand how diverse and interesting they are. When developing them, the authors took into account their experience or took their pedagogical heritage as a basis.

It is interesting that these systems can be combined with each other using the most successful individual elements. Experiments are welcome.

Pros and cons of early development

Moms and dads are convinced that they themselves decide how to raise a child. However, this opinion is not entirely correct, since the process of education is increasingly influenced by social initiatives and various stereotypes.

One of the most controversial issues is the early development of children under 1 year of age. Typically, specialists and mothers take two extreme positions: some advocate the use of developmental techniques, others are extremely negative towards any intervention. Let's consider their arguments.

Arguments for"

1. The modern world places higher demands on people. In order for a child to have time to master the necessary and important skills, his abilities have to be developed from infancy.
2. Children who study in accordance with such methods usually have a higher level of development compared to their peers. Children master all sorts of skills earlier: reading, writing, counting.
3. Complex educational systems, covering the development of several aspects of personality at once, help to identify a child’s inclinations and aptitudes for certain activities. This allows you to enroll your child in specific courses in the future.
4. If a child studies at a development center in the company of peers, this allows him to socialize earlier and get used to life in a children's group.

Arguments against"

1. A healthy and normally developing child is able to learn basic skills on his own when the time comes. This is why you should not “mock” the child’s psyche.
2. Intensive classes can harm a child if a parent or teacher does not take into account the age characteristics of the child’s body, its temperament and adaptive capabilities.
3. Many popular methods place the main emphasis on intelligence and “physics,” but emotional and social development are undeservedly forgotten. This can disrupt adaptation in children's society.
4. It is extremely difficult to work with your baby every day, fulfilling all the requirements and conditions of the method. If you follow all the rules, then mom has no time left for anything else. If you perform tasks from time to time, all knowledge will evaporate very quickly,” and the effectiveness will be very low.
5. Many experts pay attention to the untimely acquisition of certain skills. For example, a six-month-old baby needs to learn to sit down or crawl, since this is his most important “task,” but reading or counting is completely unnecessary at this age. Most likely, before school he will have completely forgotten all his skills and will be on par with his peers.
6. Excessive demands on a child and the desire to raise a genius can negatively affect the child’s entire future life. Children whose parents feed them unnecessary information often grow up to be neurasthenics and perfectionists. Therefore, problems with socialization cannot be ruled out.

Thus, each side has compelling arguments, which is why parents will have to choose for themselves whether to use methods or follow the natural course of child development.

In the first 12 months, the child's development proceeds at an accelerated pace. At this time, the baby has time to explore the world, gain a good vocabulary, and build initial and elementary logical chains.

Many experts are convinced that if you don’t work with your baby in the first year or two, then the child will not be able to compensate for the lost knowledge and skills.

However, excessive fanaticism and adherence to literally all the dogmas of developmental methods can, on the contrary, not bring benefit, but harm child development.

If you decide to use the child development methods mentioned above, you must follow certain rules. They will help avoid negative consequences and make learning more natural:

• Observe your baby's reaction carefully. If he doesn’t like the activity, he expresses protest in the form of tears or throwing away the offered toys, you need to stop and occupy him with something else;
• The baby should not be taken away from the activity he is currently passionate about for the sake of development. If your baby prefers to play with blocks rather than look at pictures, wait until he finishes the game;
• all exercises and tasks included in the educational system you choose must be understandable and credible. You should also rehearse all activities before approaching your child with them;
• The child’s education should be comprehensive. In no case should you develop only the physical or cognitive sphere. It is necessary to pay attention to all aspects of the child’s personality, including emotional and social;
• there is no need to turn the process of acquiring knowledge and skills into an automatic action. It is important to stimulate the child’s interest in the process itself, to develop curiosity, inquisitiveness and observation.

Having considered all the main nuances of each method, you can make a preliminary selection of the most preferable training system. However, you should focus not on the opinions of other parents, but primarily on the characteristics of the child. After all, its development is a responsible matter!

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Make a path (tower, building) from construction set parts. Let the child look at it. Remove the path (tower, etc.). Offer to restore it yourself.

Getting to know the ornament

Take the panel - this will be the rug. Boys for the most part do not like such tasks, but girls have what they need.
From the details of the construction set (basic bricks, because there are many repeating ones among them), lay out the simplest ornament - a path in the center of the “rug”, in which the figures will follow one after another. Ask your child to continue the ornament.
Lay out the tracks with “gaps”, that is, leaving a small (equal) distance between the parts.
Make a path on the “rug” along the edges so that there are identical shapes at the corners. Ask your child to continue the ornament or come up with your own ornament based on the same principle.
Make a center-oriented pattern on the “rug” - one figure in the center, other details around it. Ask your child to continue or come up with your own ornament based on the same principle.

Decoration from dictation

Invite your child to make a pattern on the panel, arranging the parts in a certain way according to your dictation:
Place a blue brick in the upper right corner, a red cube in the center, etc.
Place a blue stripe with four dots anywhere, to the right of it is a red brick, below it is another blue one, and so on.
Place four cubes so that the one on the far left is red, and there is only one red one to the right of the blue one.
Come up with similar tasks yourself, with gaps, with laying out figures diagonally from each other, etc. But don't organize classes for the sake of classes. Let this task be during the game of robots or astronauts. Well, or some other plot.

Combinatorics

Offer your child three cubes of different colors. Let him build and draw all possible paths from these cubes so that the combination of colors is different each time. It is required to find all possible solutions to the problem. Hint for adults - there are only six answers.
Another task is four cubes of two colors, find different combinations of two colors.
Try to find all the variations of five cubes of two colors (2+3).

We build according to instructions

Children of older preschool age enjoy playing with blocks on their own for a long time.
But you can sometimes give tasks for the manufacture of certain buildings. For example, build a house with a certain number of floors and apartments. Or a garage for two small and one large car. Children who love fairy tales can be offered to build a house for the seven dwarfs (small, but with seven apartments) or a house for Carlson (naturally, on the roof of an apartment building), for a dinosaur, for a ghost, and so on.
You can ask to build a dinosaur or a ghost itself. It's very funny and interesting!

We build copies of masterpieces of world architecture

If you are introducing your child to the history of world art and architecture (using reproductions and photographs) or the famous buildings of your city, you can ask the child to try to depict one or another famous architectural object with cubes. Of all the famous buildings, the easiest to convey using a building set is, of course, Stonehenge. But I think that children will respond with no less inspiration to the proposal to build something like the Cheops pyramid or the Kremlin wall.

Magic items

All sorts of incredible stories always happen to the heroes of adventure books and films. They find themselves in very difficult, sometimes hopeless situations.
Invite your child to come up with what kind of magical object or amazing device he would like to give to the hero of a book or movie to make it easier for him to cope with troubles. What properties this item should have, what it might look like.
Let the child invent and build this magical “helper”.

Animals made from blocks

Both children and adults are accustomed to the fact that Lego sets contain people and animals. But in “Duplo” there are a lot of animals, but in small “Lego” there are very few. And playing with animals is very interesting! And it turns out that building them is no less interesting!
Option 1:
Try to build animals - only from blocks, without adding any other elements.
Option 2:
Try to build an animal by adding various parts that DO NOT look right.
Try this without kids. A great game that liberates adults! And then you can continue with the children.
Anything can happen!

Explaining what fractions are

With the help of Lego, you can explain many complex concepts to your child. For example, to learn what fractions are, you don’t have to buy a special textbook. You can use your favorite Lego.

Build several towers, each with 12 bricks.
One consists of 6 bricks of one color and 6 of another.
The second is divided into three parts: 4 bricks of one color, 4 of the second, 4 of the third.
Next: into four parts, 3 bricks of different colors.
Then into 6 parts, 2 bricks each.

Compare the towers. They are identical. Each of them is whole. Right?
How many parts is it divided into? For two. Each part is called a half. Or in other words - one second. Divide into parts, compare them, make sure they are the same.
Next, also get acquainted with other fractions.
Try to compare which is more - one second or one third of the part.
Add two second to one second. Or to two fourths - one second.
Add the parts together and compare how many whole pieces you got and which part is still there.
The minimum part is one twelfth. If nothing else works, then add twelve parts.

Plan and map

Make “blocks” of different shapes and sizes from construction kit parts that will schematically represent the objects you have in your room - a bed, a closet, and so on.
Place “things” on the floor plan of the room. Draw a plan on paper.

Perimeter and area

From five to six years old! And of course, only for children who are inclined towards mathematics. There are children who accept all this only through force, with such people there is no need to rush to get out of “difficulty” before school.
For the main element, for a unit, we take a square with four “bumps”. From now on I will call it “cube”.

1. Shapes and their sides
Lay out a rectangle on the panel of cubes, for example, 6 cubes long and four cubes wide.
Ask your child which side is longer and which is shorter. Explain that the long side of a rectangle is called “length” and the short side “width”. Offer to lay out a rectangle of cubes with a given length and width, for example, six cubes long and two cubes wide. Or three cubes long and three cubes wide (let the child discover for himself that he will get a square, if, of course, he is not already familiar with this).

2. Getting to know the perimeter
Build any square or rectangle using cubes. Give your child a small toy. Let the toy “walk” around the entire figure and count how many sides of the cubes it has passed (the unit of measurement is the length of the side of the cube). So that the child does not lose track of where he started, let the starting cube be one color, and all the others a different color. When the path has been completed, say that the length of all sides together is called the word “perimeter”. But here is a more strict definition: “The length of the line limiting the figure is called the perimeter.”
Invite your child to count the perimeters of other figures built from cubes (not necessarily rectangular).
Invite your child to quickly, without counting, tell by eye which of the two figures you put together has a larger perimeter than the other. And then check your answer by recalculating.
Let the child try to fold a figure with the perimeter you specified. This, of course, may not work the first time.
If the child succeeds in the previous task, let him try to add two figures with the same perimeter, but different in shape. And then it will also compare whether they have the same amount of cubes or not.
Offer to fold a figure with a perimeter larger or smaller than the given one.

3.Acquaintance with the area
Fold the cubes into any flat shape on the base (the figure must be filled with cubes, and not just an outline!). To begin with, simpler and smaller. Invite your child to count all the cubes that make up the shape with his finger. Say that their total number is called the area of ​​the figure. How much space a figure takes up in some units of measurement is how its area is expressed numerically. And the unit of measurement is a square - the side of a cube. However, it is easier to show than to explain, even if explained in simple words. Therefore, add up several figures of different shapes and sizes and, together with your child, count their area.
Invite your child to independently calculate the areas of other figures built from cubes.
Build a figure from cubes of two colors, have the child count the area occupied by red cubes and the area occupied by blue cubes.
Let the child try to fold a figure with the area you specified. This also doesn’t always work out the first time.
If the child succeeds in the previous task, let him add two figures with the same area, but different in shape. And then he will compare whether they have the same amount of cubes or not.

4. Both perimeter and area
Invite your child to add figures with two predetermined quantities: both area and perimeter. Let's say here are options for figures of different shapes with an area of ​​six cubes and a perimeter of 12 cubes; or a figure with an area of ​​4 cubes and a perimeter of 10 cubes.

Cartesian coordinates

Another “refined” fun for older people.
The panel can be divided (with a felt-tip pen) into squares and put paper with numbers on the side of the panel. Teach your child to determine the coordinates of the desired square. Place the parts on the correct cells.
It is more convenient to divide into squares of four “pimples”.

623 278 1 ER 0.1285

"The Girl Children Weren't Allowed to Be With" Irmgard Coyne

A hilariously funny story about a sincere, brave and determined girl who can’t sit still will amuse young readers and help parents look at the adult world through the eyes of a child.

592 299 0 ER 0.1270

HOW TO HELP A CHILD OPERATE NEGATIVE FEELINGS

Sometimes parents, speaking about certain parenting methods, prove their fidelity by the result of “we no longer have tantrums” or “we have dealt with whining”, or “how to stop crying.” It’s as if the child is crying, whining, hysterical or making trouble for his own pleasure or out of habit. As if the child has no right to be upset.

Not a single person in the world can exist in a permanently positive state - this is simply not normal, why do we always try to achieve this from a child? Isn't it better to give him the opportunity to be in an upset state, and teach him to be in it, without considering it the end of the world? So that when he becomes an adult, the state of “I feel really bad” is not regarded as an indicator that life has failed, you are a complete loser and it’s not worth living at all, but rather calmly reflected from within as “I feel bad now, there are reasons for that.” and this will definitely pass." I always tell my children something like: “You’re angry (you’re offended, you’re upset, you feel bad) - it happens to everyone, it happens to me too, it’s okay, we’re still human, it will pass.”

It also helps me a lot to apply the situation to myself. What if I feel bad (no matter for what reason), so I growl at my husband, lash out at the children and cry alone? I feel bad, hopeless and sorry for myself, what will help me?

Will it help me if my husband tells me: “Come on, this is all nonsense!” No, because for me it's not nonsense.

Will it help me if my husband tells me: “Look, everything is fine with you, there are a lot of people who are worse off than you!” No, because I don't care how anyone else feels, I feel bad.

Will it help me if my husband says: “Stop this whining, you’re not little!” No, because I can't stop it, I feel bad.

Will it help me if my husband says: “Go cry in your room, and when you calm down, I’ll talk to you?” No, I will feel abandoned and misunderstood.

Will it help me if my husband says: “If you don’t stop right now, I won’t talk to you!” No, I will be offended, this is blackmail and a threat when I need help and support.

Will it help me if my husband says: “I don’t understand when you speak in such a whiny voice. Say it in a normal voice.”

Will it help me if my husband hits me?

Why is all this being said to children?

What will help me?

Personally, I will be helped by affection, understanding, reassurance that I am loved, that he is with me, that everything will work out. It will help me: “Yes, I know, my dear, I would also be terribly offended in such a situation. I love you very much.” And only when I calm down am I ready to look for a way out of the situation. Therefore, when a child has gone beyond this line, when his emotions are leading him, and he no longer thinks rationally, I sit down next to him and say: “My girl, you are terribly offended now, I know. I love you very, very much. You are mine. little, my favorite girl." And only then do we look for a way out. Real, without devaluing the child's feelings.

And the worse the child is, the more she now needs to know how much I love her. Therefore, I sit next to her and say how much I love her, how wonderful, smart, good she is, how much I need her, what a daughter she is, I talk and talk as long as she wants to hear. I’m not trying to persuade her to suffer, her trouble (and there will be many more) is her trouble, she herself must find a way to accept it, survive it, find her own inner solution to the cause of her disorder. She will have to do this for the rest of her life. But how much easier it is to do this when you know that someone loves you very, very much.

Someday I will have a lot of light-colored clothes. And I will wear it. Don't just look in the closet to make sure it's there. But also to put on all these white skirts, light jeans, pale blue dresses. I will leave the house beautiful and neat. And the same way to return home, even at the end of the longest day.

Someday I'll cook whatever I want for dinner. I'll sit down and eat it all. From start to finish, without jumping up every minute on some extremely important occasion. I will chew long and thoughtfully, as all the existing nutritionists in the world advise, feel the taste of the dish, enjoy it, simultaneously contemplating the clouds floating outside the window.

Someday I will be able to go to any concert or seminar without asking anyone or making an appointment a month in advance. And just like that – I found out today and went! Or I bought tickets in advance, savored the wait and went. With a light straight back and a conscience that does not pull in the opposite direction.

Someday I'll get used to walking lightly, with my hands free and without a week's supply of snacks in a backpack on my back. I won't have to push, carry or lift. I will only carry myself. Well, and your fashionable handbag.

Some day…

In the meantime, I’m running to the sea with my daughter in a stroller, skipping to catch up with my son, rushing ahead on a bicycle. I carry a week's supply of provisions on myself if we go somewhere for a couple of hours. I open the closet, look with tenderness at my light yellow trousers and choose non-staining jeans (because after five steps my daughter will still ask for hands). I'm sighing for yet another concert that I won't be going to again this summer. I secretly eat things that children are not allowed to eat. And I swallow, without chewing, my lunch between “Mom, make me another sandwich” and “Mom, drink!”

But someday everything will be completely different. My dreams will turn into reality. After all, they are all just a matter of time.

And then, on the wave of my freedom and permissiveness, walking on a summer evening somewhere by the sea in a flowing dress and with a light handbag on my shoulder, I will meet the eyes of a tired mother of two, and maybe three children. Mom, loaded with strollers, circles, slings and food for a company of soldiers. I’ll go up to her, look into her eyes, reddened from lack of sleep, and say quietly: “Hey, look at me. I survived! And you will survive too! Exactly, exactly, I know! All this will pass very quickly, and you will walk the same way.” light and in a flowing dress!”

But she will look at me incredulously and answer me with her eyes: “Why are you a well-rested woman, you know, in my life?” And he will continue to carry out his honorary watch.

And I... I will look after her for a long time and feel in surprise how damn much I want someone to plop barefoot to my bed at night and sweetly tuck under my side. Or he pierced the entire beach with a cry of “Mom, watch me swim!” Or he emerged from behind me with the question “what do we have that’s delicious, mom?”, of course, at the most inopportune moment...

Marina Linda, https://mamsila.ru/post/kogda-nibud

872 201 37 ER 0.1582

There is probably no mother now who has not heard the term “early development.” However, opinions regarding its usefulness among parents differ significantly. Some mothers enthusiastically teach their baby to read from the age of 6 months, others are convinced that classes at such an early age have a negative impact on the child’s psyche and deprive him of his childhood. So who is right? It seems to me that most of the disagreements are due to the fact that everyone understands the expression “early child development” differently. Let's try to figure out what it is and how it can affect your baby.

Some time ago, scientists discovered one important fact - by the end of the third year of life, brain cells complete their formation by 70%, and by six to seven years - by 90% . It turns out that starting to teach a child only at 7 years old means wasting very valuable time and not using the child’s innate potential. And vice versa, if you engage in the development of the child during this “productive” period, then there will be a good “launching pad” for further learning.

A child is born with great interest in the world around him, his body is tuned to vigorous activity, he greedily absorbs any information, memorizing it at a speed that we, adults, have never dreamed of. The child’s brain works all the time, learning to compare and draw conclusions. If we actively work with a baby in the first years of his life, we simply expand the child’s information space and give him the opportunity to at least slightly satisfy his need for knowledge about the world around him.

So, early development involves intensive development of the child’s abilities from birth to 3 (maximum 6) years . But everyone’s understanding of the meaning of the word “intense” is different. Many people, speaking about early development, imagine kids cramming letters and numbers and not having a single free minute for free play and communication with peers. Unfortunately, we must admit that there are indeed followers of this approach to early development. Such parents persistently develop their children until they completely discourage them from any kind of learning. This approach to early development can hardly be called correct, because it leads to nowhere and can hardly make a child happy.

What is early development?

First of all, this is an interesting game that is designed to make a child’s life exciting. As Masaru Ibuka said

“The main goal of early development is to prevent the appearance of unhappy children. A child is given to listen to good music and taught to play the violin not in order to raise him to be an outstanding musician. He is taught a foreign language not in order to raise a brilliant linguist and not even in order to prepare him for a “good” kindergarten and primary school. The main thing is to develop in a child his limitless potential, so that there is more joy in his life and in the world.”

So, early development in the correct, in my opinion, understanding is:

• Specially created, filled with interesting objects and toys that provide many different tactile, visual and sound sensations that contribute to the child’s sensory development.
• The mother’s active participation in the child’s life, the desire to make the baby’s life interesting, colorful, a lot of joint games, a creative approach to activities. It’s not enough to buy educational toys; you need to “play” them with your baby.
• Constant conversations and discussions of everything that happens around.
• Getting to know the world around you through cards, books and other aids (for example, studying animals, vegetables, fruits, professions, etc.) How not to overdo it with learning with cards, read.

A reasonable approach to early development or how not to go too far

When Taisiya was just born, I, like many mothers, was wary of intensive early development. What if it harms my daughter’s emotional health? After all, this is precisely what psychologists are afraid of. But when I began to delve into the essence of various methods and activities in more detail, I realized that early development, if you approach it without fanaticism, is not cramming and coaching, but interesting games that are designed to make a child’s childhood brighter and more interesting. It’s just very, very important not to overdo it with these very games. There is no need to take the words “early development” as “raising a genius!”, and constantly pester your child with activities, without leaving him a single minute of rest and free play.

Often parents try to realize their own ambitions and unfulfilled dreams at the expense of their child, or they want their child to be better developed than their neighbor’s. In pursuit of results, you can overload the child and discourage him from any desire to study at all.

Give your child as much freedom as possible in choosing an activity . Do not impose activities that are not interesting to him. Perhaps you have been in a situation where you think your child needs to draw, because he hasn’t picked up a pencil for a long time, but for some reason he flatly refuses. Don't insist! I have noticed more than once that such activities “through force” only discourage Taisiya from any desire. And, even if you manage to persuade her, she still sits dissatisfied and reluctantly moves her pencil over the paper. I don’t want to draw now - this is a child’s right, everyone has their own interests. It is quite possible that tomorrow or even in a week the child will have a desire.

Stop the activity before the child gets bored. For example, more than once I had to deal with a situation when, it would seem, just having started gluing some craft or building a building out of cubes, Taisiya lost interest in it and refused to continue the activity. But I’m not used to giving up what I started, I need to finish it! Here the temptation immediately arises to persuade your daughter to finish what she started. However, as experience shows, such persuasion does not lead to anything good. Even if the child agrees, he will do everything without desire, and next time he will not even want to look at such an activity. Of course, you need to offer to continue, but without any pressure! In general, it is better to deliberately offer your child crafts and activities that are not too complex, so that the child has enough patience until the end.

Try to turn any activity into a game . Let it not be “Okay, now we are assembling a pyramid,” but a funny scene, a bear will come to you and invite you to play together, of course, nothing will work out for him, the rings will fall out, and the baby will definitely want to help the clumsy bear.

Do not set standards for time and number of classes per day . Anything can happen: your baby may be unwell, he may be in a bad mood, he may be interested in a new toy, or you have urgent matters. There is no need to try at all costs to fulfill the daily quota for classes, and then reproach yourself for the unattained result.

Do not burden your child with knowledge “in reserve” . Try to ensure that the information you study corresponds to the interests and age of the baby, so that he can use it in the near future. For example, study geometric shapes when the baby is already interested in playing with geometric frames and sorters, colors - when the child is already able to distinguish them (after a year), etc.

1. Never compare your baby with other children (although this is very difficult, I know from myself :)), all children are different, they all have their own inclinations! Always evaluate the baby’s development not in relation to the neighbor’s boy Petya, but only in relation to the child himself. Thanks to your activities, the child develops earlier, more fully, than he could if you did not pay any attention to his development at all.

So, when developing your baby, remember that your first priority is make the child happy ! Intellectual development is not the most important thing in life. It is important to maintain a good relationship with the baby, to preserve and support his creative inclinations, the ability to feel and empathize.

Don't listen to those who are against

If you are thinking about the need for early development or are already a supporter of it, you have probably encountered opponents of early childhood development. One of the main arguments of such advisers is “A child should have a childhood.” As a rule, it is used by those people who do not fully understand the essence of development at an early age. Probably, in their opinion, a happy childhood means carefree games with dolls for girls and with cars for boys (what else?), aimless hanging out on the street or around the apartment from corner to corner, and no mental stress (“it’s too early for you” ).

Most likely, opponents of preschool development of children have never seen how a one or two year old child’s eyes light up when he puts together a puzzle or cuts with scissors, when he asks “Mom, let’s talk in English some more,” or when he enthusiastically retells his favorite poems and sings songs .

It is also worth noting that children who were constantly taught in early childhood have a much easier time at school and in adulthood, they are more diligent and receptive to knowledge. For children brought up on the principle of “a happy childhood without unnecessary stress,” it will indeed be difficult to come to terms with the need to study that suddenly falls on their heads.

So, if you decide that early development is for you, then be sure to get started. Soon I will definitely try to write an article in which I will consider the advantages and disadvantages of the most popular developmental techniques. Perhaps it will help someone decide on a “development strategy”. On the site you will also find many useful materials that will help you in preparing activities with your baby. For example,

Comprehensive developmental author’s program “On the Road to Miracles”
from 6 months to 3 years

Emotional contact with mother is the most important thing for a child.

The baby does not need early, but harmonious and careful development, so “Wonderland” helps create a favorable environment for this. Early child development is very important. How to develop a child? This question is asked by many mothers, especially if the child is their first.

During classes, parents are immersed in the world of their baby, looking at the world through the eyes of a child, again marveling at what is happening.

This early development program includes the methods of scientific pedagogy of M. Montessori, the work of Waldorf teachers, the programs of E. Larechina, E. Poplyanskaya, T. Ermolina, the Orff approach to music education, etc.

We are waiting for you and your kids at our Wonderland child development centers.
Earlier development Moskovsky district and earlier development Chernaya Rechka

Classes in the “Mom and Baby” program are structured taking into account the age characteristics and capabilities of children and are comprehensive in nature. During the lesson, there is a dynamic change of various types of activities, which allows the small child not to get tired and remain in contact with the teacher and parent.

Each developmental lesson has its own rhythm and sequence of changing tasks and games. The transition from one type of activity to another is carried out through special connections - songs, rhymes. Through repeated repetition of games, songs, movements, and fairy tales, the prerequisites are created for the child to develop volitional qualities, memory, and speech.

Principles of program implementation:

Careful attitude towards early age. We help the baby meet his basic needs at an early age - the need for play and emotional contact with his parents (primarily with his mother).

Parental involvement throughout the session. The parent plays and studies with his child, watches him, builds effective communication with the baby. Joint developmental activities with the child are the basis of the “Mom and Baby” program.

Helping parents with child development issues. The teacher helps parents in resolving their pressing issues, talking about the characteristics of a child’s development at an early age, and ways to cope with emerging problems.

Example and imitation. During classes, the teacher and parents, together with the kids, complete all tasks, play all games and participate in all types of activities.

Elements of the author's methodology:

· finger games;

· play massages;

elements of baby yoga;

· nursery rhymes and songs;

· lap games;

· dancing with mom to the music of different peoples of the world;

· listening and basic music playing to classical, folk and modern music.

During the classes, children give their parents a second childhood: they teach them to enjoy soap bubbles, crawl and laugh. Educational activities for children have a very positive impact on the careful development of the child. Experienced psychologists advise parents, and teachers help choose activities for home, choose toys and teach how to make “smart” toys with your own hands from simple things.

Integrated development for children “Academy of Childhood” from 2 to 3 years old and from 3 to 4 years old

For the development of children of this age, “Wonderland” has developed its own program “Childhood Academy”.

As part of the program, children move to music, sing songs, count, draw, sculpt, artistically recite poems, and participate in performances. How to develop a child? This question is very important at different ages. Early childhood development is a very complex and delicate issue.

As a result, children remain cheerful and curious, become more attentive, learn the basics of cultural behavior, learn to get along with peers, and play independently at home not with a tablet, but with brothers, sisters, neighbors and toys.

Classes are conducted in a playful way and include four blocks that are included in each lesson:

logorhythmics;

· visual activities: drawing, modeling, appliqué, etc.;

· rhythmoplasty with elements of exercise therapy;

· fairytale therapy - is perceived by children as a fairytale journey to the land of games.

By playing, we learn!

Health.

Each lesson develops proper breathing, shapes posture, prevents flat feet, develops muscles and strengthens the musculoskeletal system.

Development.

Knowledge about the world around us expands, visual, auditory and motor memory develops, the ability to analyze information and answer questions, and speak correctly and clearly is trained.

Upbringing.

An idea of ​​moral guidelines is formed: “what is good and what is bad,” and the will and ability to negotiate are trained. Passion and perseverance, the desire to complete the work started increases the performance of children.

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To try a day at one of our kindergartens for free!

Last year I wrote several publications, I hope none of the readers wrote me into the camp of his opponents ;-), because this is not so. The thing is that child development is a very delicate work and for successful results it is necessary to use high-quality developmental materials (tasks, exercises, developments, methods, programs), which were developed by people who deeply understand development processes.
Content

Why am I writing about early development?

Let me start with the fact that previously targeted development is an intervention in the natural course of development, thought out and balanced to the smallest detail by nature and our ancestors. People tend to want more, but it’s time for us to get used to the fact that we will pay for every wrong step.

Often, children of ambitious parents, as a result of their efforts, lose interest in learning even before school, and in the years of early development, the achievements of these children are the envy of their acquaintances. Any school psychologist, when identifying the reasons for the lack of interest in learning, will definitely ask whether the child has been involved in early development and, if the answer is affirmative, will issue a verdict - “over-engaged.”

To be honest, it’s unpleasant for me to read articles on the topic of harm to early development, but I myself could not ignore this topic, since too many mothers make mistakes. Previously (when there was no Internet, no opportunity to read scientific research, results, problems with academic performance) it was possible to repeat other people’s mistakes indefinitely, but now you and I have a great opportunity to use other people’s experience and we simply must use it!

I do not propose to abandon the ideas of early development, I propose to analyze what modern pedagogy offers us and choose the best - theories, methods, exercises, classes, everything that has no side effects!

Current trends and misconceptions

The first thing I want to draw attention to is that in development, as in everything else in our lives, it is necessary to observe dosage. Here, as in nutrition, little by little anything is possible. When focusing on one type of activity, be prepared for an imbalance - only in a computer game, if your character has leveled up the strength skill, then with this skill alone you can complete the game. In life, everything is different - the human brain has a certain sequence of maturation of brain structures and by maximizing one skill of the baby, you forever deprive the child of the maximum potential for developing another skill!

Let's consider the most popular approaches to the development of children (read more about this)

1. Most “developmental” games provide subject knowledge about the world around us - colors, shapes, other concepts of the world around us + logic + fine motor skills + outdoor games. Given a small dosage, this is, in my opinion, the most attractive of the popular development approaches. It is better to give all this to the baby in as much quantity as he wants and no more (this corresponds to the Montessori method).
2. Children of more ambitious parents were less fortunate - in addition to the entire list of point 1, they are taught to read and count from the cradle, disrupting the sequence of maturation of brain structures and dooming them to boredom and loss of interest in studying in primary school.
3. Mothers who strive to invest in their child the maximum amount of knowledge and skills in standard ways (regular thematic classes in large doses, teaching reading, counting, swimming, dancing, etc.) are most often doomed to failure, since they make a deep intervention in the development process, and this is fraught. It would be more correct to say that their children have the least chance of realizing their potential (growing up as independent creative individuals).

Another mistake I would highlight in modern trends is an abundance of information divorced from reality offered for memorization. The dominant type of memory in children is figurative (associative). By offering a child an encyclopedia with pictures, we essentially invite him to create images for each picture. But the image in a child’s memory is not just one image, it is a whole system! Each image should have a number of characteristics understandable to the child, and if the image is not supported by anything other than incomprehensible words, then it will simply clutter up the memory.
When studying with Yana, I often thought about many questions: “Why am I showing her the elephant? What is connected in her head with an elephant besides a plastic figurine and an incomprehensible phrase “he lives in Africa and India, etc.”? “Now I am convinced that I was just creating information noise in her head to the delight of myself and my grandmothers, who are happy from the magnificent “erudition” of their beloved granddaughter. Now I blame myself for acting “like everyone else” and filling the child’s head with untimely information divorced from reality.
Yes, I think that elephants, giraffes, fire engines, etc. have no business. in a child's head for at least one year! The time for elephants will come when fairy tales and cartoons about them begin to be age-appropriate, as well as when going to the zoo and other cases when the child is given the opportunity to reveal the most complete image of these animals. And even if you find fairy tales for the little ones about an elephant and accuse me of limiting knowledge for a child, then it’s unlikely about a cheetah, rhinoceros, musk ox and many others ;-). Anyone who wants to argue with this must read the article to the end.

Volume of encyclopedic knowledge

I really want to argue the inappropriateness of untimely pumping up with encyclopedic knowledge, which advanced mothers completely abuse. Just a year ago, I, like others, believed that the more information you put into a child, the better. Lately I've found this to be a modern misconception.

When Yana learned 12 colors, I asked myself, “How many colors should a child know?” Is 12 in a year and a half a lot or a little? My daughter’s colors turned out great and with further training she could easily add a few dozen more to her memory. In these reflections, I came across a post by one mother about how her daughter, at the age of two, blinded a cobalt worm (I’ll make a reservation right away, I’m not aware of this mother’s approaches to development, perhaps upon closer examination everything is very harmonious, it’s just that her specific post brought me for very productive thoughts). Those. the girl distinguishes and knows the names of many shades. After reading this post, I felt sad, because I myself don’t know cobalt color and I was even more tormented by doubts whether Yana needed it and dozens of other shade names. I admit, I really want Yana to “know everything.” And then a simple question came to my mind, which any of you can answer: “does the level of artistic skill depend on the number of names of shades that the artist keeps in memory?” And the next question: “What should a child be taught to develop artistic taste and interest in drawing?” Of course, it is necessary to: examine and discuss beautiful paintings, use a palette to select similar/dissimilar colors, at an older age, achieve certain shades by mixing, and much more, which makes the thinking apparatus work, and not load the memory with empty images.

In my opinion, the amount of knowledge should be optimal for its high-quality processing and the main efforts should be aimed at developing thinking, and not pumping up memory. Probably, many have encountered a situation where the computer does not have enough processor power and is not able to process data arrays. Most people create this same situation for their children, but few people realize it. Unfortunately, at the moment I am doing with Yana many of the same things as others, but without much fanaticism, understanding the incorrectness of modern approaches. Having understood the mechanisms of thinking development, I think you, like me, will feel a lack of materials.

Development of thinking - my hypotheses

I hope I was able to prove to you that for proper development we must shift the emphasis from simply pumping up knowledge about the world around us to developing thinking.

Now remember what ways of developing thinking at an early age you know. Of the most popular ones, the only ones that come to mind are educational aids, toys, and that’s it! It's a modest list, isn't it? I think those who read this post will not be able to limit themselves to them :)

Well, I think it’s time to write the theoretical basis of my hypotheses for the development of thinking:

1. To perform mental operations at the first stage it is necessary load high-quality images with connections into the baby’s memory. It is especially important to take into account the quality of book images at a very young age - animals in pictures can be duplicated in plastic figures and revived with simple and atmospheric stories about them. When reading different books about the same characters, go back and compare. When a child learns to perceive books, he himself will begin to correlate real-life objects and book images. In my opinion, images without connections in a child’s memory are a garbage phenomenon that simply takes up space, just like clothes that don’t fit us in size and style are hanging in the closet. Why do we buy it and hang it in our closet? Throw it away immediately! And get those images that can be actively used! In the end, clothes can be adjusted to fit the figure, and images can be supplemented with information about them. Just don’t forget that an image is a very multifaceted concept and to reveal it you need to use as many means as possible (fascinating stories, beautiful illustrations, melodies, new tastes, aromas, textures, places, etc.).

2. The possibilities and variety of mental operations depend more on the number of relationships and quality of images, and not on the number of images themselves. The logic is that the more complete images that the brain manipulates, the more practice and therefore better results. If the images are incomplete (without connections with each other or with a minimum of connections), then the brain does not operate with them, such images clutter the brain.
Connections between images can be both direct and associative. Direct connections - by feature (color, shape, type, etc.) Associative connections between images are random connections of unrelated objects. For example, there was heavy snowfall and the child saw a truck for the first time. Most likely, a snow-truck connection will be created in the child’s brain. Thus, by noticing various moments in reality and in books, the mother can help the baby create associative connections, thereby making the images in the baby’s head clearer and of higher quality.

3. At the third stage it is necessary to work on expanding the range of mental operations. One of the points of increasing the number of operations will be the optimal number of images. If there are too many monotonous images, the brain may begin to perform the same type of operations with the entire set. Here you can cite everyone’s favorite TV series as an example. For the most part, they are of the same type, but the brain perceives each series as a separate system of images and processes them anew. Here is an example of chewing gum for the brain, which, if abused, directly leads to the degradation of the thinking apparatus. The most useful story games include a simple set of toys and other little things that the child begins to combine in all sorts of ways. If the child is provided with a variety of high-quality and beautiful toys, then the combination in this case has already been done by the manufacturer - he has made a set of food for the child to feed the doll, and your child can simply perform mechanical actions with a minimum of combinations - put food into plates and bring it to the dolls’ mouth.

4. Improving the quality of mental operations. A mental operation of the highest level creates an independent system of images, which in turn leads to an expansion of the range of operations! This is already the beginning of creative thinking. The simplest operation for creating images is predicting the result. We purposefully begin working on this operation from the first year of life. Elementary forecasts for the first year of life - “fell, it will hurt,” “put it in water, it will become wet,” etc. To consolidate all this, we dilute it with images:
- “the bear fell - they picked it up, everything is fine” = the image has not changed;
— “the mug fell and broke” = new image “broken mug”;
- “the tower fell/the pyramid fell apart - we need to reassemble it” = new image “broken tower”;
- “baby fell - it hurts/wow” = new image of “crying baby”.
Also, one of the most effective tools for developing thinking is drawing (this also includes modeling). By the end of the second year of life, it allows you to materialize a system of images from thoughts into drawings and operate with them at a new level, creating an endless cycle:
— generation of new images;
— performing transactions with them;
— generation of new images obtained as a result of operations with previous ones;
- and so on until mom calls for food or a change in activity is required.

5. With the development of thinking through images and connections between them, memory will inevitably begin to improve itself! This is based on the mechanisms described in the theory of mnemonics, which is recognized by official science as the most effective method for developing memory.

This is the ideal theory of thinking development in a nutshell. Actually, this theory is a puzzle of early development that I have been putting together in my head for more than a year. Of course, the question arises about the practical side of its application. Separate parts of the practice can be found in the heritage of ancestors and right-hemisphere development methods. I will go into more detail on this in my next post on early development. Next, I want to highlight another important point that if you are a mother of a baby, you should not miss, especially considering the ease of its implementation.

Montessori - development without negative consequences

It is precisely because of the danger of ruining the baby’s potential that the most authoritative experts for me persistently recommend Maria Montessori’s method to everyone. I haven’t written in detail about this technique (and in vain, I promise to improve), because its basics are accessible and logical for most mothers even without familiarity with it.

This technique is based on a system of requests and proposals. If a child wants to draw, according to the Montessori method, it is believed that the optimal period has come to improve the level of drawing skills, the child wants to sing - it is necessary to seize the moment and create conditions favorable for this, etc.

In addition, Montessori pays a lot of attention to jointly performing household work with parents and providing the child with the tools and tools necessary for development. After all, if a child does not have paints in sight and he does not know where they are, then it is unlikely that he will ever want to paint with paints.

I consider the basics of the Montessori method as a structured description of fairly obvious things that you can simply accidentally forget about, so sometimes reading books about this method is very useful.

Any author’s technique has interesting accents. Maria Montessori pays a lot of attention to material for the development of logic (inset frames, counting material of various shapes). I've been really into this lately. We simply provide the child with all this goodness and restrain ourselves and others from prompting as much as possible, thus getting the fastest possible experience for your baby. natural course of thinking development! There is no need to spend large sums on this; choose inexpensive and neat materials (pay attention to other puzzles). After learning one, introduce a new one. Hide the studied materials for a month or two or six months. So much so that the child has time to forget the decision and the materials are like new to him. After all, after some time they will be perceived at a different level. Another option is to exchange them with familiar peers.

The method is not without extremes - some sources indicate that tables, chairs and a bunch of other serious expensive equipment, special storage racks, etc. are required for classes. In fact, I see the Montessori method as the most practical and easy to implement. In the future I will definitely describe how we use it.

Instead of a conclusion

In this post, I tried to outline the essence from which I start when choosing classes for Yana. In the future, I have planned a whole series of posts on this topic, including a review of available practice, as well as joint search/development and distribution of the right materials for the development of thinking.

Update: My further search for the right approach to the development and upbringing of children led me to study ( professor, academician, psychologist, doctor of biological sciences, head of the Institute of Developmental Physiology of the Russian Academy of Education ) . In my opinion, M.M. Bezrukikh is a person whose opinion in the field of children’s development should be trusted and listened to first of all. We should not follow the lead of manufacturers of children's goods and services, unreasonably forcing the natural course of development. Being ahead of peers in “skills” greatly flatters parents’ pride, but can lead to negative consequences. It is necessary to set the right goals for the child’s development.

Surprisingly, I discovered a reflection of my “image loading” theory. This is the book recommended by M.M. Armless, as a guide to the proper development of children.

By the way, I recently chose a program for teaching in elementary school for Yana (let me remind you, she is now 1.10) and it fits perfectly with my vision of children’s development. Perhaps mothers who have older children will guess which one;-), but this will also be discussed in a separate post.

And yet, I don’t know how ready you, my readers, are for such articles. I would like to know your opinion, since the material is difficult to understand. If you are interested in publications on this topic, please mark in the comments with the phrase “Write more” 😀 .

If you liked the material, write about it on your favorite forum about babies and add a link to this page to your post or repost this post on a social network:

• (review of puzzles from 2 to 60 elements)
• (choosing the right guidelines for early development);
• (side effects of developmental techniques and a list of what a baby needs for harmonious development from 1 to 2 years);
• (big / small, etc.).

About the author Mom is boring

In the recent past, I was a software engineer. Favorite platforms ASP.NET, MS SQL. 14 years of experience in programming. Blogging since 2013 (year of Yana’s birth). In 2018, I turned my hobby into my favorite job. Now I'm a blogger!

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Early development - creating an individual approach: 34 comments

1. Elena

   It is very strange that the author, after reading so much material about early development, draws his own conclusion about the dangers of early reading. I wonder on what basis?
   I’m not for extremes either, but here’s what’s interesting: it’s known that for more than 3,000 years in Jewish pedagogy children have been taught to read from the very conception and at 3 years old their children are already reading, but who has more Nobel laureates than others?
   In terms of development, our children are 7 years behind their children at the start, and in the humanities they are 17 years behind. These studies were done by our scientist, teacher, author of the early development system P.V. Tyulenev "The WORLD of a Child". They were made after the discovery, when, according to the author’s methods, a baby crawler, not yet able to walk, began to put words together from letters.
   I highly recommend reading his articles and books. Perhaps you will look at everything completely differently.

   1. Post author

      Elena, I don’t have telepathy. If you write about extremes, please clarify what exactly What do you mean by them?

      As for the age of learning to read, it seems to me that you are going to extremes when you write about reading from the moment of conception))). Well, at least criticize me that I am an ossified Soviet conservative, but I prefer to choose, first of all, classes for my child those that he can perceive as effectively and efficiently as possible. Those. focus not on the average recommended age (4, 6.7 years ...), but Learn to understand your child's level of development- this means not teaching reading from the cradle, but at the same time not delaying reading until the age of 7, but looking for a middle ground.

      Well, one more thing: I really ask you to understand my articles not the way you want, but the way I wrote them. Believe me, when I wrote this article, I had no intention of recommending that everyone delay learning to read until school. I am very sorry that people do not notice extremes in themselves, but easily find them in others, without delving into the general meaning of what is written and at the same time draw conclusions based on words taken out of context. You write about reading from conception and accuse me of going to extremes!? Think about it)).

      P.S. Meanwhile, Yana will turn 5 years old in a month, and today I marked another important point in her development. Yana has already developed a good reading mechanism - today she on its own initiative I read a book of 20 pages with poems of 4-6 lines on each page.

      1. Elena

         Well done Yana! 🙂 I understand you as a mother who, not knowing the abilities and capabilities of young children, goes by feel...
         The science of early development was created in Russia in the period from 1959 to 1988, when methods were created and tested in practice: “Reading, typing, counting, knowing notes, doing business, and even leading (learning to be a leader) ... - earlier than walking ", 1988, - author P.V. Tyulenev, President of AOSED -
         RNAS. You can look on the Internet, texts and videos, where children of 2-3 years old still type on an electric typewriter, and on laptops - at 1.5 years old... (2016).
         I specifically list some of the methods that have been working for 30 years so that you can get an idea of ​​how far science has gone from our everyday consciousness.
         In the book “Children’s Giftedness and Unraveling the Mystery of the Control Pyramid...” the author writes that what is considered the norm in Jewish families is “upbringing from the very conception” for 3 thousand years. Well, in our country, early reading is still considered an extreme for our families.
         Americans differ from us in that they strive to be leaders in everything. But it is with them that I observe extremes.
         For example.
         The extreme, in my opinion, is to show a child, according to G. Doman’s “programs,” 14 times a day sheets of paper with tens, hundreds and thousands of dots, believing that the child will remember all this and it will be useful for him... - at the same age P. In, Tyulenev teaches a child not only to count correctly on his fingers, but also to type all numbers and numbers from 1 to several hundreds - on a typewriter (1989!).
         I also consider it extreme to show a baby dozens, hundreds of words in Doman style so that he remembers them, without knowing any letters, syllables, or how to read - this is not a method, but some kind of primitivism, anti-methodology and extreme. At the same time and even earlier, children, according to the Russian Tyulenev method, not only read everything fluently at 1 year 4 months, but also type words and phrases: both under dictation and those invented by themselves, that is, phrases composed by the child since 1989 and texts that can be found on the page http://www.tyulenev.ru/recordmir.htm.
         In the program “For every family of gifted and talented children, it is considered the norm for children to become familiar with five (5) foreign languages ​​- up to 3 years of age
         I read the diary of Bella Devyatkina’s mother, a girl from the “Best of All” program, who at the age of 4 knows 7 languages. She introduced her baby to foreign languages ​​from the age of one month and did not believe that the child could perceive and assimilate all this. And, truly, it turned out to be a miracle for her that it was so simple for a child.
         What for us adults seems such a serious approach and difficult to learn is just a game for small children :)
         This is what P.V. writes. Tyulenev (30 years of experience and practice):
         “... Raising a child prodigy is the norm rather than the exception if parents know how to create a developmental environment in the family for children from 0 to 10 years old.
         Without any complex special lessons, children can begin to read simultaneously with “walking” and “talking” at the age of 1 - 2 years.
         You will learn how to help your baby develop abilities before the age of one, how to become a musical genius, polyglot, president, businessman, artist...
         It is known that mathematical abilities are easiest to develop in the preschool period, which can be made an extremely effective time for developing the talents of your children in a relaxed playful way, by creating a developmental environment at home. After reading the book, you will be able to prevent many of your child’s future problems related to schooling and social adaptation. You don't need any special knowledge. ..."
         Back in 1996, the author came to the conclusion that children become phenomenally gifted and are several times superior in intelligence to all their school teachers: “early reading children” master the basic school curriculum at the age of 7, and the secondary school curriculum at the age of 8-9. enter their first university at the age of 9 - 10 years!

         In 2006, by the age of 17-18, such children had already received four bachelor’s degrees in economics, pedagogy and psychology, law and philology with knowledge of 3 foreign languages. Here, for 4 diplomas about V.O. savings are obtained... in 10 - 15 years! These are the opportunities you and your child have - you can probably discover and realize them if you join the program “For every family - six gifted and talented children of the era of the Developed Man”...

         These are not extremes, but the scientifically proven capabilities of modern children, which, as I understand, parents and children reveal in this very “CHILD’S WORLD” system.
         Since 1988, P.V. Tyulenev has a lot of followers who understand almost nothing about the real early development of children - don’t fall for them! - otherwise your child will have to go to school for 12 years, like everyone else. Here you will not be able to win 6-7 years, as in the book “Read, count ... - before you walk.”
         In addition, everyone writes that after “training” at school, the child ceases to be gifted and talented. Many children turn out to be unhealthy and pick up bad habits. 🙁
         Everyone is now writing that terrible American textbooks were imposed on schools, which were written by just anyone, often by people far from practical pedagogy.
         After these textbooks, the child stops thinking anything at all. It’s not like in Soviet textbooks, which were developed by scientists, proven teams of authors.

2. Lily

   I’m very interested in what curriculum you chose for school☺Please share?)

3. Svetlana

   Good article. I learned a lot of useful things. Thank you.

4. Anonymous

   write more, Ekaterina!

5. Anonymous

   Write more, boring mom! 🙂

6. Tatiana
7. Irina

   I recently found you and am reading avidly! Everything is very responsive and impressive!))) We are still 1.2 and we are very interested in your opinion about the Baby Club development network. It combines several techniques, including Mantessori and Zaitsev's cubes, and much more. It seems that the approach there is gentle, short classes alternate with physical activity in the entertainment area. After reading you about the harm of early learning letters and numbers, I became interested in how my daughter would perceive Zaitsev’s cubes as letters or as pictures.. thank you!)))

8. Sun

   I read you avidly, write more! Tell me, how do you feel about printouts of black and white geometric shapes for the little ones 0+ and later color pictures with the outlines of animals, trees, etc.? No letters or words, just pictures. They are recommended for the development of vision. From your point of view, is it worth showing them how many times a day so as not to overdo it?
   My son is 4 months old, we just listen to Mozart, look at the mobile, are interested in rattles and that’s all. What should be done for children of this age? I looked for you, but didn’t find it.
   It’s also extremely interesting to see your opinion about different applications on your phone, where geometric shapes spin, different animals make sounds, etc. My son is simply delighted with such applications, but I am afraid for his eyesight (what if I ruin it with my phone) and suddenly there will be mental strain. At what age can you include your phone in the process?

9. Tatiana

   great article! write more =)

10. Maria
11. Elena

    Ekaterina, thanks for the article. Through studying the Montessori method, I learned about Gordon Neufeld, a developmental psychologist. His presentation of the theory of child development completely changed my understanding of what my child needs for normal development, the development of his (in my case her:-) human potential. If you are interested, there is a Russian-language blog “Caring Alpha”, and the official website, of course. Sincerely:-)

12. Sophia

    Hello! My baby is almost 10 months old, I found your site by accident, but as they say, accidents don’t just happen. I tried to find harmony in early development methods, but analyzing one is more difficult than doing it together. We really need your work. Write more, I always look forward to your articles and they always contain the main thoughtful thought, and the most important thing is very understandable and accessible. I wish you and your daughter happiness and health.

13. Catherine

    Write more!
    For me, the mother of an almost one-and-a-half-year-old child, this is a very relevant and pressing topic. I can’t say that I read a lot of literature on baby development, but I intuitively felt a certain absurdity of the process when you start naming and commenting on images, explaining unknown things to a child in unknown words. And nothing but words... After looking at books with animals in this way for a couple of weeks, I developed a strong desire to take my daughter to the zoo. Which was successfully implemented. And whoever thinks that children have nothing to do at the zoo every year, you are mistaken. A storm of emotions and delight (although our dad very much doubted the timeliness of this event). I hope that now for her, at least some of the pictures come to life))). Therefore, I would like to read about experience and ideas for implementing the stages of development indicated in the post. And I look forward to developing materials!

14. Alfia

    Ekaterina, I would really like to know your opinion about Masaru Ibuka’s book “After Three It’s Too Late.” In it, by the way, the author writes that the child’s brain is not capable of being overloaded with information: “Just don’t be afraid to “overfeed” or overstimulate it: the child’s brain, like a sponge, quickly absorbs knowledge, but when it feels that it is full, it switches off and stops perceiving new information. information. Our concern should not be that we give the child too much information, but that there is often too little of it to fully develop the child.”

15. Elena

    Of course, write more!!!))) Very interesting indeed! My baby is only six months old, but I regularly look through articles about development and principles of understanding the world. On a subconscious level, as soon as I started to be interested in toys, I tried and am trying to provide a choice for the little one, despite the oohs and aahs of the grandmother, who herself chooses what her beloved granddaughter will play with in my absence. For some reason, my approach doesn’t suit her (((The way I was raised and educated, of course, I have no complaints, but that was a long time ago and I want to raise and develop my child, based on my own principles, and people like you really make me happy this is inspiring!!! Thank you very much for your articles!!!

16. Catherine

    Of course we need more! 🙂 I am a mother and a practicing child psychologist: many of the conclusions seemed to me exactly those that lead specifically to harmonious development. Regarding M. Montessori technology, I, including myself, came from my own experience to the conclusion that it is one of the most “natural” for children. In kindergarten they often focused on the fact that she was expensive. But, if you delve into our certification systems, then this approach, although not justified, is understandable. But at home, yes, a lot is available. 🙂 I always drew the attention of parents to this system in early age groups.
    Following the child is the main thing, in my opinion. I also like the principle: “not to dominate, but to guide.” This is when you offer something to a child, and then see whether you like it or not, whether it’s worth digging into it more or putting it aside for a while, and then trying again someday. At home, after such themed days and games, I always leave the material, games, etc., even if, in my opinion, they did not produce the necessary desired effect. in the child’s access area so that Marinka can try it on her own - and it works! Yes, sometimes in ways that never even occurred to me!
    Interesting, very interesting information about information presented. :)) I also often think and reflect on this. Working in the system, we generally encounter this every day: what is desirable for young children, and what is available for older ages. I often read online that many mothers complain about the kindergarten program, saying that ours at home is cooler. And it should be cooler mainly due to the principle of an individual approach, which in kindergarten, of course, is not always the case due to the number of children. But the selection of topics is, in my opinion, very optimal in such programs. After all, it’s not mandatory to tell kids about the ancient world? They would laugh, and then be horrified, realizing... It’s another matter when the baby himself is interested in the child...
    And this principle is also important on the other hand. Some children know many colors and even shades a year, but I played with the baby for a long, long time so that she could remember the main four... But at 3.5 years old, after the first one, she showed how to tie knots, performed amazing appliqué algorithms, and stage Drawing a person - a tadpole passed in one week, independently realizing that the arms and legs are not attached to the head... Children are different, you need to listen to them. Preschool childhood is important, and it is surprising that knowledge and ideas are all the more valuable if they are acquired independently. And the established guidelines are something that a child, in principle, can, but is not obligated to do - for this, his brain will orient itself. 🙂
    And the very principle of presentation is very well described: of course, any theory is a versatile, fascinating reinforcement with practice: theater, games, experimental activities, and for older children this is a method of projects, when you look for information yourself, supplement it, find points of contact with reality... This also applies to the subject-development environment (for some reason the elephant stuck in my soul 🙂): if an image appeared in an illustration, it must be supported in other various forms of reality. Of course, that’s all - it’s often impossible to reproduce everything, but it’s worth making the effort to create such “bases.” This helps to classify reality in children's minds: analyze, synthesize and generalize.

    Yes, we are looking forward to it!

17. Olga

    The idea is clear. Write more :) Mine is only a year old and we don’t have any kind of consistency in our classes, everything is chaotic and irregular. The first “swallows” - returns - are just beginning to appear, and it’s difficult for me to maintain my interest in classes - I can’t understand what’s working and what’s not. That is, we are doing something, I don’t seem interested. But I see that after some time he actively repeats it. So, I remember. The eldest child is especially “effective”. If you did something in front of her, it was 100% effective. This article by you is very good and deep, it is already such an essence that you can think about.