Early childhood is a special period of the formation of organs and systems and, above all, the functions of the brain. It has been proven that the functions of the cerebral cortex are not only fixed hereditarily, they develop as a result of the interaction of the organism with the environment. This is especially intense in the first three years of life. During this period, there is a maximum rate of formation of the prerequisites that determine the entire further development of the body, so it is important to lay the foundations for the full development and health of the child in a timely manner.
To improve the health of the child, preventive health-improving activities are of particular importance: adherence to the regimen, rational nutrition, hardening, gymnastics, medical and pedagogical control over development and health.
Complex features early childhood:
1. The early age is characterized by a rapid pace of development of the body. In no other period of childhood is there such a rapid increase in body weight and length, the development of all brain functions. A child is born a helpless being. However, by the age of 2 months, conditioned reflexes (habits) are formed in him, and inhibition reactions are formed during the first year of life. At this time, sensory, movements are actively developing, the baby masters speech.
The rapid pace of development of a young child, in turn, has a number of features. First of all, the leap of development. At the same time, periods of slow accumulation are distinguished, when there is a slowdown in the development of certain body functions, and the so-called critical periods (jumps) alternating with them, when the appearance of the child changes over a short time. This can be seen in the example of the development of the function of understanding speech in a child of the second year of life. So, at the age of 1 year to 1 year 3 months, there is a slow accumulation of the stock of understood words. During this period, the baby masters independent walking, which expands for him the possibility of direct communication with the outside world. On the one hand, walking seems to temporarily delay the manifestation of reactions associated with the understanding of speech. On the other hand, it is walking that contributes to the direct communication of children with surrounding objects (which an adult designates with a word), helps them establish a strong connection between the object and the word, and leads to a jump in the development of speech understanding.
Critical periods in the development of the child - 1 year, 2 years, 3 years, 6-7 years, 12-13 years. It was at this time that dramatic changes take place, giving a new quality in the development of children: 1 year - mastering walking; 2 years - the formation of visual-effective thinking, turning point in the development of speech; 3 years - the period when the connection between the behavior and development of the child with the second signal system is especially clear, the baby is aware of himself as a person; 6-7 years - the period of school maturity; 12-13 years - puberty, puberty.
Spasmodicity reflects the normal, natural process of development of the child's body, and, conversely, the absence of leaps is the result of defects in the development and upbringing of children. Therefore, it is so important during the period of accumulation of experience by the child to create optimal conditions for the timely maturation of a new quality in the development of a particular function. However, critical periods are difficult for the child. They may be accompanied by a decrease in the baby's performance and other functional disorders. At this time, the baby especially needs good care, in a mode that is gentle on his nervous system.
The rapid rate of development of the child is due to the rapid establishment of connections with the outside world and, at the same time, the slow consolidation of reactions. Young children are characterized by instability and incompleteness of emerging skills and abilities. Taking this into account, repetition in training is provided, ensuring a connection between the influences of the adults surrounding the child and his independent activity.
Unevenness in the development of a young child is determined by the maturation of various functions at certain times. Observing this pattern, periods of special sensitivity of the baby to certain types of influence were identified and the leading lines in its development were outlined. When raising children Special attention should be given to the formation of those reactions that mature for the first time and which cannot develop independently, without the purposeful influences of an adult. For example, the “revitalization complex” that appears in a baby at 3 months, the ability to use it is not complex sentences when communicating with an adult at the age of 2, the appearance role playing at 3 years old.
In the first three years of a child's life, there is a great vulnerability, lability of his condition, due to the rapid pace of development of the organism. Children of this age get sick easily, their emotional state often changes (even from minor reasons), the child gets tired easily. Frequent morbidity, as well as increased excitability nervous system especially characteristic of stressful conditions (during the period of adaptation when children enter a nursery, etc.).
However, a rapid rate of development is possible only with a high plasticity of the organism, its large compensatory capabilities. This is especially true for brain functions. There is a lot of the so-called unoccupied field in the cerebral cortex of a child, therefore, through specially directed influences, it is possible to achieve a very high level of development of the baby and the earlier formation of a particular function.
The basis for teaching young children should be, first of all, the development of such abilities as imitation, reproduction, the ability to look and listen, compare, distinguish, compare, generalize, etc., which will be necessary in the future for acquiring certain skills, knowledge, life experience.
2. An essential feature of early childhood is the relationship and interdependence of the state of health, physical and neuropsychic development of children. A strong, physically healthy child is not only less exposed to diseases, but also develops better mentally. But even minor violations in the state of health of the baby affect his emotional sphere. The course of the disease and recovery is largely related to the mood of the child, and if it is possible to maintain positive emotions, his state of health improves and recovery occurs quickly. The development of malnutrition is often associated with a lack of emotions, dissatisfaction with the motor activity of the baby. It was revealed that neuropsychic development, in particular the function of speech, largely depends on biological factors: the course of pregnancy, complications during childbirth of the mother, the state of health of the baby, etc.
3. every healthy child in the first three years of life is characterized by a high degree of orienting reactions to everything around. This age-related feature stimulates the so-called sensorimotor needs. It has been proven that if children are limited in receiving information and processing it in accordance with their age, the pace of their development is slower. Therefore, it is important that the life of the kids be varied, rich in impressions.
Sensory needs also cause high motor activity, and movement is the natural state of the baby, contributing to its intellectual development.
4. Of particular importance in early childhood are emotions that are so necessary when carrying out regime processes - when feeding, waking up a child, shaping his behavior and skills, and ensuring his comprehensive development. The early formation of positive emotions based on the establishment of social ties with adults, and later with peers, is the key to the formation of the child's personality. The emotional sphere has a great influence on the formation of the cognitive abilities of children.
Interest in the environment in early childhood is involuntary and largely socially conditioned. It is impossible to force a baby to watch or listen, but many things can interest him, therefore, positive emotions play a special role in teaching young children. Often, not yet understanding the meaning of an adult's speech addressed to him, children react to its intonation, emotional mood, easily catch them and become infected with the same mood. This is both the simplicity and the complexity of raising young children.
5. In the development of young children, the leading role belongs to an adult. It provides all the conditions necessary for the development and optimal health of the baby. Communicating with him, brings warmth, affection and information that is necessary for the development of the mind and soul of the child. A friendly tone, a calm, even attitude towards him is the key to a balanced state of the baby.
One of the conditions that ensure the normal development, well-being of young children is the unity of pedagogical influences from everyone who participates in their upbringing, especially in a family where several people often work with a child: mother, father, grandmother and other adults - and their actions in relations with the baby are not always consistent and not always clear. In these cases, the baby does not understand how he should act, how to act. Some children, easily excitable, cease to obey the demands of adults, others, stronger ones, try to adapt, each time changing their behavior, which is an impossible task for them. So the adults themselves are often the cause of the unbalanced behavior of children. Therefore, it is very important that not only in the family, but also in a preschool institution, the requirements are equally feasible for kids, agreed between parents and educators.
Young children are suggestible, the mood of others is easily transmitted to them. An increased, irritable tone, sharp transitions from affection to coldness, screaming, negatively affect the behavior of the baby.
It is very important in raising a child to use the prohibitions correctly. You can not allow the baby to do whatever he wants. Both frequent prohibitions and allowing to do whatever pleases are harmful to the child. In one case, the child does not develop the skills necessary for life, in the other, the baby is forced to restrain himself on purpose, which is a big job for him. How to deal with young children? First of all, the prohibitions, if they are necessary, must be justified, the requirements for their implementation must be presented in a calm voice. You can’t allow what was previously forbidden, for example, you should always demand that the child does not sit down to eat with unwashed hands, does not go to an open window, a burning stove, does not take things from an adult’s table, etc. however, the prohibitions should be much less than what he is allowed to do.
The demands made must be within the reach of young children. So, it is difficult for a child not to move for a long time - to sit or stand, maintaining the same position, to wait until, for example, it is his turn to dress for a walk.
From an early age, children develop independence. Performing actions without the help of an adult very early begins to give the baby pleasure. Having barely learned to speak, he turns to an adult with the words "I myself." This need of the baby in the manifestation of activity, self-affirmation should, as far as possible, be supported in every possible way. In the game, often the children themselves try to overcome some difficulties, and one should not strive to immediately help them. Let the child try to do the action on their own. This is one of the conditions for the formation of skills and good mood of the baby.
Often the cause of unbalanced behavior of the child is a violation of his activities. At an early age, the baby cannot quickly, arbitrarily switch from one type of activity to another, and therefore a sharp breakdown, the requirement to immediately stop, for example, playing and doing something else is beyond his strength, causes a sharp protest. And vice versa, if an adult does this gradually, at first he offers to finish the game, put the toys back in place, then gives an orientation to a new type of activity: “Now let's go wash, fragrant soap. And delicious pancakes for lunch. Will you help me put the plates on the table?” - the child willingly obeys.
Education should take into account the individual characteristics of the child. In children with different types of nervous activity, the working capacity limit is not the same: some get tired faster, they often need a change of calm and active games during the game, and go to bed earlier than others. There are children who themselves come into contact with others, demand that they be called to such contacts, and more often support their positive emotional state. Children also do not fall asleep in the same way: some slowly, restlessly, ask for an adult to stay with them; for others, sleep comes quickly, and they do not need special stimulation. During the game, some kids easily complete the tasks of an adult (therefore, it is important that the task is difficult enough, the child decides on his own). Others are waiting for help, support, encouragement. Knowing the individual characteristics of the child not only helps the educator find the right approach, but also contributes to the formation of certain personality traits of the growing person.
Often the reason for the unbalanced behavior of children is the wrong organization of activities: when physical activity is not satisfied, the child does not receive enough impressions, lacks communication with adults. Breakdowns in behavior can also occur as a result of the fact that organic needs are not met in a timely manner - inconvenience in clothing, diaper rash, the child is hungry, did not get enough sleep. Therefore, the daily routine, careful hygienic care, methodically correct conduct of all routine processes - sleep, feeding, hygienic needs, timely organization of the child's independent activities, classes, the implementation of correct educational approaches are the key to the formation of the correct behavior of the child, creating a balanced mood in him.
The tasks and means of raising a child correspond to the characteristics of the period of early childhood, they include physical, mental, moral and aesthetic education.
Tasks of physical education : health protection of children, their movements, full physical development; instilling cultural and hygienic skills.
Basic means of physical education : providing sanitary and hygienic care, carrying out hardening measures - widespread use of air, sun, water; rational feeding and nutrition; organization of massage and gymnastics; organization of the daily routine; methodically correct conduct of all regime processes (feeding, sleep, wakefulness); ensuring the child's motor activity (space for movements, the availability of special benefits in children's institutions).
Tasks of mental education : formation of action with objects; sensory development; speech development; development of gaming and other activities; the formation of basic mental processes (attention, memory), the development of visual-effective thinking, emotional development, the formation of primary ideas and concepts about the world around us, the development of mental abilities (the ability to compare, distinguish, generalize, establish a causal relationship between individual phenomena); the formation of cognitive needs (the need for information, activity in the classroom, independence in the knowledge of the world around).
The main means of mental education : emotional and business communication of an adult with a child during the child's own activities; special education which is carried out by the educator in the classroom; independent practice of the child himself in everyday life, games, communication.
The main activities at an early age are communication with an adult, as well as the development of actions with objects. For their timely development, it is necessary to create optimal conditions.
The tasks of moral education: the formation of positive relationships with adults (the ability to calmly fulfill their requirements, show affection and love for parents, family members, educators, the desire to help others, show an affectionate attitude, sympathy); education of positive personality traits (kindness, responsiveness, friendliness, initiative, resourcefulness, ability to overcome difficulties, bring the work started to the end); fostering friendly relationships between children (the ability to play side by side without disturbing other children, share toys, show sympathy, provide assistance in case of difficulties, etc.); fostering positive habits (the ability to say hello, thank you, put away toys, etc.); education initial forms labor activity(all forms of self-service, all possible assistance to the younger and adults, for example, watering flowers together with adults, bringing napkins for dinner, cleaning the paths on the site, etc.).
Means of moral education : patterns of adult behavior, approval of good deeds, teaching children positive deeds; organizing special appropriate situations, reading books.
For the full and harmonious development of children, it is important from an early age to instill in them a love for beauty in the environment, nature, everyday life, i.e. form aesthetic feelings.
Tasks of aesthetic education: education of the ability to notice the beautiful in nature, the surrounding reality, the actions of people, clothes, the development of creative abilities (ear of music, fine arts).
Means of aesthetic education : acquaintance with nature, music, learning to sing, draw, sculpt, read folk rhymes, poems, fairy tales.
All of these tasks are solved by the joint efforts of the family and the preschool institution. The correct organization of the life of children in a team environment allows the mother to work successfully, and the child to develop harmoniously under the guidance of specialists (pediatricians, educators, music workers, etc.).
We are happy to help you and your children!
Along with the physical, neuropsychic development continues in children 1-3 years old. Kids at this age already know a lot, learn the skills of verbal communication, actively learn about the world around them. In the process of education, it is necessary to take into account the peculiarities of the neuropsychic development of young children, and it is imperative to make allowances for the fact that all children develop differently.
Dynamics of the neuropsychic development of young children
The period from 1 year to 3 years is called the period of early childhood. This is a very important stage in a child's life. By the age of 2.5, the weight of the brain in children increases by 2 times, while in the rest of the period, up to 21 years, its weight increases only by 1.5 times. Of course, the neuropsychic development of children 2-3 years old and their mental abilities are not determined only by the size of the brain. But these figures indicate how intensively the growth of brain cells, nerve fibers connecting it with the sense organs and muscles takes place.
A one-year-old child lives only for today and perceives only real objects and events. For him there is no concept of "yesterday", he does not know how to think about tomorrow. Such abstract things are still difficult for him to understand.
But he has already accumulated a lot of knowledge about the world in which he lives. If the dynamics of the neuropsychic development of young children corresponds to the average level, the baby distinguishes familiar objects, sounds, recognizes the voices of relatives. But the world is changing, and the child is sometimes deceived if objects or people look unusual.
From 1 year to 1.5 years, the baby uses the newly acquired skills and abilities to further explore the world around him. He wants to touch, smell, taste everything. He simply has no time to be bored, because there are so many new and unknown around. This is an exploratory period. Given the peculiarities of the neuropsychic development of children, you need to give them the freedom to explore everything around, but do not forget about safety, you can not leave the baby unattended even for a second.
When showing an object, it should be called several times, ask the baby to repeat, then explain why this object is needed. For example, “Here is the soap, mom, dad and you are washing the Pens so that they are clean. This is a hat, it warms my baby's head. This is a spoon, it is needed in order to eat delicious porridge. Dad's is big because he's big. And yours is small, because you are still small. This is how the process of cognition is combined with the study of new words.
Speech level of neuropsychic development of a child aged 1.5-3 years
The speech and nervous development of a child at 2 years old is very active. At first, he still speaks little, but understands everything well. Up to 1.5 years, the baby spends all his energy on mastering. His vocabulary is simple words, sometimes it is only a shortened version of a long one (for example, “ku” instead of “doll”, “me” instead of “ball”). The mental development of a child at 1.5 years old is such that he actively uses gestures and facial expressions in conversation. If the baby names the object, you need to confirm:"Yes, it's a chair (or a car, etc.)." The child will be very happy to be understood and will try to learn more new words.
Another one interesting feature neuropsychic development of young children: the child has certain associations with the word. If you say "Let's read a fairy tale", he goes to the room where his favorite book is.
Words help develop thinking. The child has already formed many images in his memory. And now these images have a verbal designation. The kid hears a familiar word and an image associated with this word pops up in his memory. Thanks to the expanding vocabulary, the baby is able to follow short instructions (“Give the doll”, “Take the cube and put it in the box”),
At this age, the level of speech and neuropsychic development of the child is quite high. By the age of 1.5, your baby already has about 50 words in their luggage. Many of them are still obscure, but there are fewer shortened versions. The child begins to make the first simple sentences, which consist of the name of the item and the action, for example: "Kitty eats." In many sentences, the pronoun "I" appears. This speaks of the mental development of children: already before the 3rd year of life, a small person is aware of his importance among others.
Help of parents in the neuropsychic development of children of the 3rd year of life
The help of parents in the neuropsychic development of children of the 1-3rd year of life is simply necessary. To enrich the child's vocabulary, you can look at colorful pictures together and discuss what you see. Show any object in the book, and then try to find it in the environment. For example, here is a ball in the picture. "Where's your ball? Look what a beautiful cat. She is very similar to our Murka.”
So that the mental development of children 2-3 years old does not stop in place, naming an object, you need to give it brief description: This is a bus. He carries people."
Educational songs and jokes in a playful way help children quickly remember many words and gestures. They repeat them with pleasure, and after a while they themselves can sing a familiar song. The most interesting thing is that children try to repeat even the intonations of their parents. Adults with a child should speak slowly, measuredly and not in very complex sentences. At the same time, try not to use children's variants of words. If you say “Let's go eat”, then the child will understand perfectly. And if you constantly repeat “Let's go yum-yum”, then the baby will not soon go over to the word “eat”. Correct speech is what the baby should strive for. But do not always pull the child when he speaks incorrectly.
Given the level of mental development of a child under 3 years old, be prepared for the fact that at first his speech will be incomprehensible. If the baby has difficulty with any word, do not scold him. Difficulties can be overcome only by repeated repetition of words in the process of mutual communication.
Neuropsychic development of a healthy child in 2-3 years
The neuropsychic development of a child of the 2nd year of life passes to new stage: after 1.5 years, the baby moves from research activities to experiments. You should prepare for the fact that many things will be subjected to severe tests of strength. The child will throw objects and see what happens to them: the ball bounced off the floor, but the doll did not. It is very interesting, why does the tumbler not want to go to bed, what is inside her? Children put on a lot of experiments with water: they pour it from a large glass into a small one, pour it into a bucket, into the back of a car.
These experiments are troublesome. But you need to understand that for the mental development of a healthy child at 2-3 years old, this is necessary. The kid feels like a pioneer. He begins to understand that there is a connection between many objects, even if they are dissimilar, and vice versa, at first glance similar items actually differ. Two-year-olds are young inventors. They turn boxes, pots, pillows into a lot of things. Imagination helps the child to see in a simple box and a car, and a house, and a boat, and in a pillow - an impregnable rock or a formidable giant. In children at the age of two, the rudiments of abstract thinking begin to form. If earlier everything existed for them only here and now, now they are able to keep images in their memory, for example, to return to the game they started after a lunch break. Nowadays, there are many toys for children. But for a deeper knowledge of the world, natural materials are indispensable - sand, pebbles, shells, leaves, cones, etc. And of the purchased ones, those that allow the child to build, design, and create are good. They remarkably develop the imagination and the movements of the hands and fingers.
Another stage in the mental development of a child of 2-3 years old is the ability to group objects. This can be turned into a game and combined with cleaning toys by inviting the baby to put cubes, cars, animals, dolls into different bags.
Some activities of a small experimenter lead to the fact that he himself can get dirty and dirty everything around. Therefore, you need to make sure in advance that this “disgrace” takes place in appropriate conditions and in appropriate clothing. It is advisable to alternate noisy and quiet activities. Having run and jumped, the child can sit next to his mother and look at a book or listen to music. The baby also needs a periodic change of scenery. Walking on fresh air- perfect option. Among other things, the child acquires important life experiences. After all, no words can explain what rain, snow, wind, earth, trees are, if the baby himself does not see it, does not feel it, does not touch it. It is necessary to instill in the child a craving for knowledge, not to interfere with his observations and experiments. Let the knowledge of the world give him pleasure. And parents should try to help him in all his affairs and make every effort to ensure that a warm trusting relationship is established between them and the child. Then the authority of the parents will be undeniable for the baby, which means that they can easily set the limits for what is acceptable for their child, and he will trust their opinion. It is necessary to encourage the baby for good behavior and say that his help is simply invaluable. You should never go on about if the baby is naughty and demands toys or candy immediately. It is worth giving in once, and these “performances” will be repeated many times. You can not create provocative situations, it is better to distract the child and try to take him away.
You can't overprotect your child. He must get his own life experience. The task of adults is to create a safe space. But do not rush to the baby if he is trying to climb onto a sofa or chair. It is necessary to be nearby in order to help him if necessary, but not to interfere with his cognitive activity. Constant shouting “You can’t”, “Don’t touch”, “Drop this muck”, “Don’t come near” kills the craving for research in a child. He can become weak-willed, lack of initiative and subject to someone else's influence. Wise parents maintain balance in everything. Giving the child freedom, they do not leave him unattended alone with himself. Being around, they will be playmates, gently guide the child and give him more opportunities to experience everything for himself (within reason, of course). Giving the baby, love and affection, you should treat him as a person, even a small one.
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CHAPTER 10 EARLY CHILD EDUCATION BASICS
CHAPTER 10 EARLY CHILD EDUCATION BASICS
Medical staff takes an active part in the process of raising children. It is impossible to treat children or care for them, excluding educational methods. Proper care not only provides good health but also contributes to the proper physical and mental development of the child. Carrying out educational work requires a certain experience in communicating with children and familiarity with the basic principles of education and training. The volume and tasks of educational work are largely determined by the location of the child, i.e. conditions of a hospital, children's home, nursery-garden, etc. In any case, it is necessary to ensure the aesthetic design of the premises, the area for walking, arenas, a sufficient set of toys and books. At the same time, it is necessary to take into account the age and state of health of children, the peculiarities of raising children at home, at school, etc.
Education is a purposeful management of the development of the child, preparing him for life and work in society.
Elements of education. The activity of adults is aimed at the complex physical, mental, moral and aesthetic development of the child. When raising children under 3 years of age, a greater proportion is occupied by means for physical development, and for older children, priority is given to methods of mental influence.
Physical education - an integral system of measures aimed at the timely formation of correct motor skills and abilities in children, health promotion, full and timely physical development. To develop physical skills and abilities, various methods are used, including gymnastics, massage, hardening, etc.
moral education- the formation of the relationship of the individual to society. Morality (morality) is a set of principles and norms of behavior characteristic of people in a given society.
Aesthetic education- education of aesthetic feelings, an adequate attitude to reality, love for everything beautiful in nature, life, art. The means of aesthetic education are fiction, drawing, singing, music.
mental education- the formation in children of correct ideas about the phenomena of nature and life, the development of mental abilities (attention, imagination, thinking, speech, memory). Mental education also involves the development of the ability to independently acquire knowledge and apply it in practice. In the development of mental activity, an important role is played by the constant contact of the child with adults, as well as with other children. The child must hear the speech addressed to him, otherwise it is difficult to expect great success in mastering the native language. If necessary, for the development of speech, classes with a child should be conducted by a speech therapist 1.
A favorable microclimate in the family is a prerequisite for raising a healthy child. The even distribution of workloads between father and mother for the care and upbringing of the child strengthens the family, brings new shades to the relationship between adults. Among the ideals of a modern person, a healthy lifestyle should be a prerequisite, including quitting smoking, moderation in drinking alcohol, refusing to use “strong” words, and the cult of sports.
When choosing a means of education, the age of the children is taken into account. While on duty in a hospital (children's home, kindergarten), medical workers (educators, full-time teachers, students of a medical institute) pay considerable attention to the organization of various classes, games, and educational conversations with children. For each age there is a set of toys, games, activities.
So, an approximate list of activity games for children aged 10-12 months can be as follows: display of plot toys (dogs, cats, etc.), activity games with a ball, cubes for the development of movements, entertainment games such as "hide and seek", “okays”, display of clockwork toys.
For children aged 1 to 2 years, classes are held with pictures, "building" material in order to develop speech and coordination of movements. Tasks are given to distinguish objects by their size, shape.
With children from 2 to 3 years old, you can conduct conversations, read books, form their primary numerical representations, etc. It is necessary to organize games for attention, the development of fine motor skills of the fingers, the ability to distinguish objects and toys not only in size and shape, but also in color.
1 Speech therapy (from the Greek. logos- word, speech payeia- education, training) - part of pedagogy, closely related to medicine, studying speech disorders and developing methods for their correction and prevention.
It should be remembered that for children preschool age the game is a form public life. The life experience of a child, especially of an early age, is still small, and therefore, in games, children reflect what they can and what adults have taught them. Elements of the game are also needed for the development of hygiene skills. They should be used during feeding, toilet, before going to bed. The game should also be the basis of cognitive activity. It is in the game that the child draws with enthusiasm on his own, sculpts from plasticine, cuts and glues applications, designs, makes homemade toys, sings songs, tells and invents fairy tales. It must be remembered that “the spiritual life of a child is full only when he lives in the world of play, fairy tales, music, fantasy, and creativity. Without this, he is a dried flower ”(V.A. Sukhomlinsky).
Education is a complex, multifaceted process. However, when conducting collective and individual educational work with children, several fundamental pedagogical concepts should be taken into account: when presenting the material, the simple should precede the complex, the easy should precede the difficult, specific information about objects and events should precede their abstract verbal symbolism.
The rational distribution of loads over time is aimed at preventing breakdowns in the child's nervous system. You need to strive to keep a daily routine. It is necessary to evoke positive emotions in children, stimulate their desire to help their elders and their comrades, bring the task to its logical conclusion, and develop independence in the child.
Daily regime. The basis of educational work in the children's team is the daily routine, i.e. correct distribution of time and a certain sequence of vigorous activity, sleep, meals, etc. Pediatricians, together with teachers and hygienists, have developed standardized daily routines for various medical and preventive and children's institutions, depending on the specifics of their work and the age of children.
In a children's institution, including medical ones, children are divided into age groups, taking into account the peculiarities of the daily regimen. The smaller the child and the more energetic it grows, the more often the regime is changed.
For example, in the group of infants, the regimen is changed 4 times a year, from 1 year to 2 years - 2 times (Table 13).
Table 13Daily routine of children aged 1 month to 7 years
Age | Night sleep, h | Daytime sleep, h | Wakefulness, h | Number of feedings |
1 month | ||||
3 months | ||||
6 months | ||||
9 months | ||||
1 year | 4 1 /2 | 8 1 /2 | ||
1.5 years | 3 1 /2 | 9 1 /2 | ||
2 years | ||||
3 years | 2 1 /2 | 10 1 /2 | ||
4-6 years old | ||||
7 years | 1 1 /2 | 12 1/2 |
The regimen for sick and physically weakened children should be different from the regimen for healthy children of the same age. Therefore, in physically weakened children, the duration of the wakefulness period is reduced and the time for rest and sleep increases.
In the hospital department, the nurse monitors the implementation of the regimen. For individual patients, an individual daily regimen can be developed.
Personal hygiene habits. A serious role in the proper upbringing of a child is given to personal hygiene skills. Neatness and cleanliness must be developed in children from the first days of life. These goals are daily washing, bathing children, changing linen; from 5-6 months of age, it is necessary to teach the child to ask for a potty. Planted on the pot as soon as the child begins to sit confidently. The attention of older children should be paid to dirty hands, face, nose and try to evoke a negative attitude towards this. To eliminate dirt, you can use the so-called wet wipes (Cleanic, Huggies, Fixes Hartmann), which allow you to quickly and effectively wash your child in any conditions without skin contact with water and soap.
Disposable diapers in last years have spread all over the world. They need to be changed, as moisture makes the skin vulnerable,
and the longer the child's discharge is in contact with the skin, the more likely it is to be damaged. It is better to use premium breathable diapers. Disposable diapers can be used from the first days of a baby's life. When switching to diapers, parents and carers require special attention so that the child does not lose the “potty reflex”.
In the period from 1.5 to 2 years, the child should be taught to use a handkerchief independently. In the 3rd year of life, it is necessary to teach the child to wash his hands before eating, and on his own initiative, wash his face in the morning and evening, dry himself only with his own towel, napkin. If a child is brought up in a team, then personal items must be marked: drawings depicting fruits, vegetables, etc. At 1.5 years old, the child should be able to rinse his mouth and brush his teeth. Initially within 2-3 months. brush teeth only when wet toothbrush and then toothpaste. Brush your teeth in the morning and evening before bed.
Equipment for children's institutions. Furniture and toys are selected according to the age of the children. In the group room of the orphanage (nursery) there should be the following equipment: an arena, a slide-arena (for children over 10 months old), tables, chairs, a sofa; high tables for feeding, shelves, cabinets for toys, manuals, linen; toilet tables (diapers), a barrier for children. In the bedroom and on the veranda, beds should be placed according to the number of children. In the dressing room, it is necessary to have individual lockers for each child, low towel racks, low sinks, etc.
To make the child feel comfortable, starting from the first months and first years of life, special cribs, seats, chairs (stools), playpens, walkers, chamber pots, scales are used (Fig. 28, a). For walks, strollers and strollers are used, which can be used at any time of the year (Fig. 28, b).
Depending on the age of the children, toys are placed in the arena, diapers. Variety is created not so much by the number of toys as by the presence of both simple and more complex models. Children's homes are equipped with special playrooms - kitchen models (Fig. 29), a living room, a bedroom with sets of furniture, toys for developing family life skills, simulating "home" situations. A set of toys for children of the first year of life: a rattle with a handle, a ball, a rubber toy, a tumbler, a ball, a saucepan with a lid, a box, a plastic bowl with a small toy, a pyramid, a pencil case with sticks.
Rice. 28.Equipment for children's rooms:
a - furniture for children; b - strollers for children
Rice. 29.Playroom-kitchen for children
A set of toys for children 2-3 years old: a mosaic, a pyramid, a matryoshka doll, a fungus (folding), a barrel with "changes".
In addition to toys, picture sets can be used to organize games in which children have to name the objects shown in the picture, the actions performed by the character in the picture, the color of the clothes, the shape of the objects, etc. It is also necessary to have children's books, designers, sketchbooks, sets for children's creativity.
Children's institutions are also equipped with a music room and a gymnasium, where classes with children are held 1-2 times a week.
Clothing. For the correct development of physical skills, it is necessary to follow the clothes of children, which should not constrain movements, correspond to age, season.
Massage and gymnastics. Among the means used for the physical development of children, a large place is occupied by massage and gymnastics. Massage for children in the first months of life is necessary, first of all, for the development of the child's psyche, since the first speech reactions (cooing) occur in response to tactile stimuli - stroking, while verbal appeals of adult responses to speech reactions
from the side of the child is not called. Stroking, rubbing and kneading increase the inhibitory processes, i.e. have a calming effect on the child; vibration (pat) enhances excitatory processes.
Massage. Children in the first months of life are given mainly two types of massage - stroking and rubbing (in the position of the child on the back, stomach). Stroking(Fig. 30, a) - these are light sliding movements with the palms or the back of the hand along the surface of the skin. Trituration(Fig. 30, b) - this is a more intense compression of the fingers than stroking.
Older children are massaged in five ways: stroking, rubbing, kneading, tapping and vibration. kneading- the impact of massage techniques on the skin, muscles, tendons, joints. tapping(Fig. 30, c) is carried out with the back of one finger, then with two and more fingers. vibration caused by vibrator devices is used for obese children. It acts reflexively internal organs, enhances the metabolism of deep tissues.
When carrying out a massage, it must be remembered that deep stroking (rubbing, kneading, tapping and vibration) should be carried out along the lymphatic vessels, as a rule, from the periphery to the center, i.e. towards the nearest lymph nodes (Fig. 31).
Rice. 31.Directions of massage movements (diagram)
Gymnastics. An adult does gymnastics with a young child. In children up to 4-6 months, all exercises are associated with passive movements, in the future, active movements are included in the set of exercises. In infants gymnastic exercises combined with massage elements.
Start with easy exercises, gradually moving to more complex ones. Alternate movements of the arms, legs and torso to distribute the load on all muscle groups. No violence is allowed. You can use the following exemplary sets of exercises for children from 1 to 12 months (Fig. 32):
Complex for children from 1 to
3 months: extension of the spine (a), crawling on the stomach (b), “swimmer” position (c);
Complex for children from 3 to
4 months: “swimmer” position (c), “boxing” (d), crossing the arms on the chest (e), turning from back to stomach (e);
Complex for children from 4 to 6 months: "boxing" (d), crossing the arms on the chest (e), turning from back to stomach (f), flexion and extension of the legs (g), sitting down from a supine position (h) ;
Complex for children from 6 to 9 months: turning from back to stomach (e), sitting down from a supine position (h), circular movements of the arms (i), getting up from a prone position (k);
Complex for children from 9 to 12 months: sitting down from a supine position (h), circular movements of the arms (i), getting up from a prone position (k), squatting (l), walking behind a wheelchair (m).
Rice. 32.Gymnastic exercises in children of the first year of life. Explanation in the text
With children 1-2 years old, for the purpose of physical education, gymnastic classes, outdoor games are carried out, and from 2-2.5 years old - also morning exercises. The duration of physical education classes for children under 2 years old is 10-15 minutes, and for children under 3 years old - 15-20 minutes. When explaining gymnastic tasks, it should be remembered that the word for young children is a weak irritant and it is impossible to force the child to do commands. Therefore, it is necessary that the child perceives any gymnastic exercise as a game and actively participates in the lesson. To do this, small gymnastic objects are used in the classroom: sticks, balls, hoops, short ropes, benches, ladders, etc.
When conducting gymnastic classes, the following basic principles are observed:
1) exercise coverage of all muscle groups (shoulder girdle, legs, back, abdomen);
2) alternation of exercises and rest;
3) alternation of starting positions;
4) in children 1-3 years old, exercises are aimed at developing motor skills.
For the physical education of children over 4 years of age, sports exercises are widely used (elements of sports games, relay races, ball games, etc.). A physical education lesson is built according to the generally accepted scheme: an introductory part (walking, running, walking), general developmental exercises for the main muscle groups (4-5 exercises), outdoor games and a final part (walking and breathing exercises).
It should be remembered that such methods of physical education as massage and gymnastics are not only means of improving the motor skills of a healthy child and increasing his resistance to harmful influences. environment but also ways of treating sick children.
The physical skills that children master must be constantly improved. To perform exercises that develop muscle strength, endurance, flexibility, it is also good to use sports simulators produced by the industry. All gymnastic halls of children's medical institutions should be equipped with such simulators.
Monitoring the development and behavior of the child. A medical worker should be able to organize the activities of children, use each
dy contact with the child for maximum communication with him. You should pay attention to the implementation of the daily regimen. It is important to clearly regulate the work of a nurse, a junior nurse and an educator.
A child in the first year of life goes through the path of development from a helpless creature with a limited set of defensive reactions to a person endowed with a certain mind - such is the rapid age evolution of the brain. Table 14 shows the characteristics of behavioral reactions, speech skills, sensory perception, mental and motor development of the child by months during the first year of life. It should be clearly known whether the development of a child corresponds to the age norm or lags behind, in this case it is necessary to determine what age the development of his mental and motor skills corresponds to at the time of the study.
Observing the behavior of children older than 1 year, you need to pay attention to the general mood in the group. They note how children behave: noisy or quiet, crying or naughty, busy playing or walking aimlessly and being bored. It is necessary to determine the degree of accessibility of toys for the understanding of children, the degree of development of independent skills.
Control over the development and behavior of children is necessary for the appointment of the correct daily routine, the choice of means of physical and methods of mental education. When caring for children, during feeding, hygiene care, getting ready for bed, etc. it should be noted what independent skills children have and whether these skills are appropriate for the age of the child. When communicating with a child, it is necessary to identify how movements and speech are developed; what is the relationship of the child with adults and other children; his individual characteristics; whether the child completes the work begun; whether he helps other children; whether he receives satisfaction and joy from independent actions; knows what toys can be used and how to handle them. It is necessary to identify the reasons for the deterioration of the child's mood. It is interesting to time the child's activities for 15-20 minutes, writing down everything that he did, what he said. An analysis of the results obtained provides concrete material for characterizing the child and makes it possible to individualize the use of the means of physical and mental education.
Age, months | Behavioral responses | |||
Wakes up if hungry or wet. Falls asleep quickly | The cry is loud, clear, with a short inhalation and an extended exhalation | Briefly fixes the gaze and follows the object. Stops or changes crying at the voice of an adult | Lying on the back, briefly fixes the head. Symmetrical increase in flexion tone overcome by passive movements |
|
A clear rhythm of sleep and wakefulness. Falls asleep immediately. Calm wakefulness (if full and dry). Smiling when spoken to | The cry is intonationally expressive. Initial coo | Follows a toy moving in a horizontal plane. Listens to sounds | Lying on the stomach, keeps the head upright, but not constantly. Spontaneously symmetrically abducts the arms at the shoulder joints and raises them to a horizontal level. Resists passive leg movements |
|
Actively awake, quickened by communication | Cry with distinct intonations, melodious hum | Smoothly follows the toy in all directions. Turns head and eyes towards the source of the sound. Directs hands towards an object | Holds the head well in an upright position. Spontaneously symmetrically takes the arms to the sides. Slightly resists passive leg movements |
Table continuation
Age, months | Behavioral responses | Features of sensory education and mental development | Features of motor development |
|
Orientation response to communication precedes revival | Singing hum and laughter | Reaches for a toy. Examines his hands. Searches and finds the source of sound in space | Lying on his back, while sipping his hands, he raises his head. Turns from back to side. Performs passive and voluntary movements in full |
|
The orienting response is replaced by a lively or fear response. | Singing hum with chains of sounds, laughter, whimpering | He shifts his gaze from subject to subject. Reaches for the toy and grabs it with both hands. Responds appropriately to mother's voice | Lying on his stomach, he leans on outstretched arms, on one hand. On the back, when sipping on the hands, it reaches for the hands. Confidently rolls from back to side |
|
A clear orienting reaction, at the sight of the mother, the reaction of "revival", considers the surrounding objects and people | Short babble sounds | Grabs the toy from any direction. Holds an item in each hand. Actively monitors others | Lying on his stomach, he leans on outstretched arms, on one hand. On the back, when sipping on the hands, it reaches for the hands. Confidently rolls from back to side |
|
Carefully considers adults before entering into communication. The reaction of fear is changing cognitive interest. Distinguish between "us" and "them" | active babble | Is sitting. Lying on his back, sits down or pulls up by the hand. Keeps legs in weight while lying on back |
Age, months | Behavioral responses | Features of sensory education and mental development | Features of motor development |
|
Enters the game with adults. Addresses with gestures and babble. Distinguishes well between "us" and "them" | Active intonation-expressive babbling | Repels objects. Throws, knocks an object against an object, manipulates 2-3 objects, distinguishes people's faces, knows his name | Sits and sits without leaning. Gets on all fours. Grasping the support, kneels down |
|
Various emotional reactions when contacting the mother | A variety of sound combinations, intonation-melodic imitation of a phrase | Responds with action to verbal instructions. Looking for a hidden toy. Picks up small objects with two fingers | Maintains balance while sitting while handling toys. He gets up, grabbing onto a support. Steps with the support of the hands |
|
There are reactions of displeasure to various situations. Voice signals about needs. Plays with adults, imitates gestures | Imitation of sounds and syllables, babble | Imitative hand movements - “okay”, “goodbye”. Inserts fingers into holes under visual control. Shows body parts of another person. Grabs toys with fingers | Worth it on its own. Walks holding onto a support with one hand |
End of table
Age, months | Behavioral responses | Features of sensory education and mental development | Features of motor development |
|
Adequately responds to the word "impossible". Fulfills some requests. Selectively relates to others. Understands the names of individual items | Says the words "ma-ma", "ba-ba", "de-da", etc. | Throws toys out of bed, puts fingers in holes to the touch. Produces imitative movements - flips through the pages, "starts" the machine. Distinguishes body parts | Confidently stands without support. Squats, walks, holding on with one hand, takes several steps without support |
|
Speaks 5-6 babble words, the intonation of the request is expressed | Nests one item within another. Opens a box, drawer. Recognizes pictures. Uses a spoon | Walks without support, squats and stands up |
Disabled children requiring special care. Disabled children are not able to respond to external signals in the same way as healthy children do. Infants with visual and hearing impairments, with serious health problems are significantly different from their peers, and the defect itself largely determines the characteristics of care, since the medical worker has to take it into account and overcome additional stress in relations with parents or guardians.
Blind children cannot follow the facial expression of the person caring for him or smile back. The necessary visual communication between an adult and a child, a key moment in the formation of an attachment relationship, does not arise. Blind children are deprived of the opportunity to receive information when developing their own reactions. The danger lies in the fact that the violation of communication and interdependence of the child and the adult leads to the fact that the caregiver moves away from the infant. Clearly, to eliminate the barrier to separation, the infant and caregiver need to establish an understandable system of communication.
Blind children with normally developed other sense organs begin to give signals of discrimination, recognition, preference not earlier than the end of the 1st year of life. The apparent lack of response in the baby is a severe emotional shock for parents, even if the diagnosis is clear. In blind children, facial expression appears much later, the smile is less expressive, and facial expressions are poorer than in sighted children. However, blind children learn a wide range of expressive gestures with which they express their needs to their caregivers. And at a certain stage, they learn to address and associate these signals with people and objects invisible to them.
Deaf children. When raising deaf children, difficulties of a different kind arise. In the first few months of life, their well-developed visual system compensates for their lack of hearing. Children respond correctly to external stimuli and are sociable. However, at the beginning of the 2nd half of life, the reactions of children cease to meet the expectations of their parents, the relationship between the "educator" and the baby is broken. We need a correct diagnosis. One of the first signs of a hearing defect in one-year-olds is their apparent disobedience and their frequent flinching when people appear in their field of vision. At a later age, these children may
have temper tantrums or extreme withdrawal along with an inability to form normal relationships with the people who raise them. All infants are screened for hearing at an early age.
The experience of working with such children shows that it is possible to successfully overcome the defect by developing the correct system of education. In addition, it must be taken into account that at the birth of such a child there is a high risk of maternal rejection, withdrawal and depression. Such child health problems affect the parents' marital relationship and other children. It is necessary to help parents make informed decisions that will allow not to focus all attention on the child's illness, but, on the contrary, will lay the foundation for preserving the child as an individual, restoring normal relations between all family members.
Children with diseases such as down syndrome and cerebral paralysis, for whom there is no specific treatment, they need pedagogical measures, the organization of psychological and social assistance. In the presence of disorders of the musculoskeletal system, special technologies for teaching and educating children are used. So, for the correction of speech-motor disorders, speech therapy massage and articulatory gymnastics are used. It is necessary to conduct installation exercises (passive and active gymnastics) to establish the articulation muscle movement technique. Exercises are used to close and move the lips, change the position of the tongue, etc. Children, as a rule, study in specialized schools, but they are capable of mastering self-care skills and doing homework.
Medical and educational programs are of fundamental importance, for example, the participation of parents in the Russian Down Syndrome Association (a society of parents of children with Down syndrome), attending classes at early educational assistance centers under the Mackauri program "Little Steps". With Down's disease, classes begin as soon as the diagnosis is made, i.e. at the age of several weeks. Thanks to the application of new teaching methods, most children with mental retardation began to live more fulfilling lives, many children were able to attend regular schools, etc.
TEST QUESTIONS
1. What is the work of mental education of the child?
2. What examples of activity games can you give for children aged 1, 2, 3, 4 years old?
3. What principles are used in the preparation of a set of gymnastic exercises?
4. What are the features of the daily routine for children of different ages?
General childcare: Zaprudnov A.M., Grigoriev K.I. allowance. - 4th ed., revised. and additional - M. 2009. - 416 p. : ill.
Department of Faculty Pediatrics
“NEURO-MENTAL DEVELOPMENT
Child Care Tutorial for Students
Faculty of Pediatrics
Orenburg - 2011
GOU VPO "ORENBURG STATE
MEDICAL ACADEMY» ROSZDRAVA
Department of Faculty Pediatrics O.V. Motyzhenkova, L.S. Zykova, A.A. Vyalkova, O.K. Lyubimova“NEURO-MENTAL DEVELOPMENT
CHILDREN” Textbook on child care for students of the pediatric faculty Orenburg - UDC: 616.8 - 053.2 (075.8) Compilers (authors):O.V. Motyzhenkova, L.S. Zykova, A.A. Vyalkova, O.K. Lyubimova
"NEURO-MENTAL DEVELOPMENT OF CHILDREN"
Textbook on child care for students of the pediatric faculty. - Orenburg: Orenburg State Medical Academy. - 2011. - p. Abstract: the manual presents a description of the indicators of neuropsychic development (NDP) of children and measures of educational influence in different age periods; ways to assess the NDP.The manual contains questions for preparing for classes, a list of literature and tasks for testing knowledge on this topic.
Reviewers:
Popova L.Yu. – d.m.s. professor, head Department of Children's Diseases of the Medical Faculty of the Orgma Medical Academy.
Chelpachenko O.E - d.m.s. Professor of the Department of FPP and PS OrGMA.
The teaching aid was reviewed and recommended for printing by the CMC and RIS OrGMA
LIST OF ABBREVIATIONS
NPR - neuropsychic development FR - Physical development of the CNS - Central nervous system AFO - Anatomical and physiological features Az - Visual analyzer Ac - Auditory analyzer E- Emotions Before - General movements Dr - Hand action with an object Ra - Active speech Rp - speech understanding (“sensory” speech) S- Skills and abilities in the processes Topic of the lesson …………………………………………… Targets ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………….Independent work during extracurricular time (preparation for a practical lesson)……………….. 4.1. test questions to prepare for lesson 4.4. Test tasks for self-control of the quality of home preparation with answer standards ………….. Independent work in a practical lesson … Literature ……………………………………………… Appendix I ………………… ………………………… 7.1. Approximate indicators of the neuropsychic development of children under 3 years old ……………. 7.2. Parameters of behavior and mood of children ……. 7.3. Evaluation of the neuropsychic development of children 7.4. On the development and upbringing of the child. Elements of early childhood care ………………… Annex 11 ………………………………………….
8.1. Instructions for the definition of neuro-psychic 8.2. Instructive and methodological materials for monitoring the monitoring of the development and health of children. 8.2.1. Assessment of neuropsychic development 8.2.2. Assessment of neuropsychic development 8.2.3. Assessment of neuropsychic development 1. TOPIC: "NEURO-MENTAL DEVELOPMENT OF CHILDREN"
2. OBJECTIVES OF STUDYING THIS TOPIC.
1. Study at the level of recall from memory:- indicators of children's CPD different ages and their dynamics;
- daily routines for children of different ages;
- factors influencing NPR;
- elements of the upbringing of children (physical, moral, aesthetic, mental).
2. Master the skills:
- pick up toys for children of different age groups.
3. Have an idea:
- on the assessment of the NPD of young children (groups of NPD) and children - on monitoring the development and behavior of the child;
- on the choice of means of education depending on the age of children;
- about measures to prevent the disruption of the nervous activity of the child.
3. THEORETICAL REFERENCE
The neuropsychic development (NPD) of children, along with physical development (PD), is one of the criteria for a child's health.NPR and PR are very closely interconnected. It is extremely important for a doctor to remember that the formation of various motor reflexes and abilities at an early age is carried out in strict connection with the maturation of certain neurological structures and connections.
During the first 3-4 years of life, the mass of the brain grows especially rapidly, although the activity of the nervous system is still imperfect in functional terms. As a result of this, the movements of the newborn are erratic, uncoordinated, and not purposeful. Throughout the first year of life, the development of coordination of movements of various muscle groups occurs.
At first, coordinated movements of the eye muscles develop, and a child at the age of 3 weeks already fixes his gaze on a moving toy that is suspended or held above him at a distance of 60–100 cm. By 1.5–2 months, coordination of movements of the neck muscles is formed, the child begins to hold head. At the age of 3 months. purposeful movements of the muscles of the upper shoulder girdle (arms) appear - children grab small toys with their whole hand. A color perception is formed. The child more often reacts to bright colors (red, yellow, green, blue), so toys should be bright, medium-sized and comfortable to take in hand.
By 4-5 months. develops coordination of the back muscles, and from 4 months.
the child begins to roll over from his back to his stomach, and from 5-6 months. from stomach to back.
Then coordination of movements of the lower extremities develops.
Baby at 6 - 7 months. begins to sit independently, at 7 - 8 months.
crawl, at 8 - 9 months. stand with support, at 10 months. stand on their own, and at 12 - 14 months. walk.
The timing of the formation of movements allows the doctor to assess the correctness of the development of the child. Improvement and complication of movements continues throughout childhood.
The timely formation of movements, speech, skills of the child is facilitated by systematic classes with him, the correct selection of toys in accordance with age. Massage and gymnastics are also of great importance. In order for a child to learn to speak in a timely manner, it is necessary to constantly talk to him, starting from birth.
Thus, the formation of mental development requires adequate support and stimulation from adults, control from the pediatrician.
Significant qualitative changes in psychomotor development occur in the same age intervals as in FR. In children up to a year, the age interval (epicrisal period) is 1 month, from 1 year to 2 years - 3 months, from 2 to 3 years - 6 months, after 3 years - a year.
4. INDEPENDENT WORK DURING EXTRA-EDUCATIONAL
TIME (preparation for a practical lesson).4.1. CONTROL QUESTIONS FOR PREPARING FOR THE LESSON
1. Patterns of the formation of children's motor activity (development of statics and motor skills).2. Conditioned reflex activity, development of emotions.
3. Development of speech (cooing and babbling - sensory speech - motor speech).
4. Indicators of the neuropsychic development of children in the first year of life, their dynamics:
- visual analyzer (Az);
- auditory analyzer (Ac);
- general movements (Before);
- hand movements and actions with objects (Dr);
- active speech (Ra);
- understanding of speech (Rp);
- skills and abilities in processes (N).
4. Indicators of the neuropsychic development of children in the second and third years of life, their dynamics:
- sensory development;
- game and actions with objects;
5. Indicators of neuropsychic (intellectual) development of children older than 3 years, their dynamics:
- thinking and speech;
- attention and memory;
- social contacts;
- motility;
- neuropsychic health;
6. Daily routines for children of different ages.
7. Evaluation of the neuropsychic development of children of different ages.
8. Factors affecting neuropsychic development:
- hypoxia of the fetus and newborn;
- intracranial birth trauma;
- feeding in the first year of life;
- microclimate in the family, upbringing Indicate NPR indicators:
children of the first year of life 2-3 years of life over 3 years
4.3. TOPICS OF MICRO-ABOUTS FOR SPEECH
IN CLASS
Factors influencing the neuropsychic development of children Selection of toys and games for children of different ages.4.4. QUALITY SELF CONTROL TESTS
HOME PREPARATION WITH ANSWER STANDARDS
Set match:1. Development of motor skills at the 1st year of life:
Answers: 1., 2._, 3., 4._ _, 5. _.
Choose the correct answer 2. Cooing (pronunciation of vowel sounds) appears in a child at the age of:
1) 1-2 months 2) 2-3 months. 3) 4-5 months. 4) 6 -7 months.
3. Babble in a child of the first year of life is the pronunciation:
1) vowel sounds 2) individual syllables 3) individual words 4. Babble in a child appears at the age of:
1) 2-3 months 2) 4-5 months 3) 6-7 months 4) 8 - 9 months.
5. Motor speech (pronunciation of individual words) appears in a child more often at the age of:
1) 5 - 6 months. 2) 7 - 8 months. 3) 8 - 10 months.
4) 11 - 12 months. 5) 12 - 15 months.
6. "Sensory speech" (understanding of speech) appears in a child at the age of:
1) 5 months 2) 7 months 3) 9 months 4) 11 months
7. "Complex of revival" (a joyful smile, animated movements of the legs, arms, sounds in response to a conversation) in a child appears at the age of:
8. The neuropsychic development of a child in the first year of life is assessed by:
1) monthly 2) 1 time in 2 months 3) 1 time in 3 months. 4) 1 time in 4 months.
9. The child begins to reach for the toy at the age of:
1) 1 month 2) 3 months 3) 5 months 4) 7 months
10. The child begins to fix his gaze on a bright object at the age of:
1) 2-3 weeks 2) 2 months 3) 3 months 11. The child walks holding on to a support at the age of:
1) 5-6 months 2) 7-8 months 3) 9-10 months.
12. The child distinguishes between the strict and affectionate intonation of speech addressed to him at the age of:
1) 3 months 2) 5 months 3) 7 months 4) 9 months
13. The child begins to sit independently at the age of:
1) 3 -4 months. 2) 5 -6 months. 3) 6 -7 months. 4) 7 -8 months. 5) 9 -10 months
14. At the word of an adult, the child performs previously learned actions (“patties”, “give me a pen”) at the age of:
1) 6 months 2) 7 months 3) 8 months
Choose the correct answers 15. List the signs preparatory phase development of active speech:
1) search visual reaction to the question "Where?"
2) execution of instructions "Find", "Put"
3) pronunciation of individual words 4) babbling 5) cooing 16. "Sensory speech" is:
1) pronunciation of individual words 2) response to the request of an adult 3) search visual reaction to the question "where?"
4) linking words into a sentence Match:
17. Formation of emotions in the 1st year of life: Age:
18. Determine the approximate age of a child with the following indicators of CPD:
He sits on his own, turns from his stomach to his back, crawls. Takes toys from different positions, shifts toys from one hand to another. Distinguishes the strict and affectionate intonation of the speech addressed to him, recognizes the voice of the mother. He pronounces individual syllables repeatedly, to the question “where” he finds with his eyes an object that is constantly in a certain place.
Drinks from a cup held by an adult, takes food with his lips from a spoon when feeding.
19. Determine the approximate age of a child with the following indicators of CPD:
Lying on his stomach, he raises his head and leans on his forearms, holds his head well in an upright position in the hands of an adult. He responds to communication with a “complex of revival,” the mother recognizes. Turns his head towards the source of the sound, laughs out loud. Gulit. Grabs a hanging toy.
20. Determine the approximate age of a child with the following indicators:
The child's weight is 17 kg, height is 103 cm. Names objects according to the picture, knows how to group objects into classes (animals, birds, cars), phrasal speech. Dancing, jumping, going up and down stairs in alternating steps. He dresses independently, sometimes fastens buttons without the help of an adult. With the help of plasticine, a pencil depicts simple objects and names them. Poems memorize quite quickly. Sociable, plays with children without quarreling. Doesn't urinate in bed at night.
STANDARDS OF ANSWERS TO TESTS
ON THE TOPIC: “NEURO-MENTAL DEVELOPMENT OF CHILDREN”
5. INDEPENDENT WORK IN PRACTICE
CLASSES
The purpose of this stage is to get an idea about the elements of education, the daily routine of children of different ages, to learn how to establish psychological and verbal contact with children and their parents.The lesson is held in a children's hospital or kindergarten.
After a theoretical analysis of the CPD indicators of children of different ages and factors affecting neuropsychic development, students in microgroups of 2-3 people supervise children of different ages, paying attention to the indicators of their neuropsychic development, write down the data obtained in workbooks and submit them for control. teacher.
When conducting classes in kindergarten, students get acquainted with the daily routine of children of different ages, elements of physical, moral, aesthetic and mental education of children, get acquainted with a set of toys, games, types of classes for the development of speech, manual motor skills, means of physical education, rules for the formation of personal skills. hygiene of children depending on age.
6. LITERATURE
1. Zaprudnov A.M., Grigoriev K.I. General childcare: tutorial. – 4th ed., revised. and additional - M.: GOETAR-Media, 2009. - 416 p.: ill. - С33 - 36, С 165 - 183.
2. Mazurin A.V., Zaprudnov M.M., Grigoriev K.I. General Child Care: A Study Guide. - 3rd edition. - M .: Medicine, 1998. - C - 33, 131 - 146.
3. Study guide for students Additional:
1. District pediatrician: a reference guide. Ed. M.F.
Ryazankina, V.P. Molochny. - Rostov-on-Don, 2006. - p. 61-107, p.
7. APPENDIX I When preparing for the lesson, pay attention to following points:
7.1. INDICATIVE INDICATORS
NEURO-MENTAL DEVELOPMENT OF CHILDREN UNDER 3 YEARS
(N.V. Ezhova, E.M. Rusakova, G.I. Kashcheeva, 1997)FIRST YEAR OF LIFE
days 18 days 1st monthfollows a moving toy or 3rd object, being focused on toys, how many minutes, 4th month.
SECOND YEAR OF LIFE
1 month1 year 2 years
THIRD YEAR OF LIFE
2 years 6 months7.2. CHILDREN'S BEHAVIOR AND MOOD PARAMETERS
BEHAVIOR OF CHILDREN OF THE 1st YEAR OF LIFE
1. Prevailing emotional state (positive, negative, unstable, little emotional).1) falling asleep (fast, slow, calm, restless with additional influences);
2) the nature of sleep (deep, shallow, calm, restless, intermittent);
3) sleep duration (shortened, excessively long, age-appropriate).
4. The nature of wakefulness (active, passive, inactive).
5. The nature of relationships with adults and children (positive, negative, lack of relationships, initiative, response).
6. Negative habits (rocking, thumb sucking, pacifiers, etc.).
7. Individual characteristics (shy, touchy, sociable, obsessive, enterprising, affectionate, easy to train, mobile, balanced, excitable, lethargic, easily tired, write other features).
BEHAVIOR PARAMETERS OF CHILDREN 2-3 YEARS OF LIFE
1. Mood (cheerful, calm, irritable, depressed, unstable).- falling asleep (slow, fast, calm, restless);
- the nature of sleep (deep, shallow, calm, restless);
- duration of sleep (shortened, long, age-appropriate).
3. Appetite (good, unstable, bad, increased, selective attitude to food, refusal of food).
4. The nature of wakefulness (active, passive).
5. Individual features:
- social connections (contact, friendly, aggressive);
- cognitive needs (curious, etc.);
- individual manifestations (shy, touchy, affectionate).
CHILDREN'S MOOD PARAMETERS
1. Cheerful, cheerful. Positively relates to others, with interest. Plays actively, is friendly, reactions are emotionally colored. Often (adequately) smiles, laughs, willingly contacts with others.2. Calm. He has a positive attitude towards others, is calm, active, reactions are less emotionally colored than in a cheerful state, he is less in contact with others on his own initiative.
3. Irritable, excited. Inadequately relates to others, may be inactive or activity is unstable, may enter into conflicts, there are effective outbursts of excitement, anger and screaming.
4. Depressed. Sluggish, inactive, passive, non-contact, closed, sad, can cry quietly and for a long time.
5. Unstable. Can be cheerful, laugh and cry quickly, enter into conflict and be closed, quickly move from one mood to another.
7.3. ASSESSMENT OF NEURO-MENTAL DEVELOPMENT OF CHILDREN
1-2-3 YEARS (KL Pechera, 1978) Epicrisis period in the first year of life - 1 month, in the second year - 3 months, in the third year - 6 months.advance in developmental delay in development by 2 delay for epicrisis periods a) 1 degree - delay 1 - epicrisis period delay of 3-4 indicators;
some indicators of disharmonious development:
epicrisis period, some indicators are lower by 3. Children with normal development.
To assess the development of children in orphanages, children of the 1st year of life in the family and children's institutions, the 5th group is proposed - a delay of 4-5 epicrisis periods, in the 4th and 5th groups, development is assessed differentially according to the degree similar to 3 -th group.
Education is a purposeful management of the development of the child, preparing him for life and work in society. The activity of adults is aimed at the complex physical, mental, moral and aesthetic development of the child.
When raising children under 3 years of age, a large proportion is occupied by funds for physical development, and for older children, priority is given to methods of mental education.
The basis of educational work with children is the daily routine, i.e. the correct distribution of time and a certain sequence of active activities of the child, his sleep, meals, etc.
The rational distribution of the elements of education over time is aimed at preventing breakdowns in the child's nervous system.
DAY REGIMEN OF CHILDREN AT THE AGE OF 1 MONTH. UP TO 7 YEARS
Age Night sleep, Day sleep, Wakefulness, NumberDURATION OF DIFFERENT TYPES OF DAILY
7.4. ABOUT THE DEVELOPMENT AND EDUCATION OF THE CHILD.ITEMS OF EARLY CHILD CARE
By the end of the first month:- the child begins to smile in response to the conversation of an adult;
- focuses on a fixed object and on the face of the speaker;
- lying on his stomach, trying to raise and hold his head.
responds with a smile to a conversation with him;
follows a moving toy for a long time, an adult;
lying on his stomach briefly holds his head.
By 3 months:
- when communicating with him, he briskly moves his arms and legs, smiles, makes sounds - “complex of revival”;
- in an upright position on the hands of an adult, focuses his gaze on the face of the person speaking to him, on the toy;
- accidentally bumps into toys hanging at a height of 10cm with his hands;
- lies on his stomach for several minutes, leaning on his forearms and holding his head high;
- with the support of the armpit, firmly rests the legs on a solid support, the legs can be slightly bent;
- keeps the head in a vertical position (in the hands of an adult).
In the afternoon 4 times for 2-1.5 hours - after wakefulness until the next feeding. It is desirable that the child sleeps in the open air.
The duration of night sleep is 10-11 hours.
It is better to bathe a child during the first year of life immediately before a night's sleep (19-21 hours), but not earlier than an hour after feeding or after any daytime sleep immediately before feeding. A child up to 6 months is bathed daily, after 6 months. - in one day.
Massage and gymnastics The sister of the healthy child's office or the district nurse teaches massage and gymnastics techniques. These procedures are performed 1-2 times a day, 30-40 minutes after feeding, on a table covered with a blanket and diaper. They begin in the second month of a child's life. Starting from the 3rd month, the procedure is carried out once a day, 30-40 minutes after eating.
Perform the following exercises:
- covering movements with hands;
- belly massage;
- turn on the stomach to the right;
- position of the swimmer;
- back massage;
- turn on the stomach to the left.
The duration of the procedure is 5-6 minutes. The temperature in the room is 22-24 C.
During swaddling and massage (5-6 minutes) the child takes air baths.
The child's clothes in the room: without a bonnet, in a simple and flannel vest, covered to the waist with a flannelette blanket. A child in the second month of life is put on sliders for the duration of wakefulness; in order to avoid irritation of his skin, clothes with elastic bands, synthetic fabrics, and polyethylene pants should not be used. Don't wrap the baby! His clothes for walking: a scarf, a woolen helmet, two blouses, a flannelette diaper, a wadded blanket or a sleeping bag.
About hardening The child must sleep in the fresh air, if the temperature is not higher than + 30 C and not lower than - 15 C, at a lower temperature, a heating pad (37 C) should be applied to the child's legs. The air temperature in the room should be 20-22 C.
By 4 months: laughs loudly when communicating with him, turns his head towards the source of the sound and finds it with his eyes, recognizes the mother, examines and grabs toys hanging over the chest, hums, while feeding, holds the mother’s breast, bottle.By 5 months: recognizes the voice of a loved one, distinguishes between strict and affectionate intonation of speech addressed to him, reacts differently to the face of a familiar and unfamiliar adult. Takes a toy from the hands of an adult and holds it, lies on his stomach for a long time, raising his head high and leaning on the palms of straightened arms, rolls over from his back to his stomach. Exactly, steadily stands with the support of the armpit, hums for a long time.
By 6 months: begins to recognize his name, easily takes a toy from different positions (lying on his back, on his stomach, from the hands of an adult) and spends a long time playing with it. Rolls over from stomach to back, moves a little, "creeps" to the toy, starts to babble. He eats from a spoon, removes food with his lips.
In the afternoon 4-3 times for 1-2 hours - after wakefulness until the next feeding. During the day, the child sleeps outdoors. The duration of night sleep is 9-11 hours.
Massage and gymnastics The duration of the procedure is 5-6 minutes, it is carried out daily 30-40 minutes after feeding.
covering movements with hands;
turn on the stomach to the left;
soaring” on the back;
soaring” on the stomach;
turn from the back to the left;
crawling stimulation (from 5 months).
It is carried out as before: daily bathing - water at a temperature of 36-37 C, followed by dousing with cooler (1-2 C) water.
When doing gymnastics, changing clothes and before bathing, the child, naked, takes air baths for 10-20 minutes.
The same as for a child of three months.
Toys should be hung and placed at arm's length. For examination, they should be placed in front of a child lying on his stomach. It is recommended to change toys from time to time.
Do not hang a large number of toys at the same time.
These can be pendant rattles, rattles with handles, rubber toys that make a sound, tumblers of various shapes and colors, and other sounding toys.
Wakefulness The child should be awake in conditions different from those in which he sleeps: without a pillow and a blanket, not swaddled, on a hard, even bedding. It is important that he has enough room to move and crawl forward.
A child under 5 months old should be placed under low-hanging toys, more often laid on the stomach. Later, when he learns to lie on his stomach for a long time, take toys from the bedding and roll over, there is no need to hang toys.
While awake, help the baby change position, teach him to roll over, crawl to the toy and take it. Remember to talk to your baby while dressing, toileting and other procedures. It is very important to teach him to stay awake in the absence of adults.
Teach your child to eat sparse food from a spoon in a timely manner, and try to have him remove it with his lips, and by 6 months - drink from a deep saucer, cup.
CHILD DEVELOPMENT AT AGE
It has been established that at 7 months a well-developing child:- knocks with a toy, swings it, shifts and throws it;
- crawls well;
- finds an object at the request of an adult with a glance in a place familiar to him;
- babbles for a long time, repeats the same syllables.
engages in toys for a long time and variously (takes out, rolls, etc.);
- imitates the actions of an adult with objects;
- he sits, sits and lies down;
- gets up, holding on to the barrier, stands and falls;
- steps over, holding on to a support;
to the question "where?" finds with a glance several objects located in certain places known to him;
- at the request of an adult, performs learned actions (“pallets”, “give me a pen”, etc.);
- holds in his hand and eats a crust of bread, drinks from a cup held by an adult.
- walks, slightly adhering;
- to the question “where?” finds objects in different places;
- knows his name;
imitates an adult, repeats after him the syllables that are in babbling;
- drinks from a cup, holding it lightly with his hands.
During the day, the baby sleeps 3 times for 2-1.5 hours, i.e. after wakefulness until the next feeding, always in the fresh air.
The duration of a night's sleep is 10-11 hours.
Massage and gymnastics Gymnastics and massage are becoming more diverse.
They are carried out daily for 5-6 minutes, 30-40 minutes after feeding.
The following exercises are performed:
covering or circular movements with the hands;
flexion and extension of the legs;
back massage;
crawl stimulation;
lifting the body from a position on the stomach;
belly massage;
flexion and extension of the arms;
sliding” steps;
sitting down from a position on the back (the child holds on to the rings);
raising straightened legs.
Hardening During dressing, gymnastics, while awake, the baby takes an air bath (about 12 minutes). Other hardening procedures are “dry” rubdowns, done with a flannel mitten until the skin is slightly reddened (7-10 days), and then they switch to wet rubdowns with water at a temperature of 35 C, gradually reducing it to 30 C.
Hardening can be carried out only with the full health of the child.
Toys are not only fun and entertainment for a child. They are helping common development his speech and movements.
For the game, you should give the child a variety of toys, but not many, 2-3 at once, and change them from time to time. Teach your child the “correct” way to play with them. The child can be given: tumblers, balls, balls of different sizes and colors; rattles, sounding toys made of various materials. Bowls, buckets with toys embedded in them, saucepans with lids, rings for putting on the hand;
doll, bear, rooster, cat, voiced factory toys.
Do not give small toys that the child can put in his mouth, as well as toys with sharp corners. Toys must be firmly fastened, well washed.
CHILD DEVELOPMENT AT AGE
The child is engaged in toys for a long time, performs memorized actions, climbs onto a low sofa, a step, a box and gets off it, at the request of “give” he finds and gives familiar objects, imitating an adult, pronounces new syllables.By 11 months:
The child masters new actions with toys and begins to perform them at the request of an adult:
puts a cube on a cube;
removes and puts on rings;
leads” a doll, etc.;
takes the first independent steps;
at the request of an adult, brings any doll, balls and other toys;
pronounces the first words (“give”, “mother”, etc.).
By 12 months:
The child performs more complex actions with toys, walks independently, without support, knows the names of objects, toys, the names of some adults, children, the names of actions and movements.
Performs instructions (“bring”, “find”, etc.), easily repeats new syllables after adults, uses 5-10 words, pronounces them “in his own way”. He drinks from a cup on his own.
During the day, 2.5 and 3-1.5 hours, both times the baby sleeps in the fresh air.
The duration of a night's sleep is 10-11 hours.
Gymnastics and massage, as in previous months, continue daily, spending 5-8 minutes 30-40 minutes after eating.
Baby 10th month:
Exercises: circular movements of the arms, flexion and extension of the legs, lifting the body from a position on the stomach, torso tilts and straightening.
Baby 11th and 12th month:
Exercises: sitting down from a supine position. The child is held by the arms laid aside, flexion and extension of the arms while sitting or standing, “sliding” steps, sitting down from a position on the back (the child holds on to the rings), raising the legs.
Hardening As in previous months, air baths and rubdowns are carried out. Clothing should protect against excessive heat loss, be permeable to air, and not restrict movement. For a child who is starting to walk, long pants with straps, boots with heels are comfortable.
Do not wrap the child, dress him according to the season and the weather.
When undressing a child after a walk, pay attention to his condition: if the head and back are wet, dress him lighter for the next walk (take off an extra hat, sweater or trousers), if the legs are cool, put on woolen socks. In the room, try not to overheat the child: sweating, he catches a cold faster.
ACTIVITIES WITH AGED CHILDREN
Classes with children of this age should develop speech. During walks, draw his attention to the environment - things, phenomena. Show toys and objects, name them, taking them out of the bag or box, also show separate pictures depicting toys, animals, vehicles, name them. When reading nursery rhymes, encourage your child to imitate sounds and words. Games that develop the perception of the child are of great importance. These are the games:with building material (large, small);
with educational toys: stringing rings on a pyramid, games with cubes of different sizes, rolling a ball along a groove, as well as floating toys:
outdoor games (hide-and-seek, catch-up, running away from a dog, a bear, etc.);
listening to music, etc.).
All this contributes to the all-round development of children.
CLASSES WITH A CHILD AGED
Classes continue to serve the development of speech, attention, expansion of the child's ideas about the world around, etc.This can be a show of story pictures, a table puppet theater, observation on walks, telling short stories, reading quatrains.
Walk in the forest, in the field for flowers, play with sand on the street, play with water. Color discrimination games (“find the same red flag” or blue balloon), to distinguish objects close in size (large and smaller leaf).
To distinguish the shape of objects (“pick up the same ball”).
Games with various inserts (pyramids of 4-5 rings, nesting dolls).
Of course, outdoor games continue (“bubble”, “who walks how”, etc.). Music lessons, listening to music, singing songs.
Entertainment games: blowing soap bubbles, sunbeams, showing clockwork toys. Classes with children should be carried out daily, at least 3-4 times a day, they contribute to the mental and physical development of the child.
ABOUT WAKING AND TOYS
Give your child a place for games and activities - a corner where a table, a chair, a shelf for books, a cabinet for toys will be placed.If it is not possible to arrange a corner, you can allocate space for storing toys in a common closet or make a drawer divided into sections. Such a box is convenient - parents, and then the child himself, can place toys in it by type. The kid should be taught to order - this is the key to his organization in the future.
Adults should guide the child's games, participate in them, but at the same time, they should teach him to play on his own.
It is necessary to remember:
- the time not occupied by food and sleep, the child must play;
Inactivity leads not only to a violation of the state of his nervous system, but also to a lag in development.
It is important to choose the right toys for your child.
1) toys for the development of movements - balls, hoops, moving cars, carts;
2) toys by which the baby learns to distinguish the shape, size and color of objects:
- boxes with carved shapes of objects: cube, brick, prism;
boxes with lids of various shapes (round, square, triangular);
- pyramids with rings of different sizes (up to 4 rings);
- nesting toys - nesting dolls, bochata, cubes;
Cardboards or boards of four primary colors (red, blue, green, yellow) and the same color sticks, circles, balls, flags, ribbons, cut pictures with images of objects of the same colors;
3) "building material" - sets of cubes and bricks of various sizes;
4) shovels and scoops, buckets, watering cans, floating toys;
5) toys for plot games: dolls, dogs, doll furniture, dishes, teddy bears, an iron, a comb, a towel, a hat, a scarf, an apron, and other things that the child likes to dress up during the game;
6) pictures, books, large paintings to look at, a living corner: an aquarium with large fish, flowers.
Children need to be taught how to play! The endless change of toys tires the child, makes it impossible to master them, forms a careless attitude towards them.
PAINTING
An important factor in the development of vision and fine motor skills of the hand.From the age of 2, the child draws "doodles", enjoying the movement of a pencil on paper.
Encourage "doodles" as an early stage in children's drawing. Do not make any critical remarks to the child that discourage the desire to draw.
Remember that the image of the silhouettes of objects appears only at the age of 3-5 years, and objects - at the age of 6-7 years.
ABOUT GYMNASTICS AND HARDENING
An approximate list of exercises for a child aged one and a half to 2 years:1) walking along a path drawn with chalk, between two ropes, between sticks, along the edge of a rug, etc. The width of the track gradually narrows from 30-25 cm to 10-5 cm.
2) lying on the floor on your back, get the hoop with the toes of straightened legs or from a standing position get objects lying on the floor without bending your knees.
3) crawl under a chair, bench, rope, stick, etc. (bending back).
4) holding on to a stick or a hoop, stretch your arms up and stretch on your toes, sit down (“how big (or small) we are”).
5) sitting on a chair, roll a stick, pencil, etc. with your foot.
6) step over 1-2-3 objects on the floor.
Gymnastics is carried out daily or every other day, after 30 minutes. after breakfast or immediately after a nap.
The “form” of clothing is shorts and a T-shirt, barefoot. Exercises are performed on a rug or blanket, always with an open window.
The duration of the lessons is 10-12 minutes.
To conduct classes, you need to prepare: a clothesline or a skipping rope, a stick, 1-1.5 m long, 2 cm in diameter, a hoop with a diameter of 45-50 cm, skittles, cubes, etc.
HARDENING
Walk 2 times a day in any weather. Air bath during gymnastics. Washing with cool water from 26 C to 16 C.The air temperature in the room is from 22 C to 20 C. Bathing 2 times a week, followed by dousing with cooler water (1C lower).
Rubbing, dousing with water at a temperature of 35-36 C. Gradually, after 3-4 days, the water temperature is reduced by 1 C and brought to 28 C.
Short exposure to the sun in motion, starting from up to 10-12 minutes.
Pouring feet when washing with water at a temperature of 32 C. After 3 days, the water temperature is reduced by 1 C. When pouring, wiping children under one and a half years old, the water temperature can not be reduced.
The success of hardening depends on the systematic implementation of the procedures. Don't wrap the baby! If the child is crying, stop the procedure.
8. APPENDIX II 8.1. INSTRUCTIONS FOR DETERMINATION
NEURO-MENTAL DEVELOPMENT OF A CHILD 4-6 YEARS
Determining the correspondence of neuropsychic development to the age of the child is carried out according to 5 indicators that reflect the characteristics of social contacts and the development of certain mental functions. Indicators are the result of the interaction of biological and long-acting social factors.1. Thinking and speech - characterize the development of the child's intellect and at the same time reflect general level his mental development.
2. Motor development - characterizes the development of the child's movements: general (i.e. the whole body) and manual. Indirectly, motor development reflects the state of the central nervous system: children with behavioral deviations often have deviations in motor development.
3. Attention and memory - characterize the child's ability to concentrate, attention stability, the ability to memorize and reproduce information (short-term and long-term memory).
4. Social contacts - characterize the child's ability to communicate, the ability to coordinate their desires and needs with the desires and needs of other children, the ability to work together with other children.
5. Neuro-mental health. Most indicators of neuropsychic development are determined by the "Questionnaire for identifying the characteristics of the behavior of children 4-6 years old", in addition to determining the development of thinking and speech, and general motor skills. If necessary, the development of manual motor skills can also be checked by a nurse or doctor.
If there are deviations in the section “Neuro-psychic development”, an entry is made opposite the corresponding indicator: “with deviation”. Only deviations in CPD are determined by the nurse and the doctor, and their qualification (delay or violations) is given by a psychoneurologist specialist.
QUESTIONNAIRE
to identify the features of the neuropsychic 1. Vegetative status:Sleep - does not sleep during the daytime; sleeps calmly, sensitively, falls asleep slowly, wakes up with difficulty, talks, walks in his sleep, grinds his teeth.
Appetite - has a lot of unloved dishes, food, reduced appetite, refuses to eat in a preschool, does not know how to chew well, chokes on food.
Pain - in the heart, abdomen - not associated with certain diseases.
Increased sweating - general or hands, constant or in a moment of excitement.
2. Emotional status:
Constantly low mood, frequent mood swings, tearfulness, irritability. Sharp redness or blanching, spots on the face in acute emotional moments.
Fears - afraid of the dark, animals, the unknown, fairytale heroes start a new business, medical examinations, incorrectly fulfill the instructions of adults, etc.
Irritable.
3. Psychomotor stability:
Enuresis (daytime, nocturnal) constantly or in connection with a certain situation. Encopresis (fecal incontinence) Motor disinhibition (jumps on the spot without a goal, especially if he is worried, cannot sit still for a long time, makes a lot of unnecessary movements). Noisy, excited.
Slow, inhibited, takes a long time to dress, put away toys, eat.
Pulls clothes; pulls hair, licks lips, bites nails, sucks thumb, wrinkles nose or forehead, has nervous tics, blinks, masturbates.
4. Personality features:
Cruel to other children or animals.
Unemotional. Uncritical. Uncritical of his actions. Does not understand the distance in dealing with adults.
5. Motor skills:
Buttons buttons on his own: never, rarely, sometimes, always.
Self-tying shoelaces: never, rarely, sometimes, always.
Completely dresses and undresses independently: never, rarely, sometimes, always.
6. Social contacts:
Plays with other children without quarreling and following the rules of the game.
Often quarrels, offended, fights.
Avoids other children, likes to play alone. Has no friends in kindergarten, in the yard.
7. Attention and memory:
Quickly and firmly memorizes verses appropriate to age.
Collected, attentive.
Memorizing verses appropriate for age requires work, frequent repetitions, but on the whole it is successful.
Slowly and unsteadily with difficulty memorizes verses appropriate for age.
8.2. INSTRUCTIONAL AND METHODOLOGICAL MATERIALS ON
CONTROL TRACKING DEVELOPMENT AND HEALTH
CHILDREN KEEPING A FORMALIZED HISTORY
CHILD DEVELOPMENT, Ministry of Health of the USSR, 19888.2.1. EVALUATION OF THE NEURO-MENTAL DEVELOPMENT OF CHILDREN 4 YEARS 1. Thinking and Knows how to group Groups objects according to Special furniture, dishes, clothes, for example, by color.
tasks. animals, birds, etc.
2. Motor skills.
Item 5 "Questionnaires". simultaneously on two feet in place and moving forward, Special in place and moving forward is repelled by one foot Attentive, collected. Poems, Distracted, inattentive, often 3. Attention and memory. age-appropriate, “turns off”. With difficulty and Item 7 of the Questionnaire. memorizes quickly, firmly loosely memorizes verses.
4. Social contacts. children without quarreling and offended, fights. Avoids Item 6 of the Questionnaire. following the rules of the game. other children, likes to play 5. Mental 8.2.2. ASSESSMENT OF THE NEURO-MENTAL DEVELOPMENT OF CHILDREN 5 YEARS OLD 1. Thinking and Able to compose according to Compiling a story, cannot Special several sentences. got into this situation is not a task. Correctly answers to understand the meaning of the picture, 2. Motor skills. Able to jump on the spot, Not able to jump on one Point 5 of the "Questionnaire". on one foot advancing foot. Never fully ad hoc forward. Dressing and dressing and undressing tasks. undresses completely on his own or does it 3. Social Knows how to play with others Often quarrels with children, contacts. children, not quarreling offended, fighting. Avoids 4. Mental No deviations. Presence of deviations 8.2.3. ASSESSMENT OF THE NEURO-MENTAL DEVELOPMENT OF CHILDREN 6 YEARS OLD 1. Thinking and Able to compose a plot according to a story Special Development plot, reflecting got into a given situation, tasks. in it the events of the past, how all this will end.
2. Motor skills.
Item 5 "Questionnaires". length from the spot from the spot or shows Special with a result of at least 70 a result of less than 70 cm.
3. Attention and memory. Verses corresponding to "turns off". With difficulty and Item 7 of the Questionnaire. age, remember fails to memorize poetry.
4. Social contacts. without quarreling and being offended by children, fights, avoids Item 6 of the "Questionnaire". following the rules of the game. other children likes to play 5. Mental
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