Table of contents (expand)
- Developmental psychology as a science: subject and sections
- Problems and directions in the development of developmental psychology
- Sections of developmental psychology
- Relationship of developmental psychology with other sciences
- Developmental psychology research methods and their characteristics
- The concept of development in developmental psychology
- Periodization of human development
- The influence of society on the development of man and his psyche
- Periods of mental development of children
- The stage of child development and its composition
- Intrauterine development of the child and its features
- Development of sensory and motor skills in infancy. "Revitalization Complex" and its contents
- Child personality development (psychoanalysis, sociodynamic theory)
- Cognitive schema and its content
- Forms of communication during infancy. Criteria of M. I. Lisina
- Problems of prenatal psychology
- Life "acquisitions" of a child in early childhood
- Semantic function and its meaning for children
- Features of the reproductive activity of children
- Crisis of the 1st year of a child's life
- Stages of sensory development of children of the 1st year of life
- Syncretism and the mechanism of transition to thinking
- Egocentrism and its meaning
- Crisis 3 years
- Play and its role in the mental development of the child
- Leading activity of the child towards the end of early childhood
- Central neoplasms of early childhood
- Preschool age (3-7 years). Development of perception, thinking and speech of the child
- Preschool age (3-7 years). Development of attention, memory and imagination
- Crisis 6-7 years. The structure of psychological readiness for learning
- Imitation and its role in child development
- Activities specific to preschool childhood
- Neoplasms of the initial period of school life
- Junior school age. Development of speech, thinking, perception, memory, attention
- The specifics of the mental and physiological development of adolescents (boys, girls)
- Teen personality development
- Chronological boundaries of early adolescence
- Youthful friendship and love. Self-esteem of high school students
- Central neoplasm of adolescence
- Worldview and the leading activity of youth
- Personal development in youth. youth crisis
- Self-determination and acquisition of social status in youth
- Classification of periods of adult life
- The social position of the individual and its significance
- Family and its importance for socialization. Family types
- The content of human communication
- Maturity. Typology and characteristics of the period of maturity
- Crises of 40 years, adulthood, biographical crisis
- Features of psychological changes associated with retirement
- Reasons for deviant behavior
- Standard installation of an elderly person
- Clinical forms of mental disorders of mature and old age
- The theory of intentionality and its content
- Mental abilities and memory of the elderly. Retirement stress and its manifestations
- The problem of loneliness in old age
- Natural-scientific and theological views on death
32. ACTIVITIES CHARACTERISTIC FOR PRESCHOOL CHILDHOOD
The leading activity of the preschooler is the game. Children spend a significant part of their free time in games.
The preschool period is divided into senior preschool and junior preschool age, i.e. from 3 to 7 years. During this time, children's games develop.
Initially, they are of an object-manipulative nature, but by the age of 7 they become symbolic and plot-role-playing.
Senior preschool age is the time when almost all games are already available to children. Also at this age, such activities as labor and teaching are born.
Stages of the preschool period:
1) younger preschool age (3-4 years). Children of this age most often play alone, their games are objective and serve as an impetus for the development and improvement of basic mental functions (memory, thinking, perception, etc.). Less often, children resort to role-playing games that reflect the activities of adults;
2) middle preschool age (4-5 years). Children in games unite in all large groups. Now they are characterized not by imitation of the behavior of adults, but by an attempt to recreate their relationship with each other, role-playing games appear. Children assign roles, set rules and monitor their observance.
Themes for games can be very diverse and are based on children’s existing life experiences. During this period, leadership qualities are formed. An individual type of activity appears (as a kind of symbolic form of play). When drawing, the processes of thinking and representation are activated. First, the child draws what he sees, then what he remembers, knows or invents;
3) senior preschool age (5-6 years). This age is characterized by the formation and mastery of basic labor skills and abilities, children begin to understand the properties of objects, and practical thinking develops. While playing, children master everyday objects. Their mental processes improve, hand movements develop.
Creative activity is very diverse, but the most significant is drawing. The artistic and creative activities of children, music lessons are also important.
Author: Loshchenkova Z.B.
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