The main ways of forming boundaries in children. Intrauterine development of the child by weeks and months, stages

Character is usually understood as a set of some outstanding (noticeable to others) mental properties. individual person. This refers to those mental properties that are formed after the birth of a person. Temperament, for example, has physiological and genetic roots, therefore it does not apply to character, because it was formed in many respects even before birth.

Character begins to form from the first months of life. The main role in this belongs to communication with other people. In actions and forms of behavior, the child imitates his loved ones. With the help of direct learning through imitation and emotional reinforcement, he learns the forms of adult behavior. Although the character begins to form from the first months, nevertheless, a special sensitive period is distinguished for the formation of character: the age is from two or three to nine or ten years. At this time, children communicate a lot and actively both with surrounding adults and with peers. During this period, they are open to almost any outside influence. Children readily accept any new experience, imitating everything and everything. Adults at this time still enjoy the boundless trust of the child, so they have the opportunity to influence him with a word, deed and action. For the formation of the child's character, the style of communication of the people around is important: - adults with adults, - adults with children, - children with children.

One of the first in a person's character is laid such traits as: - kindness-selfishness, - sociability-isolation, - responsiveness-indifference. Studies show that these character traits begin to form long before the beginning of the school period of life, even as early as infancy. Later, other character traits are formed: - industriousness-laziness, - accuracy-sloppiness, - conscientiousness-malice, - responsibility-irresponsibility, - perseverance-cowardice. These qualities, however, also begin to form in preschool childhood. They are formed and fixed in games and available types of domestic work and other household activities. Of great importance for the development of character traits is stimulation from adults. Both low demands and very high demands can adversely affect the formation of character.

In the preschool period, mainly those traits that constantly receive support (positive or negative reinforcement) are preserved and consolidated. AT primary school schools, under the influence of new experience, character traits that manifest themselves in relationships with people are formed and corrected. The child begins to live a full social life, to communicate with a large number of people, including little known to him. The responsibility of the child for the result of the activity increases. They start comparing him to other kids. Therefore, it is in primary school such an important character trait as self-attitude is formed. School success can build confidence in one's own intellectual usefulness. Failures can form a kind of "loser complex": the child stops trying, because he is still a "loser". In adolescence, strong-willed character traits are most actively developed and consolidated. A teenager gradually masters new areas of activity for himself, tries his hand at them. In early youth, the basic moral, ideological foundations of the personality are finally formed, which most people carry through the rest of their lives. We can assume that by the end of school, the character of a person as a whole is established. What happens to a person in the future almost never makes his character unrecognizable to those who communicated with him during his school years. However, the character is not a frozen formation, but is formed and transformed throughout the life of a person. After graduation, the biggest "innovation" in character will occur in the first few years of work. young man. Interesting work, productive relationships with colleagues and superiors will give rise to love for work, for labor achievements. Routine work, destructive relationships with colleagues can give rise to passivity and dependency. Many adult, conscious people are the creator of their own character. They analyze their behavior, their thoughts and feelings. If you don't like something about yourself, then they educate themselves. People capable of self-education usually achieve much more success in life than their more passive "antagonists". A huge influence on the formation and development of character in all periods of life has an external information background: - judgments of people around about life, - actions of people around, - fiction (judgments and actions of fictional characters), - cinema and other media images, - the dominant ideology in society.

Early childhood is a period of 1 to 3 years. At this age, changes occur in personal development, the cognitive sphere, and the social situation of development.

Neoplasms of infancy lead to the fact that the relationship between the child and the adult is changing, which in turn leads to the formation of a new social situation of development, which consists in the emergence of joint activities of a child and an adult, and also that this activity becomes subject. The essence of joint activity is the assimilation of socially developed ways of using objects, that is, an adult teaches the child to use the surrounding objects correctly, and also explains why they are needed and where they should be used. The social situation of a child's development at this age looks like this: "Child - SUBJECT - adult". As can be seen from this triad, the subject is important for the child. You can be convinced of this by watching how the child plays: he constantly looks at the object he is passionate about, be it a typewriter, chair, doll, spoon, etc. You may get the feeling that he doesn’t need anything else and no one needed, his attention is focused only on the object of passion. But this is not so, because without an adult, a child cannot master human ways of using objects.

Joint activity becomes objective, because the motive of this activity lies in the object itself and the way it is used. Communication at this age takes the form of organizing objective activity. In other words, it occurs at the moment of explaining the correctness of the use of one or another object. Communication develops intensively and becomes verbal, because mastering objects using only emotional coloring cannot be efficient.

At this age, perception, thinking, memory, speech develop. This process is characterized by the verbalization of cognitive processes and the emergence of their arbitrariness.

Development of perception defined by three parameters: perceptual actions(the integrity of the perceived object), sensory standards(the emergence of sensation standards: sound, light, taste, tactile, olfactory) and correlation actions. In other words, the process of perception consists in highlighting the most characteristic qualities, features, properties for a given object or situation; drawing up on their basis a certain image; correlation of these standard images with objects of the surrounding world. So the child learns to divide objects into classes: dolls, cars, balls, spoons, etc.

From the year the process of cognition of the surrounding world begins to actively develop. A child between the ages of one and two years old uses various options, and from one and a half to two years he has the ability to solve the problem by guessing (insight), that is, the child suddenly finds a solution to this problem, avoiding the trial and error method.

From the second year of life, the perception of the child changes. Having learned to influence one object on another, he is able to foresee the outcome of the situation, for example, the possibility of dragging a ball through a hole, moving one object with the help of another, etc. The child can distinguish between such shapes as a circle, oval, square, rectangle, triangle, polygon; colors - red, orange, yellow, green, blue, purple.

Through the development of perception towards the end early age the child begins to develop mental activity. This is expressed in the emergence of the ability to generalize, to transfer the experience gained from the initial conditions to new ones, to establish a connection between objects through experimentation, memorizing them and using them in solving problems. A one and a half year old child can predict and indicate the direction of movement of an object, the location of a familiar object, overcome obstacles on the way to achieving the desired goal. And after a year and a half there is a reaction of choosing an object according to the brightest and most simple signs: shape and color.

Continues in early childhood thinking development, which from the visual-active gradually passes into the visual-figurative, i.e., actions with material objects are replaced by actions with images. The internal development of thinking proceeds in this way: intellectual operations develop and concepts are formed.

Visual-effective thinking arises by the end of the first year of life and remains leading up to 3.5-4 years. At first, the child can abstract and highlight the shape and color, therefore, when grouping objects, he first of all pays attention to the size and color of the object. At the age of about two years, he identifies objects based on essential and non-essential features. At 2.5 years old, the child distinguishes objects according to essential features: color, shape, size.

A feature of thinking in early childhood is syncretism. Syncretism means indivisibility: the child, solving a problem, does not single out individual parameters in it, perceiving the situation as a complete picture. The role of an adult in this case consists in isolating from the situation and analyzing individual details, from which the child will then highlight the main and secondary ones.

Visual-figurative thinking occurs at the age of 2.5–3 years and remains leading until 6–6.5 years of age. The formation of this thinking is associated with the formation of elementary self-consciousness and the beginning of the development of the ability for arbitrary self-regulation, accompanied by a developed imagination.

Memory development. By the age of two, the child develops RAM. Light logical and thematic games are available to him, he can draw up an action plan for short span time, does not forget the goal set a few minutes ago.

The development of speech. Up to a year, a child can already call a spade a spade. He has rich experience in learning about the world around him, he has an idea about his parents, food, environment, toys. And yet, out of the multitude of qualities contained in a word as in a concept, the child at first acquires only individual properties characteristic of the object with which this word was initially associated in his perception.

A one-year-old child reacts to words as to the situation as a whole. The word turns out to be associated with the situation, and not with the object representing it. The child carefully observes the facial expressions and gestures of the speaking adult, catching on them the meaning of what is being said.

From 11 months, the transition from pre-phonemic to phonemic speech and the formation of phonemic hearing begins, which ends by two years, when the child can distinguish words that differ from each other by one phoneme. The transition from prephonemic to phonemic speech lasts 3 years and ends in the fourth year of life. At the age of 3, the child learns to use cases correctly, first begins to use one-word sentences, then, at the age of 1.5 to 2.5 years, he can combine words, combining them into two-three-word phrases or two-word sentences, where there is also a subject and predicate. Then, thanks to the development of the grammatical structure of speech, he masters all cases and is able to build complex sentences with the help of function words. At the same time, there is a conscious control over the correct pronunciation of speech statements.

After 1.5 years, the activity of independent speech and verbal communication is noted. The child begins to ask for the names of objects or phenomena that interest him. At first, he uses the language of gestures, facial expressions and pantomimes or a pointing gesture, and then a question expressed in verbal form is added to the gesture. The child learns to control the behavior of other people with the help of speech. But a child between the ages of 2.5 and 3 years cannot follow the instructions of adults, especially when it is necessary to choose one action from several; he will be able to make this choice only closer to 4 years.

During the second year of life, the child begins to learn the verbal designation of surrounding objects, and then the names of adults, the names of toys, and only then - parts of the body, i.e. nouns, and by the age of two, with normal development, understands the meaning of almost all words related to the surrounding reality . This is facilitated by the development semantic function children's speech, that is, the definition of the meaning of the word, its differentiation, clarification and assignment of generalized meanings to words that are associated with them in the language.

By the age of 2, children have a clear understanding of the purpose of the household and personal hygiene items around them. They understand general issues requiring a yes or no answer.

At about 3 years old, the child begins to listen carefully to what adults are talking about, loves when stories, fairy tales, and poems are read to him.

Up to 1.5 years, the child learns from 30 to 100 words, but rarely uses them. By the age of 2, he knows 300 words, and by 3 - 1200-1500 words.

The following stages were identified in the development of speech:

1) syllables (instead of words);

2) sentence words;

3) two-word sentences (for example, "mom here");

4) sentences of three or more words;

5) correct speech(grammatically consistent sentences).

The main trends in the development of the speech of a young child are as follows.

Passive speech in development is ahead of active speech.

The child discovers that each object has its own name.

At the border of the 2nd and 3rd years of life, the child, as it were, intuitively “discovers” that the words in the sentence are interconnected.

There is a transition from the ambiguity of children's words to the first functional generalizations built on the basis of practical actions.

Phonemic hearing is ahead of the development of articulation. The child first learns to listen to speech correctly, and then to speak correctly.

Mastering the syntactic structure of the language is carried out.

The functions of speech develop, there is a transition from the indicative (indicative) to the nominative (denoting) function of speech.

In early childhood, along with the development of the cognitive sphere, there is also personal development. First of all, it happens personal socialization child, because, watching adults, he tries to imitate them: to do as they do, to behave as they behave in certain situations. The process of imitation goes through communication and interaction between an adult and a child. Thus, observing the behavior of people and imitating them becomes one of the main sources of personal socialization of the child. In the development of personality, an important role is played by the feeling of attachment, which is formed in the child by the end of the first year of life and continues to develop in early childhood. The reason for attachment may lie in the fact that adults satisfy the basic needs of the child, reduce their anxiety, provide a safe environment for existence and active study of the surrounding reality, form the basis for normal relationships with people at a more mature age.

When the mother is near the child, he is more active and prone to learning. environment. A positive assessment of the actions and personal qualities of the child by the parent forms in him a sense of self-confidence, faith in his abilities and capabilities. If a child is attached to his parents and they pay him the same, then he is more obedient and disciplined. If parents are friendly, attentive and strive to meet the needs of the child, then he develops a personal, personal attachment.

If a child is deprived of constant positive emotional contact with his mother or loved ones, then he will have problems in the future in establishing normal, trusting relationships with others.

In early childhood there is the formation of self-consciousness. The development of self-awareness will lead to the formation self-esteem(see 3.6 for details). There is a development independence. The phrase "I myself" is the best way to describe its manifestation. The child does not always want to be helped. Having mastered walking, he finds himself obstacles, obstacles and tries to overcome them. All this gives the child pleasure and indicates that he begins to develop such qualities as willpower, perseverance, determination.

At this age, many children show disobedience. When they are told that it is impossible to do this, they continue to do it their own way. Often this is due to the desire of children to know the world around them as quickly as possible.

From the age of 1.5, the child begins to realize his abilities and his own personality traits. A two-year-old child understands that he can influence people and achieve the desired goal.

Children begin to develop empathy- understanding emotional state another person. One can observe how a one and a half year old child strives to console an upset person: he hugs him, kisses him, gives him a toy, etc.

The child has a need in achieving success. This need is being built up in stages. First, the child begins to realize his successes and failures, then he can explain the successes and failures of other people, then he acquires the ability to distinguish tasks according to the degree of difficulty and evaluate the degree of development of his own skills necessary to complete this task, and, finally, he can evaluate his abilities and the applied efforts.

Table 5

In table. 5 shows the achievements of the mental development of the child, with which he approaches the crisis of three years.

The crisis of three years is characterized by the fact that the personal changes that occur with the child lead to a change in his relationship with adults. This crisis arises because the child begins to separate himself from other people, realizes his possibilities, feels himself a source of will. He begins to compare himself with adults, and he involuntarily has a desire to perform the same actions that they do, for example: “When I grow up, I will brush my own teeth.”

At this age, the following traits appear: negativism, stubbornness, depreciation, obstinacy, self-will, protest-rebellion, despotism. These characteristics were described by L.S. Vygotsky. He believed that the emergence of such reactions contributes to the emergence of the need for respect and recognition.

Negativism manifests itself in a negative reaction to the demand or request of an adult, and not to the action itself. For example, a child ignores the demands of one family member or teacher, while others obey. It was also noted that negativism is mainly manifested in relationships with relatives, and not with strangers. Perhaps, subconsciously, the child feels that such behavior towards relatives will not bring him serious harm. Therefore, we must remember that negativism and disobedience are two different things.

Another characteristic of the crisis of three years is stubbornness. Its reason is not in the child's desire to get what he wants or needs at all costs, but in the fact that his opinion is taken into account. It doesn’t matter to the child whether he gets this thing or not, he needs to establish himself in his “adulthood”, in the fact that his opinion also means something. Therefore, a stubborn child will insist on his own even if he does not really need this thing.

The next feature is depreciation- inherent in all crises. It manifests itself in the fact that all the habits and values ​​\u200b\u200bthat used to be dear begin to depreciate. For example, a child may abandon and even break a favorite toy in the past, refuses to follow previously accepted rules of behavior, now considering them unreasonable, etc.

obstinacy directed against the accepted norms of behavior in the family and is similar to negativism and stubbornness. For example, if it is customary in the family to have dinner together, then the child begins to refuse to eat at this particular time, and then he develops an appetite.

willfulness expressed in the desire of the child to do everything himself. If in infancy he strove for physical independence, now his behavior is aimed at independence of intentions and plans. Such behavior is manifested not only in the actions offered by adults, for example: “Do it yourself”, “You are already big and you can do it”, etc., but also in the stubborn desire to do this and not otherwise. This feeling captures the child to such an extent that he openly opposes his desires to the expectations of others. The manifestation of independence is reflected in relationships with adults. When a child realizes that he can do something myself, He doesn't need adult help. They should understand this and try to avoid negative comments on this occasion not to criticize the child, but to allow him to show independence.

protest riot expressed in frequent quarrels between children and parents. According to L.S. Vygotsky, “the child is at war with others, in constant conflict with them” (Vygotsky L.S., 1991).

Manifestations despotism are as follows: the child begins to dictate to everyone around him how to behave, and strives to be obeyed and act as he says. Such behavior can be observed when the child is alone in the family or the last in a row.

In early childhood, the leader becomes object activity, which affects both mental development and communication with adults.

In infancy, activity is manipulative in nature: the child can repeat the actions shown by adults, transfer the learned action to another object, and master some of his own actions. But by manipulating, the child only uses external properties and relationships of objects. In early childhood, objects become for the child not just an object, but a thing that has a specific purpose and a specific way of using it. The child tries to master more and more new actions of the subject, and the role of an adult is to mentor, cooperate, and help in difficult situations.

By manipulating an object at the end of infancy and early childhood, the child will never be able to understand its function. For example, he can open and close a closet door an infinite number of times, but he will never understand its functional purpose. Only an adult can explain why this or that thing is needed.

Assimilation of the purpose of the object does not guarantee that the child will use it only for its intended purpose, but the important thing is that he will know how, when and where this should be done. For example, having learned that pencils are needed for writing and drawing, a child can still roll them around the table or build something with them.

At first, the action and the object in the understanding of the child are closely related. An example of this is the following fact: he cannot comb his hair with a stick or drink from a cube. But over time, there is a separation of the object from the action.

There are three phases in the development of the connection between an action and an object:

1) any actions can be performed with the object;

2) the item is used only for its intended purpose;

3) the free use of an object is possible, but only if its true purpose is known.

D.B. Elkonin singled out two directions for the development of objective activity:

1. Development of action from joint with an adult to independent performance.

The path of action development from joint to independent was studied by I.A. Sokolyansky and A.I. Meshcheryakov. They showed that at first the orientation, execution and evaluation of the action are in the hands of the adult. This is manifested, for example, in the fact that an adult takes the child's hands and performs actions with them. Then a partial or joint action is performed, i.e. the adult starts it, and the child continues. Then the action is performed on the basis of the display and, finally, on the basis of the verbal indication.

2. Development of means and methods of orientation of the child in the conditions of the implementation of the action. It goes through several stages. The first stage consists of:

a) in the non-specific use of tools (manipulation of objects);

b) using an object when the methods of its use have not yet been formed, for example, the child understands what a spoon is for, but takes it very low when eating;

c) mastering a specific way of using.

The second stage occurs when the child begins to perform actions in an inadequate situation. In other words, there is a transfer of action from one object to another, for example, a child, having learned to drink from a mug, drinks from a glass. There is also a transfer of action according to the situation, for example, having learned to put on shoes, the child tries to pull them on the ball.

The third stage is accompanied by the emergence of a game action. Here the adult does not tell the child what to do, how to play or use the object.

Gradually, the child begins to correlate the properties of objects with operations, i.e., learns to determine what can be done best with an object, which operations are most suitable for a particular object.

The stages of formation of such fastenings were identified by P.Ya. Galperin. He believed that at the first stage the child varies his actions based not on the properties of the tool with which he wants to get the object he needs, but on the properties of the object itself. He called this stage “targeted trials”. At the second stage - "waiting" - the child finds an effective way of acting with the object and tries to repeat it. At the third stage - the "stage of obsessive intervention" - he tries to reproduce an effective method of influence and master it, at the fourth stage he discovers ways to regulate and change the action, taking into account the conditions in which it will have to be performed.

Correlative and instrumental actions are significant for mental development.

Correlating actions consist in bringing several objects into certain spatial interactions - for example, folding pyramids from rings, using collapsible toys, etc.

Gun actions- these are actions in which one object is used when acting on other objects. The child masters instrumental actions in the process of learning under the guidance of an adult.

It was found that gun actions can be an indicator of the intellectual development of children, and subject actions indicate the degree of their learning, the breadth of contacts with adults.

By the end of early childhood, play and productive activities are born in object-tool activity.

Often parents, talking with their friends, say that their baby has a difficult or, conversely, mild character, but not everyone knows how it develops, and what factors, apart from parenting, may affect it.

From the moment of birth, the baby lives in a world whose boundaries are expanding more and more, as his physical needs grow, and in the process, the child's perception of the world around him and himself changes. Character in its entirety is revealed only after a few years, and it is formed gradually, and not immediately from the first days of life. However, in the early years, the so-called “foundation” is really laid, which will become the basis for those features of a person’s character that will manifest themselves with age.

What is laid down by nature

A newborn can only evaluate his own state at the level of “I feel good” or “I feel bad”, but his activity in the outside world is actually very small, since most he spends time sleeping. However, during sleep in the infant's brain occur important processes. This explains why some babies are calm and unruffled, while others constantly scream and give their parents sleepless nights.

Perhaps, at first glance, it seems that little children simply do not know what they want, but in fact it is during this period that their temperament is formed. This is not yet a character, but only a predisposition to one of its types, that is, a program for the work of the psyche, laid down at birth. The concept of "temperament" is usually understood as some of the dynamic characteristics of the human psyche: the level of activity, features of movements and emotions.

The most famous classification of temperaments, adopted as the main among psychologists, is their division into four types: melancholic, sanguine, phlegmatic and choleric. Many parents from the first days of their baby's life immediately assign him one of these types, and, accordingly, draw conclusions about what his character will be like. However, they are mistaken, since temperament is only the basis on which everything else is subsequently built. Parents should understand the temperament of the baby only in order not to subsequently reverse these features of his psyche and correctly build the process of education.

Awareness of oneself as a person

The baby changes every day. Until yesterday, he did not react to anything except food and wet diaper, and today it already seems that his actions have become more meaningful. At the age of about three months, when the baby first begins to recognize others and react to their appearance with a smile, cheerful cooing and movements, an important phase of his psyche begins. From the moment the child begins to interact with others, a period of active formation of his character begins.

By the age of six months, the baby has grasping movements, which soon turn into purposeful desires to take this or that thing. At the end of the first year of life, the baby begins to move independently - crawl, roll from side to side, and soon learn to stand up and walk.

It is at this time that the main task of parents is to let the baby feel maximum protection and a sense of security. If the baby understands that he has nothing to defend himself against, subsequently unpleasant traits due to defensive reactions will not appear in his character.

Cognition of the world around

From the second year of life until the onset school age the psyche of the child is formed most actively. Moving in space comes to the fore, and every day the baby learns more and more about the world around him: he meets new people, discovers previously unknown objects, places, names. It is at this age that he develops the basics of behavior in various situations, and the baby learns to be independent.

The environment of the baby at this time most strongly influences the formation of character, so it is so important for parents during this period to teach the baby everything that is necessary. It is better to convey useful information for the baby not with moralizing and punishments for misbehavior, but by showing it by example and with the help of fun games. Such important character traits as perseverance, courage, sociability and the ability to empathize are very easy to instill in a child in collective games with interesting plots and rules.

What is character, and how to influence its formation

Character is a combination of intellectual, moral, strong-willed and emotional traits formed on the "foundation" of temperament. Different proportions of the manifestation of certain traits determine the individuality of the character of each person.

Intellectual traits include observation, curiosity, flexibility of mind and prudence. To form these qualities in a child, parents need to be attentive to everything that happens every day around the baby, and also play educational games with him. Ask the child to find a connection between events (it is cold outside because the wind is blowing; when the wind blows, the trees sway, etc.), read books together, learn songs and poems, teach him counting and writing skills. The most important thing is that such activities should not be boring, otherwise the baby will lose interest in them very quickly.

Emotional traits cannot be developed through exercise, so the only thing parents can do is help their child experience as many positive emotions as possible. Teach him to take care of pets, play games, watch and discuss various films and cartoons with your baby, learn dances and listen to music. Do not forget to praise the child for the initiative or a good deed. Gradually explain to the baby what sympathy and empathy are.

In order for the baby to develop strong-willed character traits - independence, determination, endurance and the ability to take the initiative into your own hands, teach him to set goals and achieve them, show patience and perseverance, solve complex problems, and, of course, let the child make decisions independently, starting with the smallest things. Let the baby choose for himself, you will read to him at night, which playground you will go for a walk, what kind of porridge he will eat for lunch.

Moral traits, such as a sense of duty, honesty, humanity, collectivism, are also formed in the crumbs under the influence of parents. If the child did not do the right thing, do not scold him, but discuss the situation with him, help him find a way out of it and praise the baby for telling you everything honestly.

In order for a child to grow up as a kind and sympathetic person, from the very first years of life, teach him that it is impossible to mock sick people and animals, and explain that you need to respect the feelings and opinions of other people. Under the guidance of sensitive and attentive parents, the baby will definitely grow up as an interesting personality.

Victoria Gritsuk

The first stage - by the age of 1.5, in the course of communication with adults, knowledge of the primary gender identity is formed. Already by this time, children can know about their gender. At the same time, not a woman, but a man is a particularly vulnerable, potentially weak partner. Usually in the first years of life, children are very attached to their mother. At this time, they face the problems of separation and individualization. This implies a weakening of the original identification with the mother, a decrease in oral dependence on her. Boys and girls experience this process differently. Girls' early impressions include a double identification: not only do they identify with their mother (as do boys of the same age), but mothers themselves, like big daughters, identify very strongly with their daughters. This feeling of special affection makes the subsequent separation of mothers and daughters more difficult. At the same time, in relationships with boys, mothers tend to encourage their opposition to themselves and, in general, everything that strengthens their male self-awareness. In addition, the toys that are offered to the child, games and entertainment, the tastes that they try to instill in him, the requirements that are made of him - everything is passed through the prism of his gender: “You should not cry, because you are not a girl”; "Why are you fighting, are you a boy?" The primary consciousness of one's gender is formed in the child during this period, constituting the most stable, pivotal element of his self-consciousness. With age, volume and content gender identity change, including a wide range of masculine and feminine traits.

The second stage is 3-4 years. After the child reaches this age, the different development of boys and girls is generally recognized. During this period, a more specific masculine identification should replace the boy's early identification with his mother, and this coincides with a time when the father is increasingly present in his children's world. However, in modern society, this is not so easy to implement, and therefore male identification is reinforced more by stereotypical ideas about the role of a man in society than by real relationships between adults of the same sex. Subsequently, boys may reorient themselves to a negative way of expressing masculinity, identifying themselves in everything that is not feminine. This means the suppression in oneself of all qualities that are considered feminine, and also implies a low appreciation of what the boy perceives as "feminine" in the world around him.

For girls, the development of female gender identity is more consistent. They do not have to overcome their early self and attachment to their mother, since their final definition as a woman coincides with the central figure on which their childhood feelings of dependence were concentrated. Therefore, the identification of a girl with her mother is different from the position taken by a boy who is trying to get comfortable with the male role and the behavior corresponding to it. Thus, the perception of a boy and a girl of their inner world gives rise to the development of masculinity and femininity. Research shows that the basis of gender differences in ways of thinking and problem solving is also beginning to be laid in relation to children through parental behavior. From an early age, children learn what clothing suits them according to gender, what behavior is “gender appropriate”. Girls learn to copy their mothers, boys learn to copy their fathers. Thus, the world of girls is limited to a small group of friends; it is private, non-competitive, based not on power within the group, but, on the contrary, on mutual equality and respect for each other. The world of boys is more hierarchical, characterized by constant competition for status, filled with posing to assert dominance, attract an audience, assert oneself when the other is defeated.

So, by the age of 3-4, the child develops the ability to distinguish people by gender, develops a clear awareness of their gender. During this period, children often reject what in their system of ideas is contrary to the norms of their gender: inappropriate clothes, activities, manners. This testifies to the colossal inner work associated with the formation of self-consciousness.

The third stage is 6-7 years. At this stage, there is an almost complete differentiation of gender roles, certain forms of games and companies are selected. Children form an idea of ​​how much their individual qualities and social behavior correspond to the standards and expectations of a certain gender role. These manifestations of gender differences are then reinforced as a result of teachers and schooling. The education system is becoming the most powerful tool through which society reproduces gender and social relations.

The fourth stage (the decisive stage in the formation of sexual identity) is the period of puberty, or puberty.

The formation of not only gender identity, but a sexual role is a problem that arises before a person and is resolved by him during the puberty period. Puberty, according to I.S.Kon, is the core around which the self-consciousness of a half-growth is structured. The need to be convinced of the normality of one's development acquires the strength of a dominant idea. All boys and girls evaluate their own signs of masculinity and femininity. How a teenager develops knowledge about himself, how the experience of his “physical I” in general and sexual in particular is formed, depends on many aspects of his future attitude towards himself, towards people around him of different sexes and, more broadly, a feeling of love.

Work on the formation of gender-role behavior aims to familiarize children with the qualities of masculinity and femininity, the manifestations and preferences of men and women in various activities, their roles in the family, the formation of skills and abilities in behavior, as well as the development of children's attitudes to the concepts of beauty, love, friendly relations and the formation of these relations between girls and boys in the group. This direction is associated with the creation of conditions for the manifestation and experience by children of certain feelings, for example, pride, courage, courage in boys; care, sympathy, affection - in girls.

Another important psychological problem associated with the upbringing of a child in an incomplete family is a violation of gender identity, the lack of skills in gender-role behavior. The loss or lack of formation of a sense of sex gives rise to profound changes in the entire personality of a person. In the development of specific sexual psychological qualities of men and women, a huge role belongs to the father.

Already in the first months of a child's life, the father plays differently with the boy and the girl, thereby beginning to form their gender identity. The first five years of life play a decisive role in the development of masculine traits in a boy and in the establishment of heterosexual relationships in a girl in the future. Therefore, the longer during this period the child has to live without a father and no other man serves as an effective substitute for him, the more serious the difficulties of sexual identification can be.

Children most successfully master this or that psychosocial role at preschool age: boys at 5-7 years old, for girls this period is more blurred 3-8 years. Under the influence of parents, by the age of 3-6, the child develops an idea of ​​​​belonging to certain gender, which extremely strongly influences the entire further course of the formation of his personality as a man or woman.

Boys brought up only by their mothers develop feminine character traits, such as verbal aggressiveness, a preference for games and activities traditionally characteristic of girls, or, on the contrary, the development of "compensatory masculinity", which is characterized by a combination of exaggerated male behavior with a dependent character.

The father also plays an important role in the development of the girl. For her, he is the number one man, his features, behavioral patterns, nuances of relationships are sometimes remembered at an unconscious level and become a model to which all types of relationships will subsequently be attracted. future woman with men. deficit male influence in the course of growing up, a girl significantly complicates her development as a future woman, complicates the formation of intersexual communication skills in her, which will subsequently negatively affect her personal and family life.

The absence of a father in the family or a person replacing him affects the development of the personality of the boys' male self-awareness. Deprived in childhood of the opportunity of sufficient communication with their father, boys subsequently often do not know how to fulfill their fatherly duties and, thus, negatively affect the personal development of their children.

Boys raised without a father either learn female type behavior, or they create a distorted idea of ​​male behavior as antagonistically opposite to female. In both cases, there is a vulgarized idea of ​​male behavior as aggressive, rude, harsh and cruel. Such boys are often less mature and less purposeful, do not feel secure enough, lack initiative and unbalanced, more timid.

The lack of male influence in childhood can lead to difficulties for boys in learning an adequate sex role, and serve as one of the reasons for the development of homosexuality.

Thus, the process of gender identification, that is, the child's awareness of his gender and the acquisition of psychological characteristics of behavior characteristic of representatives of a certain sex, largely depends on the composition of the family and the influence of the mother or father on the formation of the child's life and value attitudes. It is in the conditions of family education that children receive the first experience of personal behavior, emotional response to various situations, learn to know the surrounding natural and social world organize your life, effectively participate in interpersonal and intergender communication.

The result of the costs of maternal education in single-parent families can be a deformation of the child's personality already in early childhood. If in a complete family the emotional background is created by the mother, maintaining a favorable family atmosphere of understanding, trust and emotional closeness, then the father performs the functions of normative control and regulates behavior.

In an incomplete family, the implementation of all the functions listed above is assigned to the mother, and she does not always succeed. Boys are the first to suffer from the costs of maternal upbringing in such families.

One of the most common features of maternal upbringing in incomplete families is the mother's excessive guardianship of her son. In their desire to protect their son from life's difficulties, responsibility and risk, mothers often thereby paralyze the children's will, prevent their sons from becoming men. As a result, maternal overprotection can lead to a serious psychological complication of the relationship between the son and mother, the outcome of which can be emotional alienation, hatred and enmity.

The relationship between mother and son does not always lead to personal deformation of the boy. If a mother instills in her son the ability to overcome difficulties from early childhood, encourages his independence and initiative, stimulates in him the desire to be strong and courageous, develops the ability to take risks, then the boy will develop a masculine style of behavior under the influence of his mother. In this case, the mother will become a reliable friend for her son throughout his life.

These are some psychological features formation of the personality of the child, characteristic of all types of incomplete families. At the same time, each type of single-parent family has its own characteristic features inherent only to it, associated with the influence of the relations that develop in it on the process of mental development and personal development of the child.

Summing up, I would like to note that the role of parents in the upbringing is multifaceted and is reflected in the formation of the child's personality already in early childhood. The absence of one of the parents, for example, the father, leads to serious disturbances in the mental development of the child, a decrease in his social activity, personality deformations and a violation of the process of gender-role identification, as well as various deviations in behavior and mental health.

Psychological differences boys from girls are hidden in completely different types thinking. Girls are more developed right hemisphere brain, it is responsible for emotions, fantasy and creativity. For boys, it is left, it is responsible for logic and analytical abilities. There is no doubt that the development of differences between boys and girls is influenced by the gender component of education. Scientists have proven that while talking with children, adults gesticulate differently - depending on who they are talking to - with a boy or a girl. They use different intonations and even build sentences differently. All this, of course, has an important influence on the formation of gender-role behavior.

What are the differences between boys and girls? It turns out girls choose closed spaces, where they get their “treasures”, And play quietly. Boys love open spaces. They prefer to run and hide. In general, girls are more developed than boys in both logical and creative thinking. However, already in adolescence, boys begin to rapidly catch up with girls.

Emotionally, boys are more irritable, restless, insecure about own capabilities. Girls are less aggressive, nature has made it so that their ability to adapt to a particular situation is much higher.

Important role in the process of sex-role socialization by psychologists

given to the family, the social expectations of parents in relation to children

different sexes and the educational influences they apply to their

sons and daughters.

It is an indisputable fact that the foundation of the personality of the child and the beginning of qualities

masculinity and femininity are laid in the family, which is

the first school of his education - the education of his moral feelings,

skills social behavior and especially in the preschool period of childhood,

when "basic personality mechanisms" are formed.

The role of the second factor, no less important than the family, in sexual

socialization of the child belongs to the peer group. Assessing

the physique and behavior of the child in the light of their much more rigid than

in adult criteria of masculinity/femininity, peers thereby

confirm or question his gender identity and gender

orientation.

The role of the peer group for boys and girls is somewhat different.

Girls are more than boys, as you know, gravitate towards the family, towards adults.

The role of the peer group is especially important for boys who have

gender-role norms and ideas are usually more rigid and overestimated,

than girls.

During preschool age, adults begin to consciously or unconsciously teach the child a gender role in accordance with generally accepted stereotypes, orienting him in what it means to be a boy or a girl. Boys are usually allowed to be more aggressive, encourage physical activity, initiative. Girls are expected to be sincere, sensitive and emotional.

In the family, the child is guided day by day by the values ​​of his gender. He is told how a boy or girl should behave. Every culture has ingrained patterns of raising children as future men and women. A boy, even the smallest one, is usually told: "Don't cry. You are not a girl. You are a man." And he learns to hold back his tears. The girl is instructed: "Don't fight, don't climb fences and trees. You are a girl!" And the minx has to curb herself, because she is a girl. Such and similar attitudes of adults underlie the polarization of behavior. In addition, stereotypes of male and female behavior enter the child's psychology through observation of the behavior of men and women. Each of the parents carries the value orientations of their gender: such signs as sincerity, sensitivity, emotionality are more inherent in a woman; courage, determination, self-control are signs of masculinity.

An adult will do wrong if he blindly follows these established stereotypes. It is necessary to look for ways to develop boys and girls in many ways as future adults.

At preschool age, the child discovers the external differences between men and women in clothing and behavior. Children imitate everything: forms of behavior that are useful and acceptable to others, stereotypical forms of adult behavior that are a harmful social habit (swearing, smoking, etc.) So, boys, although they do not use these "symbols of masculinity" in their practice, but are already incorporating them into their story games.

Awareness of one's "I" certainly includes awareness of one's own gender. The sense of one's own gender is normally already becoming stable in a child at preschool age. In accordance with the perception of himself as a boy or girl, the child begins to choose playing roles. At the same time, children are often grouped into games based on gender.

At this age, an open, benevolent predilection for children of the same sex and an emotionally colored, hidden predilection for children of the opposite sex are revealed. This determines the development of self-awareness in the context of gender identity.

The communication of children during the period of preschool age shows their biased involvement in the social roles of men and women. In games and in the practice of real communication, children learn not only the social roles associated with the gender identity of adults, but also the ways of communication between men and women, boys and girls.

By the end of preschool age, a child learns such emotions and feelings that help him establish productive relationships with his peers and with adults. By the end of preschool age, the child forms the basis for a responsible attitude to the results of his actions and deeds. Responsibility encourages a sense of belonging to a common cause, a sense of duty.

Communication with peers is different from communication with adults and has some features.

Vibrant emotional intensity. With an adult, the child speaks more or less calmly, without unnecessary expression. Conversations with peers are accompanied by sharp intonations, screams, antics, laughter, etc. There are almost 10 times more expressive-mimic manifestations and emphasized bright expressive intonations. Expressions can express a wide variety of states - from expressed indignation to violent joy. This increased emotionality reflects the special freedom, looseness inherent in the communication of children with each other.

Non-standard children's statements. In communicating with an adult, children, as a rule, adhere to certain speech turns, generally accepted phrases. The statements of children in the process of communication are not subject to strict norms and rules: children use the most unexpected, unpredictable words, phrases, combinations of words and sounds - they buzz, crackle, mimic each other, come up with names for new objects. Such communication, the authors note, has a great psychological meaning. It creates conditions for independent creativity, for the manifestation of individuality, since in interaction with children nothing fetters the child, does not slow down his activity, does not limit him to strict norms "as it should be."

The predominance of proactive statements over reciprocal ones. Communication with adults is characterized by the fact that the child tries to maintain a conversation with an adult, answer his questions, listens more or less attentively to stories and messages, that is, he tries to listen more. In contacts with children, it is much more important for a child to speak out on his own than to listen to another, so conversations, as a rule, do not work out: children interrupt each other, each speaks about his own, not listening to his partner.

Communication with children is much richer in its purpose, functions. When a child communicates with an adult, he expects either information from him or an assessment of his actions (the adult reports something, says what is bad and what is good). In relation to an equal partner, the child's actions are more diverse. When communicating with peers, the child can do the following:

manage the partner's actions - show how you can and how you can't do it;

control his actions - in case of discrepancy, make a comment in time;

to impose their own patterns of action - to force to do so, and not otherwise;

play together and at the same time decide together how they will play;

constantly compare with yourself - "I can do it, and you?";

to pretend (that is, to pretend), to express resentment (on purpose not to answer, not to notice);

fantasize.

Such a wealth of relationships in communication gives rise to a variety of contacts and requires the child to be able to express his desires, moods, and requirements in words.

Communication at this age becomes an important tool self-knowledge, the formation of an adequate idea of ​​\u200b\u200bthemselves. A peer for a child acts as a kind of mirror in which the child sees a reflection of his being. A child at this age has a great need to strive to discover and know his abilities, to understand what he is capable of, therefore, a peer is required to participate in joint pranks and fun, and the attention of a peer is needed to assess his achievements.

However, despite the increased need for communication with a peer, and by the end of an early age, communication with children is still inferior in attractiveness to communication with an adult and objective activity.

In the fourth year of life, the need for communication with an adult still dominates over the need for contact with children. The main reason for communication is participation in the game. The child attracts the attention of a peer, offers to start joint actions or continue what the child is already doing. Sensitivity in relation to peers is still rather low, the position of superiority prevails: the preschooler listens to a friend, but does not hear, indicates how to do it, which often leads to conflicts. The child perceives another preschooler mainly as an object for comparison with himself and evaluation, which is expressed quite categorically and negatively in relation to a peer (“You are some kind of greedy!”), and in relation to himself - always positively. General games are short-lived, from a role-playing game, children soon move on to running around, climbing.

Starting from the 4th year of life, a peer becomes more preferred and attractive for the child. Children are more eager to communicate with an equal partner, making contacts is quite easy. In a peer, a child is looking for a connoisseur of his own skills and knowledge: he tells fairy tales with pleasure, shares his impressions, teaches, leads himself as an example (“You need to dress a doll like me”), but he still treats peer stories ironically. At the same time, the sensitivity to peer appeals also increases - a child of 4-5 years old begins to be attracted to the position of the listener. And although the position of superiority still exists, attention to the qualities and capabilities of a peer is also growing.

At 5-6 years old, the position of superiority in relation to peers is still maintained, which leads to teasing, ridicule, and sometimes aggression. But a new position also arises - recognition of the merits of other children on the basis of a growing feeling of sympathy and friendship. It can be seen that preschoolers of this age are even able to admire each other. A friendly attitude towards a peer appears - the child fights for a comrade, protects him, selflessly strives to teach what he knows how, in which he himself is stronger.

By the age of 6-7, the child already has an interest in the peer himself, not related to his specific actions. If at the previous age the majority of contacts occur in the course of the game, then at this age the largest number of them are in situations of solving some practical problem. A peer for an older preschooler is no longer only an object of comparison with oneself, not only a partner in the game, but also an intrinsically valuable and significant human personality with your feelings and preferences. Relationships of trust are strengthened between children: children share their desires, intentions, tastes, secrets. They sincerely try to help, bring joy and pleasure to each other. In this, the sprouts of new relationships between children are manifested, in the center of which is no longer “I”, but “we”. At the same age, attachment to children of the opposite sex arises.

During preschool childhood, three forms of communication with peers develop, successively replacing each other.

The first form of communication emotional-practical - develops by 2 years. The content of the need to communicate with a peer is that the child is waiting for complicity in his pranks, fun and strives for self-expression. Children are attracted by the process of joint actions, it is in it that the purpose of the baby's activity lies. To establish contacts, children use expressive-mimic means - gestures, postures, facial expressions, object-effective operations are also widely used. In the 4th year of life all greater place occupies speech in communication.

At the age of 4-6 years there is situational business form of communication. The need for communication with peers is put forward in one of the first places. This is due to the fact that the role-playing game and other activities of a collective nature are rapidly developing. Preschoolers are trying to establish business cooperation, coordinate their actions to achieve the goal, which is the main content of the need to communicate with other children.

Preschoolers have an interest in the actions, methods of action of their peers, at the same time, a tendency to compete, competitiveness, intransigence in the assessment of comrades is clearly manifested. Children ask about the achievements of other children, notice their mistakes, but also demand recognition of their successes, while hiding their own failures. Thus, the child does not single out the desires of a friend, does not understand the motives of his behavior, but shows a close interest in everything that his peer does. This indicates a need for recognition and respect.

Every family is happy when they bring a child home from maternity hospital. However, after the joy comes a period of worries and questions: is everything all right with my baby, does he know how to do what is necessary for his age? In order for the mother to be sure that her baby correctly makes her first contacts with the outside world, it is important for her to learn how to navigate the stages of growth of a healthy child. The criteria for normal development that we offer were developed by the Munich Academy for Early Development under the guidance of Professor Hellbrüge and have been adapted to the conditions of Belarus for many years.

INITIAL STAGE: DEVELOPMENT OF THE NEWBORN

For a newborn, the general bent position of the body is typical. All limbs are bent at the joints, the head is not straight, but tilted to the side. The fact is that the child was forced to be content with such a position in the mother's womb in order to occupy as little space as possible.

An awake healthy newborn does not mostly lie motionless, but vigorously flexes and extends the limbs. If you put the child on the stomach, then the position of general flexion is maintained, the elbows and knees are pulled up to the stomach, the pelvis does not lie on the surface, but is raised above it. He slowly turns his head from one cheek to the other, rather than lying with his head on the tabletop. If, in the position on the stomach, the newborn slightly presses on the feet, then he will jump forward. This is the so-called "reflex crawl".

At this age, the baby should have an innate reflex of automatic walking: with support for the torso, the child “marches” with his feet. Such movement should disappear by the second month of life, so as not to interfere with the formation of future true walking.

If you touch the baby’s palm, he will quickly squeeze all the fingers and capture the “prey” for a few seconds. The closed palm with the first fingers pressed is part of the general flexion posture of the awake, healthy newborn.
The newborn reacts to bright light and loud sounds, wrinkles his face, blinks his eyes, shows a "fear reaction" with throwing his arms, or even starts to cry.

At the age of one month small man receives the first important impressions of his life through the skin. He feels heat and cold, the softness of touch. A healthy newborn calms down as soon as he is picked up and he can cuddle up to the warm mother's body. Skin contact is most intense during breastfeeding. The child feels protected, the first positive knowledge is transferred to him, he gains the experience of contact.

A healthy newborn screams "at the top of his lungs", thus reacting to every unpleasant feeling. The development of speech begins with a powerful cry.

STAGE 1: DEVELOPMENT IN 1 MONTH

The general position of trunk flexion is maintained. Immediately after laying on the stomach, the child strives to raise his head and holds it for at least 3 seconds. During these seconds, the head sways in different directions, then he puts it on the surface on one, then on the other cheek. If from a position on the back, pull the child by the handles to the “sitting” position, then his head is thrown back. muscle strength still not enough to hold a heavy head. If the child lies on his back, you can notice that his head is increasingly held in the midline, and does not deviate, as in a newborn, to one side or the other. By the end of the month, the child can hold this head position for up to 10 seconds.

While resting on the feet vertical position the child straightens his legs. This reaction is still automatic; automatic walking is also preserved.

Nothing new happens in the development of grasping in the first month of life, the grasping reflex is preserved, the hands are still clenched into fists.

If you hold a red toy in front of the child's eyes at a distance of 20 centimeters, you can see that the child fixes his gaze on it. It turns out this is not immediately and at first for a very a short time. To make sure that the child really fixes his eyes on the toy, you need to gradually move the toy from one side to the other. If the child shifts his gaze from the midline to the sides up to 45 degrees, then you can be sure that he already distinguishes much more than light and darkness in the neonatal period. Tracking a toy is rarely successful the first time, so it is recommended to patiently conduct several such tests.

During breastfeeding, the baby's face is turned towards the mother's face. He watches her face for a long time. Warm skin contact is complemented by loving eye contact. In this harmonious union, the mother should belong entirely to the child and nothing should interfere with this contact. Moms who are unable to breastfeed should also keep their baby close to the breast, giving the baby a sense of security and affection.

In the cry of a child through, you can already notice the difference. Hunger and pain (most often in the abdomen) can cause a loud, relentless cry, while fatigue is expressed in a slightly muffled, plaintive cry. In the firstborn, the mother clearly notes this difference in the second month of life.

STAGE 2: DEVELOPMENT IN 2 MONTHS

In the position on the stomach, the child holds his head for more than 10 seconds. The child lies with an emphasis on the forearms, the arms are already pushed forward to the level of the face, and are not pulled under the chest. The pelvis and legs often lie on the surface, but there is still a tendency to bend. At the same time, the head can still periodically sway away from the midline. When pulling the child by the hands from the “on the back” position, the baby can hold his head in the “sitting” position for about 5 seconds.

In the development of walking, the 2nd month is a transitional phase. Reflex support on the legs and automatic walking fade away. The general flexion set in the 2nd month is significantly reduced, and the periods in which the palm is open are lengthened and this happens more often.

The most beautiful event of the 2nd month is the appearance of a smile. When the mother leans over to the child and addresses him with affectionate words, the child first carefully observes the mother's face and, finally, one day the mother notices that the child's mouth begins to take shape in a timid, timid smile. These first manifestations of mutual love provide new impulses for mother and child in their ardent mutual affection.

In the second month, the baby makes sounds that are quiet and timid at first, and then become louder and more frequent. A "buzz" appears.

STAGE 3: DEVELOPMENT IN 3 MONTHS

The child lies confidently on his stomach, holding his head up for up to 1 minute. The general bending position of the body disappears, which allows the child to stretch his arms forward and lean on his forearms at an angle of 90 degrees at the elbow joints, the hands are half open. When pulling up by the handles, the head does not tilt back, but is held along the line of the body. Hands "meet" in the middle line (in front of the face). When verticalizing, the emphasis is on legs bent at the knees.
If you put a rattle in a child's hand, he does not hold it tightly, tries to put it in his mouth, grab it with his other hand. If you drive a toy in front of a child's face, he will follow it with his eyes, some children already know how to turn their heads in the direction of the toy.
Smiling appears more and more often and becomes a part of the child's behavior. Up to 6 months of life, the child will respond to a person's face with a smile. It is important to note that the child does not smile at objects. This smile is social. "Walking" becomes more varied and frequent.

STAGE 4: DEVELOPMENT IN 4 MONTHS

The child is no longer satisfied with his support on the forearms in the position on the stomach, but actively uses the strengthened muscles responsible for straightening the body. The head and chest rise high above the surface. The kid rests on his open palms, while straightening his legs. Vigorous movements shake the torso. He actively takes his own hands into his mouth, which become a toy and an object of study. Brings them to his face, often examines, and after a while, he manages to connect them together. The child opens not only his hands, but also willingly examines the objects that he was able to capture.

To the knowledge of the world around joins the study of the mouth. For a few more months, the baby will put everything in his mouth.
The child experiences ever-increasing pleasure from smiling, and at the 4th month the smile turns into a cheerful laugh, more often as a reaction of communication with relatives or parents. When communicating with parents and relatives, the whole body of the baby takes part in expressing joy: the child smiles and laughs with his hands and face.

STAGE 5: DEVELOPMENT IN 5 MONTHS

The child continues to swing vigorously on his stomach. Emphasis appears on the straightened elbow joint. The child can hold the head and limbs, leaning on the table only with the body - the so-called "fish" position.

At this time, a very important movement of self-turning from the back to the stomach appears. This usually happens when the child sees a new interesting toy or object of interest to him and wants to possess it. During this period, flexion of the limbs again dominates, but unlike the newborn, this flexion is active. At the same time, the child’s head is actively tilted so that the chin almost touches chest, and the arms, bending, pull the torso. By contracting, the muscles of the abdomen and pelvis form the flexion of the hips, so that the thighs almost touch the abdomen. The whole movement ends with bending the knees.

The ability to lean on the legs is constantly increasing. At this age, it is enough to support the child slightly under the armpits. When supported, the legs straighten and hold the weight of the body for a few seconds. If the child is lying on his back and a toy is shown to him, he is already able to bring both handles in the direction of the object and touch it, although a clear grip has not yet been formed.

From 4 to 6 months, the child's skin no longer plays a leading role in understanding the world. Visual and auditory stimuli begin to predominate. The child has already learned to distinguish facial expressions and the tone of speech addressed to him. The expression on the baby's face reflects complete despondency or surprise when the mother "severely" addresses him. This is the first important sign for parents that their behavior is already different from the child. He understands negative emotions.

There were few changes in speech. Sometimes a child “forgets” even what he was able to pronounce before. However, there are also very “intelligent” children who repeat the sounds they have learned before in various combinations.

STAGE 6: DEVELOPMENT IN 6 MONTHS

At the end of the first six months of life, the child, lying on his stomach, leans only on straightened arms. At the same time, the fingers and palms are fully opened, the baby no longer compresses the handles into fists. The palms are always held in front of the face symmetrically with respect to the body.

If, in a pose on the stomach, a child is shown a rattle at the height of the eyes, then he will transfer the weight of the body to one hand, and with the free second he will grab the toy. Can balance in this position for more than 2 seconds. And if the toy lies in front of the baby and he wants to reach it, then he stretches his hand as much as possible, but is not yet able to move forward.

Most babies by the age of 6 months can sit up on their own. If an adult takes the child's hands, he understands this as an invitation to sit down.

At this age, the child is able to grab both large and small objects with all fingers, transfer them from one hand to another. The first thing he does with them is put them in his mouth. This movement should not excite parents. It means final victory over the "primitive" hand "grasping" reflex and indicates a fairly high degree of coordination of movements.

A six month old baby has good hearing and formed attention. He already knows where the sound is coming from. This can be checked as follows: rustle tissue paper near his ear so that the child does not see. The baby should turn his head in the direction where the sound comes from.

In the 4th month of life, we talked about the social smile. At the 6th month, it becomes differentiated: the baby smiles at familiar faces, while it does not immediately react to strangers.

More and more emotions are reflected on the face of the crumbs, often only the friendly facial expressions of an adult sets the child up for a smile and contact. If the baby does not see his father, or other close people for several days, then he forgets them and considers them warily, as strangers.
Chains of sounds and syllables appear in the speech: “iii…”, “yeah…”, mom….” and others. This is the best music for young parents.

STAGE 7: DEVELOPMENT IN 7 MONTHS

A seven-month-old baby is already a lot and willingly gets up on all fours and reaches for objects in front of him and to the side, tries to sit down. Significantly increase the capabilities of the hands. To better examine the object, he takes it in both hands, shifts it from hand to hand, twirls it, swings it, knocks, tries to make a sound out of it. When the child lies on his back, he grabs his legs and plays with them. However, the main form of movement at this age is a quick turn from the back to the stomach. Moreover, the turn occurs with a clear division of movements between top body and pelvis, that is, in the form of a "screw". Following this movement, the child develops crawling and sitting skills. With special pleasure, a seven-month-old baby, supported under the armpits, “dances” on the lap of an adult. At the same time, the legs should actively bend and straighten in all joints.

At seven months, the child begins to follow the falling object. The baby bows its head or upper part body and looking for him with a look on the floor. Thus, the baby already understands that, having fallen out of his hands, objects never fly up, but only fall down.
Also, the child already knows how to drink from a cup held by an adult, does it quickly, touching the edge of the cup with his lips.
At this age, children babble for a long time, pronouncing the same syllables, and also willingly reproduce all the sounds that they have learned by this time, for example: “mmm”, vowels in combination with “b”, “g”, “ d", "x". They can study the lips of an adult for a long time, and after 1-5 minutes repeat after him: “ba-ba”, “ma-ma” and other syllables. Obviously, such speech does not carry a certain semantic load.
By the end of the month, some babies are already starting to crawl on all fours.

STAGE 8: DEVELOPMENT IN 8 MONTHS

At this age, the baby works out the movements that he mastered earlier. He is engaged in toys for a long time and in various ways: he pushes the ball, removes covers from objects, and so on. The functions of the hand are improved: the thing being held "travels" from the middle of the palm to the fingertips. The child can stand up on his own, pulling himself up by the support, squat, lie down on his side, turn on his stomach. Holding on to the barrier, he steps over with his feet and slowly walks sideways. Many babies start to crawl on all fours, which allows them to quickly get to the right place or object of interest. This skill is an important condition for the formation of walking by the age of one.

At eight months, the baby sits on its own from a supine position, slightly turning on its side and pushing off the surface with one hand. However, he still does not know how to sit for a long time, he prefers to rest on his arms so as not to fall. The back is bent to make it easier to maintain balance.

The kid already distinguishes close people from those whom he has never seen or rarely seen. He does not allow everyone to pick him up or touch him, turns away from strangers, often with tears. The described reaction of fear to the image of strangers is milestone its development.

The child develops an interest in what adults are doing: he watches with curiosity the mother, who is doing homework or writing. The kid reacts to his reflection in the mirror, makes contact with him - grins, looks into his eyes. At this age, a whisper appears for the first time, the baby discovers that he can speak very quietly, whisper and listen to himself with intense attention.
An eight-month-old child himself holds cookies, crackers, and a crust of bread, which are favorite at this age, meaningfully directs them to his mouth, bites off, pulls his hands up to the cup held by an adult, drinks, lightly holding the cup with his hands.

STAGE 9: DEVELOPMENT IN 9 MONTHS

At nine months, the child quickly and actively crawls in different directions, kneels, can play, kneeling, near the sofa, high chair. Moves along the support, holding with only one hand, half-turned, with a side step. Sit down, and sits with a flat back, while the legs are slightly bent. The function of the brush continues to improve: it can roll, take out, open, rattle, press, squeeze. If until recently, objects accidentally fell out of his hands when he saw something more interesting, now the baby has turned this process into fun game. He deliberately drops toys, studies how they fall, and willingly repeats this movement.

Nine-month-old peanut to the question "Where?" points to familiar objects. Knows his own name, turns around when called, does not respond to someone else's name. He can already concentrate on quiet sounds: the ticking of a clock, a phone signal and listen to them for a long time.

The expressiveness of the child’s speech increases and double syllables can already be understood as the first separate words: “na-na”, “da-da”, “ba-ba”, “pa-pa”.

STAGE 10: DEVELOPMENT IN 10 MONTHS

A ten-month-old baby quickly sits down without the help of an adult, sits stably, with straightened legs and a straight back, can play for a long time in this position without losing balance. The child continues to actively crawl on all fours, stand at the support and walk along it with an added step, leaning on the floor with the whole foot. Toddlers' feet are flat because the arches of the feet are filled with fat pads, and the feet often have round shape. This should not worry parents, by 1.5 years the axis lower extremities correct under load. The child walks with pleasure if he is led with support by both handles, walks both with a side step and with an alternating one.

Hand function continues to improve. The child easily shifts an object from hand to hand, hitting objects of different sizes against each other. But the most important thing at this age is the formation of the so-called "tweezer" grip with the thumb and forefinger. This skill allows you to pick up very small objects (bread crumbs, cereal grains, beads) and hold them tightly, like with tweezers. This is the beginning of finger coordination, which is necessary for the development of all fine motor skills in the future.

The kid begins to throw objects with a swing, and not just releases them from his hands as before. At the same time, he gets great pleasure not only from the sound of a falling toy, but also from the possibility of actively influencing it. Most often, adults approve of this new game, they are amused by the behavior of the child, they stimulate him by giving discarded objects.

At 10 months, children try to repeat the gestures of adults: “bye - bye”, “patties”, “cooked porridge forty” and so on.
If you pronounce syllables several times, then the baby will reproduce them after the adult. Such a game between a child and an adult is equated to a dialogue.

STAGE 11: DEVELOPMENT IN 11 MONTHS

A child at this age easily climbs onto a sofa, armchair, chair, descends from them, crawls under an obstacle. Many children at this age begin to walk independently, but often fall. Therefore, the main means of transportation continues to be crawling. Some healthy children immediately begin to walk, bypassing crawling.

The kid discovers the opportunity to get the desired item by pulling it towards himself: he pulls the typewriter by the rope, pulls the tablecloth off the table, and so on.

At 11 months, the child already knows how to eat from his hand solid food, drinks from a cup, holding it with both hands, but the capabilities of the fingers of the hand continue to improve. A "grip grip" is formed, with which it holds the smallest objects. The difference in the "tweezers" and "forceps" grip is that in the first case, the thumb and forefinger are straightened, and in the second case they are bent.

At this age, the child tries to use learned sounds and syllables to designate situations, objects, people known to him. So, for example, he says “boo” when he plays with a car, or “um-am” when he sees his mother carrying food. Many babies begin to pronounce these first baby words much later.

STAGE 12: DEVELOPMENT IN 12 MONTHS

By this age, most children are already able to take a few steps without support, and crawling is used mainly for play. If the child moves only holding on to the support or hand of an adult, but the neurologist and orthopedist do not find any violations in him, then this should not be a cause for concern, the baby will start walking after a year.

Children at this age walk with their legs wide apart, with a slight forward lean. Pay attention to how the child puts the foot: there should be no reliance on the fingers and inner surface Feet. The arches are still not defined, as they are filled with fat pads.

If at 11 months the baby did not care where the object thrown by him fell, now he is already aiming: he can put the object into a container, into the hand of an adult, drag it through a narrow hole.

The development of speech remains, as a rule, at the level of 11 months. The child no longer emits meaningless syllables, but begins to pronounce his first "childish" words: ko-ko, woof-woof, qua-qua. This is the beginning of real human speech.
A one-year-old baby likes to communicate with adults and older children, he develops a sense of humor, he can already joke. He is also interested in his peers, but so far the children only study each other, but do not play