Anatomical and physiological features
Three years is the age when a child enters the period of preschool childhood. The main indicators of the child’s physical development at this moment are as follows: height 96±4.3 cm, weight 12.5+1 kg, chest circumference 51.7+1.9 cm, head circumference 48 cm, number of baby teeth 20. Cranial volume the size of a three-year-old child's skull is already 80% of the volume of an adult's skull. Features of the musculoskeletal system. The physiological curves of the spine of a child of the fourth year of life are unstable, bones and joints are easily subject to deformation under the influence of adverse influences. The joints of the fingers may become deformed (for example, if the baby often sculpts from too hard plasticine). Incorrect postures (shoulders pulled together, one shoulder drooping, head constantly drooping) can become habitual and posture becomes disturbed. And this, in turn, negatively affects the function of blood circulation and breathing. During the period of 3-4 years, muscle diameter increases 2-2.5 times, differentiation of muscle fibers occurs. Children, especially at the beginning of the fourth year of life, find it easier to move the whole arm (roll a ball, a car), since large muscles are ahead of small muscles in their development. But gradually in the process of visual activity, in construction and didactic games movements of the hand and fingers are improved. Raising your arms up, to the sides, bending, swaying and turning your body simultaneously contributes to mastery of your body. The airways in children are different from those in adults. The lumens of the airways (larynx, trachea, bronchi, nasal passages) in a child are much narrower. The mucous membrane lining them is tender and vulnerable. This creates a predisposition to inflammatory diseases of the respiratory system. A child of three or four years old cannot yet consciously regulate breathing and coordinate it with movement. It is important to teach children to breathe through their nose naturally and without delay. Exercises that require increased exhalation are very useful for children: games with fluff, light paper products. The cardiovascular system, compared to the respiratory system, is better adapted to the needs of a growing organism. However, the child’s heart works well only under conditions of feasible stress. The speed of blood flow in children is greater than in adults. Blood pressure averages 95/58 mmHg. In to school age the structure and activities of the central nervous system. By the age of three, a child usually has a sufficiently developed ability to analyze and synthesize influences. environment. In these processes, a significant role belongs not only to direct perception, but also to speech, with the help of which the child generalizes and clarifies what is perceived. The developing ability to concentrate excitement makes it easier for children to concentrate on educational material. However, it is easily disrupted when the situation changes under the influence of the emerging orientation reflex. If during class, at the time of explanation, some noise is heard from the street or a stranger enters the room, the children are instantly distracted. In this case, educators should know techniques that can be used to switch children’s attention to the educational task with a minimum amount of time. The processes of excitation and inhibition in the cerebral cortex easily radiate. Outwardly, this is expressed in unnecessary movements, fussiness, children talk a lot or, conversely, become silent. Increased excitability is often observed, and this leads to rapid fatigue in children. In a 3-3.5 year old child, the interaction of signaling systems is still imperfect. The level of interanalyzer connections is such that at the time of performing the exercises, children sometimes cannot perceive the teacher’s verbal corrections. It would be more effective to provide direct assistance to the child: turn his body, arms, setting the correct range of movements, etc. At this stage, it is important to harmoniously combine direct and verbal influences on children.
Personal development
The fourth year of life is characterized by two qualitatively new features. One is associated with the formation of the child’s personality, the other with the formation of his activities. With age, the child, among other things, acquires knowledge about himself (that he has a name, etc.). At two and a half years old, the child recognizes himself in the mirror, and a little later in a photograph. The period when the pronoun “I” appears in the child’s speech (at the end early age) is marked by changes in his behavior - there is a desire to act on his own. L.I. Bozhovich notes that with the emergence of the “I system”, other new formations arise in the child’s psyche. The most significant of them is self-esteem and the associated desire to meet the requirements of adults, to be good. The presence of simultaneous but oppositely directed tendencies: to do according to one’s own desire and according to the demands of adults - creates an inevitable internal conflict in the child and thereby complicates his internal mental life. Elements of self-awareness in a three- to four-year-old child are manifested in the not always successful opposition of oneself to others. Therefore, the end of the third and partially the fourth year of life is called a “crisis” age, which is characterized by outbreaks of negativism, stubbornness, and instability of mood. The second feature is that children’s actions in play, drawing, and design acquire an intentional character, which allows children to create a specific image (in drawing, modeling), erect buildings, perform a certain role in the game, etc. Intentionality and arbitrariness of actions, that is, their subordination to a certain pattern, are important for the development of a child, but in the fourth year of his life they are just being formed. Therefore, the activity is unsustainable. It is difficult for a child, for example, in the event of unexpected changes in the situation, to keep the goal of the activity in mind. Children are highly distractible in class, at play, and in everyday life. Younger preschoolers are distracted during one game, sometimes up to 12-13 times. Intentionality and randomness of activity presupposes the ability to plan it. But it is more typical for middle and older preschool age. At a younger age, from the playing material the child selects 2-3 items needed to start the game, without worrying about the rest; chooses a role that he likes without thinking about interaction with his partner. Therefore, in order to support the game, you need to place everything necessary for its continuation in the children’s field of view. The sustainability of activity, the effectiveness and quality of work is positively influenced by offering children a motive for activity that is significant in their eyes. The younger preschooler is attracted by the motive of making something for himself, for his own play (lenka, drawing, designing). The motive of social benefit for a child is still ineffective, but he willingly works for a loved one: a teacher, mother, grandmother, etc., for a favorite doll. At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. The adult begins to act for the child not only as a family member, but also as a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. The resolution of this contradiction is the development of play activity as a leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. The most pronounced feature of children at the beginning of the 4th year of life is their desire for independence. Children already have the ability to set goals, the ability to imagine in advance some desired result and actively act towards achieving it. However, any effort to achieve a result should bring satisfaction. And for the many goals that he sets for himself Small child, this satisfaction lies primarily in the sphere of recognition and approval of his achievements by adults. The support and approval of adults gives children a joyful feeling of their competence, an idea of themselves as powerful and capable. When a child declares: “I myself,” he finds himself in a situation from which exit is possible in two directions:
Development of mental processes
The years of preschool childhood are years of intense mental development and the emergence of new, previously absent mental characteristics. The leading need of a child of this age is the need for communication, respect, and recognition of the child’s independence. The leading activity is gaming. During this period, there is a transition from manipulative play to role-playing. Perception. The leading cognitive function is perception. The importance of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking , and perception will perform a serving function, although it will continue to develop. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. During the learning process, perception will be improved and honed in the process of coordinated work aimed at developing thinking, imagination, and speech. The perception of a 3-4 year old preschooler is objective in nature, that is, the properties of an object, for example color, shape, taste, size, etc., are not separated from the object by the child. He sees them merged with the object, considers them inseparably belonging to him. When perceiving, he does not see all the characteristics of an object, but only the most striking ones, and sometimes just one, and by it distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities and comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different ones in one. Attention. Children's ability to manage their attention is very limited. It is still difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly. The amount of attention increases from two objects at the beginning of the year to four by the end of the year. The child can maintain active attention for 7-8 minutes. Attention is mainly involuntary in nature, its stability depends on the nature of the activity. The stability of attention is negatively affected by the impulsive behavior of the child, the desire to immediately get the object he likes, to answer, to do something. Memory. Memory processes remain involuntary. Recognition still prevails. The amount of memory depends significantly on whether the material is linked into a semantic whole or scattered. Children of this age at the beginning of the year can remember two objects using visual-figurative and auditory verbal memory, and by the end of the year - up to four objects. The child remembers well everything that is of vital interest to him and evokes a strong emotional response. Information that he sees and hears many times is firmly absorbed. Motor memory is well developed: things that were associated with one’s own movement are better remembered. Thinking. At three or four years old, the child, albeit imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observations of the environment, accompanied by explanations from an adult, children gradually gain an elementary understanding of the nature and life of people. The child himself strives to explain what he sees around him. True, it is sometimes difficult to understand him, since, for example, he often takes a consequence for the cause of a fact. Younger preschoolers compare and analyze in a visual and effective way. But some children are already beginning to show the ability to solve representational problems. Children can compare objects by color and shape, and identify differences in other ways. They can generalize objects by color (everything is red), shape (everything is round), size (everything is small). In the fourth year of life, children somewhat more often than before use generic concepts such as toys, clothes, fruits, vegetables, animals, dishes in conversation, and include a larger number of specific names in each of them. However, the relationship of the general to the particular and the particular to the general is understood by the child in a unique way. So, for example, the words dishes, vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more developed thinking. Imagination. In the fourth year of life, the child’s imagination is still poorly developed. A child can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is captivated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and appear. For younger preschoolers, an idea is often born after an action has been completed. And if it is formulated before the start of activity, it is very unstable. An idea is easily destroyed or lost during its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, or a short-term emotional experience. Toddlers do not yet know how to direct their imagination. In children aged 3-4 years, only elements of preliminary play planning are observed or productive species activities. Speech. Children's speech mainly continues to be situational and dialogical, but becomes more complex and expanded. Vocabulary increases per year to an average of 1,500 words. Individual differences range from 600 to 2,300 words. The vocabulary of speech changes: the proportion of verbs, adjectives and other parts of speech increases compared to nouns. The length of sentences increases, complex sentences appear. There is one more feature in the speech of children of the fourth year of life: when doing something, children often accompany their actions with a quiet speech that is incomprehensible to others - “mumbling.” This “self-talk” is of great importance for children's development. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally performs in words actions that he omits in reality.
In this article:
Three to four years is the period of primary preschool age. At this time, most children open the doors to kindergarten and gradually begin to prepare for school. Their physical and psychological characteristics change.
Three to four year olds typically weigh around 12.5 kg (+/- 1 kg). Their height ranges from 96 to 100 cm. The chest circumference is 51.7 cm (+/- 1.9 cm), the head circumference is 48 cm. At this age, the number of baby teeth reaches 20, and the total volume of the skull is almost identical to the skull of an adult human.
At this time, children have some features of the musculoskeletal system. In children, the spine is not yet stable; joints and bones easily change shape under the influence of external conditions.
Not only the spine, but also the joints of the fingers can be deformed, for example, if a child often has to work with types of plasticine that are inappropriate for his age. Incorrect postures in a sitting or standing position will certainly cause poor posture, which, in turn, will lead to disruption of the circulatory and respiratory systems.
Starting from three to four years of age, children's muscle mass increases several times; muscle fibers are improved as a result of the process of differentiation. At the end of the third 1 year and the beginning of the fourth year, children are especially good at making movements with one hand, for example, throwing a ball or rolling a toy. The main reason is the more developed, compared to small, large muscles.
Gaming activities allow you to improve the movements of your hands and fingers. A child at 3-4 years old becomes more coordinated. But as for respiratory tract, then their development is not yet completed. Babies still have different respiratory tracts from adults, partly due to narrower airways:
The mucous membrane also has its own characteristics, for which 
Nowadays there is increased vulnerability. chief side effect Underdevelopment of the mucous membrane at this age is a common cause of respiratory diseases.
At 3-4 years old, a child is not able to independently control breathing, adjusting its rhythm to the rhythm of movement. Therefore, parents need to help their kids learn to breathe through their nose without holding their breath. Game tasks, for example with fluff or light paper elements, are well suited for this.
If we compare the cardiovascular system with the respiratory system at the age of 3-4 years, then it is an order of magnitude more developed. At the same time, you need to understand that like a clock, the baby’s heart will work only if age-appropriate loads are observed. 
In early preschool age, the nervous system actively develops. By the end of the third year of life, the child learns to analyze and synthesize the impact of the world around him. In many ways, this becomes possible due to the development of the preschooler’s speech, which helps the child to better perceive reality.
At 3-4 years old, children are able to concentrate better, so you can work with them on learning and consolidating educational material. It must be taken into account that the degree of concentration may vary depending on the influence of surrounding factors on the child. For example, a child is easily distracted by strangers, as well as by sounds and movements in the room where classes are held.
The development of the processes of excitation and inhibition cannot yet be called perfect. Children at this age can be illogical, which is manifested by excessive fussiness or 
unexpected restraint. Increased excitability at the age of 3-4 years is precisely the main cause of fatigue in preschool children.
Children at this age also have their own signaling systems. And inter-analyzer connections are at such a stage of development that preschoolers are not always able to adequately respond to teachers’ comments. To achieve results at this age, it will be much more effective to help the child by pointing him in the right direction of action than to express wishes in verbal form.
After three years, the child begins to think more about himself as an individual. He already knows what gender he belongs to, knows his name, how old he is, what he looks like. The pronoun “I” in the baby’s speech will indicate that the baby is fully aware of himself as a separate person. 
At the same time, new features appear in his psyche. One of them is the desire to please adults and receive praise for their actions.
The other is the desire to be independent and do everything the way you want. Based on the development of these directly opposite directions, the first internal conflict arises in the baby’s soul, which desperately prevents him from living in harmony with himself.
That is why three or four years for most children is a crisis age, which only parents and experienced educators can help them cope with. Signs of a crisis age will be:
Another feature that invariably marks the development of children aged 3-4 years is the intentional nature of play actions. Children clearly know what they will play and how. They choose for themselves different roles, build objects from cubes, draw and sculpt, creating the first compositions.
In general, it can be noted that for the development of a child of primary preschool age 
characterized by intentionality taking the place of arbitrariness of action. So far, in the fourth year of life, actions are only partly intentional. The child is not always able to fully adhere to the goal, and is often distracted both in everyday life and in play activities.
On average, a child can lose concentration up to 13 times while playing! Also, the baby cannot always plan his activities yet - this skill will come a little later. At 3-4 years old, children more often choose a few items they need for play, without particularly thinking about how events will develop further.
Your child has turned 3 years old, and this marked his transition to a new level of development - your baby has become a junior preschooler. The baby becomes more dexterous, mobile, and has better control of his body. In this article, we will look at physical development of a child at 3 years old: what a baby of this age can do, what he can play, and we will give recommendations for organizing the baby’s active leisure time.
At the age of 3, children love physical activity. They like to run, jump, climb, dance, ride a swing or ride a bike. They are like batteries: they work at full speed until the energy runs out, and then they can collapse at any moment in exhaustion. To prevent this from happening, children 3 years old need to alternate physical activity and quiet games - this is one of the features of this age. Now let's look at the skills that a baby acquires in the fourth year of life.
All children grow and develop at their own pace. So don't worry if your child doesn't have all the skills listed above. It is important that you celebrate progress and improvement in abilities as your baby grows and develops.
The height of children 3 years old is 92 - 99 cm. The weight of a child at 3 years old is on average 13.2 - 16.5 kg, and the chest circumference is 50-54 cm. These indicators vary depending on gender (boys have more, girls have less ) and the child’s constitution. If physical development indicators differ from the norm by more than 10%, then this is a reason to adjust the child’s diet, daily routine and provide him with psychological comfort. If the levels are too high, it would be useful to consult an endocrinologist.
The sleep requirement of a 3 year old child is 11-13 hours. Of these, daytime sleep is 1-1.5 hours. Some children may not have naps since they were 2 years old. If the child sleeps well and long enough at night; in a good mood during the day, not overexcited, active and keenly interested in the world around him, then this state of affairs is the norm for your child.
At the age of 3 years, the child becomes socially active, he increasingly enjoys spending time in the company of peers and playing games together. We offer you a few simple, fun games, which you can easily organize for your child on the playground or at a party.
One person is chosen as a “dog.” He sits and waits for the children. Children go to meet the dog, clap their hands and recite the poem. At some point, the “dog” jumps up, barks and begins to catch the children. The kids run away in different directions.
Here sits a shaggy dog
With your nose buried in your paws.
Quietly, peacefully he sits.
Let's go to him and wake him up.
And let's see what happens?
They choose one wolf, the rest are hares. Circles are drawn on the asphalt or sand according to the number of bunnies. The circles represent bushes in which the hares will hide from the wolf. Hares go out into the clearing to “grab the grass.” Hares are running and having fun. At the command “the wolf is coming,” the wolf runs out and begins to catch hares. The task is for the rabbits to hide from the wolf behind a “bush”. The following can act as “bushes”: indoor chairs; a path that the wolf is not allowed to enter, or even real bushes.
They choose a leader, at first it can be an adult. The presenter turns his back to the players and says: “green light” - the children move around the playground. At the command “red light,” the leader turns, and the players must freeze in place and stand still. The one who gets lost becomes the leader.
Also this game can be a good addition to
Children stand in a circle, and the leader recites a poem. Players walk in a circle and perform movements according to the text.
The sun looks out the window.
It shines into our room.
We'll clap our hands
Very happy about the sun
Top-top-top-top!
Top-top-top-top!
Clap-clap-clap-clap!
Clap-clap-clap.
It's raining, hurry home!
At the words “it’s raining,” the children run away, then the leader says that the sun is out, and the children stand back in the circle. The game repeats itself.
A place for the chicken coop and the owner is determined on the site. Between them there is free space - a vegetable garden. The chickens go out into the garden and walk around: running, jumping. Then the owner appears and chases away the chickens “shoo-shoo chickens” - the chickens run into the chicken coop. The owner walks around the garden and returns to his house. The chickens appear in the garden again, and this is repeated until the owner manages to catch a chicken, which will become the new owner.
And some more simple ideas for active musical games with children 3 years old in this video: https://youtu.be/iXiSyXNygJU
Happy games and harmonious development!
How do you deal with the physical development of your child? Tell us in the comments!
Child 3-4 years old.
psychological characteristics, development indicators
Psychological characteristics of children 3-4 years old
Three years is a very important stage in a child’s life. It is at the age of 3-4 years that the foundations of the future personality are formed, the “foundation” of physical, mental, moral development child. For the successful formation of a child’s personality, parents must properly guide him. But relationships at this age should not develop as “an adult - a child,” but as equals, like with a friend.
It is still difficult for a three-year-old child to manage his behavior. The formation of self-esteem begins, where leading place belongs to an adult. It is very important that adults promote the development of a positive self in the baby. This way he will form the concept that he is good, even if he has committed a bad act. Such actions should be separated from the personality and gradually the personality will be formed in a positive way.
At the age of 3-4 years, the child begins to clearly understand who he is and what he is like. The age of three years is characterized by a crisis of three years, because the child’s inner world is full of contradictions. He strives more than ever to be independent, but at the same time he cannot cope with the task without the help of adults. The child shows intolerance and negativism towards the adult’s demands, while at the same time trying to insist on his own demands. At this time, it is necessary to give the child more independence, but do not forget that he does not yet have enough opportunities. Support your child’s desire to “be on my own”; do not criticize his wrong and inept actions, this can forever discourage the desire to be independent.
Help your child see his successes and achievements, teach him to rejoice in this.
Development of mental processes in a 3-4 year old child
There is further development of all mental processes. Attention remains involuntary. A child of 3-4 years old can hold it for 10-15 minutes, but if the activity that the child is interested in is interesting enough for him, he can devote much more time to it.
Memory in early preschool age is also involuntary. The child remembers only what has a bright emotional coloring, both positive and negative aspects.
Thinking at the beginning of the fourth year of life remains visually effective, but by the age of four visual-figurative thinking begins to form. The child is already trying to analyze, compare objects by color, shape, size, find differences between objects, and draw simple conclusions.
Speech continues to develop actively. A three-year-old child can speak in phrases and sentences and can express his desires, thoughts and feelings in words. At three years old, the baby should be able to say his name and age. The child is able to perceive short stories no pictures. The baby is interested in the meaning of various words, develops lexicon child.
By the age of four, the child’s need to communicate with peers is great. At this age, the child can already have a casual conversation, talk about simple events, and retell short texts.
Imagination begins to develop. A child is able to replace a missing item with substitute items, for example, a spoon can be replaced with a stick, a plate with a jar.
Play is the main activity of a 3-4 year old child
The leading activity is a game. The importance of play for children 3-4 years old is extremely high. Mostly, children of primary preschool age play with toys and substitute objects. The plots of the game are still quite simple, containing no more than 1-2 roles. Games with rules begin to form.
At three years old, children have access to gender roles: girl-woman, boy-man. They relate themselves to representatives of their own gender and distinguish other people by gender. They begin to show interest in members of the opposite sex.
Children aged 3-4 years are characterized by high physical activity. It is necessary to develop such physical qualities as coordination of movements, speed, flexibility, endurance.
DEVELOPMENT INDICATORS OF A 3-4 YEAR OLD CHILD:
Educational area"Social and communicative development"
- Addresses the teacher by name and patronymic.
- Observes the rules of basic politeness. On his own or after a reminder he says “thank you”, “hello”, “goodbye”, “ Good night"(in the family, in the group).
-Has basic skills of organized behavior in kindergarten, at home, on the street.
-Able to act together in outdoor games and physical exercises, to coordinate movements. Ready to follow basic rules in joint games.
-Can communicate calmly without shouting
-Able to dress and undress independently in a certain sequence; knows how to notice disorder in clothes and eliminate it with a little help from adults.
-It has primary representations about yourself: knows your name, age, gender. Has primary gender ideas (men are brave, strong; women are gentle, caring).
-Calls his family members and their names.
- Observes the simplest skills of behavior while eating, washing (Gently washes the face, hands, neck; wipes dry after washing, hangs the towel in place, uses a comb and a handkerchief; knows how to correctly use a tablespoon and a teaspoon, a fork, a napkin ; does not crumble bread, chews food with his mouth closed, does not talk with his mouth full.)
-Able to independently carry out basic tasks and overcome minor difficulties.
-Shows a desire to participate in caring for plants and animals in a corner of nature and on the site.
-Familiar with some professions (teacher, doctor, salesman, cook, driver, builder).
-Familiar with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.); familiar with primary ideas about safe behavior on the roads (cross the road holding the hand of an adult); familiar with the sources of danger in the home (hot stove, iron, etc.).
Educational field "Cognitive development"
-Able to distinguish objects by size using the words “big” and “small”.
-Able to see one and many objects, using the words “one”, “many”, “none”
-understands the question “how much”
-compares groups of objects using superposition techniques and applications
- compares two objects that are different in size (length, height)
-recognizes acquaintances geometric figures(circle, square, triangle, rectangle)
- distinguishes 4 colors of the main spectrum (blue, red, yellow, green), knows black and white.
-understands the words: top, bottom, left, left, right, right.
-orients itself in parts of the day: day - night, morning - evening.
Development of cognitive and research activities
-Familiar with generalized methods of studying various objects of the surrounding life with the help of specially developed systems of standards and perceptual actions.
- is able to identify color, shape, size as special properties of objects, to group homogeneous objects according to several sensory characteristics: size, shape, color; knows that some objects are made by human hands (dishes, furniture, etc.), others are created by nature (stones, cones).
Familiarization with the subject environment
- knows the objects of the immediate environment (toys, household items, types of transport), their functions and purpose.
-has an idea of the properties (strength, hardness, softness) of a material (wood, paper, fabric, clay).
Introduction to the social world
-familiar with the theater through mini-performances, dramatization games based on works of children's literature.
- interest in small homeland and primary ideas about it
Introduction to the natural world
-formed ideas about plants and animals (domestic animals and their cubs, wild animals)
-Has an idea about birds flying to the site, about insects
-can distinguish and name by appearance: vegetables, fruits and berries
-familiar with some plants of the area (dandelion, coltsfoot, etc.)
-familiar with indoor plants (ficus, geranium, etc.)
-familiar with the characteristic features of successive seasons and the changes that occur in connection with this in the life and activities of adults and children
- has an understanding of the properties of water, sand, snow.
Educational field “speech development”
-communicates with familiar adults and peers through instructions (ask, find out, offer help, thank, etc.)
- distinguishes and names essential details and parts of objects (dress sleeves, collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, rough, fluffy).
- understands general words: clothes, dishes, furniture, vegetables, fruits, birds, etc.;
- agrees adjectives with nouns in gender, number, case; uses nouns with prepositions (in, on, under, for, about)
-with the help of an adult, using figurines, dolls, dramatizes excerpts from familiar fairy tales
-can read nursery rhymes and short poems by heart, talk about the content of illustrations
-names the work after listening to an excerpt from it
-knows how to say “thank you”, say hello, and say goodbye
Educational field "artistic and aesthetic development"
Drawing.
-Depicts individual objects, simple in composition and simple in content.
-Selects colors that match the depicted objects.
-Uses pencils, markers, brushes and paints correctly.
Modeling.
-Able to separate small lumps from a large piece of clay and roll them out with straight and circular movements of the palms.
-Sculpts various objects consisting of 1-3 parts, using a variety of sculpting techniques.
Application.
-Creates images of objects from ready-made figures.
-Decorates paper blanks of various shapes.
-Selects colors that correspond to the depicted objects and according to one’s own desire; knows how to use materials carefully.
Constructive modeling activity.
-Knows, names and correctly uses parts of building materials.
-Knows how to place bricks and plates vertically.
-Changes buildings by adding or replacing some parts with others.
Musical activities
- Listens to a piece of music until the end.
-Recognizes familiar songs.
-Distinguishes sounds by height (within an octave).
-Notices changes in sound (quiet - loud).
-Sings without falling behind or ahead of others.
-Knows how to perform dance movements: spinning in pairs, stamping feet alternately, moving to music with objects (flags, leaves, handkerchiefs, etc.).
-Distinguishes and names children's musical instruments(metallophone, drum, etc.).
Educational field "Physical development"
-ideas about the value of health are formed; the desire to lead has been formed
healthy lifestyle
-accustomed to neatness and hygiene in everyday life
-Able to walk straight, without shuffling, maintaining the direction given by the teacher.
-Able to run, maintaining balance, changing direction, running pace in accordance with the instructions of the teacher.
- Maintains balance when walking and running on a limited plane, when stepping over objects.
-Pushes off energetically in jumps on two legs, long jumps from a standing position
-Can roll the ball in a given direction, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with your right and left hands.
Physical education children 3-4 years old.
Physical education of children in kindergarten provides for the strengthening and protection of health, full physical development and is aimed at the timely formation of motor skills and abilities in children. The need for movement, motor activity exhibited by the child, causes positive changes in his physical and mental development, improvement of all functional systems body (cardiovascular, muscular, respiratory, etc.).
A small child shows a great need for movement. As he grows, under the influence of surrounding adults, the range of available movements quickly expands.
Dexterity, speed, strength, endurance - these are the motor qualities that need to be developed in preschoolers.
Motor qualities in preschool children develop in the process of performing various movements, the volume of which is indicated in the program for each age group. Children have different levels of innate abilities that have developed on the basis of certain biological prerequisites in combination with favorable living conditions. Against this background, their further age-related development occurs.
The use of simple and varied exercises that do not place great demands on technique leads to free control of the body, the development of muscle sense, and increases the ability to correctly manage one’s movements in space. With age, the child's range of motor skills increases. It is important to develop the ability to master new movements. Sometimes kids can get ahead of their elders, some of them have more high level strength, better jumping ability.
This is especially noticeable in the simpler movements that children master early in running and jumping. It is important to take into account the individual characteristics of children. Individual approach should help each child develop his abilities and demonstrate them in movements that correspond to the child’s capabilities. It is necessary to create conditions so that not only weak, but also strong children can exercise their qualities, develop them, without stopping there. Direct their energy and physical strength to mastering new movements and improving existing ones.
Physical education for children is morning exercises, physical education classes, gymnastics after sleep, outdoor games, physical education.
Systematic morning exercises help children develop correct posture. And correct posture ensures the normal functioning of the entire body and its systems. With incorrect posture, the respiratory organs are especially affected: the tops of the lungs are compressed, their ventilation is reduced, and proper breathing is disrupted. All this leads to frequent illnesses respiratory tract. Morning exercises prepare the child’s body for the stress that he will have to overcome during activities throughout the day. Duration of morning exercises for children younger age no more than 5 minutes. Morning exercises include walking, running, jumping, and exercises for various muscle groups. It is performed with objects (balls, gymnastic sticks, flags, rattles): “trees sway,” “bunnies jump.”
Physical education is a form training sessions, mandatory in children's preschool institutions. In each age group, certain program tasks are solved.
Mastering by children the skills of basic movements: walking, running, long jump, high jump, standing jump. throwing at a target, into the distance, climbing. Classes are conducted using gymnastic equipment (gymnastic benches, ladders, beams, ribbed and gymnastic boards), as well as individual physical education aids (hoops, balls, sandbags). Physical education classes must include game elements. Dolls, hares, bears, and other heroes come to visit, who want to watch or who need to be taught to do this or that movement. Gymnastic exercises should be carried out from various starting positions (standing, sitting, lying on your back, on your stomach, on your side). Outdoor games play a role in the development of motor qualities such as agility, strength, speed, endurance.
From 3 – 4 years old Children are taught to ski, observing consistency and gradualism in mastering the basic elements of movements. First, children master movement without sticks, and then give them sticks. This type of movement strengthens and develops all major muscle groups, helps improve cardiovascular and respiratory systems. Caring for the development and health of a child begins with organizing a healthy lifestyle in the family. healthy image life is a favorable climate in the family, a friendly, benevolent attitude of parents towards each other and towards the child, this is correct balanced diet, and use exercise on air,. sufficient work activity, exemplary behavior of adults.
It’s good if parents relax with their children, go to the river, to the forest, to the skating rink, or skiing. The system of health care and education of children can be successfully implemented only with complete understanding and trust between parents and teachers.
