Development of physical qualities in children

Read also[edit | edit code]

Assessment of physical development in children
Development of physical abilities
Physical development of children
Development of strength abilities
Rapidity
Physical endurance and performance
Development of coordination abilities
Development of flexibility in children
Determination of training and competition load
Functionality of the respiratory system
Functionality of the cardiovascular system
Assessing the psychological state of an athlete (tests)
Sports genetics: genetic tests for athletes
Development of physical qualities

Why do parents need to know about sensitive periods?

Knowing what sensitive periods are changes your approach to parenting and helps you better understand your baby. And ideally, create optimal conditions for its development.

We are talking about reasonable development - following the pace of your child, following his natural characteristics. Each skill has its time, and attempts to speed up development lead to frustration for the baby. There is a time for everything, and this time can be wasted if we impose untimely activities. A very good analogy of the consequences of such actions is given in the cartoon “Gagarin”.

Director Alexey Kharitidi, Pilot studio

Thanks to knowledge about sensitive periods, it becomes clear to the parent why the child continuously repeats the same activity. For example, he learned to open and close the door - and now he closes and opens it endlessly. Why does he throw hysterics when his usual daily routine changes or when he is interrupted from his activities. Why does the baby put everything in his mouth and move around without stopping? Why does he point to objects and demand to hear their names many times?

A person’s psychological needs during sensitive periods can be compared to the desire to satisfy hunger. When we are hungry, we need to eat, and all other needs fade into the background.

Hunger can be satisfied in different ways:

Eat healthy food. Then our body will receive the greatest benefit - we will restore strength and gain energy for activity.
Have a snack at a fast food restaurant, chips or convenience foods. In this case, our body will receive much less useful nutrients, we may feel heaviness in the stomach and after a short time we will become hungry again.

If there is no food at all, then we will first experience tolerable discomfort, and then suffering. This suffering will be aggravated if there is a table full of food in front of us, but we cannot get it. We stretch out our hand to her, and they hit us on the hand: “Move away, you can’t take this!” And instead of food they will offer you a cartoon or coloring book: “Sit quietly, don’t do this, don’t touch that.”

Such an analogy allows us to understand the state of a child when he has some kind of internal desire and thirst for activity. And the environment either provides him with the opportunity to satisfy this need, or interferes and directs him to something else. And he will experience fear, aggression, sadness or anger.

Sources[edit | edit code]

Guzhalovsky A.A. The problem of “critical” periods of ontogenesis in its significance for the theory and practice of physical education / A.A. Guzhalovsky. - M., 1984. - 224 p.
Filin V.P. Theory and methodology of youth sports / V.P. Owl. - M.: Physical culture and sport, 1987. - 130 p.
Fomin N.A. Physiological foundations of motor activity / N.A. Fomin, Yu.N. Vavilov. — M.: Physical education and sports. 1991. - 224 p.
Guba V.P. Age-related bases for the formation of sports skills in children in connection with initial orientation to various sports: abstract…. dis. Dr. ped. Sciences / V.P. Lip. - M., 1997. - 50 p.
Lyakh V.I. Coordination abilities: diagnostics and development / V.I. Lyakh. - M.: TVT Division, 2006. - 290 p.
Guba V.P. Reserve capabilities of athletes: monograph / V.P. Guba, N.N. Chesnokov. - M.: Physical culture, 2008. - 146 p.
Guba V.P. Age-related bases for the formation of sports skills in children in connection with initial orientation to various sports: abstract…. dis. Dr. ped. Sciences / V.P. Lip. - M., 1997. - 50 p.
Dorokhov R.N. Sports morphology / R.N. Dorokhov, V. P. Guba. - M.: SportAcademPress, 2002. - 260 p.

Sensitive periods of child development (according to L.S. Vygotsky)

Lunkina E.N., teacher-speech therapist at the “Magic Castle” d/s, Central Administrative District, Moscow

The concept of “sensitive periods of child development” was introduced by the outstanding Russian psychologist, psycholinguist, defectologist, and world-famous scientist L.S. Vygotsky (1896-1934). He developed the concept of “psychological systems,” which were understood as integral formations in the form of various forms of interfunctional connections (for example, between thinking and memory, thinking and speech).

The enormous contribution of L.S. Vygotsky into child psychology - the introduction of the concept of “zone of proximal development”. According to the scientist, this is an area of unripe but maturing processes that can be called “developmental buds.” The “zone of proximal development” poses big tasks for the child, which he is able to solve only with the help of an adult, in the course of their joint activities. L.S. Vygotsky came to the conclusion that a child’s learning should precede, run ahead of, pull up and lead development. This statement has become an axiom in child psychology and pedagogy.

The next important discovery of the brilliant scientist in child psychology was the age-specific determination of periods in a child’s life that are most favorable for the development of certain functions of the individual. This knowledge is necessary for teachers and parents in order not to miss the period most favorable for the child’s education, so that those “developing buds”, which represent maturing processes in the “zone of proximal development,” can fully develop and enrich physical, intellectual, emotional , social and cultural opportunities in the child’s future life.

There are no identical children, even twins are very different from each other. Everyone has individual mental properties, abilities and interests.

However, in the life of every child there are periods in which physiology itself creates the most optimal conditions and opportunities for the child to develop certain mental properties and receptivity to acquiring certain knowledge and skills. These periods are called sensitive periods.

Sensitivity (from Latin sensitivus - sensitive) is the optimal combination of conditions for the development of mental processes inherent in a certain age period. During sensitive periods there is a great opportunity to develop children’s abilities to the maximum.

Another definition of the sensitive period can be formulated as follows. The sensitive period is a certain period of a child’s life in which optimal conditions are created for the development of certain psychological qualities and types of activities.

These periods are limited in time, therefore, if you miss stages of mental development, in the future you will have to spend a lot of effort and time to fill the gap in the development of certain functions. Some mental functions may never develop. This is exemplified by numerous cases of children growing up in a pack of animals. When they were returned to society, no rehabilitation methods could teach them full speech and adaptation to new conditions. All their behavior copied the life and habits of animals.

Thus, the sensitive period is the time of maximum opportunities for the most effective formation of any mental property, the period of the highest plasticity. It shows its ability to change according to the specifics of external circumstances.

During certain sensitive periods, there is a sharp increase in sensitivity to certain external influences due to the high plasticity of the child’s nervous system.

Age-related sensitivity is a combination of conditions characteristic of a certain age for the formation of specific mental processes. For example, for the development of speech in children, the sensitive period is 1.5 years. It is at this time that adults need to pay increased attention to the child, harmoniously raising and developing him. Therefore, the environment, diversity of activities, interests and emotions are extremely important for the development of a person in the first years of his life. The lack of emotions, knowledge, skills, physical and mental development acquired in childhood will be an irreparable gap in later life.

First, you need to figure out how many of these periods a child has, at what age they begin, and what kind of knowledge the child easily perceives in each of them. Periods of maximum opportunities and conditions for the development in children of certain mental properties and susceptibility to acquiring knowledge and skills.

1.5-3 years. A period of vivid speech perception and vocabulary replenishment. At this age, the child is very receptive to learning foreign languages. It is also favorable for the development of motor skills, manipulation of objects, and perception of order; 3-4 years. This period is most favorable for becoming familiar with the symbolic designation of numbers and letters and preparing for writing. Conscious speech and understanding of one’s own thoughts develop, the senses develop intensively; 4-5 years. This period is marked by the development of interest in music and mathematics. The child’s activity in the perception of writing, color, shape, size of objects increases, intensive social development occurs; 5-6 years. The most favorable period for the transition from writing to reading. This period is very important for instilling social skills and behavior in the child; 8-9 years old. During this period, language abilities reach their peak for the second time. It is also of great importance for the development of imagination and cultural education.

At different stages of a child’s sensitive development, changes in his psyche can occur either gradually and slowly, or quickly and abruptly. Accordingly, stable and crisis stages of development are distinguished. They are also called turning points in development, or crises, if they occur rapidly. During these periods, the child is especially receptive to acquiring knowledge and life skills. Changes occur in the child’s body, which are manifested by increased sensitivity and vulnerability. We cannot influence the occurrence of these periods, since this is inherent in human nature. But parents and teachers should (even are obliged) to use them as productively as possible for the development of their child.

At a stable stage of development, the child’s behavior is smooth, without sudden shifts or changes. This may not even be noticeable to those around him. But these changes accumulate and at the end of the period give a qualitative leap in development.

Stable stages alternate with crisis ones. Crisis periods do not last long (from several months to 1-2 years, depending on the wisdom of teachers and the tact of parents). These are most often short but violent stages. During periods of crisis, significant changes in the child's personality occur. The crisis itself begins and ends imperceptibly, its boundaries are blurred and unclear. Exacerbation occurs in the middle of the sensitive period. Parents see drastic changes in behavior and interests; the child is out of the control of adults.

There are much more individual differences during crises than during stable periods. At this time, contradictions intensify, on the one hand, between the child’s adult needs and his still limited capabilities, and on the other, between new needs and previously established relationships with adults. Modern psychologists consider these contradictions as the driving forces of mental development.

According to L.S. Vygotsky, the most important are three sensitive periods (crisis moments) - 1 year, 3 and 7 years. Teachers and parents should be aware of crisis moments in a child’s life and prepare for them in a timely manner to ensure the best possible satisfaction of the child’s needs in each sensitive period.

Age-related sensitivity is characteristic of a specific age stage; it is the best combination of conditions for the formation of specific properties or mental processes.

Age periodization (according to L.S. Vygotsky)

• Neonatal crisis - infancy (from 2 months to 1 year). At 1.5-2.5 months. fine motor skills are formed, the sensory area develops, the child learns about the world using auditory and tactile sensations. • Crisis of 1 year - early childhood (1-3 years). New types of communication appear, the psychological unity “mother-child” breaks down, speech and mental abilities develop. The leading type of activity is the emotionally direct communication between the infant and the adult. From 1 to 3 years is a sensitive period for the development of speech abilities. The child listens, accumulates a passive vocabulary, and then speech appears, which is of an objective nature. The ability to express your desires and feelings develops. At 2.5-3 years old, a child often talks to himself, which contributes to the development of logical thinking and consistency in speech. Over time, he conducts such monologues mentally. • Crisis of 3 years - preschool age (from 3 to 7 years). The leading type of activity is tool-object. Self-esteem and self-awareness are formed, personality formation occurs. From 3 to 7 years old, the child is included in adult life, in various types of activities, he chooses what to play and his role in the game; interested in sounds and letters, i.e. their graphic representation in the form of symbols. Imagination and display of impressions about the world around us, interaction with others, and communication are actively developing. The leading type of activity is a role-playing game. • Crisis 7 years - school age (from 7 to 13 years). The leading type of activity is educational. The child’s psyche, thinking, special abilities, personality and interpersonal relationships develop. • Crisis of 13 years - puberty (13-17 years). The leading type of activity is personal communication between teenagers. • Crisis of 17 years - adolescence (17-21 years). The leading type of activity is professional and educational.

According to L.S. Vygotsky, at these moments the child needs to receive increased attention from adults. During periods of crisis, the child becomes receptive to acquiring certain knowledge and skills.

And although the development of human intelligence continues into adulthood, in childhood it happens much easier and more naturally. Parents should pay attention to the onset of each of these periods and promptly prepare the base and environment to best meet the needs of the child at each stage of his development.

Let us remember the fairy tale by R. Kipling “The Jungle Book” and its hero, Mowgli, raised in a pack of animals. The author's idea for this book did not come out of nowhere. Currently, there are about 4 thousand official evidence of such cases. “Children of the jungle” found themselves from a very early age in a pack of animals (usually wolves) and had neither speech nor social experience in behavior and communication. After they were returned to normal living conditions, despite intensive care and special classes with them, it was no longer possible to return them to human society. The maximum number of words that only a few of these children could be taught was no more than 45. And their skills of human existence after the rehabilitation period were more like training, like those of domestic animals. Children who were surrounded by animals for the first 6 years of life will practically no longer be able to master human speech, communicate meaningfully with other people, walk upright, etc. Rehabilitation was not complete in any case. Animal skills (walking on all fours, raw food, animal sounds and habits), acquired at an early age, played a decisive role for these children.

The fact is that the most crucial sensitive periods in the formation of a person’s personality were irretrievably missed. It is in the first 5-7 years of life that a child receives 70% of all life information. And if during this period he finds himself in a wolf pack, then he will grow up to be a wolf. Animal skills acquired by children who found themselves among animals from infancy are imprinted on the psyche and physiology, and it is virtually impossible to instill human skills, i.e. Such children will never be full-fledged people.

The sages believed that every child would speak the language of his parents, even if no one taught him this. An Indian child will speak Indian, a Nepali child will speak Nepali, etc. The padishah doubted this and decided to carry out a cruel experiment: several infants were placed in separate rooms, and deaf-mute servants looked after them. Seven years later, the padishah and the sages entered and heard incoherent screams, screams, hissing and meowing of young beast-like creatures.

All this once again proves how important the first years of life are for the development of a child and his speech.

The examples given provide the best possible proof of the legitimacy of the existence of sensitive periods in the life of every child. Missed for various reasons, they will be an irreparable gap throughout a person’s life.

The modern, world-famous Japanese teacher-practitioner Masaru Ibuki entitled his book on child psychology “After Three It’s Too Late.” In his work, the scientist writes that the key to the development of a child’s mental abilities is his personal experience of learning in the first three years of life. It all depends on the stimulation and degree of brain development during the crucial years of a child's life. Here we again see confirmation of L.S.’s theory. Vygotsky about the decisive sensitive periods in a child’s life and their significance in the formation of personality.

The plasticity of the brain of a young child (from 0 to 3 years), psychophysiologically optimal conditions (sensitive periods) for the formation of emotions, intelligence, speech and personality determine great potential. Although the Japanese scientist places emphasis on two (of the three main, according to L.S. Vygotsky) crisis periods of development - 1 year and 3 years, it is nevertheless clear that without a solid basis for the development of an individual’s personality in the first two sensitive periods (up to 3 years ) we lose the opportunity for the comprehensive development of the child’s mental abilities. Only the realization of all the possibilities of the previous stage ensures a favorable transition to a new stage of development.

L.S. Vygotsky wrote that the new does not fall from the sky, but appears naturally, prepared by the entire course of previous development. The source of development is the social environment in which the child finds himself.

Disciples and followers of L.S. Vygotsky (P.Ya. Galperin, L.V. Zankov, A.V. Zaporozhets, A.N. Leontiev, A.R. Luria, D.B. Elkonin, etc.) continue to be guided by his works and, based on his research continues to develop the concept of early development of a child’s personality.

So, we can draw the following conclusions. Sensitive periods are an opportunity to fully develop the abilities of children at a particular age, while paying attention to the quality of their development. These are the most critical stages of children's development.

It is worth noting that these periods occur for every child, but the time of their appearance and duration are individual, and neither teachers nor parents can influence their occurrence. With the right approach, they can be used productively for the further development of certain abilities or types of activities. That is why at certain age stages you should pay more attention to a specific area, while trying to develop the qualitative component of your child’s abilities.

It is necessary not to accelerate, but to enrich mental development, to expand the child’s capabilities in activities characteristic of his age. It is important to create the necessary conditions under which children can demonstrate their abilities. The child’s activities should not be limited; he should be given the opportunity for free creative expression.

Parents and teachers should clearly understand that the wider the child’s range of interests, the more harmonious he will grow up. The peculiarity of a child’s development is that all new skills, knowledge, and abilities are superimposed on those already learned. At these moments, the child needs to receive increased attention from adults.

Literature

Bogdanovich T.G., Kornilova T.V. Diagnostics of the cognitive sphere. M., 1994. Bozhovich L.I. Personality and its formation in childhood. M., 1968. Wenger L.A., Wenger A.L. is your child ready for school? M., 1994. Age and educational psychology / Ed. A.V. Petrovsky. M., 1973. Vygotsky L.S. Collected works: In 6 volumes. T. 2, 5. M., 1982. Galperin P.Ya. Methods of teaching and mental development of the child. M., 1985. Galperin P.Ya. Psychology of thinking and the doctrine of the gradual formation of mental actions. Voronezh, 1998. Gutkina N.I. Psychological readiness for school. M., 1993. Mukhina V.S. Age-related psychology. M., 1999. Elkonin D.B. Diagnostics of educational activity and intellectual development of children. M., 1981. Elkonin D.B., Bozhovich L.I. Development of learning motives in 6-7 year old children. Volgograd, 1999.

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