Sanitary rules governing the staffing of groups in kindergartens. Sanitary rules governing the staffing of groups in kindergartens Number of children from 3 to 7 years
5. PERIODS OF CHILDHOOD AND THEIR CHARACTERISTICS
The entire stage of human maturation is divided into several age periods.
The age period covers a period of time during which the processes of growth, development and functional characteristics of the body are the same. At the same time, the age period is the period of time necessary to complete a certain stage of development of the body and achieve its readiness for the corresponding activity at this stage.
This pattern formed the basis of age periodization - grouping children by age in the organization of scientifically based processes of nutrition, education and study, and a regime of mental and physical activity.
The first periodization of human growth and development was proposed by the Russian pediatrician N.P. Gundobin (1906).
In 1965, a biological scheme of age periodization was adopted, proposed by the Institute of Physiology of Children and Adolescents (Moscow). The identification of 7 periods of maturation of the organism was based on an assessment of the characteristics of individual development, including a complex of characteristics considered as an indicator of biological age - body and organ sizes, body weight, ossification of the skeleton, teething, degree of puberty.
Modern physiology, considering the period of maturation of the child’s body from the moment of fertilization of the egg, divides it into 2 stages.
The intrauterine stage includes: 1) the phase of embryonic development (0-2 months); 2) phase of fetal development (3-9 months).
The extrauterine stage includes:
1) the newborn period, or neonatal (0-1 month); 2) breast (postnatal) period (1 month - 1 year); 3) early childhood period (1-3 years); 4) preschool period (3-6 years); 5) the school period, which, in turn, is divided into junior school (6-9 years), middle school (10-14 years) and senior school (15-17 years) (E.P. Sushko et al., 2000 ).
Age periodization is a conventional designation of age that takes into account the properties of children’s bodies that change during the development process. Developed for the scientific substantiation of the system of health protection and development of physical and mental capabilities of children, methods of education and training. In these processes, it is also necessary to take into account the developmental features of an individual individual, who has certain differences in the genetic code and a complex mosaic of human life conditions. This is why the calendar (passport) age of children does not always correspond to their biological maturity. The difference between calendar and biological age in pathology can reach 5 years (G.N. Serdyukovskaya, 1989). Reasons for the lag - retardation(from lat. retardatio - slowdown) of individual development may be prematurity of the child, birth injuries, intoxication, rickets, as well as the influence of unfavorable social conditions (drunkenness of parents, neglect of children, etc.). Children who are ahead of their biological age are less common. There are more girls among them. Characteristic for such children are excess body weight, chronic tonsillitis, and vegetative-vascular dystonia.
In 1935, E. Koch proposed the term acceleration(from lat. acceleration - acceleration) to indicate changes in the growth and development of children in the 20th century. compared with the pace of these processes in the 19th century.
In the modern generation, the stage of biological maturation actually ends earlier. Development accelerates from an early age: the body weight of newborns increased by 100-300 g, body length - by 1.2-1.5 cm (Yu.A. Yampolskaya, 1980). Weight doubling occurs already in the 4-5th month, and not in six months. The replacement of baby teeth is completed a year earlier (V.N. Kordashenko, 1980). Acceleration shifts manifest themselves most clearly in adolescence.
The phenomenon of acceleration is explained by the influence of a wide range of factors on the biology of modern man (ionizing and radioactive radiation; heterosis associated with the migration of the modern population: urbanization, chemicalization, etc.) and does not always have a positive effect on the body of children. Modern experts believe that the rate of acceleration has noticeably decreased in recent years.
Division of children into age groups in kindergartens. For more successful work with children, it is considered appropriate to divide into age groups. In this case, the totality of anatomical physiological characteristics children, living conditions, education and training of children. Each age group must have optimal conditions that ensure the normal development of the child’s body and the formation of his personality.
In preschool institutions, groups are formed taking into account the age of the children (Table 1.1).
At the present stage, due to the long maternity leave of women (from 2 months to 3 years), the number of nursery groups in ordinary preschool institutions has decreased significantly, but they are available in children's homes.
* Composition and area of preschool premises. A guide to the building codes of the Republic of Belarus; 3.02.01-96 To SNiP 2.08.02.89. 1996. P. 7.
In the existing age periodization, insufficient attention is paid to the period of intrauterine development - the life of the embryo and fetus in a different environment, where part of onto- and phylogenesis occurs. However, the further growth, development and health of the unborn child largely depend on this period.
Table 1.1
Groups in preschool institutions corresponding to age periods
|
Number of children (persons) |
||
|
1. Junior nursery |
10 (maximum) |
|
|
2. Senior nursery |
||
|
3. Preschool: |
3-6 years (according to medical certificate, more than 7 years) |
|
|
4. Mixed ages |
||
|
5. Poor health |
||
|
6. Short stay |
no more than the appropriate age |
Prenatal period The life of the body lasts from the moment of fertilization of the egg until the moment of birth of a person and is 9 calendar months, or, on average, 280 days. In the first three months, the formation of the fetus occurs. This period was called the phase, or stage, of embryonic development. In this phase, the internal environment of the mother's body is the environment of the fetus.
At the stage of embryonic development (from the 8th day to the 10th week), organogenesis occurs - the formation of all internal organs and systems of the unborn child. Various chronic infections and intoxications, harmful occupational factors can affect the development of the embryo; in addition, embryonic cells are very sensitive to various irritants. Exposure to harmful factors causes embryopathies - diseases of the intrauterine period leading to developmental defects in children. This period is considered a critical period of development.
From the beginning of the 3rd month, the phase of placental development begins (from the 12th week before birth), in which further development of internal organs occurs. The early placental period is an important stage in the development of the fetus, since the correct formation of the placenta, and therefore the placental circulation, ensures further normal growth and development of the fetus. Various diseases of the mother, toxicosis (as a result of smoking, drinking alcohol, drugs) lead to disruption of placental circulation.
The characteristic features of this period are: rapid growth of the fetus, further differentiation of organs, the formation of the main structural and functional characteristics of the unborn child. Various unfavorable factors (endo- and exogenous) in this period cause growth retardation, differentiation of organs and tissues and lead to the birth of a premature baby. Many diseases of the fetus, which are often associated with early infections (infection occurs transplacentally), such as AIDS, rubella, influenza, listeriosis, toxicoplasmosis, yersiniosis, brucellosis, syphilis, as well as various toxicoses, including drug-induced, also have a negative effect.
The later (fetal) stage is characterized by the accumulation of microelements, some vitamins, and the maturation of enzyme systems in the fetal body. Damage to the fetus during this period can cause intrauterine malnutrition, functional failure of systems and organs, premature birth, and congenital infections.
The neonatal period lasts from the moment of birth until 28 days of life. This period is divided into early (0-6 days) and late (7-28 days). The newborn period is the most important and most critical period, accompanied by great stress for the child. A severe stress reaction of the body is confirmed by profound morphological and functional changes in the endocrine, nervous and other systems of internal organs. Changing living conditions - existence outside the mother's body - forces the newborn to adapt to new environmental factors.
The main changes occurring in the child’s body are adaptation to new living conditions, the emergence of pulmonary respiration, restructuring of the circulatory system, gastrointestinal tract, and changes in metabolism.
During intrauterine development, gas exchange occurs through the placenta; after childbirth, the lungs expand and pulmonary respiration occurs. Constant large and small circles of blood circulation are “started up”. The type of digestion changes completely due to a change in the child’s means of nutrition; in the first 24-48 hours, the intestines are populated by different bacteria.
During this period, a condition may develop that indicates a violation of the adaptive capabilities of the child’s body in environmental conditions. This condition is observed when hygienic food standards and care regimens are violated and is called transient (transitional). All this affects the functions of the organs and systems of the newborn and often causes their disruption.
There is a transient loss of initial body weight on the 3-4th day of life (by 5-6% of birth weight) as a result of fasting and loss of water when autonomous processes of breathing, urination, etc. begin. Prevention of this disorder is early latching of the child to the breast . With a sharp change in ambient temperature, such children easily overheat or cool down as a result of imperfections in the body's thermoregulation processes. Therefore, it is necessary to maintain adequate temperature regime(using incubators for premature babies, etc.), which is determined by the degree of maturity of the child and the ambient temperature.
In the first days of life, newborns develop an increased concentration of bilirubin, which in 60-70% of cases is accompanied by a jaundiced coloration of the skin and mucous membranes; This is due to the accelerated hemolysis of red blood cells containing hemoglobin F and the low activity of liver enzymes that bind bilirubin with glucuronic acid.
Newborns develop a hormonal imbalance, or crisis, caused by an increase in the blood of maternal hormones - estrogens, supplied through mother's milk. Possible engorgement of the mammary glands, bleeding from the vagina in girls, rash, pigmentation of the skin near the nipples and genitals, on the face, etc.
Significant transient changes are observed in the function of the kidneys, cardiovascular system, and metabolic processes.
In the later, neonatal period (end of the 1st - beginning of the 2nd week), under normal conditions of nutrition, adherence to the regimen and care of newborns, most of the disorders almost completely disappear. But there are limits to adaptation, beyond which the disease develops under the influence of negative factors. Diseases of children of this period are different. Some are associated with intrauterine development disorders (prematurity, developmental anomalies), others with birth trauma (intracranial hemorrhage, bone fractures, asphyxia), and others with heredity (hemophilia, mental retardation). Viral and bacterial infections often lead to stillbirths or children unable to survive outside the mother's body.
Newborns are very sensitive to pyogenic infection, which can cause sepsis, most often penetrating through the umbilical wound, damaged skin, etc.
Infancy (postnatal period) lasts from 1 month to 1 year. This period is characterized by rapid rates of increase in height and body weight, intense metabolism, and the development of statics and motor skills.
In order to ensure enhanced growth and development, 1-year-old children need more food per 1 kg of body weight than older children. But the digestive tract at this age is not sufficiently developed, and even with a slight disturbance in nutrition, quality and quantity of food, children may experience both acute and chronic digestive and nutritional disorders, and vitamin deficiencies.
Insufficient development of the digestive organs and their limited function ( breast milk is the main food for up to 5-6 months of life) can cause diseases of the gastrointestinal tract (gastrointestinal tract).
Acute childhood infections (measles, rubella, scarlet fever, etc.) are rarely observed in infancy, and in cases of infection, the disease is more severe; They differ in the prevalence of general signs and the low expressiveness of specific local symptoms. The skin and tissues of infants are delicate and easily damaged. However, due to the presence of a large number of capillaries and young cellular elements in the tissues, when damaged, healing occurs faster than in adults.
Relative rarity infectious diseases in children of this age is due to the immunity that they received from the mother through the placenta, and over the course of the year they were reinforced with antibodies contained in mother’s milk.
The preschool (nursery) period lasts from 1 to 3 years. During this period, the child’s growth and development occurs at a slower pace. The increase in height is 8-10 cm, weight - 4-6 kg per year. The proportions of the body change significantly, the size of the head is relatively reduced from 1/4 of the body length in a newborn to 1/5 in a 3-year-old child (Fig. 1.1). The complication of the function of the gastrointestinal tract, the presence of teeth (there should be 8 of them by the end of the year) are the basis for starting artificial feeding of the child.
In the 2nd year of life, intensive growth and formation of the musculoskeletal system occurs. Improvement of the central nervous system and knowledge of the environment contribute to the development of motor skills, active participation in games. Children sit, walk, and run independently. The vocabulary increases significantly (200-300 words); They pronounce both individual words and entire phrases well.
newborn 2 years 6 years 20 years
Rice. 1.1. Changes in body proportions with age
Wider contacts with the environment, with children and adults create a risk of contracting infectious diseases. At this time, passive immunity received from the mother is weakened, and the possibility of infectious diseases (measles, chicken pox, whooping cough, scarlet fever, dysentery, digestive disorders, respiratory diseases) increases.
The skin and tissues remain delicate and are easily injured, which requires careful care and appropriate hygiene techniques.
Preschool age lasts from 3 to 7 years. This period is characterized by an even greater slowdown in the child’s growth rate. The annual increase in height is on average 5-8 cm, body weight - about 2 kg. The proportions of the body also change significantly - by the age of 6-7 years the length of the head is 1/6 of the length of the body, and the growth of the limbs accelerates (see Fig. 1.1). There is further improvement of the central and peripheral nervous system, development of muscle tissue, which allows children to perform various physical exercises that require precise coordination of movements. This promotes the development of movements and skills - children run a lot and quickly, walk on tiptoe, play musical instruments, draw, cut out paper crafts, etc.
Thanks to further neuropsychic development and strengthening of negative induction in the cerebral cortex, the functional capacity of nerve cells increases, so children can engage in any concentrated activity for a longer time. The vocabulary is significantly expanded, and speech signals play an increasingly important role in the child’s behavior. Speech development is facilitated by various games, activities, learning poems, songs, and relationships between children and adults. The child masters speech, the pronunciation of individual words and phrases through adoption, so the formation of correct speech depends on the people around him. To prevent speech delay, adults need to be attentive to the child and monitor their own and his speech.
Children 3-5 years old have insufficiently developed speech motor skills, as a result of which they are characterized by physiological deficiencies in pronouncing certain sounds: impaired pronunciation of hissing and whistling sounds, as well as “r”, “l”, “k”, etc. With proper training, sound speech culture, these shortcomings quickly disappear. In cases of delayed development of speech motor skills in children in preschool institutions and schools, it is carried out by speech therapists.
At preschool age, the proportion of acute viral infections - influenza, acute respiratory infections - increases. Respiratory diseases take first place. Inflammation of the lungs is more often observed in 2-4 years of life, and by the 7th year it most often occurs as a complication of viral diseases.
Until the end of preschool age, the number of cases of chronic tonsillitis and the tendency to rheumatism increases, the number of visual impairments, allergic diseases, and neurotic disorders increases almost 2 times.
At the end of the preschool period, the structure of chronic diseases in children is distributed as follows: in the first place are diseases of the digestive system; on the second - diseases of the respiratory system (primarily the nasopharynx); on the third - diseases of the musculoskeletal system and connective tissue (flat feet, scoliosis, etc.); on the fourth - diseases of the nervous system and sensory organs (neuroses, myopia, enuresis, otitis media, etc.); fifth - skin diseases (diathesis, etc.). Consequently, the main attention of educators, teachers, and doctors should be aimed at timely prevention of health problems in children, identifying existing deviations and taking appropriate measures to treat them.
School age begins at 6-7 years and lasts until 17 years. A normally developed 6-7 year old child is morphologically and functionally ready for school education.
The child’s nervous system, analyzers, endocrine and other systems have acquired sufficient functional maturity. The replacement of baby teeth with permanent ones ends. Purposeful activities at school are not only feasible, but also useful for children; they improve the central nervous system, in particular the cerebral cortex, innate reactions and abilities, create conditions for the development of new connections and reactions, and promote faster development.
1.1.1. Availability preschool education(the ratio of the number of children aged 3 to 7 years who received preschool education in the current year to the sum of the number of children aged 3 to 7 years receiving preschool education in the current year and the number of children aged 3 to 7 years in in line to receive preschool education this year)
The number of pupils aged 3 - 6 years (number full years) preschool educational organizations;
The number of children aged 3 - 6 years (number of full years) registered for placement in preschool educational organizations.
1.1.2. Enrollment of children in preschool educational organizations (the ratio of the number of children attending preschool educational organizations to the number of children aged 2 months to 7 years inclusive, adjusted to the number of children of the corresponding ages studying in general education organizations)
The number of students of educational organizations (including branches) implementing educational programs of preschool education;
N - the number of children aged from 2 months (the number of children aged from 2 months to 1 year is taken as 10/12 of the number of children under the age of 1 year) up to 7 years inclusive (as of January 1 of the following year) (calculated by the Ministry of Education and science Russian Federation);
The number of children aged 5 - 7 years studying in educational organizations implementing educational programs of primary general education (excluding 1st grade students organized in preschool educational organizations studying in educational programs of primary general education).
Characteristics of the observation section - Russian Federation; subjects of the Russian Federation; cities and towns, rural areas.
1.1.3. The share of the number of pupils of private preschool educational organizations in the total number of pupils of preschool educational organizations
The number of students of private educational organizations (including branches) implementing educational programs of preschool education;
The number of pupils of educational organizations (including branches) implementing educational programs of preschool education - total.
Characteristics of the observation section - Russian Federation; subjects of the Russian Federation.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
LETTER
dated November 25, 2009 N 03-2391
ABOUT STIMULATING THE IMPLEMENTATION OF MODERN MODELS
PRESCHOOL EDUCATION
In pursuance of clause 35 of the Plan for the preparation of acts for the implementation in 2009 - 2010 of the Main Directions of Activities of the Government of the Russian Federation for the period until 2012 (approved by Order of the Government of the Russian Federation dated December 25, 2008 N 1996-r), the Department of State Policy in Education sends methodological recommendations "On stimulating the implementation of modern models of preschool education."
Deputy Director
Department of State
education policy
E.L.NIZIENKO
Application
GUIDELINES
"ON STIMULATING THE IMPLEMENTATION OF MODERN
MODELS OF PRE-SCHOOL EDUCATION"
In order to support the efforts of local governments of municipalities and urban districts that are part of the constituent entities of the Russian Federation, to stimulate municipalities that are introducing modern models of preschool education, including changing the remuneration system and increasing the income of workers in the preschool education system, as well as in accordance with the Main Directions activities of the Government of the Russian Federation, it is recommended that in 2010 - 2012, on a competitive basis, the executive authorities of the constituent entities of the Russian Federation provide financial support to municipalities introducing modern models of preschool education, at the expense of the budgets of the constituent entities of the Russian Federation.
The specified state support should be aimed at introducing modern models of preschool education in municipalities that best satisfy the population's demand for preschool education services and the quality of these services and aimed, inter alia, at creating conditions for the development of the non-state sector of preschool education on the basis of municipal assignments ( order), creation of a system of educational services that provide support family education, creation of a system of educational services providing every child preschool age the opportunity to master educational programs for children of senior preschool age and fully communicate in the state language and the language of instruction when entering the 1st grade of a general education school.
The implementation of state support for municipalities introducing modern models of preschool education on a competitive basis provides for the development and approval by regulatory legal acts of state authorities of the constituent entities of the Russian Federation:
- rules for the provision of budget funds of a constituent entity of the Russian Federation for the development of municipal preschool education systems;
- criteria for the competitive selection of municipalities introducing modern models of preschool education;
- indicators of the effectiveness of the activities of local governments in the implementation of municipal preschool education systems aimed at ensuring the accessibility of preschool education.
When developing rules for the provision of budget funds of a constituent entity of the Russian Federation for the development of municipal preschool education systems, it is recommended that within three years - from 2010 to 2012 - provide financial support to at least three municipalities introducing modern preschool education systems: an urban settlement (large city), urban settlement (small town), rural settlement.
When determining the criteria for the competitive selection of municipalities introducing modern models of preschool education, it is recommended to provide for:
a) development in municipalities of various forms and models of preschool education to meet the diverse needs of the population by introducing a unified independent system for assessing the quality of preschool education;
b) increasing the efficiency of spending budget funds by local governments by introducing normative per capita financing for the implementation of the basic general educational program of preschool education of various directions in institutions and organizations of various organizational and legal forms that have a license to implement the basic general educational program of preschool education;
c) an increase in wages for teaching staff in the municipal preschool education system associated with the introduction of new remuneration systems;
d) creation in municipalities of conditions for the development of the non-state sector of preschool education on the basis of a municipal assignment (order);
e) creation in municipalities of a system of educational services that provide support for family education.
When developing performance indicators for the activities of local governments in the development of municipal preschool education systems with state support from the constituent entities of the Russian Federation, it is recommended to proceed from the significance of these indicators for ensuring universal accessibility of preschool education.
At the same time, it is necessary to take into account that the availability of preschool education for the population reflects a number of interrelated indicators, which, for an objective assessment of the achievement of the goal, should be considered in a complex.
1. Indicator “The share of children aged from one year to seven years receiving preschool educational services and (or) services for their maintenance in organizations of various organizational and legal forms and forms of ownership in the total number of children from one year to seven years” or “ Enrollment of children in preschool education" is calculated as follows:
d
Children coverage = --------- x 100%,
preschool education a - b - c
Where:
d - number of children aged 1 - 6 years in preschool educational institutions at the end of the reporting period
of the year;
(a - b - c) - estimated number of children aged 1 - 7 years,
Where:
a is the population aged 1 - 7 years;
b - the number of children aged 5 - 7 years old studying at school;
c is the number of 1st grade students in preschool institutions.
2. The power of the network of educational institutions that implement the basic general education program of preschool education plays a decisive role in ensuring the accessibility of preschool education. Therefore, in the list of indicators for assessing the effectiveness of local government bodies, it is necessary to include the indicator “Provision of places for preschool children in educational institutions that implement the basic general education program of preschool education.” This indicator characterizes the number of places in the specified educational institutions for preschool children for every thousand children aged 1 - 7 years living in the territory of the municipality. The indicator is calculated using the following formula:
TO
Availability of places for preschool children = - x 1000,
in educational institutions (per 1000 children) H
Where:
K - the total number of places in educational institutions implementing
basic general education program for preschool education;
3. The indicator “The share of children's preschool municipal institutions from the total number of organizations, including small businesses, providing services for the maintenance of children in such an institution, services for preschool education and receiving funds from the budget of the city district (municipal area) for the provision of such services” is intended reflect the development of the preschool education network through the placement of municipal orders for preschool education services from non-municipal providers and allows us to assess the development of the non-state sector of preschool education with mandatory control by local governments over the quality of services of non-municipal providers.
The formula for calculating this indicator is next view:
Share of municipal preschool institutions
from the total number of organizations, including subjects D
small businesses providing services at = - x 100%,
maintenance of children in such an institution, services for
preschool education and receiving funds
city district budget
Where:
D - the number of municipal preschool educational institutions, including autonomous ones;
O - the total number of organizations, including small businesses, providing services for the maintenance of children in such an institution, services for preschool education and receiving funds from the budget of the city district. At the same time, individual entrepreneurs who have registered their activities in the prescribed manner are classified as small businesses.
4. Indicators of priority for enrollment in kindergartens, namely the number of children in need of placement in the specified institutions, but in such places on established dates (for example, the beginning school year, beginning of the calendar year) unsecured.
The calculation of priority indicators must be carried out by summing the number of children of all ages registered in the queue for the device in preschool institutions. It is most advisable to make the following breakdown by age: from 0 to 1.5 years; from 1.5 to 3 years; from 3 to 5 years; from 5 to 7 years. In this case, the general priority indicators are calculated using the formula:
O = O + O + O + O,
0 - 1,5 1,5 - 3 3 - 5 5 - 6
Where:
ABOUT - general indicators sequence;
О - number of children aged 0 to 1.5 years in need of
0 - 1,5
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
O - the number of children aged 1.5 to 3 years in need of
1,5 - 3
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
О - number of children aged 3 to 5 years in need of
3 - 5
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
O - the number of children aged 5 to 6 years in need of
5 - 6
placement in the specified institutions, but not in such places as of the reporting date
secured.
5. Since the absolute indicators of priority in various municipalities cannot be comparable (the priority is directly dependent on the total number of children of preschool age), it is advisable to supplement the list of performance indicators of local government bodies with the indicator “Number of children on the waiting list for placement in preschool institutions, per thousand children aged 1 - 7 years living in the territory of the municipality."
The calculation of this indicator can be represented by the following formula:
Number of children on the waiting list O
for placement in preschool institutions = - x 1000,
per thousand children 1 - 7 years old, H
living in the territory of the municipality
Where:
O - general priority indicators calculated from the above
formula;
H - number of children aged 1 - 7 years.
6. Another important indicator characterizing the availability of preschool
education, - "The number of pupils of preschool educational
institutions for 100 places in the specified institutions." It is calculated as
ratio of the total number of preschool students
institutions, H, to the total number of places in preschool educational institutions, K.
DOW DOW
H
Number of pupils of preschool educational institutions
institutions on the territory of the municipality = ---- x 100.
for 100 places in the specified institutions K
preschool educational institution
7. Indicator of satisfaction of population needs for services
preschool education is calculated in two stages.
First, the absolute need, P, of the population living
on the territory of the municipality, in preschool education services. For this
the total number of children in educational institutions is summed up,
implementing the basic general education program of preschool education
(H), with the number of children in need of placement in institutions,
preschool educational institution
providing preschool education services (prioritization indicators, O):
P = H + O.
preschool educational institution
To assess the degree to which the population's needs for services are met
preschool education, U, it is necessary to calculate the percentage that children,
covered by preschool education services, H, make up the total
preschool educational institution
population needs for preschool education services, P:
H
preschool educational institution
Y = ---- x 100%.
P
It should be noted that the recommended performance indicators for the activities of local governments in providing public preschool education were included in the monitoring of the provision of the population with preschool education services and the development of the preschool education system, carried out by the Ministry of Education and Science of Russia as part of the implementation of the Set of Measures for the Development of Preschool Education in the Russian Federation in 2007 - 2010 , and correlate with the target indicators of the project “Development of Preschool and General Education” of the Main Directions of Activities of the Government of the Russian Federation for the period until 2012 (approved by Decree of the Government of the Russian Federation dated November 17, 2008 N 1663-r).
The age of children, like the age of all people, is calculated in accordance with calendar values from birth to the moment of calculation, and can also be biological, characterizing the physiological maturity of the body, legal and psychological, assessing the compliance of mental processes with various age standards. A child's childhood age varies depending on country, culture, social and time norms. In Russia, childhood is considered to be the period from birth to the onset of puberty (puberty, 12-13 years), after which the child enters adolescence.
Each period of a child’s childhood has its own developmental characteristics, physical, mental, social, its own types of leading activities and specific needs. About child development different ages, raising a child and the types of activities required for a given age with children by age tells MedAboutMe.
A child is considered a person from birth until the end of puberty. This segment includes the periods of “childhood” and “adolescence” of older children.
Children's ages are also divided into several additional periods. Speaking about chronological, or calendar, passport age, we mean the time period from the birth of the child to the date of determination of age.
To identify individual periods in life, it is customary to focus on the stages of development of functional systems and/or vital human organs.
In the process of the birth and formation of a child’s body, two main stages are distinguished: intrauterine and extrauterine development. Intrauterine development is calculated from the moment of conception to birth, divided into the embryonic period and the period of fetal development (up to 3 months of pregnancy and from 3 to birth).
After the birth of a child, the following periods are distinguished at the age of children:
- newborns – from the date of birth to 4 weeks;
- infancy period, the age of the baby, according to the outdated system, when infants were accepted into the nursery, called early nursery: from the end of the newborn to 1 year;
- pre-preschool, senior nursery or junior preschool period - from 1 year to 3 years;
- preschool, from 3 years to entry into school (6-7 years);
- junior school age - from the beginning of school until puberty;
- adolescence itself.
The childhood age of a child is characterized by the continuity of the processes of growth and its development, and therefore the boundaries of age periods are established conditionally on the basis of average data on the stages of functioning of the child’s body and psyche. These age limits can change under the influence of genetic, social, individual physiological characteristics of children and their environment.
In accordance with the calendar method of calculation, the end of primary school age is considered to be 12-13 years old, the stage of the appearance of the first signs of puberty, which is absent in children younger age. However, the tendency towards acceleration and early onset of sexual development in recent decades suggests a decrease in the age limits for the onset of puberty. Increasingly, secondary sexual characteristics begin to appear in children aged 10-11 years and earlier. In this regard, the end of childhood and the beginning of adolescence for a particular child is considered individually. Statistically, at the moment, the lower limit of the beginning adolescence Age is considered to be 12 years.
The early age includes newborns and the infant period, from birth to one year.
Children early age characterized by the intensity of growth and development of the body, the need for organized high-calorie nutrition. They are helpless and require constant care, attention, feeding, and hygiene. The weakness of the immune system during this period affects the exposure of young children to the risk of developing septic processes.
The newborn period is a period of incomplete development of organs and functional systems, the beginning of adaptation processes to the conditions of extrauterine existence. Insufficient functional maturity organs can cause a number of disorders, which complicates diagnosis during the neonatal period. It is not always possible to determine whether the disorder is physiological, such as physiological jaundice or weight loss in the first days after birth, or pathological (albuminuria).
The relative functional weakness of the digestive organs dictates the choice of diet for young children. It includes mainly dairy products (breast milk or its substitutes); once the child is ready, grain or vegetable complementary foods are introduced into the diet, gradually adding variety to the list of products. If the requirements for the quality and quantity of food are not met, disturbances in the functioning of the digestive system, eating disorders, growth disorders, etc. may occur.
The central nervous system is characterized by at this stage rapid exhaustion, recovery and proper development require a significant amount of rest, the absence of unnecessary impressions and stress that negatively affect nervous system and the child’s body as a whole. Parents need to monitor their sleep and wakefulness patterns. Young children sleep a lot, up to 20-22 hours a day at birth, gradually increasing periods of wakefulness as they grow older. During the day, by the age of one year, he retains one or two daytime naps.
This period of life is notable for the formation of the first signaling system. Young children learn to recognize faces, objects, and navigate environment, primary communication. Speech begins to form.
Preschool or toddler age of children from 1 to 3 years is characterized by a decrease in the rate of physical growth and development. Basic physiological systems reach maturity later, but young children can already eat solid foods, master gross and fine motor skills, and actively learn verbal communication.
During this period, intensive growth of muscle tissue is observed; on average, by the age of two, children have erupted the entire set of milk teeth.
Increased physical activity combined with imperfect control of the body and the adequacy of decisions lead to high rates of injury. Another dangerous factor of this period is high cognitive activity, involving the use of all possible receptors. This leads to aspiration small items, poisoning from household chemicals.
Rapid development of speech in at this age goes through several stages. The norm is to master simple phrases of two or three words by one and a half years, and complex sentences by three.
Until the age of three, a child has the right not to use the pronoun “I” in speech, and to talk about himself in the third person (“let Misha”, “my son wants to go for a walk”).
Self-determination as an individual, awareness of oneself as a person separate from parents leads to a period of testing boundaries. In young children, there is an awareness of the possibilities of separation at one year, a crisis at two years, caused by the first attempts to insist on their desires, complicated by the insufficient development of speech function.
Young children are most sensitive to parenting techniques. It is during this period that one must begin to develop concepts of acceptable and unacceptable behavior, work habits, daily routines, and an understanding of acceptable forms of expressing emotions. The main methods are the example of adults and explanations in a form accessible to the child. Thus, education becomes the main element of daily child care.
The middle or preschool age of a child is the time period from 3 to 6-7 years (on average 7). In turn, it is divided into middle and senior preschool age children, 3-5 and 5-7 years, in accordance with the physical, mental and intellectual pace of development of the child.
At this age, children begin to deepen their facial contours. The limbs are stretched, body weight gain slows down, physiological stretching is noted: the increase in height significantly prevails over the increase in weight. Teeth change begins: baby teeth fall out, permanent teeth begin to grow. The immune system reaches basic maturity, differentiation of development and formation of internal organs ends, in particular, the pancreas begins to actively function (it is its late onset of active insulin production that explains the need to limit foods with a high glycemic index to in the diet of middle-aged children up to 5-6 years old) .
Gross motor skills are quite well developed, the process of improving fine motor skills, coordination of fine movements, and preparation for drawing and writing is underway.
From the age of three, middle-aged children begin to understand themselves as individuals and to separate “we” from “I.” The main focus shifts from the world of objects and their manipulation to people and their relationships. The period of socialization among peers begins.
Normally, by the age of 5, middle-aged children speak their native language fluently. Intelligence and memory develop; from the age of three, gender-role identification begins, influencing preferences in activities, games, and the expression of personal attitudes toward the environment.
Older children are usually school students in grades 1-5, from 7 to 11-12 years old. At primary school age, according to the anatomical and physiological parameters of organs and systems, the child’s body approaches that of an adult. The central nervous, reproductive and endocrine systems will complete the formation process in the next period.
The change of teeth ends, and by the beginning of puberty, as a rule, all milk teeth are replaced by permanent ones.
For physical and neuropsychological development Older children are mainly influenced by their environment: parents, friends, classmates, teachers, significant adults, and the media. Social development older children are enriched with communication and interaction skills not only with peers, but also with adults.
Children's age table
The classic table of children's ages describes the generally accepted standards for naming the stage of development in accordance with the biological age of the child and is usually used to determine the average age of the child upon enrollment in preschool and general educational institutions. In pediatric age tables, children are guided by the achievement of the age stage (0-1 month as the neonatal period, 1-12 months as the age of the infant), both to orientate the physiological indicators of children to average standards, and for legal purposes, for example, to highlight the “day infants" in clinics, as well as when compiling a national and individual vaccination calendar.
Children's age tables are most in demand for assessing physiological parameters and are associated with the dynamics of weight gain, characteristics of growth in centimeters of body length, head and chest volumes.
Childhood is the period from birth to the onset of puberty, from 0 to 12 years. Internal gradations of a child's childhood are based on the stages of his biological and mental maturation. However, when entering school, you can accurately draw the line - the student kindergarten, a child of senior preschool age becomes a student.
Usually, average age admission to school - 7 years. The age of a first-grader recommended by experts and standard for Russian schools is between 6.5 and 8 years. Depending on the maturity of mental processes and the readiness of the preschooler, the age can be either lowered (but not earlier than 6 for the first grade) or raised.
Starting school is an important stage for children, symbolizing a change in leading activity. Readiness for this stage is formed throughout the entire pre-preschool period of development and is determined by psychologists and teachers before enrollment in an educational institution.
Preschool children
Preschool children - children from 3-4 years old to graduates of the preparatory group of kindergarten. This age of children is most sensitive to developmental and educational methods due to the active formation of the psyche, personal characteristics and the process of socialization in society. Parents for preschool children are the most significant figures (unlike schoolchildren, where their place is taken first by the teacher and then by their peers), and can have both the most positive and very negative influence on the growing personality, depending on the style of education and example shown to the child.
The first thing that parents note about the characteristics of preschool children is the formation of independence, the desire to separate their Self from We (most often “mom and I”). Its onset at about three years of age is described as the third-year crisis, when the child begins to try to change his attitude and makes efforts to do his best himself and feel pride in his achievements.
From this position, the child’s new social perception of his environment is formed. It develops in two directions: a social vertical, expressing the child’s perception of the world of his elders, and a social horizontal, focused on the world of his peers.
Especially for preschool children, active communicative activity in speech and non-verbal form, the development of sensory cognition, the beginnings of analytical thinking and the formation of visual-figurative thinking are also included.
Leading activities of a child in preschool age
The leading activity of a child in preschool age is transformed depending on personal maturity, partner in spending time together and social perception. Starting with object manipulations, by school age the child goes through the stage of play as the leading activity of preschool children and prepares to change it to academic.
The motivating activity of a child in preschool age in interaction with adults initially, at 3 years old, has a business orientation: the desire to identify and understand what adults do and how, imitate them in order to become more mature and be able to also control reality. On average, by the age of 4, priority business motivation is replaced by play activities, with interaction on an object-based play basis.
Relationships with peers begin to develop, the child “discovers” other children as a subject with independent motives for action. At first, little by little, in episodic object-based play activities, preschool children gradually distinguish their peers and, by the end of the preschool period, prefer them as partners in the leading play activity in a given period.
Role-playing play, as a clear expression of a child’s social aspirations, helps him satisfy his social needs. It also contributes to the development various techniques replacing one object with another, one’s social role with another, teaches the representation and modeling of various imaginary situations. Children “try on” the roles of other people, fantasize and reproduce conditions in which, due to age, they cannot yet find themselves, and improve the mental reaction to non-standard incidents; these are also characteristics of preschool children.
The average age of children when entering school is 7 years. Readiness for school is judged by the physiological maturity of the brain, the formation of its structures and functions.
In some countries, for example, in the USA, the beginning of the educational process starts at 4 years old, which confuses some parents. However, although this training is most often carried out in the school complex, in terms of focus and organization of the process it is more consistent with the program of our preparatory groups kindergarten and is called preschool - “preschool”, “before school”.
The average age of children for immersion in the educational process is based on the so-called school maturity, aspects of the child’s psychophysiological readiness. They do not include the ability to read and write; these are certain stages of sensory development, voluntary memory, attention, and thinking. When testing readiness for school, children’s emotional-volitional sphere, phonemic hearing, fine motor skills, cognitive interest and basic knowledge, consider what leading activity prevails in a preschooler, whether he is ready to change play activity to educational activity. Another important factor is the child’s ability to separate from a significant adult, to act independently and to perceive the teacher as an authoritative person.
Children who have not reached the required level of development are not recommended to begin education; this will not only affect grades and knowledge acquisition, but can significantly reduce the child’s motivation, affect his psychoneurological and physical health. The average age of children upon admission to an educational institution is guided by the start of readiness testing; the decision to admit a child or recommendations for deferment, the need for additional developmental, correctional classes is made on the basis of psychological testing.
School age children
School-age children differ from preschoolers in their understanding of hierarchical relationships, the ability to identify parts and the whole, more developed imaginative thinking, and the ability, for example, to mentally arrange objects by size and other characteristics. Analysis, synthesis, understanding of the principles of transferring the qualities of an object, the characteristics of events, the ability to take two or more variables into account when assessing distinguish school-age children.
In elementary school, the thinking of school-aged children is still tightly connected with empirical reality (Jean Piaget), they can think and reason only about familiar things, although they are able to expand inferences from specific to possible scenarios. At the end primary school In school-age children, the stage of formal thinking operations begins to actively develop, marking the transition from a concrete, visual-figurative type to an abstract, verbal-logical type.
The leading activity of younger schoolchildren is educational. It is characterized by the following parameters: effectiveness, commitment, arbitrariness. The foundations of this type of activity are laid in the first years of training. Motivation, academic task, control and evaluation are the main components, in accordance with the theory of D.B. Elkonin, educational activities.
Performance evaluation and marks for completing actions are often confused. The experimental training of Sh.B. is indicative. Amonashvili: Children can study without grades, and do so willingly and successfully, but the absence of a system of marks for completing assignments does not mean a lack of grades. It is possible to assess how well a child’s progress corresponds to his pace and generally accepted standards without using grades, which is what is currently used in the first grades of secondary schools in Russia.
Child development and upbringing by age
The development and upbringing of a child are processes organized in accordance with the characteristics of age groups. Methods of raising a child are determined by his physical and mental capabilities, thinking characteristics characteristic of the age stage.
In choosing the goals and means of developmental methods and raising a child, it is customary to focus on the zones of proximal development (L.S. Vygotsky), the difference between the existing level of development and the potential one, achievable with the help of a parent or teacher. For different age groups and for children within these groups, the zones of proximal development differ, therefore the general process of raising a child is built on the basis of statistical knowledge, abilities and skills of children, and work with a specific child is carried out based on the characteristics of his personality.
Classes for children by age are also focused on the specifics of the child’s age group and stage of development. In preschool and general education institutions, classes with children by age are based on the program chosen by the institution and the teacher and can be aimed both at the general development of the child and divided into areas (aesthetic, physical, intellectual, etc.).
When choosing the type of activities with children by age, the leading type of activity in a particular activity must be taken into account. age group, features of attention, memory, thinking, their degree of arbitrariness.
Early Childhood Development
The development of young children attracts many parents with its promising consequences: early reading “from the cradle”, predictions of phenomenal memory, amazing intellectual development, etc. When choosing a technique, you need to focus on how long it has existed, whether it is approved by specialists from various groups, whether it is suitable whether to a child.
For example, M. Montessori’s method for the development of young children was not envisaged by the author himself, but is actively used for children from 1 year of age. At this age, children, according to natural development, should expand their knowledge about the world around them, develop communication skills, gross motor skills. The Montessori method, used for children, involves more active development of logical thinking and fine motor skills, without connecting communication. This may be balanced by the child’s other activities and games with his parents, or it may delay the formation of skills necessary at this age stage, creating a situation of uneven development of the child.
The development of young children should not be unidirectional, focused only on one area of activity; this leads to neuroticization of the child’s personality and complications in the educational process.
The main force driving the development of preschool children is cognitive interest. This is the age of “whys”, curiosity, attempts to understand how everything works - from objects to relationships and natural phenomena. The task of the development process of preschool children is to maintain the child’s interest.
It is worth remembering that kids in this period are focused more on the process itself, and not on the result. They try to understand how and what is happening, regardless of the outcome of the action, so focusing them on the competitive moment and trying to win does not bring the expected effect.
The leading activity of a preschool child is play. It is in the format of a game that activities aimed at the development of preschool children should be organized.
Development of children of primary preschool age
According to the features age period When drawing up a development program for children of primary preschool age, it is necessary to remember that a child of 3-4 years is an active researcher. Going through a crisis of separation from his mother and self-determination, he tries to independently understand what processes occur in what way. By carefully directing children's curiosity in the right direction, it is possible to successfully develop children of primary preschool age both physically, intellectually and socially.
The intellectual development of children of primary preschool age is based solely on practice, on manipulations with objects or observations. For a full-fledged, all-encompassing development process, it is necessary to combine different types activities, alternate between calm, active, group and individual activities and games on the street and at home.
It is worth remembering that at this age stage they tend to copy the behavior of an adult more than ever. Raising a child is now based on one’s own example and explanations of moral standards, reinforced by the behavior of a significant adult.
If a child of primary preschool age is an active researcher, then older children can be called inventive creators. The development of older children before enrollment in school is based on the leading activity - play. However, the first of September does not mean a sharp change in the child’s leading activity to academic activity. Therefore, the inclusion of gaming techniques for the development of older children is welcomed for both younger and older schoolchildren, taking into account age-related characteristics. But the inclusion of student activities in preschool programs is possible only in a playful form.
Still prevails play activity, enriched by the first attempts to think abstractly, still represented by fantasy. Social, gender-role-playing games associated with various roles, professions, situations, contribute to the development of older children, helping to understand the connections between what is happening, learn to analyze, predict events and reactions.
Speech development in preschool children
If at three years of age, at the normal rate of speech development for preschool children, a child can speak in phrases and begins to use the pronoun I, then by the time they enroll in school (7 years old), the children’s dictionary already contains up to 7,000 words.
The development of speech in preschool children goes through several stages - from syllabic words in early childhood child to complex sentences for the school period. The formation and development of the grammatical part of speech occurs at the age of 3-5 years. Children copy word formation from the speech of adults and try to master speech according to these rules intuitively.
At this stage, it is important to use correct speech; preschool children need to be provided with examples of the use of phrases and constructions, as well as monitor possible deviations in speech development in children of different ages.
Deviations in speech development in children of different ages occur in 30% of cases. Most often, speech disorders of varying severity are diagnosed in boys (2-5 times more often than girls).
The main part of the deviations speech development problems that affect children of different ages are due to problems with sound pronunciation. Depending on the cause, the severity of the disorder and the age of the child, this can be either a minor disorder or a speech pathology caused by damage to the brain centers.
Among the diseases that lead to disturbances in sound pronunciation in children of different ages are dyslalia, dysarthria, articulatory dyspraxia, motor, sensory alalia, dyslexia and rhinolalia.