Development of memory, attention, imagination and perception in the child 2-5 years old

Perception in children aged 2 to 5 years is active and efficient. To perceive an object means for a child to perform some practical action with it. Gradually, perception turns into an independent process. A child perceives primarily bright and colorful things, although perhaps this is not essential. Walks in the forest, in the field, and looking at paintings are useful for developing perception.

Memory improves along with the development of perception. Involuntary memorization and reproduction predominate in a child. However, voluntary memory also gradually develops. This is facilitated by a significant expansion of the sphere of communication with adults. In order for a child to understand an adult, he has to memorize and reproduce a lot. In addition, the process of mastering speech places serious demands on memory: it is necessary to remember not only the nature of the pronunciation of words, but also their combination. Without this, it is impossible to understand the speech of adults, listen to fairy tales, stories and poems.

A child can listen for quite a long time and attentively. He repeats the same thing many times and always with the same interest, enthusiasm. As a result, he remembers what he heard better. You have all seen how a child "reads" quite large fairy tales or poems!

Thanks to the intensive development of speech, verbal and logical memory also arises. Naturally, a child more easily remembers what his activity is connected with, and above all games. If the need to remember something follows from the instructions of an adult or is connected with a game, then memorization occurs more easily. Research has shown that children remember something better when they do it consciously. But mechanical memorization also takes a very large place in the formation of a child's memory.

At this age, a child remembers bright material most easily. Moreover, the brighter it is, the longer it is retained in memory. A child remembers similar objects or events with difficulty. For example, when talking about a holiday, a child can combine memories of it with memories of another holiday. If an event is so full of action, characters and impressions, then the child may not even remember anything from what he saw. For example, a three-year-old boy, after watching a circus performance, could not remember anything from what he saw except loud music. Thus, he remembered only what was already familiar to him from past experiences.

Children are very easily distracted. It is not always possible to concentrate them on something, for example, on reading a fairy tale. A child can listen attentively to a fairy tale, but when a new person enters the room (especially with a gift), he is immediately distracted and his attention is concentrated on a new object. But over time, the child's interests begin to expand, he can listen attentively to a fairy tale for longer, or look at a toy, or watch his mother's actions in the kitchen. Work activity has a particularly strong influence on changing the nature of attention (which gradually becomes voluntary from involuntary). It teaches children to pay attention to the need to achieve a particular goal, to follow the instructions of adults.

The basis for the development of imagination is the accumulation of ideas, the expansion of experience. But since the baby has little experience yet, his imagination is poor. Sometimes they say that a child has a very rich imagination, since his fantasies are sometimes limitless. In fact, a child's imagination is much "...poorer, weaker, and more monotonous than that of an adult..." (K. D. Ushinsky). It's just that nothing is impossible for a child! He does not understand that some things in life cannot happen (for example, a person cannot fly like a bird), and due to a lack of knowledge, he fantasizes "to the fullest."

It is because of the insufficient amount of knowledge that children easily believe in Baba Yaga, the Serpent Gorynych, Koshchei the Deathless and other fairy-tale characters. For them, the question of where Grandfather Frost and the Snow Maiden came from on New Year's Eve does not arise - of course, from the forest. Therefore, a child from 3 to 5 years old can still be instilled with any fable and he will easily believe it. "... For a child, there is no such thing as impossible, because he does not know what is possible and what is not" (K. D. Ushinsky).

By the age of 5, children's imagination becomes much more developed. If earlier the game, even role-playing, was relatively simple, now, before starting the game, children plan it in their imagination. For example, if it is a trip to Africa, then the children begin to discuss all the nuances of the trip known to them: "we need a plane, we need a pilot, we need a stewardess, a hunter (of course, with a gun), we need a doctor, etc." And by the time the game begins, all the roles are assigned, the game script is written, and then the game proceeds according to a pre-planned plan, although, of course, with some improvisation by the participants.

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