Physical parameters of a child from two to five years of age?

At this age, growth lags behind the increase in body weight. Increased ossification of the skeleton continues, although it remains largely cartilaginous, which ensures greater flexibility and plasticity of the child's body.

The muscular system is not yet sufficiently developed: the muscles are still weak, so you should not allow force overloads and, if possible, avoid sudden movements.

The development of the central nervous system is proceeding at a rapid pace, but the controlling influence of the cortex on the subcortex is still weakly expressed. Conditioned inhibition is developed with great difficulty.

From the second year of life, the rate of increase in height and weight decreases compared to the first year. Usually, weight gain per year is about 2 kg. Height increases less evenly. Thus, in the second year, its growth is about 10-11 cm, in the 3rd - 8 cm, in the 4th-5th years, the growth is about 5-7 cm per year. Doubling of height (from the neonatal period) usually occurs by 4-5 years and at this age is about 100 cm for girls, and about 104 cm for boys.

By the age of three, a child can already dress and undress independently, fold his clothes and hang them in a closet.

He willingly helps adults with their work: sweeps, waters flowers. Moreover, systematically accustoming a child to feasible work forms new qualities - the need for work, the desire to help adults. These needs develop and improve the child's personality.

Children at this age gradually master the rules of social behavior: they learn politeness, behavior in public places, discipline in kindergarten classes, etiquette during meals, etc. They already understand that if they do not master these rules, they may commit actions for which adults will condemn them. By learning these rules, the child, on the one hand, strives to imitate the example, and on the other, demonstrates independence and initiative.

Along with the formation of needs, interests are also formed. The main place in the child's life is occupied by play interests. From the age of three, games become more and more complicated and diverse. The number of toys involved in the game increases. The child begins to play with a simple construction set, builds an "apartment", plays "receiving guests", "doctor", "driver", "pilot". The child begins to show interest in drawing, modeling. At the same time, adults should help the child to organize the game correctly, since the skills acquired during the game help to learn about the world, are of great importance for the development and upbringing of the child.

Gradually, cognitive interests develop. However, in small children these interests are unstable, not very deep and meaningful. At this age, there is an interest in listening to stories, fairy tales, poems. Children show a particularly great interest in fairy tales, since they are the most accessible for perception and deeply sink into the child's soul.

At this age, it is possible and necessary to develop an interest in works of art: painting, music, sculpture.

Already at this age, differences in interests depending on gender begin to be observed. Boys are more interested in cars, and girls - in dolls, dishes, etc. You already know that on the one hand, this is due to biology, and on the other hand, imitation of adults cannot be discounted.

By the age of three, children begin their first role-playing games. This is a big event in the life of a child, for whom a new world opens up, the world of communication with adults, imitation of them in an emotionally active form.

An adult has always been the center of the universe for a child. Therefore, the attraction to an adult, the desire to communicate with him are always of extreme importance for a child. When communicating with an adult, a child strives to attract attention to himself, to feel his attitude. And, although the child strives to be independent, nevertheless, he wants to imitate the model he adores.

By reproducing the life of adults, their relationships, the child "lives" a life common with them. That is why play is called the school of life. Play in preschool age becomes the main type of activity, comprehensively developing the child. In play, first of all, the child's feelings are developed.

Reflecting the relationships between people in the game, the child “gries”, “cries”, “rejoices” in accordance with the content of the game.

By imitating adults, the child shows his feelings in the game: responsiveness, mutual assistance, sensitivity and other moral qualities.

The game always requires the child's attention. The inattentive one either loses or is excluded from the game by other children.

Games help develop speech and thinking. When playing, children talk a lot, and try to speak correctly, imitating a model (an adult). Play also requires a certain level of intelligence from the child. Research shows that mentally retarded children cannot play role-playing games.

Imagination is to play what wings are to a bird! Thanks to it, the child is transformed and carried away far, far away!

Play disciplines children very much. The child checks the compliance of his actions with the rules of the game, the content of the role he has taken on, coordinates his behavior with the goals of the group of children playing with him. Play also promotes physical development. During active games, the child learns to run, jump, maintain balance, etc. Thus, play is a very important activity that promotes the all-round development of the child.

Typically, the duration of a game for three-year-olds does not exceed 10-15 minutes, and for five-year-olds - 40-50 minutes.

Drawing also contributes to the development of personality. Of course, at the stage of "strokes and scribbles" typical for children of the second year of life, the child does not set a goal to express something. This task appears in children of the third year of life. And already at four or five years old, the child radically restructures the process of creation itself: the content begins to appear, the idea of the picture is determined. Simple drawing gradually turns into a visual activity.

At this age, children often combine drawing with play. Having drawn a car, they try to depict the sound of the engine and move the drawn car as if it were driving.

The depicted thing does not yet have a detailed drawing - it is just a designation of the object. But over time, the depicted thing begins to acquire details. Thus, by drawing, the child becomes more familiar with the properties of surrounding objects, which contributes to the development of perception, thinking and imagination.

The role of work in the development of personality should not be underestimated. The child begins to get acquainted with the work of adults through direct observation. As a result, he gradually develops a positive attitude towards work and a desire to imitate adults. In a children's group, diligence develops especially quickly. Working together with other children under the guidance of a teacher, the child learns to be purposeful and to work together.

But children of this age also introduce an element of play into the work process. They are interested in the process itself and are practically not concerned with the result of the work.

Of course, a child of this age cannot yet cope with complex tasks due to a small reserve of work skills and the inability to plan his actions and subordinate them to a specific goal.

But by the age of 5, along with the accumulation of work skills and the expansion of experience, the child begins to understand that work is an activity different from play. He is already attracted not only by the process of work itself, but also by its result. By this age, children begin to understand that their work is needed by others, that they provide assistance to adults.

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