Name something a child learns slowly how to do

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Name something a child learns slowly how to do.

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WALK
READ
TALK
TIE THEIR SHOES
WRITE

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How to Talk to Your Child About Slow Processing Speed

Many parents worry that talking to their child about his learning and thinking differences or “labeling” them will make him feel worse. But kids tend to take comfort in knowing there’s a reason—and a name—for their struggles. That’s especially true for kids with slow processing speed.

It can be hard for kids to understand why it takes them so long to finish a test or answer a question. Even the term “slow processing speed” can be tricky to explain.

Anything that implies someone is “slower than” seems negative. But you can help him see his issues in a different light, and understand he has strengths as well as challenges.

Before you talk to your child, however, it’s important to know exactly where and how slow processing is impacting him. Slow processing speed can affect kids in different areas. These include verbal, visual, academic and motor skills.

Here are a few things to keep in mind when you talk to your child.

Explain what processing speed is—and isn’t.

Processing speed is how long it takes to get things done. All people do things at a different pace. Some talk fast and some talk slower, for instance. But these differences can make things difficult in school where doing things quickly is often important.

Tell your child that processing speed isn’t the same as intelligence. We often equate intelligence with doing things quickly. This isn’t true. Intelligence is how we solve problems, and how we talk about and understand the world around us. Many smart people have slower processing speed. In fact, there are lots of tasks and jobs that require a slower, more thoughtful approach.

It’s important to let your child know that having processing speed differences does not mean his brain or mind doesn’t work well. Be sure he knows he’s just as smart as his classmates (maybe smarter!), but just has difficulty in this area.

Tell him that processing speed isn’t “laziness,” either. Kids who have difficulty with processing speed are often told they need to “speed it up.” It’s not uncommon to hear adults tell them they are being “lazy” or “not trying hard enough.”

If your child could do things faster, he would. His inability to do so is likely as frustrating to him as it is to others around him. Make sure he knows you understand that he’s trying as hard as he can, and in fact is often trying harder than lots of other kids.

Talk about how slow processing speed impacts him.

It will likely be a great relief to your child to discuss his differences. It’s good to know how they impact him in school, at home and in social settings.

While this might be a tough conversation, your child needs to understand that his processing differences might only mean it takes him longer to do certain tasks. Talking about this can be empowering. It’s also the first step to figuring out solutions.

For example, maybe slow processing speed makes it hard for your child to take notes in class. Knowing that can help you work together to come up with note-taking solutions.

Don’t forget about the rest of the family.

Processing speed differences tend to run in families. If this is the case in your family, consider telling your child. It can be comforting for a child to know he’s “just like Dad.”

But for children who aren’t like anyone else in the family, it can be especially frustrating. In fact, they may act out. Siblings might tease him, too. You can combat this by explaining to the other kids that everyone learns differently and moves at a different pace.

Get tips on how to answer your other kids’ questions. And find out what you can say when your child with slow processing speed gets frustrated.

Give him time and space to process this information.

Kids with processing speed differences often need extra time to take in the information. Don’t overwhelm your child, and give him time to ask questions. Make space for listening to your child’s feelings about what you’ve told him and what he feels can be helpful.

Talk about other learning and thinking differences he might have, too.

Slow processing speed can co-occur with other learning and thinking differences, like or . Kids with slow processing speed are also at risk for anxiety. If your child struggles in other areas, you can explain the differences between his challenges. But it’s also important to let him know there are strategies to help him with any challenges he has.

In this clip from a live expert chat, watch the author talk about why explaining slow processing speed to your child can be trickier than explaining issues like dyslexia.

Help your child see himself in a positive light.

Your child’s struggles may have an impact on his self-esteem. But having slow processing speed is only a part of who he is. You can explain that his strengths are equally important. For example, he may be highly creative or empathetic. Or he may excel in certain subjects. Point out all of his talents and interests to assure him that there are many things he can do well.

Because slow processing speed can often occur with other learning and thinking differences, it’s important for your child to have a full evaluation. If he hasn’t yet had a full evaluation, he can be tested either at school or privately. Find out how to request a school evaluation or a private evaluation. You can use the results to help him understand exactly why and where he struggles.

Read a personal story from the author about how she’s come to respect her child’s slow processing speed.

Read about how to give praise that builds self-esteem. Help your child explore his strengths. You can try a hands-on activity with younger kids, or a self-awareness worksheet with older kids. And learn about classroom accommodations that might help.

Key takeaways

Make sure your child knows that you understand he’s not just “being lazy.”
Talking through his specific challenges can help you work together to find solutions.
Point out your child’s talents, and remind him there are many things he does well.

Name the reasons for this behavior of the child. Describe the most difficult learning situations for such children. Make recommendations to the teacher.

Tags: child, text, student, Academy, Stolyarenko, age, Head, name

Home Control work on psychology

Option 1

Task 1. Fill out the cognitive processes

Cognitive processes	Attention	Feeling	Perception	Speech	Memory	Thinking	Imagination
Definition
Species
Basic properties (operations, processes)
Features of development in younger schoolchildren, individual differences

Task 2. Solve problems on the topic "Psychological characteristics of younger students"

A. Younger students have a fairly good memory, and many learn texts mechanically without much difficulty. However, in the middle classes, when the material becomes more complex and large in volume, they begin to experience difficulties.

How to prevent possible learning difficulties in middle school? Suggest methods of memory development that are most adequate in working with younger students.

B. Sasha, a 1st grade student, is on the move during the lesson. Books and conversations attract him little. He is not busy with what the rest of the students are. He unscrews pens, sharpens or breaks a pencil, fiddles with knick-knacks, or swings his neighbor's chair with his foot, and so on.

What are the possible reasons for Sasha's behavior? Give recommendations to parents and teachers on working and communicating with a hyperactive child.

OPTION 2

Task 1. Fill in the table "Cognitive processes"

Cognitive processes	Attention	Feeling	Perception	Speech	Memory	Thinking	Imagination
Definition
Species
Basic properties (operations, processes)
Features of development in younger schoolchildren, individual differences

Task 2. Solve problems on the topic “Psychological characteristics of younger students”

A. “Our Pavlik learned to speak quickly and early. We encouraged it. He did not attend kindergarten. Now he is 6 years old. He has a well developed speech. True, he does not draw, does not sculpt, like all children in kindergarten, and he does not aspire to this. We believe that he will study well, because he talks like an adult!”

Rate Pavlik's family upbringing. Is it possible to foresee the results of Pavlik's teachings? Name and describe the main parameters of the child's psychological readiness for school.

B. Natasha M., 2nd grade. Natasha has a slow reaction to everything. It seems that she "sleeps on the go", everything is done very slowly. Classwork is often worse than homework. During frontal work in the lesson, he does not show activity. If you don’t rush her in the lesson, she successfully copes with everything.

What are the reasons for this behavior of the child? Describe the most difficult learning situations for such children. Give recommendations to the teacher and parents on how to communicate with such a child.

OPTION 3

Task 1. Fill in the table "Cognitive processes"

Cognitive processes	Attention	Feeling	Perception	Speech	Memory	Thinking	Imagination
Definition
Species
Basic properties (operations, processes)
Features of development in younger schoolchildren, individual differences

Task 2. Solve problems on the topic "Psychological characteristics of younger students"

A. Preschoolers were shown two plasticine balls of equal weight. The children considered them the same, then before their eyes they changed the shape of one ball - they rolled it into a “sausage”. They asked: “Is the same amount of plasticine in the ball and sausage?” The children answered that it was not the same: there is more in the sausage, since it is longer.

Analyze the results of this experiment. How to destroy the Piagetian phenomenon? Suggest tasks for the development of verbal-logical thinking of children. Should one strive to develop only verbal-logical thinking when preparing a child for school?

B. Maxim S., 1st grade. Leading hand is left. Maxim got involved in school quite easily. He likes to study, he is sociable. However, some difficulties began to arise in the learning process.

What difficulties can a left-handed child face in the learning process? Give advice on working with a left-handed child.

OPTION 4

Task 1. Fill in the table "Cognitive processes"

Cognitive processes	Attention	Feeling	Perception	Speech	Memory	Thinking	Imagination
Definition
Species
Basic properties (operations, processes)
Features of development in younger schoolchildren, individual differences

Task 2. Solve problems on the topic "Psychological characteristics of younger students"

A . “My son has a slow reaction to everything. It seems to me that he "sleeps on the go", everything is done slowly. But I see when he plays, he becomes completely different. And if you do not rush him, then he successfully copes with everything. But how will he study at school? asks the mother of a six-year-old boy.

State the reasons for this behavior of the child. Describe the most difficult learning situations for such children. Make recommendations to the teacher.

B. At school, not all children fit in well with their peers. Not all children have a favorable “emotional and psychological climate” here.

Which children in the class usually have a favorable position among their peers? What are the methods for studying interpersonal relationships in the classroom. Give advice on working with the "isolated" student in the classroom.

LITERATURE

1. Dubrovina I.V. Psychology. [Text]: studies. for students ped. textbook establishments. / I.V. Dubrovina, E.E. Danilova, A.M. parishioners; ed. I.V. Dubrovina. - 5th ed., - M .: Publishing Center "Academy", 2007. - 464 p.

2. Gamezo M.V., Domashenko I.A. Atlas of psychology. [Text]: studies. allowance For stud. - M., 2008, - 325s.

3. Efimova N.S. Fundamentals of General Psychology. [Text]: studies. allowance for students Wednesdays. prof. arr. / Efimova N.S. M.: INFRA - M: FORUM, 2009. - 380s.

4. Stolyarenko L.D., Stolyarenko V.E. Psychology. [Text]: series "Textbooks, teaching aids" / L.D. Stolyarenko, V.E. Stolyarenko ..- Rostov-n / D, "Phoenix" 2000. - 448s.

5. Developmental and pedagogical psychology: Reader [Text]: textbook. allowance for students ped. textbook manager/comp. I.V. Dubrovina and others - M .: Publishing Center "Academy", 1998. - 320p.

6. Volkov B.S. Age-related psychology. [Text]: textbook for university students./B.S. Volkov, N.V. Volkov. - M .: Publishing Center "Academic Project", 2008. - 668s.

7. Volkov B.S. Psychology of a younger student: workshop [Text] / B.S. Volkov. – 6th ed. - M.: EKSMO, 2010. - 272 p.

8. Volkov B.S. How to help a student learn? Psychological support and support. - St. Petersburg: Peter, 2011. - 304 p.

9. Volkov B.S., Volkova N.V. How to prepare your child for school. situations. Exercises. Diagnostics [Text]: textbook / Pod scientific. ed. B.S. Volkova - M .: Publishing house "Os-89", 2004. - 192p.

10. Kulagina I.Yu., Kolyutsky V.N. Age-related psychology. [Text]: study guide / I.Yu. Kulagina, V.N. Kolyutsky. - M: Academy, 2001. - 364 p.

11. Kulagina I.Yu. Developmental psychology: child development from birth to seventeen years. [Text]: study guide / I.Yu. Kulagin. - M.: Publishing House of ROU, 1996.

12. Nemov R.S. Psychology [Text]: textbook. for students of higher ped. textbook manager: in 3 books. - M .: Humanit. Ed. Center VLADOS, 1998. - 632p.

13. Petrovsky A.V., Yaroshevsky M.G. Psychology. [Text]: studies. for stud. higher ped. textbook manager - 3rd ed., Stereotype. - M. Publishing Center "Academy", 2002. - 512s.

14. Practical psychology of education. [Text]: textbook for students. higher and avg. specialist. uch. head / ed. I.V. Dubrovina. - M .: TC "Sphere", 1997. - 528s.

MBDOU No. 27 "Sun" - Collection of ped. situations continued

Situation 14

Every day there are a large number of children in the kindergarten group (25-30 people). This does not allow during the lesson to pay enough attention to each child, which affects the quality of the educational process. The mode and specifics of the work of the kindergarten does not allow organizing subgroup work. How to be? Assumption No. 1: the situation occurs in the younger group. Resource 1 : senior interlocutor for each child (different caregiver, nanny, older children). Intermediate solution 1 : older children are invited to the kids, who, after a short instruction, can individually check the correctness of the task in 2-4 kids. Controversy 2 : Older children can take part in toddler activity to help with individual communication, and older children cannot take part in toddler activity because they have their own activities too. Specific solution No. 1 : dividing the time of classes in the daily routine - you can work with the kids in the afternoon, when the elders, as a rule, have no classes. Specific solution #2 : after the lesson with the little ones, each older child individually tells the teacher about how his ward completed the task. This at least forms the skill of coherent monologue speech. A more specific option is possible if the content of such an integrated lesson is specially developed. Assumption No. 2 : the situation occurs in the senior group.

Specific solution : the lesson is organized on the principle of mutual learning. For example, a role-playing game, when children in pairs alternately act as a student and teacher.

15 every morning, when dad leads a boy (5 years old) to kindergarten, the child arranges a hysteria "from scratch", hides in a personal cabinet for clothes and sits there, not wanting to go out. Dad treats this fact as a manifestation of character, and simply leaves, leaving the child in the closet and warning the teacher. The teacher, of course, does not like this, because you have to leave the rest of the children who are already having breakfast and follow this child to the locker room. You can’t leave him there, because the teacher is responsible for the life and health of the child. Mom treats her son more demandingly, and such manifestations do not happen with her. But the mother cannot bring the child to kindergarten, because her working day starts too early. ? How to be? Analysis of the situation : in this situation, many tasks can be considered. We cannot change the traditions of family relations, so we will highlight the moment that most of all does not suit us. The child hides in a personal locker and does not want to come out. However, when dad leaves, he leaves the locker after the teacher's request, which must be repeated 2-3 times. In this case, the child does not explain his behavior in any way. But his facial expressions and the whole appearance shows that he enjoys the attention given to him. The child is sociable, he has smooth relations with children in the group, he has playmates. And in general, throughout the day, he does not create stress. Task : What is there? - a 5-year-old child who hides in a personal locker in the morning. What does not suit? - the fact that the teacher has to be distracted by him from the rest of the children. What do you need? - so that the child stops hiding in the locker when undressing. Conflict : The child's inappropriate behavior conflicts with the demands of discipline. Lack of information for specific situation : It is not known exactly what motives induce the child to act in this way. Assumption : this behavior of the boy is a whim, explained by the conniving reaction of the father. Contradiction : the child must hide in the locker because he wants to, and must not do so, so as not to create inconvenience to the caregiver. IFR : in the locker room, a situation is created that the child cannot hide in the locker in any way. You can’t hide in a locker if it simply doesn’t exist. Resource : perfect locker (there is no locker, but its functions are performed). A locker is a place to store clothes. Fundamentally important for this purpose, its parts are the walls and hooks for clothes on them. Specific solution : provide a place for the child to undress, which will not be isolated (closed) with a door so that there is nowhere to hide. We move the cabinets apart (they are traditionally combined into blocks of 4-5 pieces), we attach hooks to their outer walls, we put a chair in the wall, the seat of which will serve as a shelf. Note : In dealing with this issue, students initially made the mistake of misidentifying the item they were claiming. For pedagogical reasons, they were not pointed to this, so that, having received a decision, they themselves would understand their mistake.

Situation 16. In the kindergarten group there is a girl who, in modeling classes, constantly takes plasticine in her mouth. Remarks and prohibitions do not help. The child cannot explain this craving. ? How to be? Conflict: The child's bad habit is in conflict with the requirements of sanitation and hygiene. Lack of information for the specific situation: It is not known exactly what motives induce the child to act in this way. Contradiction: it is necessary to make the girl stop taking plasticine in her mouth so as not to harm her health, and this cannot be done in the usual way, because it diverts the attention and time of an adult intended for other children. Solution: for a lesson, hot pepper powder is mixed into pieces of plasticine for a girl.

Situation 17. A 5-year-old boy is hyperactive. He cannot engage in calm activities, he spins around in the classroom, makes noise, does not absorb the material, and distracts other children. Analysis of the situation: mentally the child develops normally, loves noisy games, but cannot be at rest for a long time. In relation to children, he is positively disposed, has friends in a group, is not aggressive. Hyperactivity has physiological roots. If an adult insists on a quiet activity, the child loses balance in behavior, cries, refuses to communicate. Task: What is there? - hyperactive child What does not suit? - his excessive mobility prevents him from completing the educational tasks offered by the teacher. What do you need? - so that the child has the opportunity to complete tasks for mastering the skills. Conflict: The physiological characteristics of the child are in conflict with the way in which learning activities are organized. The problem is solved by one of the typical methods of resolving contradictions " Turn harm into favor ": the excessive mobility of the child should become a prerequisite for completing the task. Specific solution: The material the child works with is placed in different places in the room. After completing one task, the child must find out (guess, read according to the scheme, etc.) where the next task is "hidden" and move to the desired part of the room.

The situation 18. The researcher invited children in kindergarten to draw the thematic drawing “My Family”. Petya (6 years old) drew the following picture: in the center of the sheet there is a large TV, next to it is an armchair in which a large dad sits with big hands and a cigarette, closer to the edge of the sheet the boy drew a small figure - this is Vasya's younger brother. In the upper corner is a small, brightly colored figure of mother with a large frying pan in her hands. The researcher asked Petya: “Why didn’t you draw yourself?” “But I didn’t fit,” the boy replied.

? Is it possible to judge the mental state of a child by children's drawings?

? Is it possible to draw a conclusion about the microclimate in the boy's family based on Petya's drawing?

Solution. By children's drawings, one can judge the microclimate of the family and the mental state of the child. Petya is lonely and uncomfortable in the family. The image of the pope in the center of the sheet indicates that he occupies a leading position in the family and has great strength. Petya is afraid of dad.

When analyzing children's drawings, the color scheme is also important: with bright colors, the child draws whatever he likes.

Situation 19.

Lena (3 years 5 months) is taught by her mother to dress and undress the doll, rock it and put it to bed. The girl accurately performs these actions, but only at the direction of her mother and in her presence.

Nina's mother (3 years 6 months), showing the girl how to act with a doll, draws her daughter's attention to what a caring, kind, attentive mother she loves her daughter. She says all mothers do this. Inviting Nina to play alone, she asks her daughter to put the doll to bed, as a caring mother does.

?Having considered these situations, determine which of the children is more likely to develop play as an activity.

Solution. For Nina, the formation of the game as an activity will be faster, since she was not only creating game actions, as such, but the need was caused to perform the functions of a mother in an accessible form for her.

This did not happen to Lena, because her mother's requirements were fulfilled strictly under her guidance. The actions did not form the image of the mother and did not cause the girl to need to play “mother”.

Situation 20.

Misha's parents (5 years old) strive to develop their son intellectually. And he's loaded up so much that he doesn't have time to play.

? Predict Misha's development when parents neglect the child's play activities.

Solution. Preschool play is the main activity. And this is not accidental, because in the game with peers the physical development of the child takes place, coordination of movements, speed of movement, dexterity, mobility, coordination of the child’s actions with peers improves, his orientation towards their achievements is revealed, etc. Mental functions are improved in the game: sensation , perception, thinking, memory. In particular, the sign function of consciousness is developing. In games, the child takes a certain position, which can be changed. This is important for educational purposes. The development of all these functions of the human body is absolutely necessary for the future life of the child, for the formation of his personality.

Giving all their strength (their own and the child's) to intellectual development, Misha's parents should not forget about his overall full-fledged development as a person.

Situation 21.

Kolya is an active boy. His hands are always busy with something. He grabs everything he sees. The boy constantly draws something with a pencil, he is constantly visited by many ideas that he seeks to immediately express. Kolya is a fidget: he wants to participate in everything, to try everything, but very quickly abandons the work he has begun and grabs onto a new one. Mom doesn't like it. She keeps him calm all the time.
? Explain why it is impossible to make a restless child calm?
Solution . This can be explained by the predominance of the process of excitation over inhibition in the boy. But this may also be due to the fact that Misha has not yet been taught to focus on one thing for quite a long time. Mom needs to act together with the child, while explaining the properties of individual objects. It will not be possible to turn a fidget into a quiet one, but it is possible and necessary to help the child master his behavior, his body, his energy. It is necessary to teach the child to give out his energy where it is needed, and to restrain himself in situations that require it.
Do not hold back increased activity, but direct it in the right, reasonable direction.

Situation 22 .

From a conversation between two young mothers: “My Alena (2 years 10 months) grew up as a calm and obedient girl. I enjoyed visiting my grandmother. And now they have changed it: stubborn, speaks in a capricious voice, refuses to do what she loved before. Hearing that we were going to my grandmother, she went on strike - they gave in to her. But she did not calm down, because she really wanted to see her grandmother.

Another time they tried to insist on their own. But she also burst into tears, repeating: “I don’t want to, I won’t go.”

? What happened to the girl. Explain the reason.

? Predict the possible behavior of the child and parents.

Solution. In the 3rd year, children usually manifest a crisis, which is expressed in stubbornness, a negative attitude towards the requests of adults. Moreover, the negativism of a 3-year-old child is more complicated than the previous crisis of the 1st year. At 3 years old, the child wants recognition of independence, independence. But he is not yet ready for this form of behavior, which is a contradiction on the basis of which the crisis develops.

If an adult insists on his own, tries to “break” the child's stubbornness, then a psychological defense arises: a) the child gets used to the adult's negative assessment, b) stops “hearing” remarks. Neurotic symptoms may occur. With the “victory” of an adult over the independence of a child, the latter can grow up weak-willed, with little initiative, or stubborn and cruel. Parents in this situation should have switched their daughter's attention to choosing her outfit for a trip to her grandmother.

The situation is 23. Two mothers have a conversation. One proudly announced that she and her husband gave her daughter a computer. And the second remarked: “Well, in vain! She will now sit in front of the monitor for hours, spoil her eyesight and posture, grow up uncommunicative, unadapted to life . .. "0501? Express and justify your position: what is more - harm or benefit for the child from the computer. Solution. A computer is not only games, but, above all, unlimited access to any information, the ability to communicate with peers by e-mail. Computer lovers say that a child with the help of a computer can make such an intellectual breakthrough that he will overtake all his peers. Experts believe that parents can give their child a better education through the Internet. But the negative impact of the computer on the child is also possible: the selection of the content of information, in particular games, non-compliance with the hygiene of using the computer.

Situation 24.

Dima (1 year 10 months), having mastered only autonomous speech, could not clearly explain his desire: for his mother to give him a toy. Mom insisted that Dima try to verbally reproduce what he wants, and not replace speech with gestures. In another case, the mother tried to include Dima in the game with the children during walks in the park.

? Did the mother do the right thing when she created such conditions for the child?

? How to manage the self-movement of a child? Give examples of such guidance by adults.

Solution. Mom deliberately created problem speech situations for Dima, so that the boy, trying to overcome them, would try to speak more clearly, more precisely, more correctly, that is, so that he would develop his speech in this way. In these situations, the existing contradiction: Dima’s ability to speak only autonomous speech, on the one hand, and, on the other hand, the incomprehension of this speech by other children during the game, became a necessary condition for the development of the boy’s speech.

An adult must be able to guide a child's self-movement:

a) create conditions for the emergence of contradictions;

b) help in resolving conflicts, taking into account the characteristics of the child;

c) take into account the features and nature of emerging contradictions.

Situation 25.

Petya goes to a preschool group. The teacher sometimes praises him, but Petya's mother is constantly unhappy with him. The boy always does things slowly, uncertainly. Mom thinks he's lazy. She began to teach him to read and write (he writes in a notebook), forcing him to redo it if it doesn’t work out well. Petya keeps saying: “I don’t know how, I can’t do it.” "I'll play better." Mom is perplexed: “But how much can you play? Or maybe he should be praised more? But for what?

? Name the reasons why Petya does not want to study.

? What mistakes do adults often make?

Solution. A child of 6 years old must be confident in his abilities. It does not even matter in what business he will succeed. At this age, children generalize successes and failures. Adults need to be calm about the failures of children, otherwise their anxiety is transmitted to children. The unwillingness of the child to read, write can be explained by the fact that he has not yet “finished the game”. And if, at the insistence of adults, he stops playing, but retains the need for this, then he will definitely play secretly. Trust, benevolence, timely encouragement - this should be the attitude of adults towards children preparing to enter school.

Situation 26.

Vova (5 years old) was bought a building kit. He began to lay out its details with great pleasure.

– What do you want to build? Mom asks.

“What… what will happen,” Vova answers.

- How will you build?

- I will build with cubes and bricks. Starts building. Put the cubes, bricks on them.

- No, I'd rather build a rocket...

Stacks the cubes one on top of the other. The column is swinging. The boy tries to hold it with his hand, but in vain: the whole structure collapsed. He walks away from the construction site, leaving behind a pile of construction details.

Then mother suggests: – Try again. Again failure.

? What was the mother supposed to do when she bought her son a building kit?

Solution. In this form, the design does little. In order for the designer to be interesting to children, it must first be played with, like any toy (game), with targeted guidance from an adult. First you need to tell and show the child what can be assembled, built from this constructor. The experience of joint "research" will allow you to complete more complex tasks: for example, build a garage for a car. To do this, it is necessary to teach the child to compare objects in size, shape, paying attention to their spatial features: large - small, long - short, wide - narrow, etc. Then you need to show how the size and shape of the object depend on its purpose. And then, with the help of an adult, the child will learn the spatial analysis of the sample (photographs, drawings can be given as samples), gradually learn to establish different relationships between the design and purpose of objects, create their own original designs, developing their creative abilities.

! The child must be taught how to use any thing bought for him.

Situation 27.

Vanya (5 years old) came to kindergarten in a new suit with an asterisk on it, the buttons on it were also with asterisks and the children really liked it. Soon the teacher noticed that Vanya did not have a single button left on his jacket.

- Where did you put the buttons? the teacher asked.

- I gave them to the guys, - Vanya answered.

– Is it possible, mother will scold!

“No, mother will be pleased,” the boy replied. She always says, "It's not good to be greedy."

? Give a psychological justification for Vanya's behavior.

? Why, knowing the rules of behavior, children often violate them?

Solution. Vanya did this because an adult is a model of behavior for him. But his inability to apply the general rules of conduct to a particular situation led to the above case.

Situation 28. In the behavior of Mitya (5 years old), a very active, energetic, intellectually well developed boy, the teacher noticed two psychological facts:

♦ a desire to command peers;

♦ inability to listen to their not very coherent speech.

? Make a prediction: how Mitya's relationships with peers can develop in the future.

Solution. Either Mitya's authoritarian behavior and peer pressure will continue and even intensify, or he will become rejected, because. children will complain about him to the teacher or unite around someone else. If a new preschooler appears in the group, who takes a leading position, then Mitya may find himself in an isolated position. Other options are also possible.

Situation 29.

Senya (4 years 6 months), pushing away the unfinished tractor model and the designer, whimpered:

– I don’t want any more! I do not want any more!

- What happened? Are you sick? the mother got worried.

“No,” the kid answered listlessly.

– Tired?

- No.

- What then? Does not work? Drop your constructor, do something else.

- No, let him finish it. He will rest and finish it, - intervened the father.

- I don't want to! the boy said wearily. - I do not want anything.

- Well, well, don't be capricious, - the father stood his ground. - What you start must be completed. Understand: not everything is easy, somewhere you need to sweat.

- Why are you attached to him! You don’t see - he doesn’t want to, - mom got angry.

- You never know what he doesn't want. Necessary!

- He has his whole life ahead of him, he will still have time to make not only toy, but also real tractors.

- Don't tell me! If he gives in to every difficulty, then he is unlikely to do anything.

? Analyze the judgments of dad and mom.

Solution. Dad chose a more successful strategy, as he tries to instill in his son perseverance in achieving goals, the desire to achieve results, to overcome difficulties.