Modern preschoolers. What are they?

Modern preschoolers, what are they like?

Today they write and talk a lot about new children - emotional, hyperactive, aggressive, impulsive. What do we know about them? Why do 3- and 5-year-old children do better and know how to use a computer than adults? Why do grandparents worry about their grandchildren's behavior? And it seems that the old methods of education that they applied to their children “do not work.” Smart, persistent, demanding, sensitive, emotional, free. It can hardly be said that our students have remained the same. The child of the new century is created by the television, the computer. From an early age, he is faced with such a flow of information that children of previous generations never dreamed of. Therefore, today's preschooler is more erudite, but this erudition has a downside. In addition to erudition, we all note the increased emotionality of our students. And this is not always a positive quality. Children often react to the most insignificant events too impulsively, and even aggressively; they can also be whiny and capricious. Aggression is also an emotion. An emotion nurtured by television and computer. But how can you teach a child to count and write if he doesn’t know how to do the basics? How can you educate a child if he spent all his days watching cartoons, when there is an active learning of all that is good (fairy tales), beautiful, etc., when a child learns to relate himself and adults in this world, all this becomes dulled and constraint emerges , lack of determination, lack of sociability, fears, disturbances in the emotional-volitional sphere, etc. We adults correct our own mistakes. And mistakes are harder to correct. After all, it is not the child’s fault that his parents allow him to watch cartoons for 2-3 hours, and foreign ones at that. Where have our good fairy tales gone, our Cheburashka cartoons, these kind and slightly naive heroes? Why did Pokimon and Smeshariki supplant Cheburashka? And children playing computer games, without even noticing, sometimes become cruel and embittered. They draw using a computer, and hence their motor skills are weak, they sometimes even get confused: “In which hand should you hold the pen?”

Modern children have increased body tone, excitability, modern life is full of rhythm for their parents, everyone is in a hurry to earn money from morning to evening, and pregnant women work until childbirth, laying this agility and nervousness already during pregnancy. What about the products? What foods does a pregnant woman and baby consume in the future? Which? Cola, Fanta, packaged juices, artificial baked goods, etc. What about TV, computer? What cartoons do our children watch? Yes, question......

Modern children often cannot concentrate, do not show interest in simple activities, they cannot be stopped, they cannot be captivated by games. The personal development of children at all times is directly related to the heroes. What are the heroes for a child now? Spider-Man, Teenage Mutant Ninja Turtles, Superman, etc. Modern children often have reduced imagination and creative activity. Children are focused on quick results. REMOVE and POSITION.

Today it is important to provide each child with attention and care for his mental and physical health, and for this only through the joint efforts of the family and kindergarten it is important to form in children a sense of emotional well-being and psychological comfort, so that the little person can joyfully and fully live the most difficult and responsible life. period of your life – CHILDHOOD. It is “here” and “now” that the foundations of a person’s personality are laid. And if we adults don't realize this, we have nothing to look forward to in the future.

Prepared by: psychologist Tatiana Anatolyevna Prosvirnova, MADOU TsRR DS “Umka”.

Attention: modern child!

Since the times of the classics, thoughts on the topic of the conflict between fathers and children have been known. Discussions on this topic continue, and, in all likelihood, will never stop. Little attention was paid to children in these disputes, since it was generally accepted that they were innocent angelic creatures who needed to be cherished and cherished. But relatively recently, adults began to notice that these kids are not at all the same as they were before. Perhaps scientific and technological progress played a role here. Nowadays, preschoolers confidently drag their PSP into kindergarten and play “shooters”, “quests”, “walking games”, and the teacher rarely and cautiously, lest she press something unnecessary, plays solitaire on the computer.

Previously, for all preschool children, the good heroes were Ilya Muromets and Ivan Tsarevich, the villains were Koschey the Immortal and Baba Yaga. For many modern children, the good ones are Spider-Man, Batman, Captain America, and the villains are Galactus, the Outlander and other monsters, and for many adults, all modern heroes, both good and evil, are just some kind of monstrous monsters. And these, of course, are not all the differences between children of yesteryear and modern preschoolers. Such children are incomprehensible to many adults and cause anxiety. Scientists are trying to help adults (and not only scientists, sometimes just people who think they have understood the issues of education), writing various programs and works on the upbringing and development of modern children. But the behavior of adults who strive for innovations in education does not always bring joy to children. Looking around, we notice less and less the joyful angelic glances of the younger generation. Maybe they need help?

We invited to discuss this problem:

Nadezhda Olegovna BEREZINA – Candidate of Medical Sciences, Senior Researcher at the Research Institute of HD;
VASILIEVA Elena Yurievna – child analytical psychologist, art therapist;
EGOROVA Marina Sergeevna – Doctor of Psychological Sciences, Head. Department of Psychogenetics, Faculty of Psychology, Moscow State University. M.V. Lomonosov;
LASHNEVA Irina Pavlovna – candidate of medical sciences, senior researcher at the Research Institute of HD;
MIKLYAEVA Natalya Viktorovna – candidate of pedagogical sciences, associate professor of Moscow State Pedagogical Institute, head. Department of Pedagogy and Methods of Preschool Education, Moscow State Pedagogical Institute.

– In the opinion of professionals who have been working with children for many years, are there any fundamental differences between modern preschool children and preschoolers of yesteryear?

M.S. Egorova : Social institutions related to raising children are very conservative and do not change exactly the opposite over 5–10 years due to changes in the political situation, parents’ income or the content of television programs. The first poems and fairy tales that children hear are the same ones that their grandparents (if great-grandmothers) listened to. What to play with a child, what to praise for and how to punish is determined by the childhood experience of the parents. The new things that appear today (toys, computers, books) are filtered by the family and included in old, familiar structures.

A study was conducted in our laboratory at the Psychological Institute of the Russian Academy of Education: we talked with 6-year-old children on various topics: what they love and what they are afraid of, what they play, what is read to them, how they spend their weekends, etc. (in 2001, based on the results of this research, the book “From the Life of Preschool People” was published). Now, 10 years later, we are conducting a similar study. So, it cannot be said that the social development of preschoolers raises concerns: as before, they love classic fairy tales and find their “heroes” among their characters. They know very well what is good and what is bad, and they want to be “good” - to help elders, not to offend little ones, not to be greedy, not to fight, to take care of nature, to do well in school. I don’t know what would have to happen in society for parents to be unable to convey these basic ideas to their children.

N.V. Miklyaeva : I don’t think there are any fundamental differences. These are children who derive joy from physical activity and knowledge of the world, strive for communication and want to “do like adults” and “be adults,” according to D.B. Elkonina. They, like preschoolers of previous years, need the approving attention of an adult and acceptance of their feelings, love. For this, they are ready to explore unknown territories and perform unimaginable feats: for example, many parents want their children to learn to read and count early - and now, at the age of 1.5–2 years, they are ready to spend all the potential of mental development on recognizing and identifying letters , putting them into syllables and words, counting jars and molds - if only the adult would pay attention to them and show how happy he is with their success. As a result, the development of visual perception and visual-effective thinking is carried out on a different material than before - on a higher abstraction and degree of schematicity than before. The constructive capabilities of preschool children have been increased thanks to an enriched subject-development environment at home and in kindergarten. As a result, visual-figurative and figurative-logical thinking develop better.

Many modern children can do things that their peers couldn’t do 10–20 years ago. But not because mental development has become different (it, as before, develops according to the laws of systemogenesis) or the children themselves have changed: but because the demands of adults on what an ideal child should be have been transformed. If earlier this was considered a sympathetic, kind and honest person, now this is considered an intelligent and independent person. Therefore, modern children begin to lag behind in the development of social emotions - empathy and sympathy, aesthetic experiences and feelings, but intellectual emotions are very developed - surprise, joy from learning about the world and self-knowledge, etc. Conceit grows. This is on an emotional level, but on a volitional level - what? Weakness, and brought up by their own parents. Basically, they show their will where they need to achieve something from adults, but not where they need to subordinate their motives of behavior to the social “should” or “shouldn’t.” Adults often do not want and are afraid that their children grow up and... cease to be children. Children feel this - they are afraid and do not want to grow up. In addition, despite the sense of independence and self-sufficiency brought up in them (by the way, it often concerns only the expression of their desires and opinions, and not practical orientation in the world around them and the corresponding competence), they often have an inferiority complex (paradoxically: and this is when increased level of self-esteem) and are afraid... that they are not loved.

E.Yu. Vasilyeva : The most common problem that I encounter in practice lately is disharmonious development. This is a lag in the development of the emotional-volitional sphere (children are infantile, dependent, motivation is reduced) against the background of age-developed intelligence. Such children often develop neurotic symptoms, difficult contact with peers, and impaired adaptation. In my opinion, nowadays parents pay a lot of attention to the intellectual development of the child, starting from an early age, and at the same time little attention is paid to the child’s feelings and experiences, and emotional contact is lost. And perhaps this is a requirement of the time - a huge flow of information that children encounter every day, they are not able to comprehend and process...

BUT. Berezina : There are negative trends in health; we have fewer and fewer absolutely healthy children. Over the past 20 years, the first health group has almost halved. Now in preschool institutions there are only about 5% of absolutely healthy children, the number of children with chronic pathology has almost doubled - about 25%. The negative trend in the health of modern children can be seen very clearly. This applies to deviations in the physical and neuropsychic development of preschool children.

– Speaking about the characteristics of modern children, you did not mention indigo children, about whom they now talk and write so much in various media. Have you ever encountered a similar phenomenon in practice?

BUT. Berezina : So far only in the media, in literature. We visit many gardens, but have not met indigo children.

N.V. Miklyaeva : Ideas about unusual children are not new. Thus, Waldorf pedagogy already laid claim to the discovery of “secret spiritual powers” in man and the education of the “sixth race”. There are other examples.

Modern society is not far from the idea of raising and educating children of a special race - representatives of the future of humanity. These ideas are being implemented today within the framework of working with “indigo” children. It is believed that they show us the prototype of that superman to whom all humanity is moving: with enormous intellectual and spiritual capabilities, endowed with superintuition and extrasensory abilities. True, for some reason he combines all this with hyperdynamic syndrome, impaired attention and behavior, and lack of communication skills. This is another “social dislocation” in the way of educating and training the younger generation, a “pedagogical hole” into which parents and educators find themselves, associated with an unwillingness to look at things realistically, to analyze their own and others’ mistakes and due to the need to achieve instant, “one hundred percent” results. raising and teaching children. This doesn’t happen, especially at someone else’s expense. Especially if this “account” is presented by religious organizations and communities that pose a danger to the spiritual and moral development and upbringing of children, to the formation of their worldview.

This is exactly what happens with indigo children. Otherwise, so many “emissaries of light” and people – “catalysts of humanity”, engaged in “spiritual philosophy” and mental-physical medicine, Reiki, chiropractic and parapsychology, would not have appeared among their propagandists.

E.Yu. Vasilyeva : In my opinion, behind this term there are often real difficulties of both the child and the adult. These include impaired contact with the baby and difficulties in adaptation... It doesn’t matter what we name the child, it is important to provide him with adequate help, which he most likely needs.

M.S. Egorova : There are a lot of popular publications about indigo children and very few serious works. There have always been children who began to walk at 8 months, spoke complex phrases at one and a half years, and could read at two years. Children develop at different rates, and only by tracking a child's development over many years can we tell whether he was truly a "special" child or whether he simply developed differently.

– What trends in the development of modern children alarm you?

I.P. Lashneva : Modern children are more sociable and informed. They are more aware of life in the adult world than children of yesteryear. But children of previous years were more imaginative, their imagination was much more developed. Modern toys and games do not allow the imagination of modern children to develop brightly. Everything has already been done for their imagination.

N.V. Miklyaeva : Their inability to play. They have violated the prerequisites for the transition from objective activity to gaming, which are necessary for mastering introductory, display, plot-display and plot-role, role-playing games. Mostly children get stuck at the stage of plot-based play. Because the game develops spontaneously, mainly through playing with toys that are at home and in kindergarten, but is not aimed at reproducing different vectors of human relationships, in which toys are not an end in themselves, but only a means to outline their contours and attributes. Meanwhile, play activity is the leading activity of a preschool child, as it fulfills his need for social competence and determines the specifics of the social situation of the child’s development: mastering the social position “I and society.”

Modern children would like to learn to play on their own, but they cannot: today the children's subculture, which would pass on gaming experience to younger and older preschoolers from one generation to the next, has actually been destroyed. There are practically no mixed-age groups in kindergarten. They don’t fit in the yard (and parents are afraid of this like fire, preferring to keep their child busy with all sorts of sections and circles). In a family, most often there is one child, with whom adults have no time to play, or they prefer to engage in activities that are more important for his development - reading, writing and counting (you can also draw and make crafts together, but this is already the “ceiling” of the creative activity of parents). Meanwhile, who can teach children that the constitutive moments of play activity are an imaginary situation, a play role and play rules?

M.S. Egorova : Modern preschoolers become familiar with competition very early. In order to get into a good school, you need to be “prepared”, and the poor child begins to be trained. And the point here is often not the parents’ ambitions, but the fact that a “bad” school means a lot of problems in the long run (not only a low level of education, but also friends from dysfunctional families). And it’s unclear what to do about it. Schools are really very different. Entering school cannot be postponed until next year, like college - you didn’t get into where you wanted this year, prepare better and try again in a year. So parents try, and often not very competently - they do not take into account the age characteristics of the child, cause aversion to learning, overwork the child, which affects the health.

There is also competition in child care institutions. No matter what methodological manuals were written explaining that preschoolers should not be given negative feedback, children were and are being compared with each other, they give hidden grades, they say who is better and who is worse, and thereby reduce both self-esteem and cognitive skills in children. need.

I.P. Lashneva : We are alarmed that the number of children with health problems is increasing. To confirm my concerns for the children, I will cite the results of our research. Deviations in physical development reach, according to our research, 19–24%. 12% of children are underweight, and 8–12% are overweight. Over the past 5 years, the number of overweight children has increased. Every third person is diagnosed with stage 1–2 obesity. This is no longer a functional deviation, but a diagnosis. 60–70% of children have functional disorders of the musculoskeletal system. 35–40% have deviations in the formation of the arch of the foot. Moreover, 70–80% of them have a combination of flat feet with valgus deformity of the foot. Every third child has weakness in the abdominal muscles, which increases the risk of hernias. Asymmetrical forms of poor posture are associated with long-term static loads in preschool children.

A lag in physical fitness was found in 25% of five-year-old children and 15% of 6–7-year-olds. Every fourth child has below average performance in the standing long jump. The most common deviations occur in children who often get sick, in the absence of a balanced diet, hardening, and a daily routine with sufficient physical activity. Physiometric data: 25–35% of children had a below average level of muscle strength development. The vital capacity of the lungs is reduced in 10–15% of preschool children.

– The deteriorating health of modern children is a very alarming fact. What is this connected with? What factors influence the mental and physiological health of children?

M.S. Egorova : Maternal health, competent pregnancy support, patronage in the first months, breastfeeding if possible. Reducing the number of kindergarten groups. Support for various forms of preschool education. The preschool period cannot be shortened - many children cannot begin education at the age of 6; they are not yet physiologically ready for the school method of acquiring knowledge. And this is a problem not only of school reform - for example, parents of boys are afraid to send their children to school at age 7 because of the army (there will be no “spare” year).

BUT. Berezina : Unfavorable factors are an unfavorable environmental situation. Especially in a big city, for example, in Moscow. This is hypokinesia, characteristic of modern children. And again, these are diseases that are associated with both the pathology of pregnancy and the difficult course of childbirth, as a result of which children experience deviations in physical development and neuropsychic development. Increased workload also affects health and the impact of the educational process. For children, especially preschool age, this is very bad. An irrational daily routine, long periods of watching TV, sleep disturbances, lack of sleep, and poor nutrition have a detrimental effect on children. Violation of hygienic conditions for children in preschool institutions. An unhealthy lifestyle in the family is also significant.

– According to the World Health Organization, up to 20% of children worldwide have mental health problems. As for our country, the statistics are also disappointing. According to the Research Institute of Pediatrics, 20% of children aged 6–7 years are not ready for school, and 30–35% of preschoolers have chronic diseases. If we rely on statistics, then children urgently need to be saved. First of all, from whom and from what?

E.Yu. Vasilyeva : From us, adults, or rather, from those who forgot that they were once children and tightly slammed the door to their own childhood, from those who know the answers to all questions and therefore always know what is best... Every child is unique , a unique world, and the task of adults is to learn to understand this world, to help it grow up, preserving and protecting this uniqueness.

I.P. Lashneva : I am concerned about the negative information that our children receive from television and radio screens. Negative characters are found even in cartoons. This naturally affects children. You also need to pay attention to the qualifications of teachers and the hygiene culture of parents. At all meetings we talk about the fact that the load should not lead to deterioration of health and should be adequate to the functional capabilities of the body.

N.V. Miklyaeva : Each generation must be responsible for what it does. The generation of modern adults are people who are afraid of the future, who are afraid to live, afraid of everyday unsettled conditions and everyday problems. Their fear is passed on to children who are not even... born yet. And I think the point is not even that children are born weak and sick. Unfortunately, these are the kind of children that modern adults need to feel strong, to understand the responsibility of parenthood and to try to lift it - and bear it as much as you can. To suffer along this path and... learn to understand that nothing can be more expensive than this baby, that for his sake she is able (or is able) to move mountains and fight with any future that awaits him. So fear gives way to love. This is how our generation learns to take responsibility for what awaits it and the next generation. Previously, this was taught by war, now – by children’s illnesses.

Another thing is that we do not understand how to act in such a situation, we despair and become despondent, we run away from these problems, we try to isolate ourselves from them, labeling them and conveniently forgetting them. Do you think it is so important that a child at 6–7 years old will not be able to complete a number of diagnostic tasks and will be unprepared for school? Is the whole point of the previous period to be labeled “pass” or “fail” at the next stage of its development? Children are not a commodity that we, adults, put into categories - unfit, with developmental problems, or normal, or maybe talented or gifted, even an indigo child? In this regard, many parent and pedagogical communities have now been created on the Internet dedicated to the problems and prospects of raising such children; even clubs for indigo families are appearing. As if they are the chosen ones. As if they are not concerned with the problems of modern society. They have their own label and... their own price.

We analyze and sort everything into pieces, determining the price of this “everything” - the health of children, their interests and views, abilities, intelligence and problems, trying to protect ourselves from the feeling of our own helplessness. As if this would make it easier. As if it would be possible to piece together some Kolya or Dasha “piece by piece” and determine the price of his development, upbringing and training... Also, piece by piece, we collect methods and techniques, modern technologies of education and training, forgetting that before us is just a child who wants attention, warmth and affection, who is ready to do a lot for this. As a result, we stuff him with all sorts of developmental techniques, spending a lot of time so that he loses interest in movement and play, in research and creative activities. He loses them... along with the remnants of his health. Yes, overloads play a big role here, but, I repeat, that’s not the point. More precisely, not so much in them. Rather, the point is the inability to look at the world holistically and the unwillingness of an adult to take the child’s place and understand what he expects from you now and now, why he communicates with you - so that the child understands why he came into this world. This gives rise to a feeling of trust in an adult and a feeling of trust in the world, security from communicating with him. This is the psychological basis on which the child’s health rests. This is the concept of NORM.

By the way, it is now almost lost. We are either looking for deviations - for the worse or for the better, or correcting them. The same fate applies to physical, mental or psychological health. In this regard, we should not forget that the development of a child is carried out according to the laws of systemogenesis: there are always periods when some functions develop worse, others better, being in the stage of maturation, transition to the next level of development. However, diagnostics of children during this period will show functional deviations in the development of this particular system.

During critical periods of development - at 1, 3 and 7 years - the entire system is in a state of unstable equilibrium. This especially applies to the musculoskeletal and cardiovascular systems. So what, after screening, should children be included in the category of having health problems? Isn’t it possible to simply choose the optimal daily routine, physical and mental activity, and hardening methods? This turns out to be more difficult than starting to treat a child for something that, fortunately, he does not yet have. Bye…

M.S. Egorova : Unfortunately, very few people can be saved “urgently”. The health of children is laid down long before they are born. What was their parents’ childhood like, what did they eat, what were they sick with - all this is not indifferent to the health of someone who is born today. And this cannot be corrected in one day. Systematic work is needed to improve maternal and child health care. Often, women’s stories about their stay in the maternity hospital can’t be compared with anything in terms of drama. It is necessary to develop correctional pedagogy for children who are unable to study in a normal primary school. Schools are needed for children who, in terms of their level of mental development, are ready for learning, but for health reasons cannot withstand the usual load.

– Children’s health is deteriorating, parents’ ambitions are growing, and the requirements of regulatory organizations are becoming more stringent. What should educators do in such a situation?

I.P. Lashneva : It is very important for educators that they use in their work those methodological recommendations that are approved by both the Ministry of Health and the Ministry of Education. Now it is very difficult for a teacher to figure it out and find what he needs for work. All materials must be tested so as not to harm children. N.V. Miklyaeva: I do not agree that it is more difficult for educators to work because children’s health is deteriorating. Yes, they have certain health problems. These problems may be associated with reduced activity of children and receptivity to pedagogical influence from adults, with a violation of their learning ability. It is more difficult for educators to implement an individual approach to children in the pedagogical process. This requires not just experience, but the ability to analyze educational and training situations of interaction with a child. There are plenty of opportunities for this: there are many teaching aids and recommendations that allow you to increase the level of self-education, and advanced training courses are constantly being organized. The most important thing for modern educators, in my opinion, is to love children, to be able to want to do something for them and for them, and to learn to think before doing. This is especially true for the use of new-fangled methods and technologies, which are backed by nothing but speculation (this is again a jab at benefits for the development of indigo children).

– What should a teacher be like to work with modern children?

BUT. Berezina : As a rule, teachers in kindergartens in Moscow are qualified. Almost all of the teachers have higher education. But we must pay attention that they work in such a turbulent information period, when there is a lot of information from all sides, sometimes contradictory. They are faced with this and even get confused about what is really needed and what is contraindicated. It is very difficult to understand the flow of such information. Yes, and all sorts of proprietary methods that have not passed the hygienic examination. That's why advanced training courses are needed. There are excellent institutes that provide what educators need in all areas. And methodological centers that should cooperate with scientific institutes and work in unison on childhood problems.

– How well do teachers know health-saving technologies?

N.V. Miklyaeva : To own something, you need to know and understand it, research it in practice and draw conclusions about the possibilities of application. In this regard, health-promoting, health-preserving and health-forming technologies belong to the category of unstable terms - scientists themselves have not decided exactly how they are similar and how they differ. At the moment, this is rather a generalizing concept, which implies an emphasis on the preventive and propaedeutic functions of physical education and health work in kindergarten.

The use of health-saving technologies involves the creation of such conditions for the interaction of an adult and a child, a child and other children, in which external factors have an optimal impact on the implementation of the processes of protecting and strengthening the health of preschool children, the prevention of possible diseases through the means of physical education and through the formation of habits in children healthy lifestyle.

What can be said about their use in kindergarten? Often, educators pay little or no attention to educational technologies, but spend a lot of time on educational ones. Meanwhile, knowledge of “how the lungs breathe” or “blood moves through the vessels” does not instill in children a desire for self-improvement; on the contrary, there is a fear of what is dangerous to health, of illness and ubiquitous microbes. The joy of movement and physical activity, characteristic of children, is lost. In addition, it is also impossible to run up the steps or run around the veranda of the kindergarten. Because you can only run in the gym, but here you can “break your foreheads.” In this regard, it sometimes seems to me that the “methods of ensuring life safety” developed today can, over time, replace the entire complex of preventive measures. After all, for example, you can drink an oxygen cocktail, do acupressure self-massage and walk on wet towels with your bare feet so as not to catch the flu, etc. At the same time, for some reason, it is “possible” to dress 25 children in warm clothes before going out for a walk, while dressing the remaining five or seven. For some reason, “you can” not pay attention to the fact that they are wet, but they are taken out for a walk outside, where it is frosty, etc. This is the reluctance of educators to break away from solving some situational, not even pedagogical, but everyday, organizational tasks of interaction with children, with the children's team. It also allows you not to notice how tired the children are of just sitting in class, listening to how the teacher has been “broadcasting” for 30 minutes, how they simply lack the opportunity to... run around the group. And how is this possible? After all, the group is not for running. A sort of pedestrian crossing for trained bunnies. What else can they do? Sit. So they sit, and we run around, introducing health-saving technologies into all routine processes so that our children do not turn into plaster statues. This is the main problem with the implementation of these technologies. I hope we can solve it.

I.P. Lashneva : The problem of introducing health-saving technologies is the need for doctors and educators to work together. But now, as you know, rates in kindergartens for personnel involved in health improvement have been greatly reduced. On the one hand, we are talking about health-saving technologies everywhere, on the other hand, we are eliminating the salaries of health-improving nurses. We do not have a wellness specialist to coordinate work in preschools. Sometimes there are not enough premises for physical therapy or massage. There are no prerequisites and no bids. And although there is a crisis now, a children's institution cannot exist without it. For us, practitioners, these are the most pressing issues. And if they are not resolved, the health of children will worsen.

The round table was moderated by Ella Emelyanova

Organizational aspects

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Development of a preschooler in the modern world

Natalia Borisova

Development of a preschooler in the modern world

Education in our country has been constantly criticized over the past decade. Preschool education did not escape this fate either . Its theorists and practitioners have repeatedly noted that the health of children during the preschool period of development deteriorates , that children are overorganized, that they do not know how to manage their behavior and are poorly prepared for school. The sociocultural conditions of a child’s life have changed significantly. Recently, there has been a gap between the generations of children and parents (A. L. Venger, V. I. Slobodchikov, B. D. Elkonin)

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A child is always a child of his time. Recently, the world around us has changed in many ways, and our parents have also changed in many ways, everything has changed dramatically. One of the obvious trends in raising young children in the last decade has been the fashion for early development . Starting from 2-3 years old, or even earlier, parents are concerned about developing their child . This is largely due to the state of the modern educational market. More and more methods are appearing, the authors of which promise parents to develop attention, memory, logical thinking in younger preschoolers , teach them to read and count, and all this very quickly and very early. The problem of child development in preschool age is one of the most pressing in psychology, since it is in the initial years of life that a person accumulates key knowledge and perceptions of himself, which are the basis for his further positioning of himself in the system of social and personal communication. In the first ten years of life, the child’s psyche goes through such important events that virtually no other subsequent age can be compared. It is during this period that the child’s body develops . His growth is accompanied by the maturation of the brain and nervous system, development of mental functions occurs, and the child at important moments in life tries to prove himself as an independent person. The most important factor in mental development and formation as a person, perception of oneself and others, the concept of good and evil, lies and sincerity, during childhood, is formed as a result of interaction with parents and teachers.
Preschool childhood is the period from 3 to 7 years. At this stage, such mental neoplasms appear that allow specialists to judge the norm or deviations in the mental development of children . For example, in the process of overcoming the crisis of 3 years, “I am myself”

initiative and the desire for independence in self-service and play activities arise.
The child begins to master certain social roles. He develops the foundation of self-awareness - self-esteem. Now our modern world does not allow children to fully develop . The reason for this is currently our gadgets - phones, tablets, televisions, computers, when the first generation of “screen children”
these consequences become more and more obvious.
Children's speech is poorly developed , poor and primitive. We can observe the absence of sound speech in almost all modern children . It has become difficult for many children to perceive information by ear - they cannot retain the previous phrase and connect individual sentences, they do not understand the text as a whole and therefore they are not interested. Another fact that many teachers note is a sharp decline in children’s imagination and creative activity. Children lose the ability and desire to keep themselves busy. The above does not at all mean a call to exclude television and computers from the life and upbringing of children. Not at all. This is impossible and pointless. But in early and preschool childhood , when the child’s inner life is just taking shape, the screen carries a serious danger.
The driving forces of development of the preschooler's psyche are the contradictions that arise in connection with the development of a number of his needs. The most important of them are: the need for communication, with the help of which social experience is acquired; the need for external impressions, which results in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.