The birth of a son became the starting point for mastering the methods of early childhood development. Elena was interested in all-round communication with the child: they read a lot, did gymnastics from infancy, and together got used to curiosity.

The second child gave an incentive to correct shortcomings in the educational methodology and discovered new talents. Lena Danilova analyzed what her daughter lacked and tried to make up for it on her own. For example, to develop fine motor skills, she sewed special toys, and for intellectual and creative growth, she taught children bright pictures and posters from an early age.

Lena Danilova accompanied the further development of children with extensive reading, study in English and development musical literacy. At the same time, she constantly turned to advanced techniques and studied new trends in education. Having gained experience, Lena began publishing articles about children, conducting trainings for parents and developing books, toys and manuals for the full development of children.

Today Lena Danilova is a specialist in raising children and proper development from the first days of life. She shares her experience on her website, blog, and also on the parent forum. Here you can find advice from professional pediatricians, child psychologists and experienced parents.

Lena Danilova helps young mothers and fathers learn the rules of caring for their baby, and then give him the opportunity to be a creative person with a desire to create. As an author of educational games, she carefully researches the needs of children and generates ideas for the right toys and sports complexes.

The problem of intensification of development causes a lot of controversy among teachers, pediatricians and psychologists. Some experts are convinced: the sooner classes begin with a child, the sooner he will acquire skills and opportunities useful for later life.

Other experts are sure that early education is just a tool for satisfying mom or dad’s ambitions and pumping out money. Some doctors even believe that some methods are harmful to children's health.

What early development methods are popular today? Below is information about the advantages and disadvantages of such programs. All this will allow parents to make their own judgment about each of them.

3 types of child development

The term “early development” refers to a wide variety of phenomena. For some, early education is synonymous with premature and inadequate interference in the natural course of development of a little person.

According to experts, early development is the use of active educational methods in the age period from 0 months to 2 - 3 years.

However, such upbringing often conflicts with traditional educational systems, in which a child’s education begins at 6 or 7 years old.

Psychological literature traditionally shares the early mental development baby on three types according to the degree of adequacy to the age characteristics of the child:

• premature. Let's bring simplest example: a newborn cannot be taught to sit, stand, and especially walk. In general, with premature development, the child is not able to perceive information due to psychological and physical “imperfections”;
• later. It's no secret that in childhood There are so-called sensitive periods of development, when the child best perceives certain information: visual, speech, etc. In case of delayed development, the process of mastering skills and knowledge becomes less productive. For example, it is too late to teach a child to skate at age 12 if you want to raise a great skater;
• timely. This is a traditional option for the development of children, in which the information provided corresponds as much as possible to their age and psychological characteristics.

The last option seems to many to be the most adequate and correct. However, in real life All three types of child development occur.

IN in this case we are more interested in early learning. Does it always correspond to premature education? No. If you correctly assess your own and your children’s capabilities, as well as follow the methodology and common sense, you can more likely talk about advanced development.

Early childhood development involves creating conditions that facilitate the most effective learning of skills and knowledge in infancy.

Conditions mean:

• organizing a developmental environment - filling corners with various objects and play aids that expand motor activity, develop children’s sensory skills, vision and hearing, etc.;
• introducing the child to musical, artistic and literary works;
• intensification of communication with the child both from the mother and from other household members. This means stimulating children's speech, adults pronouncing their actions;
• acquisition or production of special teaching materials and manuals (this is especially true for Montessori and Doman methods).

Early education is not just preparation for kindergarten or school education, but the creation of conditions for harmonious and comprehensive development, memory training, attentiveness, imagination, logical thinking, processes of analysis and synthesis of information.

Below are time-tested and modern methods of early child development, which are most often used by parents at home or by specialists in educational centers.

Let us make one important reservation: an ideal developmental program that takes into account all aspects of a child’s personality simply does not exist. Each child is a bright individual, so what suits one may not be necessary for another.

That is why, when choosing the optimal method of early education, parents should know about the strengths and weaknesses of the preferred system, about its advantages and disadvantages. This will help pay attention to the “sinking” directions.

The most popular methods of early development of children from 0 to 3 years old

If you decide to purposefully and regularly work with your baby using a specific developmental method, you need to understand that preparatory work and the actual training will take you a huge amount of time, and the result can only be assessed after a couple of years.

We should not forget about the natural needs of the baby. For example, at 6 months of age, it is much more important for a child to learn to sit or crawl than to learn letters and words or swim. Common sense will only enhance the effectiveness of the techniques used.

The main principle of this worldwide popular educational system is to help the child demonstrate independence skills when learning in specially created conditions.

The educational program, developed by the author at the beginning of the 20th century, takes as a basis individual approach to the child’s personality from the moment of his birth. This is necessary to reveal the inclinations and intellectual potential of each child.

The method includes 3 main parts: the child, the teacher and the organized environment. The central area is occupied by the baby, around whom a special environment is created that allows for independent study.

The teacher only helps children without interfering particularly with the natural course of development.

The main tenet of the program is monitoring the child and refusing to interfere in his affairs, except in situations where the child himself asks for support or help.

• sensory;
• mathematical;
• speech;
• practical life;
• space

The designated area is filled with various teaching materials (Montessori avoided the word “toys”) that correspond to the child’s age: books, sorters, pyramids, containers, brushes and dustpans, etc.

IN classic version The method involves starting classes at 3 years old, but some exercises will interest children older than one year of age.

Montessori groups are always of different ages: in some classes there are children from 1 to 6 years old, in others there are children from 7 to 12 years old. This division has certain advantages, since older children take care of the kids, and they, in turn, learn from their older friends.

Advantages and disadvantages

This technique has both positive and negative aspects, which should be discussed in more detail.

Advantages:

• stimulation of mental processes with the help of special didactic materials, taking into account sensitive periods of child development;
• a huge selection of manuals and educational materials;
• improving self-care skills;
• formation of self-discipline.

Flaws:

• many classes still require the participation of a teacher or parent, since they will need to explain to the child the rules of interaction with a specific aid;
• very expensive Montessori materials (though you can make them yourself);
• To strictly follow all the precepts of Montessori, the child must be taken to a special center. Moreover, it is important to make sure that teachers actually work entirely according to this methodology, and do not use individual elements;
• Most of the exercises are aimed at intelligence, sensory skills, and logical thinking. However, the creative, emotional and play areas develop to a lesser extent;
• traditional methods are abandoned role-playing games, reading fairy tales, considering these teaching techniques unimportant.

In general, the Italian doctor’s method is popular among Russian and foreign parents. However, in the author’s version, the system is used extremely rarely; rather, mothers and fathers take some of the most successful moments from it, diluting them with activities and exercises from other educational programs.

This educational and educational program puts forward the following postulate - the maximum development of the capabilities of each child and his self-confidence.

Unlike many other developmental systems, this technique refuses to provide the child with any types of intellectual tasks if he is not yet 7 years old.

So, children only start learning to read in the third grade. Before entering school, children are given toys made from natural materials (straw, pine cones, etc.).

Waldorf school teachers place another emphasis on the comfort of the educational process. There are no grades in the lessons, there are no competitive “notes”, classes are filled with a small number of students - no more than 20 children.

The priority in the program is the artistic and theatrical activities of children and the improvement of imagination. For the same purpose, the methodology prohibits children from using modern gadgets such as mobile phones, computers and TVs.

Teaching principles are built taking into account the age factor:

• a child under 7 years old learns through imitation of adults;
• children aged 7 - 14 years old connect the emotional component to the process of acquiring knowledge;
• From the age of 14, logic and intelligence are activated.

Advantages:

• focuses on imagination and creativity;
• comfort of the educational process;
• development of an independent personality.

Flaws:

• too late development of intellectual functions;
• absence preparatory classes to schooling;
• poor adaptation to modern realities (a telephone is a necessary thing for a child today).

This technique is unique, so many parents are wary of it. On the Internet you can find a variety of comments about the Waldorf school: both positive and negative. Is it worth doing this program? It's up to the parents to decide.

The American scientist Doman, studying the characteristics of the psyche and learning of children with brain damage, established the following pattern - developmental activities are effective only during the period of greatest activity of the cerebral cortex, that is, under the age of 7 years.

More detailed information You can find out what classes the author offers and what the basic principles of this educational program are by reading an article by a child psychologist.

The main task of parents is to maximize the enormous potential of a newborn child.

Glen Doman's method consists of of four main components:

• physical development;
• check;
• reading;
• encyclopedic knowledge.

The American doctor was convinced that the nervous system of a child under one year old is so unique and perfect that even at that age the baby is able to memorize and systematize various facts and information.

Surely many mothers are familiar with the term “Doman cards”. This teaching material consists of cardboard cards of a certain size, on which there are words, dots, mathematical operations, photographs of plants, birds, animals, famous people, etc.

The amount of information is amazing. For better systematization and ease of use, cards should be divided into groups. Throughout the day, the parent displays these cards for a few seconds, regularly introducing more and more new images into circulation.

Advantages:

• intensification of child development;
• active involvement of parents in activities with children;
• expanding children's opportunities by providing the child with a large flow of information;
• development of children's attention.

Flaws:

• you will simply need a huge amount of didactic material;
• little attention is paid fine motor skills, sensory development and subject activity;
• Doman cards do not develop a child’s logical thinking, ability to analyze and systematize facts;
• the methodology does not pay due attention to creativity and play activities;
• It is possible to overload the child's nervous system due to too much information, as a result of which the child develops tics, enuresis and other problems.

The Doman system is a typical example of intellectual techniques. The child is not taught, but rather trained with the help of cards. At least that’s what many mothers and neurologists think. However, other parents praise this training program for the opportunity to develop from the cradle.

St. Petersburg teacher Nikolai Zaitsev several decades ago developed a unique developmental system that includes a set of manuals for teaching a child literacy, mathematical skills and English.

The Zaitsev program is based on the leading activity of a child of early and preschool age- game. And this allows you to develop both the physical and emotional sides of the child’s personality.

Information is provided in the system, but at the same time in game form, which is why the child happily joins in the activity. Moreover, it is not so important whether it takes place alone with a parent (teacher) or with a group of children.

A relaxed atmosphere is an important condition of Zaitsev’s training system. During the lesson, children are allowed to make noise, laugh, clap their hands and stomp their feet, change playing material, moving from cubes to tablets or a board.

However, such liberation does not mean that classes are entertainment. It is in the process of such play that children not only gain knowledge, but also make an independent choice of their preferred activity.

Advantages:

• wide age range - from 1 year to 7 years;
• can be practiced both at home and in kindergarten;
• crash course in learning to read through games;
• development of competent writing skills.

Flaws:

• when teaching at home, the parent will have to first learn this technique himself, since it differs from traditional teaching methods;
• experts point out that a child who has learned to read using Zaitsev’s method “swallows” endings and gets confused when dividing a word into syllables, since he previously divided it into words;
• first grade is an important milestone in the life of every child; it is at this moment that children who studied using this method begin to have difficulties, since there is a discrepancy in the color designation of vowels and consonants.

According to many parents, Zaitsev's cubes are the best reading aids of their kind. A child can learn to read as early as 3 years old, and this skill remains with him for the rest of his life. In addition, mothers also include game techniques that make the activity fun and spontaneous.

The Belgian actress Cecile Lupan was forced to develop her own method by dissatisfaction with Glen Doman's system, which was taken as a basis.

This training program can hardly be called scientific; the developed method is rather a set of activities that take into account the child’s individuality, interests and inclinations of each child.

The author of the technique in his books advises communicating with the baby literally from the first seconds of his life, and there is no need to worry that he will not understand something. Lupan is convinced that what earlier child learns something, the sooner he will understand certain patterns and connections.

In the first months, the child only gets used to the parent’s speech, and then seemingly meaningless sounds begin to be filled with meaning. As soon as he begins to pronounce the first words, he should move on to reading (usually at one year of age).

The main idea proposed by Cecile Lupan is the following: a child does not need attention-care, he needs attention-interest, which only a loving parent can provide.

Advantages:

• opportunity to engage from 3 months of age to 7 years;
• much attention is paid to early physical development;
• the technique is suitable for home practice;
• exercises affect the intellectual and emotional sphere, sensory;
• very close communication between mother and child;
• Stimulation of the baby's cognitive interest.

Flaws:

• requires complete dedication from the parent;
• a lot of teaching materials that mom will need to make;
• a kind of training.

Since the author is not an educator, her approach cannot be said to be completely scientific. However, mothers can take some things into account, for example, creating homemade books about their child, into which they can write author’s fairy tales and insert his photographs.

The name of the authors made a splash back in the days of the Soviet Union. The married couple began to raise children according to their own program, which could amaze an unprepared person with unusual techniques and educational methods.

The Nikitins did not recommend limiting the child’s experimental nature with devices, so they had a negative attitude towards any strollers (including strollers) and playpens, calling them prisons.

The spouses also followed the principle of children's independence in choosing activities for the child. They refused special training and activities. The kids could do what was closest to them, without restrictions. Parents only helped to deal with difficulties.

The Nikitin system includes hardening and physical education techniques. To do this, it is necessary to create a special environment in the house, including sports equipment and exercise equipment. These devices should not stand out; they are as natural as, for example, furniture.

The authors are convinced that a child should not be “overorganized” or abandoned. Moms and dads should not be indifferent to child development and pastime, however, when participating in children's games, one should not take the position of a supervisor and controller.

The main principle of the system is the Montessori version of sensitive periods - the fading of the child’s ability to develop effectively as he grows up. Simply put, if certain abilities are not developed in time, they will not reach the optimal level.

Advantages:

• used from birth to school age;
• children's independence;
• The child’s intelligence develops well;
• improving logical thinking and imagination;
• game as a teaching technique;
• special attention is paid to physical development;
• the invention of special didactic toys - for example, Nikitin cubes, unicube.

Flaws:

• restlessness of the child due to the fact that he chooses his own activities;
• this lifestyle is more suitable for rural areas;
• hardening is considered a rather extreme type of education;
• Due to advanced development, children may not be interested in studying at school.

This system has both ardent supporters and no less categorical opponents. However, some points have not lost their relevance today, while other techniques are questionable.

This program, called the “method of intellectual development of a child,” was developed by P. V. Tyulenev, a teacher and sociologist. By studying MIRR, you can teach your child literacy, mathematics, and develop musical and sports abilities.

The author of the system is convinced that a child needs to be developed from the first days of life. The most important thing at this moment is to provide him with a variety of tactile stimuli so that the cerebral cortex can actively form.

The choice of activities depends depending on the child’s age:

• in the first two months, the baby is shown triangles, squares and other geometric figures depicted on a piece of paper;
• from 2 to 4 months, children are shown drawings of animals, plants, letters, numbers;
• at 4 months of age they play “Toyball”, when the baby throws cubes and other game accessories from the crib;
• From 5 months, musical instruments are placed near the baby. The baby, touching them, tries to make sounds and develop musical inclinations;
• from the age of six months they master letters by looking at a special magnetic alphabet. At 8 months the child is asked to bring a letter, at 10 months - to show the letter, and then - to name the letter or a whole word;
• from the age of one and a half years, they play chess with the baby;
• from the age of 2, the child not only puts words together from letters, but tries to type them on a computer keyboard;
• From the age of three, children try to keep a diary on a laptop or computer.

Advantages:

• diversified development of the baby;
• exercises will not require much time from adults;
• exercises are suitable for every child;
• good preparation for schooling;
• revealing all the inclinations of the baby.

Flaws:

• It’s not easy to find benefits;
• it is difficult to talk about the effectiveness of exercises;
• too strict restrictions from the author;
• are not always taken into account age characteristics baby;
• restriction of the child’s cognitive freedom;
• the prevalence of the intellectual component over all others.

An ambiguous technique that many specialists do not like. However, you can also find interesting points in it that can be implemented in practice. It is only important to monitor the child’s reaction to the innovations being introduced.

Other proprietary developmental techniques

In addition to those described above, there are other developmental or educational systems. Their use allows the child to better master the preschool or school curriculum, develop certain abilities, or simply grow into a well-rounded personality.

Some of the most popular include the following teaching methods:

1. “After three it’s too late.” A Japanese entrepreneur and simply caring father wrote this literary work in which he described the importance of the early development of a child in the first years of life.
2. Dynamic gymnastics. M. Trunov and L. Kitaev, having put together ancient Russian gymnastic exercises, offer parents effective methods for the development of the physical sphere, as well as for the correction of increased or decreased muscle tone, clubfoot, torticollis, etc.
3. Gmoshinskaya's technique. The best way to instill artistic skills in a child is to draw from infancy. Even before the age of 1 year, a child can create “canvases” using his palms, fingers, and soft felt-tip pens.
4. Musical program by Vinogradov. The creator of the method is convinced that even a one-year-old child can already understand the most complex classical works. There is no need to explain the meaning of the music to the baby in detail; let him decide on his own emotions and impressions.
5. Music by the Zheleznovs. This is another one musical technique for small children. The discs contain lullabies, nursery rhymes, music for finger and outdoor games, performances, massage, fairy tales, learning the alphabet, teaching counting and reading, etc.

Of course, this list is not entirely complete. However, the presented methods are enough to understand how diverse and interesting they are. When developing them, the authors took into account their experience or took their pedagogical heritage as a basis.

It is interesting that these systems can be combined with each other using the most successful individual elements. Experiments are welcome.

Pros and cons of early development

Moms and dads are convinced that they themselves decide how to raise a child. However, this opinion is not entirely correct, since the process of education is increasingly influenced by social initiatives and various stereotypes.

One of the most controversial issues is the early development of children under 1 year of age. Typically, specialists and mothers take two extreme positions: some advocate the use of developmental techniques, others are extremely negative towards any intervention. Let's consider their arguments.

Arguments for"

1. The modern world places higher demands on people. In order for a child to have time to master the necessary and important skills, his abilities have to be developed from infancy.
2. Children who study in accordance with such methods usually have a higher level of development compared to their peers. Children master all kinds of skills earlier: reading, writing, counting.
3. Complex educational systems, covering the development of several aspects of personality at once, help to identify a child’s inclinations and aptitudes for certain activities. This allows you to enroll your child in specific courses in the future.
4. If a child studies at a development center in the company of peers, this allows him to socialize earlier and get used to life in a children's group.

Arguments against"

1. A healthy and normally developing child is able to learn basic skills on his own when the time comes. This is why you should not “mock” the child’s psyche.
2. Intensive classes can harm a child if a parent or teacher does not take into account the age characteristics of the child’s body, its temperament and adaptive capabilities.
3. Many popular methods place the main emphasis on intelligence and “physics,” but emotional and social development are undeservedly forgotten. This can disrupt adaptation in children's society.
4. It is extremely difficult to work with your baby every day, fulfilling all the requirements and conditions of the method. If you follow all the rules, then mom has no time left for anything else. If you perform tasks from time to time, all knowledge will evaporate very quickly,” and the effectiveness will be very low.
5. Many experts pay attention to the untimely acquisition of certain skills. For example, a six-month-old baby needs to learn to sit down or crawl, since this is his most important “task,” but reading or counting is completely unnecessary at this age. Most likely, before school he will have completely forgotten all his skills and will be on par with his peers.
6. Excessive demands on a child and the desire to raise a genius can negatively affect the child’s entire future life. Children whose parents feed them unnecessary information often grow up to be neurasthenics and perfectionists. Therefore, problems with socialization cannot be ruled out.

Thus, each side has compelling arguments, which is why parents will have to choose for themselves whether to use methods or follow the natural course of child development.

In the first 12 months, the child's development proceeds at an accelerated pace. At this time, the baby has time to explore the world, gain a good vocabulary, and build initial and elementary logical chains.

Many experts are convinced that if you don’t work with your baby in the first year or two, then the child will not be able to compensate for the lost knowledge and skills.

However, excessive fanaticism and adherence to literally all the dogmas of developmental methods can, on the contrary, not bring benefit, but harm child development.

If you decide to use the child development methods mentioned above, you must follow certain rules. They will help to avoid negative consequences and make learning more natural:

• carefully observe the baby's reaction. If he doesn’t like the activity, he expresses protest in the form of tears or throwing away the offered toys, you need to stop and occupy him with something else;
• The baby should not be taken away from the activity he is currently passionate about for the sake of development. If your baby prefers to play with blocks rather than look at pictures, wait until he finishes the game;
• all exercises and tasks included in the educational system you choose must be understandable and credible. You should also rehearse all activities before approaching your child with them;
• The child’s education should be comprehensive. In no case should you develop only the physical or cognitive sphere. It is necessary to pay attention to all aspects of the child’s personality, including emotional and social;
• there is no need to turn the process of acquiring knowledge and skills into an automatic action. It is important to stimulate the child’s interest in the process itself, to develop curiosity, inquisitiveness and observation.

Having considered all the main nuances of each method, you can make a preliminary selection of the most preferable training system. However, you should focus not on the opinions of other parents, but primarily on the characteristics of the child. After all, its development is a responsible matter!

Hello, dear friends! We have opened a VKontakte group

You can join the group (the group is open) and be the first to receive important information and news, as well as additional interesting and useful materials for games and activities with children from 0 to 7 years old.

Already now in our group you will find:

In the video recordings of the group “Child Development from Birth to School”:

1.Answers questions from mothers of children under one year old pediatric neurologist Alexey Igorevich Krapivkin, Candidate of Medical Sciences, Deputy Chief Physician of the Research Institute of Pediatrics and Children's Surgery. Very helpful information for all. What should be of concern in the development of the baby, and what is not so important. Are diagnoses always justified? What to do if the baby can’t hold his head up or starts walking later? Consultation with a professional in child neurology.

2. Cartoon “Mole the Watchmaker”(additional cartoon to “The Story of a Clock for Kids”)

3. Video about the development of speech in preschool children. What should parents pay attention to? When is a speech therapist needed? When should you start working with your child?

In the audio recordings of our group:

1.Children's songs about autumn for preschool children.

2.Folk songs for babies.

In photographs from the group “Child Development from Birth to School”:

Pictures for activities and creativity with children– ideas for applications from leaves, pictures for viewing, identifying and discussing the signs of autumn, assignments on the topic “Autumn”.

In group documents –

a collection of poems about autumn for preschoolers.

I will be glad to meet you in our group! I wish everyone a good weekend and a joyful golden autumn!

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"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

Term "early development" has firmly entered our lives. There is hardly a person who has not at least briefly heard about him. When they talk about "early development" They mean the intensive development of a child’s abilities from birth to 3 years. Recently, so many different early development methods, book aids, educational games and toys have appeared that parents’ heads are spinning.

What method should you use to work with your child, what to do if there are no expected results?

A reasonable solution is to enroll in the “Together with Mom” group, where developmental classes are conducted using elements of the M. Montessori system.

At what age can you start classes?

The earlier the better. After birth, the child’s body begins vigorous activity: vision, hearing, smell, taste, touch develop - the child needs to adapt to new conditions. Obtaining information for a child is a necessity. His brain works all the time, learning to compare and draw conclusions. It can withstand loads that cannot be compared with those that adults allow themselves.

Montessori method, the most the best option just to help the baby cope with this difficult task.

We teach mothers to work closely with their babies, show them various play techniques and explain how these techniques affect their children's personality development.

After scientists found out that the development of brain cells is 70 percent complete by the age of 3, and 90 percent by the age of six, it became clear how many opportunities we are missing by not using the innate potential of the baby. The desire of every loving parent is to raise, as Maria Montessori said: "strong, independent and free people." Smart, kind, talented, creative people. Which means happy. And for this, together with you, we are ready to tirelessly create and work!

The key to your child's success– this is early development in the “KROKHA” classes at our “I am a genius” center.

WHAT IS THE ESSENCE OF THE METHOD?

In a unique system of self-education and self-development of young children The main focus is on nurturing independence, developing feelings(vision, hearing, smell, taste, etc.) and fine, gross motor skills.

There are no uniform requirements and training programs in this system. Each child works at his own pace and does only what interests him. By “competing” only with himself, the child gains confidence in his own abilities and fully assimilates what he has learned.

The main principle of the Montessori system is “Help me do it myself!” This means that an adult must understand what interests the child at the moment, create an optimal environment for him to study and unobtrusively teach him how to use this environment. Thus, an adult helps each child find his own individual path of development and reveal his natural abilities.

Children studying according to the M. Montessori system, grow up inquisitive and open to receiving deep and varied knowledge. They manifest themselves as free, independent individuals who know how to find their place in society.

THE METHOD IS BASED ON THE FOLLOWING PROVISIONS

• Active child. The role of the adult directly in the learning event is secondary. He is a helper, not a mentor.
• The child is his own teacher. He has complete freedom of choice and action.
• Children teach children. Because children study in groups of different ages, older children become teachers, while they learn to take care of others, and the younger ones follow the elders.
• Children make independent decisions.
• Classes take place in a specially prepared environment.
• The child needs to be interested, and he will develop himself.
• Full self-development is a consequence of freedom in actions, thinking, and feelings.
• A child becomes himself when we follow the instructions of nature, and do not go against them.
• Respect for children - absence of prohibitions, criticism and instructions.
• A child has the right to make mistakes and figure everything out on his own..

Thus, we will stimulate the child to self-education, self-education, self-development of the potential inherent in him.

The teacher's task - child development, assistance in organizing their activities to realize their potential.

The adult offers just enough help to make the child interested.

ABOUT THE AUTHOR OF THE TECHNIQUE

Maria Montessori (08/31/1870 - 05/06/1952) - the first female doctor in Italy, scientist, teacher and psychologist.

In 1896, while working as a pediatrician in a clinic, Maria drew attention to mentally retarded children who wandered aimlessly through the corridors of the institution and nothing could occupy them. Observing the unfortunate ones, Maria came to the conclusion that these children at one time did not have incentives to develop and that every child, first of all, needs a special developmental environment in which he could find something interesting for himself.

Montessori took up the study of pedagogy and psychology and tried to create her own methods of developing and raising children.

The system created by Montessori was first used in the Children's Home, which she opened on January 6, 1907 in Rome. Observing children, Maria, through trial and error, gradually developed sensory materials that arouse and stimulate children's interest in knowledge.

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There is probably no mother now who has not heard the term “early development.” However, opinions regarding its usefulness among parents differ significantly. Some mothers enthusiastically teach their baby to read from the age of 6 months, others are convinced that classes in such a early age have a negative impact on the child’s psyche and deprive him of his childhood. So who is right? It seems to me that most of the disagreements are due to the fact that everyone understands the expression “early child development” differently. Let's try to figure out what it is and how it can affect your baby.

Some time ago, scientists discovered one important fact - by the end of the third year of life, brain cells complete their formation by 70%, and by six to seven years - by 90% . It turns out that starting to teach a child only at 7 years old means wasting very valuable time and not using the child’s innate potential. And vice versa, if you engage in the development of the child during this “productive” period, then there will be a good “launching pad” for further learning.

A child is born with great interest in the world around him, his body is tuned to vigorous activity, he greedily absorbs any information, memorizing it at a speed that we, adults, have never dreamed of. The child’s brain works all the time, learning to compare and draw conclusions. If we actively work with a baby in the first years of his life, we simply expand the child’s information space and give him the opportunity to at least slightly satisfy his need for knowledge about the world around him.

So, early development involves intensive development of the child’s abilities from birth to 3 (maximum 6) years . But everyone’s understanding of the meaning of the word “intense” is different. Many people, speaking about early development, imagine kids cramming letters and numbers and not having a single free minute for free play and communication with peers. Unfortunately, we must admit that there are indeed followers of this approach to early development. Such parents persistently develop their children until they completely discourage them from any kind of learning. This approach to early development can hardly be called correct, because... it leads to nowhere and can hardly make a child happy.

What is early development?

First of all, this is an interesting game that is designed to make a child’s life exciting. As Masaru Ibuka said

“The main goal of early development is to prevent the appearance of unhappy children. The child is allowed to listen good music and they teach him to play the violin not in order to raise him to be an outstanding musician. He is taught a foreign language not in order to raise a brilliant linguist and not even in order to prepare him to be a “good” one. kindergarten And primary school. The main thing is to develop in a child his limitless potential, so that there is more joy in his life and in the world.”

So, early development in the correct, in my opinion, understanding is:

• Specially created, filled with interesting objects and toys that provide many different tactile, visual and sound sensations that contribute to the child’s sensory development.
• The mother’s active participation in the child’s life, the desire to make the baby’s life interesting, colorful, a lot of joint games, creativity to classes. It’s not enough to buy educational toys; you need to “play” them with your baby.
• Constant conversations and discussions of everything that happens around.
• Getting to know the world around you through cards, books and other aids (for example, studying animals, vegetables, fruits, professions, etc.) How not to overdo it with learning with cards, read.

A reasonable approach to early development or how not to go too far

When Taisiya was just born, I, like many mothers, was wary of intensive early development. What if it harms my daughter’s emotional health? After all, this is precisely what psychologists are afraid of. But when I began to delve into the essence of various methods and activities in more detail, I realized that early development, if you approach it without fanaticism, is not cramming and coaching at all, but Interesting games, which are designed to make a child’s childhood brighter and more interesting. It’s just very, very important not to overdo it with these very games. There is no need to take the words “early development” as “raising a genius!”, and constantly pester your child with activities, without leaving him a single minute of rest and free play.

Often parents try to realize their own ambitions and unfulfilled dreams at the expense of their child, or they want their child to be better developed than their neighbor’s. In pursuit of results, you can overload the child and discourage him from any desire to study at all.

Give your child as much freedom as possible in choosing an activity . Do not impose activities that are not interesting to him. Perhaps you have been in a situation where you think your child needs to draw, because he hasn’t picked up a pencil for a long time, but for some reason he flatly refuses. Don't insist! I have noticed more than once that such activities “through force” only discourage Taisiya from any desire. And, even if you manage to persuade her, she still sits dissatisfied and reluctantly moves her pencil over the paper. I don’t want to draw now - this is a child’s right, everyone has their own interests. It is quite possible that tomorrow or even in a week the child will have a desire.

Stop the activity before the child gets bored. For example, more than once I had to deal with a situation when, it would seem, just having started gluing some craft or building a building out of cubes, Taisiya lost interest in it and refused to continue the activity. But I’m not used to giving up what I started, I need to finish it! Here the temptation immediately arises to persuade your daughter to finish what she started. However, as experience shows, such persuasion does not lead to anything good. Even if the child agrees, he will do everything without desire, and next time he will not even want to look at such an activity. Of course, you need to offer to continue, but without any pressure! In general, it is better to deliberately offer your child crafts and activities that are not too complex, so that the child has enough patience until the end.

Try to turn any activity into a game . Let it not be “Okay, now we are assembling a pyramid,” but a funny scene, a bear will come to you and invite you to play together, of course, nothing will work out for him, the rings will fall out, and the baby will definitely want to help the clumsy bear.

Do not set standards for time and number of classes per day . Anything can happen: the baby may be unwell, he may be in a bad mood, he may be carried away new toy or you have urgent matters. There is no need to try at all costs to fulfill the daily quota for classes, and then reproach yourself for the unattained result.

Do not burden your child with knowledge “in reserve” . Try to ensure that the information you study corresponds to the interests and age of the baby, so that he can use it in the near future. For example, study geometric figures when the baby is already interested in playing with geometric frames and sorters, colors - when the child is already able to distinguish between them (after a year), etc.

1. Never compare your baby with other children (although this is very difficult, I know from myself :)), all children are different, they all have their own inclinations! Always evaluate the baby’s development not in relation to the neighbor’s boy Petya, but only in relation to the child himself. Thanks to your activities, the child develops earlier, more fully, than he could if you did not pay any attention to his development at all.

So, when developing your baby, remember that your first priority is make the child happy ! Intellectual development– this is not the most important thing in life. It is important to maintain a good relationship with the baby, to preserve and support his creative inclinations, the ability to feel and empathize.

Don't listen to those who are against

If you are thinking about the need for early development or are already a supporter of it, you have probably encountered opponents of early childhood development. One of the main arguments of such advisers is “A child should have a childhood.” As a rule, it is used by those people who do not fully understand the essence of development at an early age. Probably, in their opinion, a happy childhood means carefree games with dolls for girls and with cars for boys (what else?), aimless hanging out on the street or around the apartment from corner to corner, and no mental stress (“it’s too early for you” ).

Most likely, opponents preschool development Children have never seen how a one or two year old child's eyes light up when he puts together a puzzle or cuts with scissors, when he asks “Mom, let's talk in English some more,” or when he enthusiastically retells his favorite poems and sings songs.

It is also worth noting that children who were constantly taught in early childhood have a much easier time at school and in adult life, they are more diligent and receptive to knowledge. For children brought up on the principle of “a happy childhood without unnecessary stress,” it will indeed be difficult to come to terms with the need to study that suddenly falls on their heads.

So, if you decide that early development is for you, then be sure to get started. Soon I will definitely try to write an article in which I will consider the advantages and disadvantages of the most popular developmental techniques. Perhaps it will help someone decide on a “development strategy”. On the site you will also find many useful materials that will help you in preparing activities with your baby. For example,