Emotional development of children 3 years. Age features of the emotional development of the child

Victoria Sakhno

Emotional development of the child happens from birth. First, the baby learns to experience and express their emotions, and later to control them and manage their emotional state. The development of these capabilities occurs in parallel with the physical, and. However, emotional development often receives less attention than other areas.

The foundations of social competence that a child acquires during the first five years are related to his emotional well-being and influence the child's ability to adapt in school and form successful relationships throughout life. Later, these same social-emotional skills are necessary for the formation of strong friendships and family relationships, the ability to work in a team.

Let's take a look at the main steps emotional development of the child, through which every baby passes and we will analyze what you should pay special attention to for the successful development of the emotional sphere.

Emotional development of a child in 1 year

At the age of one year, the child learns to recognize and manage his feelings. He experiences a wide range of emotions and can throw a tantrum if he is very tired or upset. He also shows emotions through laughter, screaming, crying and even biting. One-year-olds are already beginning to show autonomy, they can say a categorical “No!” to the proposal of an adult and insist "I myself!" in performing tasks that are not yet available to them. During this year, the child experiences a wide range of emotions: love, joy, anger, fear, sadness, disappointment, etc.

At this age, the child acts impulsively, but with the help of an adult, he is already learning to control his emotions. For example, he might go after a stuffed rabbit when he's upset to help calm him down. He is strongly attached to significant adults and enjoys being around them. The baby actively observes the emotional reaction of other people and draws conclusions based on the facial expressions of adults. For example, going up the stairs to the playground, he looks back at his mother, looking for approval or warning in her expression.

Emotional development of a child at 2 years old

Two-year-olds begin to take an interest in the company of other children. They like to play side by side, but they do not enter into a joint game, because they are not yet mature enough for collective games. When conflicts arise, adults must intervene to prevent aggression and teach the child appropriate behavior. It is still difficult for a baby to manage emotions. Favorite toys can help two-year-olds deal with new situations or strong emotions.

Trusting relationships with other adults and children with whom the baby often plays are expanding. Increased understanding of the language of emotions. It is easier for a child to deal with emotions when they are named, and an adult recognizes the child's emotional reaction. Strong disappointment can still provoke a tantrum.

Emotional development of a child at 3 years old

At age three, a sense of individuality and personal preference begins to develop. The kid starts to say: “Look, this!”. Can determine the feelings of others based on tone of voice and facial expressions. Understands that the feeling has a reason, and can reason something like this: “The girl was upset because she lost her favorite toy.” Three-year-olds still need adults to feel safe when they play or explore the world around them.

From this age, children begin to build friendships with each other. They are interested in joint and role-playing games. When conflicts arise, toddlers still continue to seek adult help to resolve the situation. They continue to learn simple alternative, non-aggressive ways of resolving conflicts, are able to agree to a compromise in a controversial situation. At the age of three, children are already able to empathize with others and show participation. So, a child can hug and stroke another baby, feel sorry if he is upset with something, and offer him his beloved bear for speedy reassurance.

At three years old, the child is getting better at coping with his emotions, but you should not expect him to react like an adult. There comes a crisis of three years, and the baby, although he is determined to please his parents, begins to show aggression, self-will, stubbornness, negativism. This is the period of personality formation and separation from adults. After passing it, the child will become more independent, his self-esteem will form, and the baby will be ready for new stages of development.

Emotional development of a child at 4 years old

At the age of four, the child is able to calmly endure the long absence of an adult. The baby is getting better at coping with stress on his own with or pronouncing the problem. Increasingly, he expresses his own point of view and his preferences regarding a situation. The child begins to compare himself with others.

Do you want to play with your child easily and with pleasure?

At four years old, the child continues to understand the causes of feelings and begins to understand that different people can feel different emotions in the same situation. The game remains the main tool with which the baby simulates various situations and tries various solutions to the problem. This helps him gain experience in positive conflict resolution and better understand and control his emotions.

You can see the options for conducting games for the development of the emotional sphere in this video:

Four-year-olds are increasingly interested in developing friendly relations with their peers, trying to please them. The child successfully enters a group of other children, actively initiates and participates in collective games. In controversial situations, he offers options for solving the problem, while still waiting for the help of adults.

Emotional development of a child at 5 years old

At five years old, a child can manage feelings and situations with more independence. He uses more and more complex speech patterns in order to name his feelings and their reason. For example, he can reason: “I kind of want to ride on this swing, but I’m scared because they are high.” Also speaks deeply to demonstrate awareness, understanding, and concern for others. For example, he approaches a child whose building has collapsed and says: “Don't be upset, Masha. I’ll help you build a new house now, and we can play together.”

The child becomes more aware of his skills and raises self-esteem by showing off new skills. The kid uses his physical, creative and cognitive resources in a crisis situation. Able to calm down and control the expression of his emotions.

Likes to communicate with other children and adults. At this age, the child already has a wider repertoire of skills for "entering the group." Plays more complex and lengthy collective games, including plays. Continues to establish and maintain friendly relations with peers, seeks confirmation of friendship, asks "Are we friends?" Five-year plans use various options for negotiating and establishing a compromise to resolve conflicts. However, from time to time they also face difficulties and need the help of adults.

The task of parents throughout the preschool period is:

• teach your child to identify their emotions,
• control them and express them in socially acceptable ways,
• show non-aggressive ways of resolving conflict situations,
• Help your child make and maintain friendships.

All these skills do not come all at once and in full, the child will master them only at school age. But their purposeful development and help from parents will help the child develop his own and be successful in various areas of life.

How do you deal with the emotional development of your kids? Tell in the comments!

psyche emotion preschooler

Both in the life of an adult and in the life of a child, emotions play a huge role. For a baby, emotions are a kind of standard for the quality of objects and phenomena of the surrounding world, a determinant of their value. It is through the prism of emotions that the baby perceives the still small world, it is with their help that he makes others understand what he is now feeling.

In domestic psychology, starting with the works of L.S. Vygotsky, the opinion was established about the multilevel nature of emotions as the main of the fundamental laws of their manifestation and development. This idea is most clearly manifested when considering the age stages of the development of emotions, in particular, at the stages of infant, early and preschool childhood.

The main changes in the emotional sphere in children at the stage of preschool childhood are due to the establishment of a hierarchy of motives, the emergence of new interests and needs.

The feelings of a preschool child gradually lose their impulsiveness, become deeper in semantic content. Nevertheless, emotions associated with organic needs, such as hunger, thirst, etc., remain difficult to control. The role of emotions in the activities of a preschooler is also changing. If at the previous stages of ontogenesis the main guideline for him was the assessment of an adult, now he can experience joy, foreseeing the positive result of his activity and the good mood of those around him.

Gradually, a preschool child masters expressive forms of expressing emotions - intonation, facial expressions, pantomime. Mastering these expressive means, in addition, helps him to become more deeply aware of the experiences of another.

The development of the cognitive sphere of the personality has its influence on emotional development, in particular, the inclusion of speech in emotional processes, which leads to their intellectualization.

Throughout preschool childhood, the features of emotions manifest themselves as a result of a change in the general nature of the child's activity and the complication of his relationship with the outside world. The physical and speech development of the child is accompanied by changes in the emotional sphere. His views on the world and relationships with others are changing. The child's ability to recognize and control his emotions increases as the understanding of behavior, for example, in areas where the opinion of adults about what is "bad" and "good" behavior is important. Adults need to have a good idea of ​​what to expect from children, otherwise there will be incorrect estimates that do not take into account the age characteristics of the child. The ideal attitude of an adult to a child is a gradual adjustment to the emotional development and formation of the child's personality. By the age of three, the emotional development of the child reaches such a level that he can behave in an exemplary manner. Just because children are capable of so-called "good" behavior does not mean that it will always be so. In children, manifestations of discontent in the form of tears, tantrums and screams are not uncommon. Although the older ones do not have tantrums as much as the younger ones, they have a strong sense of self and a desire for independence. If a four-year-old child in an argument argues with the help of speech, he does not need to fall into hysterics. But if the adult does not answer the child's question: "Why should I?" - then a breakdown can occur. If a four-year-old child is very tired or has had a stressful day, his behavior is more likely to resemble that of a younger child. This is a signal to an adult that at the moment too much has piled on the child for him to endure. He needs affection, comfort and the opportunity to act as if he were younger for a while. The feelings of a preschooler are involuntary. They quickly flare up, are pronounced brightly and quickly go out. Rough fun is often replaced by tears. The whole life of a child of early and preschool age is subject to his feelings. He still cannot control his feelings. Therefore, children are much more prone to mood swings than adults. It is easy to amuse them, but it is even easier to upset or offend, since they almost do not know themselves at all and do not know how to control themselves. That is why they are able to experience a whole gamut of feelings and excitement in an unusually short period of time. A child who rolls on the floor with laughter may suddenly burst into tears or despair, and a minute later, with eyes still wet, laugh again contagiously. This behavior of children is completely normal. In addition, they have good and bad days. A child can be calm and thoughtful today or capricious and whimpering, and the next day - lively and cheerful. Sometimes we can explain his bad mood by fatigue, grief in kindergarten, malaise, jealousy of his younger brother, etc. In other words, his long-term bad mood is caused by anxiety due to some particular circumstance, and although we try our best to help the child get rid of it, it often happens that the baby’s feelings cause complete bewilderment. If the bad mood does not drag on for a long time - for example, for several days - and does not cross any boundaries, there is no need to worry. But if the child is in a depressed mood for a very long time or abrupt and unexpected changes occur, a psychologist's consultation is needed. But in most cases, it is better not to attach too much importance to the change in the child's mood, which will allow him to find emotional stability on his own. The mood of the child largely depends on relationships with adults and peers. If adults are attentive to the child, respect him as a person, then he experiences emotional well-being. The positive qualities of the child, a benevolent attitude towards other people, are manifested and consolidated. If adults bring grief to a child, then he acutely experiences a feeling of dissatisfaction, transferring, in turn, to the people around him, his toys a negative attitude. With the development of the emotional sphere of the preschooler, the separation of the subjective attitude from the object of experiences gradually occurs. The development of emotions, feelings of the child is associated with certain social situations. Violation of the usual situation (change of regimen, lifestyle of the child) can lead to the appearance of affective reactions, as well as fear. Dissatisfaction (suppression) of new needs in a child during a crisis period can cause a state of frustration. Frustration manifests itself as aggression (anger, rage, the desire to attack the enemy) or depression (passive state). Around the age of 4-5, a child begins to develop a sense of duty. Moral consciousness, being the basis of this feeling, contributes to the child's understanding of the demands made on him, which he correlates with his own actions and the actions of surrounding peers and adults. The most vivid sense of duty is demonstrated by children of 6-7 years old.

The intensive development of curiosity contributes to the development of surprise, the joy of discovery. Aesthetic feelings also receive their further development in connection with the child's own artistic and creative activity. The key points of the emotional development of a preschool child are:

• - development of social forms of expression of emotions; - a sense of duty is formed, aesthetic, intellectual and moral feelings are further developed;
• - thanks to speech development, emotions become conscious;
• - emotions are an indicator of the general condition of the child, his mental and physical well-being.

For a clear understanding of the differences in emotional development at different stages of ontogeny, we can consider their comparative characteristics.

Communication as a factor in the development of the emotional sphere of the child.

Communication is one of the most important factors in the overall mental development of a child.

Communication, like any activity, is objective. The subject, as well as the object, of the activity of communication is another person, a partner in joint activities.

A preschool child is an emotional being: feelings dominate all aspects of his life, giving them a special color. He is full of expression - his feelings flare up quickly and brightly. A child of six or seven years old, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens in the case when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc. When close adults love a child, treat him well, recognize his rights, and are constantly attentive to him, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. It is in the conditions of mutual love in the family that the child begins to learn love himself. The feeling of love, tenderness for close people, especially for parents, brothers, sisters, grandparents, forms the child as a psychologically healthy person. If we evaluate the peculiarities of the feelings of a six-year-old child, then it must be said that at this age he is not protected from the whole variety of experiences that he directly has in everyday communication with adults and peers. His day is full of emotions. One day contains experiences of sublime joyfulness, shameful envy, fear, despair, a subtle understanding of the other and complete alienation. A six-year-old child is a prisoner of emotions. For every occasion that life throws up - experiences. Emotions shape a child's personality. Emotions tire him to the point of exhaustion. Tired, he ceases to understand, ceases to follow the rules, ceases to be that good boy (or girl), that good kid that he can be. He needs a break from his own feelings. With all the mobility of emotions and feelings, a six-year-old child is characterized by an increase in "reasonableness". It has to do with the mental development of the child. He can already regulate his behavior. At the same time, the ability to reflect can lead not to the development of spiritual qualities, but to their demonstration in order to receive peculiar dividends from this - the admiration and praise of others.

Six years is the age when the child begins to realize himself among other people, when he selects the position from which he will proceed when choosing behavior. This position can be built by good feelings, an understanding of the need to behave this way and not otherwise, the conscience and sense of duty associated with this. But a position can also be built by selfishness, self-interest, and calculation. A six-year-old child is not as naive, inexperienced, spontaneous as it seems. Yes, he has little experience, his feelings are ahead of his mind. But at the same time, he has already taken a certain position in relation to adults, to understanding how to live and what to follow. The internal attitude of the child to people, to life is, first of all, the result of the influence of adults raising him.

Wants to be good, waiting for praise, approval, emotionally positive reinforcement from an adult.
Shows initiative and independence.
Experiences emotional satisfaction if he was able to accomplish something. Satisfied when praised.
Shows a sense of pride for himself ("I run best of all"), for parents ("dad is the strongest", "mother is the most beautiful").
Curious, curious.
The long-term memory of a 3-year-old child is based on previous emotional experiences; memories may arise from the last year.
Shows emotional restraint: does not scream in public places, calmly crosses the street with an adult, does not run along the sidewalk, calmly listens to the request of an adult and fulfills it, stops crying with a reasonable ban.
Disobedient, emotionally tense with restriction of movements, with a lack of understanding by adults of his requests and desires. Can be assertive in their demands.
Worries if scolded. Long can be offended by the punishment.
Experiencing a feeling of chagrin, shame. He understands that he did something bad (did not have time to go to the toilet, spilled water); expects a negative assessment from an adult.
He understands when someone else is doing something wrong. Gives an emotionally negative assessment ("It is impossible: to offend, break, tear, take away, fight").
Can be jealous, offended, intercede, angry, cunning, mischievous.
Owns non-verbal ways of emotional communication. He expresses his feelings with his eyes, facial expressions, tone, gestures, expressive movements, postures.
Emotionally expresses imaginary situations (in the game).
Speech saturates with emotionally expressive shades (often by imitation).
He designates his emotional states with a word: I laugh, I'm afraid, I'm cold.
There may be fears, fear of the dark.
Begins to understand humor (laughs, perplexed).
Emotionally empathizes with the characters when listening to fairy tales, watching children's performances, cartoons (he is happy, sad, angry, winces from "pain", etc.).
Emotionally responsive (experiences pleasure) to music, singing, artistic word. Sings along, dances (transmits the rhythm). Responds to changes in music - moves differently (circling, crouching, waving, clapping, stomping).
Emotionally reacts differently to familiar and unfamiliar musical or artistic works, when looking at illustrations.
Prefers cheerful music and songs, bright drawings.
Shows interest in drawing and modeling.
Experiencing emotional satisfaction from outdoor games.
Emotionally reacts differently to beautiful, ugly (notices, distinguishes, evaluates).
Emotionally anticipates the result of some actions (own or other people).
Gets upset when he can't do something.
He rejoices in his skillful actions when he succeeds.
Friendly, emotionally open, trusting to people. He is interested in their actions (cases), answers if they ask about something.
Remembers kind and harsh people (emotionally responsive and emotionally restrained).
Shows shyness with characteristic facial expressions, especially when a stranger addresses him.
Understands the state of others based on their emotional experience.
Emotionally evaluates the situation: empathizes (if someone is hurt), helps (if you need help), sympathizes, behaves quietly (if someone is sleeping, tired).
He notices grief, discontent, joy of adults or children.
Imitates facial expressions, voice intonations, emotional and expressive movements of close adults.
Imitates the emotional behavior of peers (can copy more noisy, noisy).
Kindly treats children: does not grab toys, does not take without asking, shares his toys.
Enjoys socializing with peers. There is an interest in joint games.
Expresses sympathy for some children.
Wary of unfamiliar animals, individuals, new situations.

Speech development of a child at 3 years old (up to 1500 spoken words)

Pronounces complex sentences when communicating. Uses words to express desires, feelings, impressions.
Speaks in simple, grammatical sentences.
His actions are often accompanied by speech. Begins to use subordinate clauses (not always).
Words change by numbers and cases. Asks cognitive questions: "Where?", "Where?", "Why?", "When?" and others. Easily repeats unfamiliar words and phrases after adults. Quickly learns poems, songs, excerpts from fairy tales. He pronounces many sounds correctly (vowels and simple consonants).
Word creation and a tendency to rhyme appear. Enters into speech dialogues with children and adults. Answers the questions of an adult according to the plot picture. Names some animals (their cubs), household items, clothes, utensils, equipment, plants and more from the picture.
Tells a familiar story in a connected way. It conveys in words, gesture, intonation the content of a fairy tale, nursery rhyme, song, poem. He speaks about a book, an event (after questions and from memory).
Can prove, think out a sentence said by an adult.
Quickly answers the question: "What is your name?". Knows his last name.
Answers the question: "How old are you?". Shows on fingers.
Distinguishes and names people by belonging to a certain gender, by age (boy, uncle, grandfather, girl, aunt, grandmother).
Knows his gender: boy or girl; calls after a question from an adult.
Knows the names of body parts (head, neck, back, chest, abdomen, arms, legs, fingers).
Knows the purpose of body parts (answers questions): "eyes look", "ears listen", "legs walk").
Knows the names of the same parts of the body in humans and animals: "eyes - for everyone, legs - for a person, paws - for an animal, hands - for a person, wings - for a bird."
In the game, he calls himself some kind of character. Answers the question of an adult: "Who are you in the game?".
When playing, he accompanies his actions with words.
Uses role-playing speech in the game. Speaks for himself and for the doll.
He recognizes and names the whole image by detail (by the trunk - an elephant, by the trousers - a boy).
Has an idea about the number, shows and says: "one, two, three, many, few."
Anticipates the result (thinking possibilities). Uses means to achieve a goal.
Able to observe for a long time, focus attention, get involved in their activities.
Begins to distinguish between right and left sides (may be mistaken).
Generalizes objects according to their properties (who (what) flies? who (what) swims?).
Moves from calling himself in the third person to the pronoun "I".
Shows a special interest in the conversations of adults among themselves.
He listens for a long time to a fairy tale read or told by adults or recorded on audio cassettes.

Much has been written about how important it is to be able to let go, to complete the old, obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod when we read such cleaning-motivating articles, but everything still remains in place? We find thousands of reasons to postpone what is deferred for throwing away. Or not to start sorting out rubble and storerooms at all. And we already habitually scold ourselves: “I’m completely cluttered up, we need to pull ourselves together.”
To be able to easily and confidently throw away unnecessary things becomes a mandatory program of a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “the right way” - and the better we can hear ourselves, the happier we live. And the more right it is for us. So, let's see if it's really necessary for you personally to declutter.

The art of communicating with parents

Parents often like to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.

What to do?

Acceptance of shortcomings. Children must understand that it will not be possible to re-educate their parents, they will not change, no matter how much you would like it. When you come to terms with their shortcomings, it will be easier for you to communicate with them. You just stop expecting a different relationship than before.

How to prevent change

When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to save a marriage from cheating, it is important to understand

Breathing: theory and practice

Theory

It is important to understand that a person's natural breathing is calm, measured and deep breathing with the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so that it becomes literally “not to breathe”. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time engage the chest. Such chest breathing is a sign of anxiety and often leads to the hypervenous syndrome, when the blood is supersaturated with oxygen, which is expressed in the opposite feeling: it seems that you do not have enough oxygen, from which you begin to breathe even more intensively, thereby falling into a vicious circle of anxious breathing. .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, gives the brain a signal that it is time to worry. This vicious circle occurs because mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, but do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not consumed, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetovascular dystonia. To relax tense muscles, paradoxically, it is possible through a short, but quite intense tension, which contributes to a better relaxation of the muscles, which is the essence of neuromuscular relaxation.

Emotions are an integral part of life. It has been noticed that emotions are a kind of indicator of the state of the child and affect his behavior and the activity of the whole organism. The vital activity of the organism. So, for example, frequent negative emotions (crying, whimpering, whims) can talk about the neuro-emotional stress of the child. In the future, prolonged negative emotions can cause inappropriate behavior of the child and cause various disorders of his psychological and physical health. Conversely, the predominance of the child positive emotions indicates that the baby is in comfortable conditions for him and grows in love and understanding. Such a child does not need to attract attention with unexpected antics, his behavior is active, but predictable. And this, in turn, has a beneficial effect not only on mental health, but also on the physiological processes in the child's body.
Children experience very strong and vivid feelings and emotions., but they do not yet know how to control them. I really wanted something - I did it, I got angry - I hit it, I got scared - I cried. It is important to teach your child to express their emotions in socially acceptable ways without causing harm to others, to try to control their behavior and avoid rash acts. The development of emotional intelligence helps the child to communicate and interact with others. ugly people.
The socialization of the child begins in the family and goes through several stages. pov. Up to 1.5 years, the child unconsciously masters various social norms and values, copies gestures, manner of speaking, gait and behavior of parents (people close to him). From about 1.5 to 2.5 years old, the baby, who has repeatedly encountered prohibitions coming from adults, diligently checks the boundaries of what is permitted and feels very insecure if he does not find them: children, especially in the early years, need external control. At about 2.5 years old, the child develops self-awareness “I myself!”. He begins to understand that he can influence what is happening around, shows will and wins independence. The baby becomes more active and independent. He begins to be interested in communication and games with other adults and children. He learns for the first time how to interact in a group and get along with the team.

Tips for developing the emotional and social spheres
. Openly show your love for the child, accept him as he is, establish a trusting relationship with him and treat him with respect.
. Form a positive attitude towards yourself in your child (“I am good”), praise and instill confidence in your strengths and capabilities (“I can”), offering feasible tasks (“You will succeed”); help to be aware of your feelings (“I am glad”) and desires (“I want”) and teach you to understand the feelings and characteristics of other people.
. Show an example of the relationship of people in society and encourage the child to have a friendly attitude towards parents, adults and children, teach how to show sympathy, sympathy, responsiveness.
. Give the child reasonable freedom and develop in him the ability to act freely, uninhibitedly, protecting his interests, but at the same time observing the rules of a culture of behavior and not offending other people; develop the ability to act in various situations and encourage the desire to overcome difficulties.
. Help your child learn different ways of interacting with adults and children (playing side by side without interfering with each other; asking; cooperation; caring for others; helping others; finding common interests; willingness to share, etc.).
. Enrich experiences and develop children's interest in games, activities, reading, dramatization, listening to music, in which the child would receive positive behavior patterns.
. Learn to distinguish and understand what is good and bad; to act in accordance with the meaning of words is impossible, possible, necessary.
. Cultivate courtesy: Encourage your child to call other children by name, say hello, say goodbye, thank you, etc.

Indicators of emotional and social development

2 years - 2 years 6 months

. In a familiar environment, emotionally balanced.
. Feels the need to interact with loved adults, expects their participation, attention, praise and support.
. He worries if his mother leaves or refuses to communicate with him.
. Notices the discontent of adults; gets upset if he is scolded.
. Sympathizes with a loved one, understands his joy or sadness, stands up for him.
. Feels how you can behave with this or that adult.
. Happy to carry out assignments.
. He begins to talk about himself not in the third (“Arina wants ...”), but in the first person: “I want”, “Give me”, etc.
. Can define, designate (by facial expressions, gesture, tone, look) or name his condition: “it hurts me”, “I want to sleep”, “I want ...”, etc.
. Tries to restrain his emotions and can be patient or wait a little.
. Begins to show interest in the actions of other children, imitates them, strives for joint games with them.
. Can highlight one or more children that he likes the most.
. Alert with strangers, but appreciating their goodwill - makes contact.
. Emotionally reacts to works of art and music, sympathizes with good characters ("good") and scolds negative characters ("bad").
. He is fond of an interesting game and rejects the one he does not like.
. Saddened by failures, rejoiced at victories.
. He remembers his feelings: it was fun at the circus, it hurt at the doctor's.
. Shows independence "I myself."
2 years 6 months - 3 years
. Shows activity and emotional openness in communication with adults and other children, is interested in their actions, expresses sympathy, finds common interests, negotiates, answers questions.
. Can play with other children in joint games, share their own toys, do not take strangers without asking.
. Strives to be "good", tries to please adults, waits for approval and praise.
. Proud of himself (“I ate porridge faster than anyone”) and his loved ones (“my dad can fly a kite”).
. He can get angry, upset, offended, cry, scream, stomp his feet if something did not work out or the adults did not understand his request.
. In public places, he can show emotional restraint: he obeys his parents, does not scream, does not cry, etc.
. Can be wary and shy, especially in new situations with strangers, animals.
. Jealous of parents, including each other.
. He designates his states with a word and emotionally expressive shades: "I laugh, I'm afraid, I'm cold."
. Remembers important and emotional events from the previous year.
. Condemns the actions of other children: “You must not beat, break, take, take away, tear,” etc.
. He notices, distinguishes and appreciates the beautiful and the ugly.
. Feels "good" and "evil" people.
. Begins to understand humor (laughs, perplexed).
. Enjoys music, singing, reading, illustrations, dancing, games, etc.
. Understands the state of other people: mom is tired, sister is in pain, dad is having fun, etc.
. Emotionally empathizes with the characters of fairy tales and cartoons (worried, happy, sad, angry, etc.).
. Emotionally-practically evaluates the situation: if someone is hurt, he empathizes and regrets; if someone needs help, he helps, behaves quietly, if someone is sleeping, etc.
. Emotionally anticipates the result of some actions (own or other people).
(Indicators of the development of a child of the third year of life are compiled based on the materials of L.N. Pavlova and E.B. Volosova).