What does a 3 year old child look like? "Don't want! I won't! No need! I myself!” - three-year-old crisis: signs of a crisis and how to overcome it. Try to feel your baby

Can stand on tiptoes (toes) for several seconds. Walks on tiptoes for at least 3 meters. Must be able to stand on one leg for at least 3-4 seconds.

Jumps over the line on the floor. By the age of three, and often earlier, he climbs stairs on his own, alternating legs: placing one leg on each step when going up. He goes down more carefully, placing two feet on each step. Can jump off the last step keeping both legs together (Fig. 58).

Throws and catches the ball. At 3.5 years old, all children must catch a ball thrown from a distance of 2 meters.

He rides a tricycle, pedaling. If your child doesn't have a bicycle, you can test your coordination with a test.

Test

If shown and explained well, the baby can perform two different actions at the same time - stomping his feet and clapping his hands.

Food. Eats independently with a spoon and fork. He holds them by the end of the handle.

Household skills. He dresses and puts on his shoes himself. Fastens buttons, except for inconvenient ones, for example on the back. Some children can be taught to tie their shoelaces. Undresses on his own. Knows how to fold his clothes before going to bed.

Notices the disarray in his clothes. Knows how to use a handkerchief and napkin as needed without being reminded. Knows how to wipe his feet when entering an apartment.

Wash hands independently with soap and dry them with a towel. Some children brush their teeth themselves, but most still need help squeezing the toothpaste onto the brush.

Inserts the key into the door lock (from two years old), turns the key in the door lock.

He is active in the daily life of the family: he likes to help adults with cleaning the house, shopping, and working in the garden. You can trust your child to carry the dishes and set the table.

Regulates his physiological needs - goes to the toilet on time. Does everything independently (undressing, sitting down, dressing), except for using toilet paper.

Mental development

A game. Assembles a pyramid of eight to ten rings according to a pattern or pattern (in descending order of size, by size and color, by shape and size). Builds a tower of eight or nine cubes.

Matches flat geometric shapes to the sample (circle, rectangle, triangle, trapezoid, oval, square). Some of them are called: circle, triangle, square, etc.

Upon demonstration, at the request of an adult, or in independent play, he assembles sequentially (puts smaller ones into larger ones) nesting dolls, bowls, molds, caps from four to five components (that is, he can put 3-4 nesting dolls into each other). When nesting figures you should no longer use brute force. He understands well how to insert an object, which part or side to bring it to another object. But you may also need help closing the nesting doll and matching the patterns on its two halves.

When presented with three objects of different sizes, he finds and can name large, small and medium. Identifies an object by its texture (soft, hard).

From cubes, construction sets, or auxiliary materials, he begins to make more complex plot buildings and names them: house, fence, car, bridge, etc. He builds not only independently or according to the verbal instructions of an adult, he can build according to a model or drawing, or copies a model. Uses these buildings for a board game with story toys (car, teddy bear, doll).

At this age, you can already start buying simple board games for your child.

Strives to play with other children. Participation in collective role-play becomes important for the child. When assigned roles by elders, he readily plays the role assigned to him: “You will be a bunny.” Willingly carries out instructions in the game. Follows the rules in outdoor games. When playing with children, demonstrates an understanding of turns. There is a tendency to have friends. Treats children kindly: does not snatch toys, does not take them without asking, and shares his toys. For the further development of the child, it is useful to organize communication with other children and visit kindergarten. As stated earlier, girls adjust better to kindergarten. For boys, the start of kindergarten can be delayed until 3.5 years.

Self-directed role-playing is being improved. For example, when playing with a doll or a teddy bear, a child can say “I am a mother”, “I am a doctor”, that is, he takes on a certain role. Dresses and undresses dolls. Shows imagination in games (chair - car, cube - soap). Due to imagination, he can carry out play actions without objects. Fantasizes in the game, introducing fairy-tale characters into it. In the game he calls himself some kind of character. Answers an adult’s question: “Who are you?” He talks a lot during the game, commenting on his actions or what he imagines in the game. Uses role-playing speech in the game. Speaks for himself and for the doll.

Draws. Holds a pencil correctly with the fingers of the dominant hand, copies from a sample, draws horizontal and vertical lines, closed shapes (circle, sun, apple). As shown, he can draw a cross, but not every child can copy it. Copying differs from drawing by demonstration in that when copying, the child does not see how you yourself draw. The child copies from a drawing you have already drawn. Therefore, copying is a more difficult task than drawing from your show.

After your demonstration, he begins to draw a man in two parts, with a pair of limbs, for example two hands, counted as one part. He usually draws either a torso and head, or a torso and legs, most often a “cephalopod” - a man without a torso.

He begins to draw according to his own ideas. Explains what he is drawing (sun, path, rain, etc.). He begins to paint over the drawings. Shows interest in drawing and modeling. Rolls out lumps of clay and plasticine in the palms of your hands and connects the parts. Sculpts simple shapes (ball, column, sausage, bagel). Names them in response to the question: “What is this?” He is happy with his actions when they work out. Gets upset when you can't do something.

Shows a sense of pride in himself (“I’m the best runner”), in his parents (“Dad is the strongest,” “Mom is the most beautiful”). He begins to understand humor - he laughs, he is perplexed. Emotionally reacts differently to the beautiful and ugly: notices, distinguishes, evaluates.

Emotionally assesses the situation: empathizes (if someone is hurt), helps (if you need help), sympathizes, behaves quietly (if someone is sleeping, tired). Notices the sadness, dissatisfaction, and joy of adults or children. Emotionally empathizes with characters when listening to fairy tales, when watching children's plays, cartoons (he is happy, sad, angry, winces in “pain,” etc.).

Feels sad and ashamed. He understands that he did something badly (he didn’t have time to go to the toilet, spilled water), and expects a negative assessment from an adult. He worries if they scold him. He may be offended for a long time by punishment. He understands if someone else is doing something bad. Gives an emotionally negative assessment: “You cannot offend (break, tear, take away, fight).”

Can be jealous, offended, intercede, angry, disingenuous, mischievous.

Shows shyness with characteristic facial expressions, especially when addressed by a stranger. Wary of unfamiliar animals, individual people, and new situations. Fears and fear of the dark may arise.

A sense of caution and an understanding of danger are formed. Begins to navigate the concepts: dangerous - safe, harmful - useful. However, even at this age it is necessary to continue to explain to the child possible dangers, as described in the previous stage “2 years 6 months”. Follows verbal instructions in four to five steps. Becomes more accommodating, begins to understand the difference between the past and the future and realizes the opportunity to postpone the immediate fulfillment of his desires for the future. He makes attempts to restore order around himself. With proper upbringing, he shows emotional restraint: he does not shout in public places, calmly crosses the street with an adult, does not run along the sidewalk, calmly listens to an adult’s request and fulfills it, stops crying when there is a justified prohibition.

At the same time, he can be disobedient and emotionally tense when his movements are limited, or when adults do not understand his requests and desires. Can be persistent in its demands. He often repeats: “I myself.” Compared to the “2 years 6 months” stage, all children should clearly understand the quantitative relationship (one and many). A test can be administered to test this understanding.

Test

Place one item on the table (preferably candy), and on the other side several candies; then ask the child to show: “Where is one candy, and where is there a lot?” In the future, the idea of ​​numbers expands. The child points and says: “One, two, three, many, few.”

Begins to distinguish between the right and left sides, although he may still make mistakes. The leading hand (right-handedness or left-handedness) is determined in the interval of 20 months - 4 years. In the second half of life, there may be transient left-handedness in right-handed children.

Understands the difference between one's own and someone else's, learns to share with others. He understands that his things must be returned, but other people's toys (for example, in kindergarten) do not belong to him, they must be returned. Knows the names of body parts (head, neck, back, chest, stomach, arms, legs, fingers). Knows the purpose of body parts: “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, arms for a person, wings for a bird.”

During this age period, the child should be able to navigate four colors quite well. Begins to distinguish between black and white colors, selects them according to a model or at the request of an adult: “Give me a red cube, give me a black cube.” To the question “What color is the cube?” correctly names 2–3 (sometimes more) colors.

He listens to fairy tales with great interest, has his favorite ones and demands to repeat them again and again. Likes to watch TV.

Active speech

At three years of age, natural diversity (variability) in the speech development of different children is reduced, and all children without any developmental disabilities must meet the requirements below.

Names some animals, as well as their babies, household items, clothes, dishes, equipment, plants, etc. from a picture.

All children at this age should say “I” about themselves: “I went,” “I myself.” Uses pronouns “you”, “we”, “mine”.

The child must be able to speak in simple, grammatical phrases. Phrases usually consist of three or four words. He begins to combine two phrases into a complex sentence (the main and subordinate parts of the sentence): “When dad comes home from work, we will go for a walk.” Words in phrases can be changed according to numbers and cases. The child's speech must be understandable to outsiders. He often accompanies his actions with speech. Enters into verbal dialogues with children and adults. Briefly tells adults what he is doing now or has done recently, that is, he conducts a conversation consisting of several sentences. Answers questions from an adult based on the plot picture. Tells a familiar fairy tale coherently based on the picture.

Attention! If at 3 years old a child communicates only with the help of babbling words and fragments of babbling sentences: “gaki” (eyes), “noti” (legs), “oko” (window), “dev” (door), “uti” (hands) ; “Yes, Tina” (give me the car), then an urgent consultation with a neurologist and sessions with a speech therapist are necessary (even if the child successfully passed a preventive examination by an “official” speech therapist).

During this period, the child can learn and repeat short poems (couplets and quatrains), short songs and excerpts from fairy tales. Word creation and a tendency to rhyme appear. Shows special interest in conversations between adults.

Quickly answers the question: “What is your name?” He says not only his first name, but also his last name. Calls friends by name.

Answers the question: “How old are you?” At first he just points with his fingers, and a little later he begins to tell his age. Knows her gender identity. Correctly answers the question: “Are you a boy or a girl?” He begins to distinguish the gender of those around him.

Asks not only simple questions: “What is this?”, “Who?”, “Where?”, “Where?” Increasingly, cognitive questions appear: “Why?”, “When?”, “Why?” and others. The question “why?” arises. marks a new stage in the child’s mental development. The age of why is coming. Before that, he was simply getting acquainted with the world, but now he seeks to understand this world. The earlier the child asked the question “why?”, the more complete his mental development, the later, the more obvious the delay. If a three-year-old child does not yet ask this question, then parents should ask it themselves and answer it themselves, thereby stimulating the child’s cognitive interest.

See also:

Razvitie_rebenka_v_3_goda.txt · Last changes: 2012/11/14 14:21 (external change)

Each child can have several crisis periods on the way to growing up. One of them occurs at the age of three, but many pediatricians characterize it as a crisis of 2-3 years. What happens to the child at this time and why should parents double their vigilance? Let's talk about how to survive this difficult period and how to determine that the child is growing and developing in accordance with his age standards.

The first significant crisis period may occur earlier than 3 years

Physical indicators

First, it’s worth understanding what a child aged 2-3 years should be able to do. However, it is equally important to find out what conditions need to be provided for the baby so that he does not lag behind his peers. Full and comprehensive development is promoted not only by education, but also by:

• a well-designed daily routine;
• balanced diet;
• walks;
• active games, physical education.

If the baby grows in normal conditions, the parents pay enough attention to him, there will be no problems in physical development. A child at this age can follow the instructions of adults well, and also act at his own discretion to achieve assigned goals. So, the main skills and characteristic stages of child development in the period of 2-3 years:

• The ability to walk, run, jump, move on toes, on heels, squat, step over a low threshold.
• Play with the ball - throw it to someone, hit a basket, a wall.
• After a little training, catch the ball with both hands.
• Imitate the behavior of other people. Play, repeating the actions of mom, dad, older sister or brother.
• Perform more than one action at the same time - for example, jumping by clapping your hands.
• Learns to ride a bicycle - masters a four- or three-wheeled model.
• Try swimming, skating, skiing, rollerblading.

Intellectual level

Next, we will list the features of the development of children 2-3 years old - their intellectual, logical thinking. All of the above standards are approved by experts in the education, mental and physical development of children. However, they are only indicative. If a two-year-old child falls short of the average in some way, it makes sense to work with him in this direction. Let’s figure out what a child should understand and remember, and also how much he should be able to express his thoughts and emotions.

Development of memory, logical thinking

A 2-year-old child's attention is still unstable, but the older he gets, the more time he can spend on any one activity. Closer to three years, the baby should be able to hold attention for 10-15 minutes if he is interested in something. This could be a new toy, a cartoon, activities with mom.

At this age, memory develops rapidly - the baby can remember the most significant events of his life that happened a week, a month or more ago. For example, a son may remember that he went with his mom and dad to his grandmother, went to the circus, or found a gift from Santa Claus under the tree.

What can a child:

• correctly connect the parts of a collapsible toy that has at least 4 components - assemble a pyramid, make a picture from simple puzzles, build a tower from cubes;
• be able to identify an object by one of its parts - the wings belong to a butterfly, the wheels belong to a car;
• determine what color an object is;
• be able to distinguish whether toys are the same or different, which doll is large and which is small;
• distinguish the shape of objects - square, circle, triangle;
• understand the meaning of definitions - this toy is soft, the tea is warm, the chair is heavy;
• identify the missing parts in the picture - which character the artist forgot to draw a tail, who has missing ears, etc.;
• find an object based on its characteristics;
• be able to tell his mother what he saw in the drawing, photograph - how many characters are in the house, what each of them is doing, what they are wearing;
• talk about what you did all day.

If any of the above is not yet available to the child, then this skill needs to be trained. Properly raising a child involves stimulating logical thinking: learning to retell what they hear, describe pictures, and concentrate attention.

Counting and logic

A baby at this young age should already be able to understand simple mathematical concepts. The child can already be taught to count and explained that counting is done from left to right. Make sure that the little student does not miss numbers when counting. In the third year of a baby’s life, you can teach:

• count to 5;
• remember that there are five fingers on each hand;
• comparison - larger, smaller, wider, longer;
• understanding that there are many objects drawn in the picture, or one object;
• correlate words with familiar numbers - three chairs in the room, two windows;
• show what is above and what is below.

Speech and vocabulary

During this period of life, the child actively increases his vocabulary. It is believed that a three-year-old child may well have a vocabulary of 1200-1500 words. It is at this age that the ability to compose simple phrases consisting of 3-4 words is formed. By the age of three, the child will be able to freely use complex sentences. He must perceive an adult’s speech at such a level that he can understand the essence of short stories, perceive a description of an object that he does not currently see, or some event. At this age children:

• They know the names of objects that they see and that they and their parents use. Understand their function and degree of importance.
• They focus on the following generalizations: “animals”, “birds”, “transport”, “dishes”, and determine which of what they see belongs to a certain group.
• They begin to master words denoting actions. They can say that the car is moving, the plane is flying, mom is making soup, the bear in the picture is eating.
• They understand the meaning of some professions, they understand what a seamstress, a driver, a postman does.
• Answer simple questions. If the baby tends to answer in monosyllables, you need to encourage him to give a detailed answer.
• Ask adults questions.

• They can know a couple of simple poems up to 4 lines.
• With the help of their mother, they try to compose a story based on a drawing or photo.
• They recognize animals or cartoon characters by their characteristic sounds - a pig makes “oink-oink”, a cow “moo”, a sparrow chirps.
• By the age of three, children can use nouns, verbs, and definitions in speech.
• The child tries to communicate not only with adults, but also with children.

Time for games and creativity

Play is a powerful stimulus in a child’s development. With its help, he expresses himself, learns to imitate adults, and unnoticed by himself remembers the names of objects, the sequence of actions in a given situation. The development of a child aged 2-3 years means that he can:

• remember the words of rhymes, songs, rhymes;
• draw with pencils, felt-tip pens, sculpt balls and sausages from plasticine;
• enjoy doing creative work under the guidance of an adult.

Parents need to try to encourage their son or daughter to think creatively, develop fine motor skills, and the ability to express themselves through crafts and drawings. To do this, you need to create a creative atmosphere at home, give your child the opportunity to use clay for modeling, construction sets, and various educational toys.

Mom and dad must realize that the development of fine motor skills creates the prerequisites for improving speech, memory, and attention. It is advisable to provide your child with the following types of play items:

• puzzles, nesting dolls, pyramids, various sorters, construction sets, mosaics;
• sets for simulating adult life - plastic dishes, a doctor’s case, equipment for a store, etc.;
• developmental literature, age-appropriate books (we recommend reading:).

Psychological picture

In the third year of life, the child demonstrates characteristics that parents should remember. At this age, the baby’s psychology is such that he does not accept pressure and tries to get maximum freedom. It is necessary to try to give him more rights, but at the same time explain that the baby has certain responsibilities. For example, remove the cubes, fold the construction set, wash your hands. It is important not to force the child to do anything, but to create conditions so that he wants to do it himself. Let us list the characteristic psychological characteristics of children 2-3 years old:

• the nervous system can already withstand stress, the child is less susceptible to mood swings, he has hysterics less often, his mental health is stronger, sometimes he can hide strong emotions;
• the period of wakefulness is extended to 7 hours;
• persistence appears, patience and determination are developed;
• he can no longer instantly switch from one game to another, it happens more smoothly than before.

A child at this age constantly improves his skills and abilities. Right now, a leap in the development of fine motor skills can occur, which allows the baby to learn a lot. For example, put on socks, slippers, unfasten buttons, eat carefully from a spoon, without leaving stains on clothes.

This period is also characterized by the desire for socialization, the search for contact with peers, and awareness of oneself in the society of adults. It has been noticed that a baby closer to 36 months can already:

• adopt the style of behavior of society, follow the rules adopted in kindergarten, at home, on the playground;
• repeat the actions of adults, their gestures, words, and notice some characteristic features.

The desire to do something on their own, familiar to many mothers, does not disappear; the child also tries to perform some difficult actions on his own. At this age, self-awareness arises - the baby no longer talks about himself in the third person, he can begin to use the pronoun “I”.

Right now, parents are noticing signs of the onset of the notorious “three-year crisis.” It is very important to outline the acceptable boundaries of independence and not deviate from the agreed rules. For example, mom and dad have the right to prohibit the baby from using electrical appliances without supervision, opening windows, or picking up a knife. At the same time, he can easily handle cutlery for children - a fork and spoon, wash his hands on his own, standing on a small chair, etc.

Parents should clearly understand what the baby needs and try to create conditions in which he will feel comfortable. When raising a child, it is wrong to go to extremes: allow permissiveness or intensely care for the baby. We will highlight the key points that parents of children of this age need to take into account:

• Raising a child at 2 years old implies all kinds of encouragement for independence, praise for every new achievement (see also:).
• Show your attitude towards his efforts, make it clear that mom and dad care about the result.
• Do not seize the initiative and do not finish what the child started if he was unable to do it himself. It is better to simplify the conditions of the task, give advice for solving it, and encourage you to do it again.

• Mom and dad should not laugh or joke if the baby doesn’t succeed in something.
• Be patient, remember that it takes time for the baby to learn any action.
• Do not scold the baby, nervously pulling him back if he could not do something carefully, or if he broke a toy, trying to understand how it works.
• Demonstrate trust and confidence that he will cope with the task.

Competently raising a child aged 2-3 years is constant encouragement, stimulation to overcome difficulties, preparation for the fact that not everything is easy. It is very important to develop a child’s faith in his own abilities. For example, if he couldn’t do something, calm him down, tell him what will happen next time. In this case, it will be psychologically easier for the baby to cope with the task.

Each child is an individual with his own interests and desires, and a vision of the world. The parents’ task is not to reject his worldview, destroying his mental health, not to force him to meet his own standards, but to support in every possible way the desire for self-expression and independence. It is necessary to direct the child’s interest in the right direction, and strive to arrange it so that he learns to make decisions himself, as well as bear responsibility for them. Patience and a positive attitude will help mom, dad and baby get through a difficult but very interesting period called the “3rd year crisis.”

What should a 3 year old child be able to do? The range of his skills and abilities is expanding significantly. Changes occur in motor activity, fine motor skills, thought processes, emotions, speech, communication with peers and adults.

Three-year-old children tend to quickly change the type of activity, which is explained by insufficient concentration of attention. But they do not like to change the usual course of life and are conservatives by nature. Three-year-olds develop favorite toys, games, clothes, food, drinks, fairy tales, and poems. “Conservativeness” is associated with peculiarities of thinking and psyche. Children of this age often act according to a scheme, some previously established pattern. Anything new worries them, since the basic mechanisms of personal security are already working. Also at this age, mood often changes, whims, stubbornness, and negativism arise. The baby develops a craving for independence and a desire to test the boundaries of adults. The child's communication skills improve as his speech develops rapidly. Read more about the behavior and development of a child at 3 years old in our other article.

Assessment of skills using the “Munich diagnostic”

“Munich Functional Diagnostics of Development” (MFDD) was developed in Munich in 1997 by doctors, teachers, and psychologists. Using this book, you can evaluate the psychomotor, speech, and communication skills of children under three years of age. What should a child be able to do at 3 years old according to the IFDR?

• Pedaling a tricycle.
• Jumps over a tight rope or rope without touching it.
• Goes up and down stairs, holding on to the railing, but can also walk without support.
• Skillfully kicks the ball.
• Can catch a small diameter ball at a distance of 2 meters.
• Tears a sheet of paper.
• Can make a cut with scissors if an adult is holding the paper.
• Can roll a ball of plasticine and make a roller out of it.
• Sorts objects by color, size, shape.
• Determines the longest and shortest object.
• Can build a tower, square, bridge from cubes.
• Often instead of “I” he says his name.
• Knows her gender identity.
• Understands simple rules of the game.
• Plays hide and seek and catch up.
• Touches the tip of your nose with your finger with your eyes closed.
• Orientation in space improves.
• Able to rotate the tip of his tongue.
• Jumps deftly on one and two legs.
• If he rises on tiptoes, he loses his balance.
• Can climb a rope ladder.
• Steps over obstacles.
• Can make several movements at the same time: for example, stamping his feet and clapping his hands.

At this age, children noticeably improve gross motor skills (running, jumping, turning the body, squats, walking backwards), and develop reaction speed, balance and coordination of movement. At the same time, spatial orientation and speed of movements in a boy are usually better developed than in a girl.

Development of fine motor skills of a child at 3 years old

Fine (fine) motor skills develop already in the first year of life. Skillful manipulation of the hands and fingers contributes to successful intellectual and speech development. What should a three-year-old child be able to do in terms of fine motor skills?

• First drawings. The baby is trying to “write”. Writing movements are a good exercise for your writing brush. The child can also draw a circle, something like a square, horizontal, vertical lines, spirals. The kid tries to copy the drawings of adults. He fills in the missing details in the drawings: he can draw arms and legs for a person, sun rays for a circle, a roof for a house, a tail for a dog, etc. The first portraits of people are very primitive, but they already have a head, arms, legs, and torso. Three-year-olds often portray “cephalopods” - little men who do not have a torso, but whose legs and arms are attached to their heads.
• Unfastening buttons, zippers. For a child of this age, it is much easier to unfasten buttons (zippers) on clothes than to fasten them. The child needs to be encouraged to learn this skill. It not only develops independence, but also mental activity. Not all kids have the patience to see things through to the end. For training, it is better to give things with large buttons so that the baby can unbutton them and see the results of his labor.
• Toys that require fine movements. At this age, a child may be interested in mosaics, puzzles, construction sets, insert games, lacing games, toys with rotating parts. Also, at the age of 3, children can string beads, disassemble objects into parts and assemble them. You just need to remember safety measures: do not allow your baby to put small things in his mouth.
• Finger gymnastics. The child can already show the simplest images with his fingers: wasp, goat, dog, cat, tree, root, bunny, flower and others. Many new ideas can be gleaned from special books describing finger games. Children of this age enjoy theatrical finger shows with poems and songs. Finger gymnastics helps prepare the hand for writing, develops imagination, and enriches speech skills.

At the age of three, the baby has mastered most hygiene skills. He washes himself, dresses and undresses, unfastens buttons and ties laces, can take off Velcro shoes, eats and drinks carefully, wipes himself with a napkin, and sits straight at the table. Also, by this age, the child sits on the potty independently and controls urination. In addition, a three-year-old child learns basic ethical norms and rules of social behavior.

Mental activity

Children of this age are characterized by “mental irreversibility.” This term was introduced by the Swiss psychologist Jean Piaget, who studied children's thinking, attention, speech, and imagination. The irreversibility of thinking lies in the inability to retain in memory the connections between the facts of reality. When thinking, children lose their starting point, cannot return to the starting point, and fly away in their imagination.

Selectivity of attention

The baby’s perception of the world is dosed, otherwise his nervous system will not be able to cope with the overload. This is why children of this age lose concentration so quickly. They can be occupied with something for a while. If a child of this age is busy with one thing for about 10 minutes, that’s already a lot. At 3 years old, a child can concentrate only on what attracts him most. It’s too early to talk about willpower, perseverance, and some kind of self-discipline at this age. Mostly kids are absorbed in the process, they are not interested in the result.

From visually effective to imaginative thinking

A three-year-old child still thinks with his hands: he sees, holds real objects and can manipulate them, somehow transform them. The baby's thoughts are attached to the object that he sees in reality. But gradually, at about the age of 3 years, the transition to figurative, abstract thinking begins. The child is now able to manipulate the images and symbols that are embedded in his memory. He may think about an object that is not in front of his eyes or in his hands. This is a great progress in mental activity. But the logical thinking of a three-year-old is not yet very developed, although natural inclinations cannot be ruled out. There are children who at this age already have well-developed logical thinking.

Emotional memory and imagination

It is human nature to remember what impresses him. You can watch your baby and see how well he remembers facts, phenomena, signs, events that caused him positive emotions and vivid impressions. Also at this age, animism of thinking is developed, when all objects of the world seem alive and spiritual. Children are unsurpassed dreamers. This is where many childhood fears come from. Animism should not be confused with imagination. The latter is a constant companion of creative thinking. The spirit of explorer, initiative, and curiosity must be supported in the child.

What achievements in mental activity does a three-year-old child have?

• Distinguishes objects according to several characteristics.
• Keeps multiple objects in sight.
• Finds similar and identical objects.
• Recognizes people well by their faces and details of clothing.
• Knows and names about 6 colors, but does not yet differentiate shades.
• Knows the names of at least 3 trees.
• Knows and recites poetry.
• Remembers and sings children's songs.
• Puts together large puzzles of 4 parts.
• Retells the story with the help of an adult.
• Remembers pictures and describes them using leading questions.
• He can tell you how he spent his morning, what games he played on the playground, what he ate for lunch, etc.
• Classifies words into groups: dishes, animals, transport, clothing, furniture.
• Colors pictures according to the pattern.
• Distinguishes between square, circle and triangle.

Communication skills

From a passive observer, the baby turns into an active play partner with peers. At age 3, most children begin attending kindergarten. Social adaptation is much more painless if the child is sociable, knows how to express sympathy, is aware of the desires of other children, shows sympathy - he can feel sorry, stroke, kiss. But also at this age, aggression often arises when communicating with peers. The child learns to show the full range of emotions. And it’s good if he is already able to verbally describe the state of joy, delight, anger, resentment, fear, etc. Communication skills at this age are best developed through joint games.

Speech development

At 3 years old, the child develops a keen interest in his native language. Speech is quickly enriched, his passive and active vocabulary is replenished with new words.

• Phrasal speech. It has been noted: the more words in a baby’s vocabulary, the fewer whims and hysterics. Now the child can verbally express his condition and talk about his impressions, although not fully. He understands much more than he can say. He can compose simple sentences of 3-6 words. A child’s speech skills at 3 years of age improve at a rapid pace; the “telegraphic style” when the child primitively constructed phrases without prepositions and cases disappears.
• Supports dialogue. The child answers the adults' questions. Actively uses question words in his speech: what? When? How? Who? whose? Of course, at this age the famous “why” appears. When communicating, a child uses facial expressions and gestures, and often copies them from adults. Well distinguishes and applies interrogative and exclamatory intonations.
• Percentage of parts of speech. The child’s active vocabulary contains 50% nouns. Since phrasal speech develops intensively, the baby uses verbs more often - up to 20%. The number of adjectives also begins to grow, which is explained by the differentiation of features, the quality of objects, and the use of homogeneous members of the sentence. A three-year-old's speech contains approximately 20% adjectives. Adverbs, prepositions, numerals make up 10%. The baby can already (albeit with errors) agree on nouns and adjectives by gender, case, and number. Actively uses prepositions: in, on, under, above, for.
• Polite words. Words appear in speech that are necessary for normal social adaptation. Children willingly say: “thank you”, “please”, “goodbye”, “hello”, “bye”, etc.

At this age, the baby still has many speech defects: he can vaguely pronounce hissing, whistling, and sonorant sounds. Often confuses words, swallows, rearranges syllables, and incorrectly constructs syntactic structures. If speech remains “impure” by the age of 4, it is recommended to contact a speech therapist. If, up to three years of age, the child is silent and does not try to construct simple sentences, a consultation with a neurologist, psychologist, or speech therapist is needed.

What can a 3 year old child do? First of all, personal hygiene and self-care skills are improved. The child keeps his balance well, rides a tricycle, his movements are dexterous and coordinated. There is a transition from visually effective to figurative thinking, memory, attention, and imagination develop. Fine motor skills are improved and phrasal speech is formed.

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By the age of 3 and a half, the baby becomes a full-fledged individual, with his own character, habits, temperament, his own distinctive features and demeanor. He has become a good conversationalist, happy to tell what happened to him that day, where he visited, what he managed to see. At this age, people become aware of themselves as independent individuals with their own will, needs and virtues. Over the past 3 colorful, intense, inimitable years, the child has grown significantly, mastered new experiences, become agile, dynamic and inquisitive.

The baby’s vocabulary at this time reaches one and a half thousand words, and he successfully uses numbers, adjectives, pronouns and adverbs. There is no end to his countless questions, which often perplex parents, and adults require great patience. A child's desire to know all the news is justified. The child wants to be impeccable, he expects to be approved and praised by adults, who are surprised at the independence and independence that has appeared in his actions and character.

New in physical development

At 3 and a half years old, a child can already stand and walk on his toes for a few moments, and can stand on one leg for some time. During a game or activity, he is able to complete the task of jumping over the line on the floor. A little earlier, he had already learned to climb up the stairs without help, alternating his legs, and not placing one leg next to the other, as before, although he still descends very cautiously, fixing both legs on each step. He likes to jump off the last ledge with both feet at once.

A three-year-old child can throw and catch a ball from a two-meter distance and pedal a tricycle himself. The physical development of a child at 3.5 years old allows him to simultaneously perform two diverse gestures, for example, stomping his feet and clapping his hands.

Everyday experience of three-year-olds

Parental and pedagogical practice has accumulated a large list of what a 3.5-year-old child should be able to do. The baby knows how to dress and put on shoes independently, easily copes with clothes without fasteners, and learns to fasten conveniently located buttons. He also undresses himself and before going to bed he can put his clothes on a high chair. The baby should already have hygiene skills:

• notice disorder in your appearance and clothing;
• be able to wipe your feet after a walk before entering the house;
• use a handkerchief or napkin;
• wash your hands using soap and dry them with a towel;
• insert the keys into the lock in the doors and turn them;
• use the toilet in a timely manner.

The child happily helps his parents clean the house, work on the property, and do shopping. The baby likes it when he is trusted to carry plates to the table and knows how to use a spoon and fork himself.

Nuances of the psyche of three-year-old children

The developmental characteristics of 3.5-year-old children indicate big changes in their emotions. Children develop a sense of self-esteem, they are proud of themselves that they can do something better than anyone (jump, play), that they have the best parents: the smartest dad, the kindest mother. They develop an understanding of humor; cartoons or comical life situations make them laugh. Kids notice beauty and ugliness in nature and in life and can appreciate it.

A child can react emotionally in different situations:

• empathy if someone nearby is feeling bad or in pain;
• help, if he can do it;
• responsiveness: if the parents are tired, he will not interfere with their rest;
• sympathy for the heroes of fairy tales and cartoons: he can be happy, sad, angry with them;
• understanding that he acted badly makes him sad and ashamed;
• experience in anticipation of a negative assessment or censure from adults.

A child can harbor a grudge for a long time if he is punished. But he sees when someone else acts badly and evaluates such an act negatively: you can’t do that. Sometimes you may encounter exaggerated feelings of jealousy or resentment. And there is no need to teach him pretense and cunning, pranks and pranks. A sense of caution is being formed, a distinction is made between the concepts of danger - safety, harm - benefit, anxiety and fear of the dark may often appear. A three-year-old child can complete verbal three- or four-step instruction. The child’s compliance increases, he begins to realize the possibility of delaying the immediate fulfillment of his desires. With the right parenting, three-year-olds can hold back emotionally.

Active children's vocabulary

The intellectual development of 3.5-year-old children allows them, while looking at books, to name famous animals seen in pictures, familiar household objects; children know the names of clothes, dishes, plants, and equipment. They can use the pronoun “I” when talking about themselves, and they also know other pronouns. Children can construct small, simple sentences by linking words together in a grammatically correct manner.

Ushakova’s manual on speech development for children aged 3-5 years describes speech education, discusses the formation of children’s speech, and tells how, through games and activities, you can help children better master grammatical categories and interest them in their native language. The activities given in the book include retelling fairy tales, examining and describing toys and paintings, items of clothing, creating narrative stories based on a set of toys or about animals from pictures. All these exercises help children learn correct speech and expand their vocabulary.

The children’s speech should be clear and understandable to others. Often, children's actions are accompanied by the kids talking about what is happening at the moment; on the way from kindergarten, they tell their parents what they did during the day. There is much less babbling in speech, otherwise you need to consult a specialist. During this period, kids joyfully learn and vocalize short poems and songs, try to rhyme themselves, and are interested in adult conversations. A striking feature of the third year was word creation - the creation of one’s own words based on language models, but which do not currently exist in the language. Children's vocabulary is already so rich that they easily use adjectives and select synonyms and antonyms.

Time flies unnoticed and now the baby is already 3 years old. He has matured and wiser, it is easier to come to an agreement with him. Now comes a serious period - a personality begins to form. It is important not to miss the moment and lay a solid foundation.

Psychological characteristics of children 3 years old

At this age, children’s consciousness changes and they begin to perceive themselves as individuals. In this regard, parents may face some difficulties.

Children have a desire to independently manage their lives. They find themselves in a difficult situation, because on the one hand, children strive to do everything themselves, rejecting the help of loved ones, and on the other hand, they continue to reach out to their parents, realizing that they cannot do without their care. This can cause unbalanced behavior, protests, stubbornness, hysterics and even outbursts of aggression.

During this period, it is important for adults to treat the child with respect, to make him realize the value of his own opinions, tastes and interests. It is necessary to support his desire for self-realization and provide the child with the opportunity to express his individuality, because he already clearly understands what he wants.

Also, the psychological characteristics of a 3-year-old child are indefatigable curiosity and activity. He asks “why?” questions more often. and for what?". The child is interested in absolutely everything, because before that he got acquainted with the world around him, and now he wants to understand it. The level of development of a 3-year-old child is determined by how early he begins to ask such questions - the earlier, the more complete mental development. It is important for parents to support their child’s curiosity and help him explore the world.

The age of three is the best period for children to develop through games such as modeling, drawing and designing. This will have a beneficial effect on the formation of memory, perception, speech, perseverance and thinking.

Children of this age become more susceptible to criticism, blame, and comparisons with others. Support and evaluation of their activities are important for them; this has an impact on the formation of self-esteem. Parents need to teach their child to overcome difficulties, helping him achieve positive results.

Physical development of a 3 year old child

Due to accelerated growth, body proportions change, children become slimmer, their posture and the shape of their legs noticeably change. On average, the height of three-year-old children is 90-100 centimeters, and their weight is 13-16 kilograms.

At this age, the child knows how to perform and combine different actions. He can jump over a line, step over an obstacle, jump from a small height, stand on his toes for several seconds, and climb stairs on his own. The baby must be able to eat with a fork and spoon, put on shoes, dress, undress, fasten and unfasten buttons. The level of development of a 3-year-old child should allow him to independently regulate physical needs - go to the toilet in a timely manner, while sitting down, undressing and dressing.