At performance of all control tasks the group of children who were engaged in building on complete samples, found amazing advantages.
It is curious that these advantages were shown even when building on the dismembered samples, i.
in that kind of activity in which other group practised all the time.
Children entering into group where constructive games had more creative character, learned the evident analysis of the elements making construction, gained big accuracy in perception of ratios of these elements, their forms etc.. . . . . . Read more -->
Does not hear or does not want to hearAnd are trained in sympathy Usually we are interested in the concrete facts that occurred, where was, what received a mark.
That is that it did.
And it is ready, we are interested in that the person feels much less often.
That is why so often it seems to children that parents do not sympathize with them.
And in something children are right.
To be interested not only the facts, but also feelings.
To listen and sympathize, that is to share its feelings.
When you communicate with the child, pay attention first of all to his mood, on its experiences on feelings.. . . . . . Read more -->
And only to the advanced preschool age interest to knowledge becomes independent motive of actions of the child, starts to direct his behavior.
The child of threefour years does not compare the achievements to achievements of contemporaries.
Aspiration to selfaffirmation and desire to meet with approval of adults are expressed at it not in attempts to make something is better than others, and in simple attributing to itself merits or in performance of the actions receiving a positive assessment of the adult.. . . . . . Read more -->
In descriptions of terrible places out of door is more oftenall this there are cellars children usually note their darkness, cold, a smelldampness and a decay their mogilnost, accessory to the world dead.
Predpo ~ that there are the awful inhabitants who are not people.
Other characteristic feature of terrible space is it ~sobnost to change the metrics.
Objectively it can look ~Kim as a niche with sand in the last example.
But oddly itthe space can immensely increase, containing in itself anything as the niche with sand contains alleged dead persons.. . . . . . Read more -->
Arina stopped the car, opened a door and approached to the Owl.
– The owl – the Owl, – told Arina, – we look for the Cow, that to ask for it milk for kittens.
Tell, please, where to us it to find – Go on this road directly and directly, – the Owl told.
– Ahead you will see a big meadow, there is a lot of grass and flowers, dark blue, red, blue.
There the big kind cow is grazed, it goes on a meadow and eats a grass – is grazed.
Only hurry, as the sun will sit down.
The cow will go to a shed.
The cow house a shed is called.
– Thanks, wise Owl! – Arina told, sat down in the dark blue machine and they together with a cat went further.. . . . . . Read more -->
In joint activity of children continuously there are the situations demanding coordination of actions, manifestations of the benevolent relation to contemporaries, abilities to refuse personal desires for the sake of achievement of a common goal.
Children not always find in these situations.
Mukhinsnecessary ways of behavior.
Quite often between them there are conflicts when everyone defends the rights, without reckoning with the rights of contemporaries.. . . . . . Read more -->
When I was small and went to elementary school, I had very lovely teacher.
She loved us.
Naturally, forced to sit quietly at school desks, and itself spoke endlessly so even turned pale and choked.
Its fixed idea was to force us to learn the biography of known women, especially heroines, to give us a sample for imitation.
She forced us to cram a setbiographies that we learned thus all ways of finding of glory, and also believed in approachibility of this purpose, after all so many people already became heroes.. . . . . . Read more -->