Development of the child in the educational process

At the age of nine, the child's social, intellectual and physical development continues at a rapid pace. However, children have not yet gained complete independence, so they need the support of their parents. The development of the child in the educational process is the topic of the article today.

At the age of seven to nine years, there is a rapid development of the child's social, cognitive (cognitive) and intellectual functions: he has signs of adaptation to the adult world and a more sensible approach to his actions. From the age of seven the child begins to attend school. Classes in it contribute to the fact that by the age of nine the child is becoming more organized. In the development of a child from seven to nine years, several main areas can be identified: physical development, the development of cognitive abilities (including the ability to solve problems and reasoning), the development of the ability for self-expression and social relations. The process of cognition in general terms can be defined as the totality of thinking, perception and memorization.

The influence of parents

At the age of seven, the child still allows parents to guide his life in the direction that they see fit. Although the child develops as a person, he usually agrees that parents choose for him the place of residence, food, school and resting place. At this age, the child has a bicycle, books, computer, sports equipment, sometimes a simple camera. Seven-year-olds, as a rule, are similar to each other in clothes and occupations.

Key features of the development of a child of middle age (6-12 years):

• the joy of knowing the world outside the family;

• psychosexual development;

• the emergence of moral principles;

• development of cognitive skills.

Moral principles

Children between the ages of seven and nine are extremely interested in what is good, what is bad, what they will be punished for, and why they are praised. Their development is at the stage when moral principles become an important part of life. However, their judgments about good and bad are to some extent limited: they do not distinguish between intentional and accidental damage. For example, you can ask the child what kind of misconduct he considers more serious:

• The girl carries a few cups, saucers and plates on the tray. The girl goes, the tray slips from her hands, and all the porcelain dishes are broken. The child is angry with his mother and throws the plate on the floor with anger; the plate is broken. Most young children will find that in the first case the girl committed a more serious misconduct, because she broke more dishes. However, at the age of five to nine years, children begin to gradually understand that the main thing is not the result of the action, but the intention. Children between the ages of seven and nine are still prompted to take action. They begin to use simple logic, and in the future they will develop a logical thinking that will help in solving various life problems. Children who undergo this stage can decompose the dolls according to their growth, based on their appearance, but can not solve, for example, the following problem: "If the doll A is higher than the doll B, but below the doll B, which doll is the tallest?" For her solution is necessary hypothetical and abstract thinking, which, as a rule, begins to develop in 10-11 years.

Truth and Fiction

The appearance of moral principles and the desire to search for absolute truth occurs in children when they begin to doubt the existence of Santa Claus and ask adults questions about death. At the age of eight, children can already tell the truth from fiction and will not believe that the children are brought by storks. By the age of eight, children are extremely practical: they like stories about real people who have shown courage or intelligence, or about ordinary adults or children who have developed extraordinary abilities. At this age, many children discover the world of books and enjoy reading, especially in families where parents like to read, and watching TV is limited. The motor skills of the child continue to develop rapidly, and this, combined with indomitable energy and enthusiasm, allows him to happily do various crafts, draw, sew and play mechanical toys, such as the railway.

Development of the emotional sphere

Regular training requires perseverance and perseverance to complete tasks. Children at the age of seven - nine years sometimes get tired of it and become irritable and depressed. They may be somewhat self-possessed, but assiduity and self-control at this age are still rather weak. If the children are too tired, they begin to behave as small. Nevertheless, starting from the age of eight the child's psyche becomes more and more stable, it depends less on adults and is not as self-centered as many young children. It is very important that the child has a best friend with whom he can play and talk for hours without the intervention of adults.

Energetic games

Children from seven to nine years have such a huge amount of energy that they need physical activity, such as tennis, swimming, football, running, roller skating, dancing and friendly fights (the latter concerns boys: girls quarrel and wrangle more often words, than they beat each other). Children's games are so energetic that they sometimes tire their parents and teachers. Therefore it is not surprising that children of this age group need to sleep about 70 hours a week, that is, 10 hours each night. Many children sleep less, but doctors warn that chronic fatigue caused by lack of sleep adversely affects schooling and social development.

Requirements for the food ration

Poor nutrition is also a cause of concern for doctors and parents of children in this age group. Very often, children do not have breakfast at home, eat a school breakfast in a dry place and overeat at night. Dietitians and teachers believe that for good performance in school and normal social activity, children need a balanced diet at home and at school.