PSYCHOLOGICAL CHARACTERISTICS OF PRESCHOOL AGE CHILDREN

Аннотация

В этой теме изучаются многогранные психологические характеристики детей дошкольного возраста, обычно определяемые как дети в возрасте от 3 до 5 лет. На этом критическом этапе развития дети претерпевают значительный когнитивный, эмоциональный, социальный и физический рост, который закладывает основу для их будущего развития. Работа начинается с изучения когнитивного развития, ссылаясь на дооперациональную стадию Пиаже, выделяя такие аспекты, как эгоцентризм, символическая игра и быстрое расширение языковых навыков. Она подчеркивает важность игры как жизненно важного компонента обучения и решения проблем. Ключевые слова: психологические характеристики, критическая стадия развития, основа для развития, эгоцентризм, символическая игра, решение проблем Izoh: Ushbu mavzu odatda 3 yoshdan 5 yoshgacha bo'lgan maktabgacha yoshdagi bolalarning ko'p qirrali psixologik xususiyatlarini o'rganadi. Rivojlanishning ushbu muhim bosqichida bolalarda sezilarli kognitiv, hissiy, ijtimoiy va jismoniy o'sish kuzatiladi, bu ularning kelajakdagi rivojlanishi uchun asos yaratadi. Ish kognitiv rivojlanishni tekshirishdan boshlanadi, Piagetning operatsiyadan oldingi bosqichiga ishora qiladi, egosentrizm, ramziy o'yin va til ko'nikmalarining tez kengayishi kabi jihatlarni ta'kidlaydi. Bu o'yinning o'rganish va muammolarni hal qilishning muhim tarkibiy qismi sifatida muhimligini ta'kidlaydi. Kalit so'zlar: psixologik xususiyatlar, rivojlanishning tanqidiy bosqichi, rivojlanish poydevori, egosentrizm, ramziy o'yin, muammoni hal qilish. Use language to describe or explain what a young child is doing or to expand what a child has just said to engage the child for language learning. •Use language during social interactions, such as reading books and playing. Reading is associated with more language input than meals, baths, or play. (11)•Limit screen time (12) in favor of active social interactions. •Support public policy initiatives that provide education to parents about language learning, such as nurse home visiting programs, or that support effective language environments for children, such as publicly funded universal preschools. Early detection of language and speech delays is predicated on knowledge of the pattern of development. Table 1 documents milestones in the development of language and speech from infancy to age 8 years. Children produce their first 50 words at approximately age 1 year. Initial lexical growth is slow, approx-imately 1 to 2 words per week. Once the vocabulary reaches approximately 50 words, the pace of development accelerates. Lexical growth increases to 1 to 2 new words per day, and children begin combining words into 2-word phrases. The “vocabulary spurt” has been attributed to biological factors, such as myeli-nation of white matter language pathways. (13) An increase in the pace of learning also conforms to self-organization of a neural network. (5) Between ages 2 and 4 years, children build their lexicon and grammatical skills. Patterns of development vary across children, most likely as a function of their experiences in the environment. By school age, all of the fundamentals of language are typically mastered. Children may still show immaturities in motor speech skills to age 8 years, but intelligibility at school age should be approximately 100%.Developmental surveillance may detect children at high risk for disorders in language and speech. Surveillance uses all clinical approaches (history, physical and neurologic examinations, observations) at all health supervision visits. “Red flags”(Table 2) are delays or differences that indicate a high prevalence for persistent disorders, and they should prompt an evaluation. This phenomenon is known as "overimitation" and refers to the tendency to copy even seemingly irrelevant or unnecessary steps in an action sequence. Elaboration:  Overimitation: Children will replicate the exact actions they observe, including elements that don't contribute to achieving the goal, or even those that are causally irrelevant. For example, they might mimic tapping a box and turning a knob, even if those actions are not necessary to open the box.  Developmental Milestones: The ability to imitate, and particularly overimitation, develops in early childhood, with some evidence suggesting it appears as early as 18 months to 3 years.  Social and Cognitive Factors: Researchers suggest that overimitation is driven by both social motivations, such as the desire to conform to norms and affiliate with the model, and cognitive factors, like potential biases in understanding causal relationships.  Significance: This tendency to imitate, including unnecessary steps, is thought to play a role in cultural transmission and social learning, as children are more likely to reproduce the actions they see, even if those actions are not essential.  Examples: Children might mimic a parent's mannerisms, such as how they walk or talk, even when the parent is not present. They may also copy specifi