Characteristics and psychological characteristics of children in each kindergarten class (nursery, primary, middle and older)

Age characteristics of kindergarten children 1. Thinking characteristics: (1) \”All things are animistic and all things are sentient\”, that is, all inanimate and unconscious objects around them are regarded as alive and emotional. (2) Imagination and reality are easily confused. (3) Belong to intuitive action thinking, they are only interested in things around them. Not interested in things that I have no personal experience with. (4) Short attention span, unable to maintain long-term and stable attention even to things of interest. (5) We can only pay attention to the superficial, superficial and perceptual characteristics of things. 2. Movement development: The motor development of children in kindergarten is in the stage of large muscle development. They like to repeatedly play games such as building high blocks. Their movements often appear clumsy and cute, and their ability to move small muscles (fingers, etc.) is even weaker. 3. Language development: After the age of two, babies can already express their needs, wishes and inquiries in language. At this time, communication between babies and adults is carried out using language accompanied by movements and expressions. 4. Emotional development: (1) If you do something wrong, you will quickly admit your mistake \”I am a good boy\” and restrain your behavior. (2) Like to play with children older than themselves. Because he is not able to solve problems independently, when playing with children, he often grabs things from other people\’s hands, grabs, bites, and pushes children. 5. Code of conduct: (1) Children who have just entered the kindergarten are unwilling to accept help from teachers in terms of living habits (shown in putting on and taking off clothes, shoes, etc.); they do not know the correct way to wash their hands, and they have to play with water when washing their hands. ; There are many children who need emotional dependence and object dependence (for example, some children have to sleep with a pacifier in their mouth, some have to sleep with a towel, etc.); they do not know how to use a spoon correctly, cannot eat, and are unwilling to accept the advice of teachers and aunts. He doesn’t know how to hold a tea cup, he can’t even throw water on the floor, and he doesn’t know how to call the teacher when he’s thirsty; he can’t tell the teacher to urinate on his own initiative, and he often pees on his body or bed. (2) In terms of hygiene habits: he will not wipe his nose if he has it, throws paper scraps everywhere, and picks up dirty things to eat; he likes to run, push, grab, bite, etc., and has poor stability in large movements. (3) In terms of civilized habits: he does not know how to use polite words; he does not know how to share toys with everyone, but only knows how to keep them to himself. (4) In terms of behavioral habits: when playing with toys, they throw them all over the floor and do not know how to clean them up; some children are unwilling to participate in group activities; they do not put their schoolbags, clothes, and toys in designated places; they do not know how to put them away; Moving a chair only drags the chair. (5) In terms of communication habits: most children are unwilling to communicate with teachers in words and can only use actions to communicate. There is an obvious tendency to be self-centered in interactions with peers, and they often use self-needs as the only criterion. They will grab things from their peers, and even scratch and bite people when they are not satisfied, which is the first period of resistance in life. 6. Behavioral problems: (1) Emotional problems: The obvious characteristics of the emotional development of children entering kindergarten are susceptibility and variability. Their emotions are very exposed, and they are also manifested in easy crying, irritability, sometimes talking to themselves, and sometimes being in a daze. wait. (2) Anxiety problem: The child is very timid, unwilling to talk to others, afraid of meeting strangers, and very lonely. These are all at the beginning of kindergartenIt can also be said that the early stage of forming behavioral habits in the child care age group is the situation that appears during the child care period and even the entire child care age group. Therefore, it is particularly important to cultivate behavioral habits in a timely and early manner. Characteristics of the psychological development of daycare children: Children aged 2 to 3 are innocent, childish, pure, and lively; their body and mind are developing rapidly, and they are undergoing rapid changes in all aspects. A 2-year-old child begins to use language to communicate with people. Although his milky language is extremely simple, it marks an extremely important new milestone in mastering human communication tools. Children aged 2 to 3 are most susceptible to adult education. If you tell them what to do and how to do it, they will accept it obediently and remember it. He can follow simple rules and requirements. For example, he will not sit on the ground or play with dirt according to adult requirements. Children aged 2 to 3 years old have independent requirements and like to take off and put on clothes and fold quilts by themselves. Although they can\’t do it yet or not very well, this requirement is very strong. Children aged 2 to 3 years old are willing to help others and like to work. As soon as his mother sweeps the floor, he goes to get the dustpan; when his grandfather picks up the newspaper, he will bring him glasses… Children aged 2 to 3 have very good memories and can quickly recite a nursery rhyme or ancient poem; follow adults to If he passes by a relative or friend\’s house, he can tell whose house it is when passing by again. What are the language development characteristics of children aged 2 to 3 years old? 2 to 2 and a half years old (1) can speak more than 50 words. (2) Able to speak sentences of 5 to 6 words. (3) Can speak simple children’s songs. (4) Able to use the pronouns \”you\” and \”I\”. (5) Stop saying difficult words. 2 and a half to 3 years old (1) The pronunciation of some words is not clear enough, but parents can understand what the child is saying. (2) Able to speak sentences of 8 to 9 words. (3) Can tell what happened 2 to 3 days ago. (4) Can name most of the body parts. (5) Can use the pronoun \”he\”. What are the characteristics of hearing development in children aged 2 to 3 years old? 2 to 2 and a half years old (1) Can pay attention to some sounds for a long time, such as TV sounds, phone ringings, etc. (2) Ability to distinguish the voices of family members behind you. (3) Able to do two things at the same time according to instructions, such as turning off the switch and then handing the ball to dad. (4) Be able to point out the actions of characters or animals in the book, such as sleeping, writing, etc. 2 and a half to 3 years old (1) When listening to music, he can’t help but dance to the rhythm. (2) Be able to understand big and small, long and short. (3) Able to place items on or under the table as instructed. Characteristics of psychological development of children in small classes 1. Development of cognition 1. Development of perception 1) Vision: mainly manifested in two aspects: vision development and color change development. After the age of 3, children like to read books, and their opportunities to see close and small things with their eyes continue to increase. They can learn to distinguish various basic colors, such as red, green, yellow, blue, black, etc. Colors with similar hues, such as red and pink, yellow and orange, are easily confused. 2) Hearing: develops early and is basically completed by the age of 3 years. 3) Spatial perception: Can distinguish up and down, but cannot distinguish front, back, left and right well. 4) Time perception: Can understand the time perception of \”yesterday, today, and tomorrow\”, but cannot grasp the concepts of \”past, present, and future\”. 5) Observation: just sprouting, just stayingIn superficial observations, they are not yet able to observe according to purpose, and the purpose of observation will shift with the observation process, and their interest in observation often replaces the purpose of observation required by adults. The continuous observation time of children in small classes is very short, only 6-7 minutes, or even shorter. The things observed are often sporadic and cannot be summarized and connected to observe a certain thing. When observing, I often use my fingers to help, pointing at pictures and objects for observation. 2. The development of attention: Unintentional attention is still the mainstay, while intentional attention is gradually increasing. (Intentional attention can generally only last 3-5 minutes). Children in small classes have very poor attention transfer and distribution abilities. When observing pictures, they can only pay attention to the main and distinctive parts and ignore other parts; when making rhythm, they can only listen to the sound of the piano and wave their hands up and down or their feet are small. Running cannot organically combine the movements of various parts of the body. 3. The development of memory: Mainly unconscious memory and mechanical memory. Anything that is interesting and has a vivid and strong impression is easy to remember and has an intuitive and image nature. 4. Development of thinking: from intuitive action thinking to concrete image thinking. The thinking of children before the age of 3 is mainly intuitive action thinking. Their thinking is closely related to actions and behaviors. Once the actions stop or shift, their thinking activities will also stop or shift. The thinking of children in small classes has a lot of intuitive action, but they have begun to use specific images or representations of specific things to carry out, that is, they have developed from intuitive action thinking to concrete image thinking. 1) Children at this stage can only master specific concepts in daily life, such as physical concepts, simple number concepts, etc. It is difficult to master abstract relationship concepts, time concepts, moral concepts, etc. 2) When making inferences and judgments, they are often based on the external connections of things rather than the internal connections of things. 5. The development of imagination: 1) There is no predetermined purpose and it is greatly affected by the things at that time. 2) Because imagination has no predetermined purpose and is easily affected by the situation at the time, imagination is relatively passive and the theme is unstable. 3) During this period, children are often satisfied with the process of imagination without considering the purpose of thinking. In addition, children in small classes also like to exaggerate their imaginations and make things come alive that do not exist. 2. Emotional development 1. Sympathy: They have a certain degree of sympathy, but they cannot express themselves and can only express themselves by making some actions, even some inappropriate actions. 2. Sense of honor: Most of the understanding of the sense of honor is limited to oneself, but less consideration is given to the entire class, and one does not know how to be happy for the success of others. 3. Social development 1. Language development: Under normal circumstances, children have learned to speak, but they cannot pronounce all the sounds correctly because their articulators and hearing are not fully developed, and they cannot distinguish sounds with small differences. Not good at coordinating pronunciation methods, so pronunciation may be unclear. 1) Vocabulary: 1000-1100 words, with nouns and verbs accounting for the majority, and nouns and verbs are the first parts of speech that young children master. 2) Grammar: I can use words to form simple sentences to express my meaning, but the sentences are often incomplete and often appear missing.A sick sentence with a subject or an inverted situation. 2. Development of self-awareness: 1) At the age of 2-3, children can call their own name and master the pronoun \”I\” to develop true self-awareness. At the same time, children develop uncooperative behaviors with adults and often remain silent. , withdrawal, and physical resistance to refuse adult requests, and often refuse adult help by saying \”I will do it myself.\” (This kind of \”violation\” often reaches its peak at the age of three or four, and is called the \”first resistance period\” in psychology). 2) Children in this period often only simply reproduce adults\’ evaluations of themselves, and they have a credulous attitude towards adults\’ evaluations without considering them. 3) Self-control ability is not very strong. The younger the child, the more difficult it is for him to control his own behavior. 3. Development of social behavior and skills: 1) Social interaction: Slowly start to change from self-centered. 2) Helping others: The emergence of helping behavior, but often without considering the consequences of helping others, often doing bad things with good intentions. 3) Sharing: inspired by teachers. 4) Cooperation: Cooperative behaviors often occur in games, the time is short, and mutual coordination is well developed. However, conflicts sometimes occur during cooperative behaviors, indicating that children\’s problem-solving abilities have yet to be developed. 5) Aggressive behavior: Aggressive behavior is mostly instrumental aggression, mostly caused by the distribution of toys. In addition, they have poor self-control ability and poor ability to distinguish right from wrong, and are prone to learn to imitate violent scenes in film and television programs. Age characteristics of children in small classes learn to act according to instructions and enhance their self-care abilities. A significant improvement for children in small classes is to gradually get rid of self-centeredness and learn to act according to instructions. Under the guidance of adults, they have developed many self-care abilities necessary for daily life, games and learning activities, such as being able to eat with a spoon, dressing themselves, unbuttoning buttons that are easier to operate, and being able to put on clothes. They don’t need to tie shoes and can wash their hands, etc. This shows that children in small classes have begun to adapt to collective life. The behavior of children in small classes is obviously dominated by emotions. Their emotions are still very unstable, they are easily impulsive, and they often cry and make a fuss over trivial matters. However, compared with 3-year-old children, they have begun to develop the awareness to regulate emotions, but they are not yet able to truly control their actual actions. Children in small classes are still very attached to their parents and teachers, and especially need to receive caressing actions such as smiles, hugs, pats, and touches from close adults. In kindergarten, you can feel the caring level of the teacher, and you will say: \”Teacher Sensitivity to other people\’s emotional responses enhances the ability of children in small classes to empathize. They begin to feel the situation from the perspective of others and understand the feelings of others. I saw my sick companion and my brother and sister who fell. Will express sympathy and, inspired by the teacher, will comfort, care, help and other behaviors that care for others. Children in small classes are more sensitive to other people\’s opinions and feelings. When they do something wrong and are criticized by adults, they will feel shy and embarrassed. On the experience and discovery of shame. girls than boysChildren are more obvious. The emergence of shame provides a motivational basis for children to comply with collective rules. The scope of social interaction of small class children has been greatly expanded, from family members to teachers. They will often take the initiative to pull on the teacher\’s clothes. Use actions to attract the teacher\’s attention and express your closeness to the teacher and your willingness to interact with the teacher. They begin to identify and accept their peers, but they don’t care much about the collaboration between their peers and often just play their own way. Only during relaxed outdoor activities will they chase, run, and shout with each other, and carry out related interactions through movement activities. In the later stages of small classes, children’s awareness of playing together with their peers increases. Gradually learn to share toys with peers. Children in this period also like to meddle in their peers\’ affairs and often tell adults about their peers\’ affairs. Coordination of movements is enhanced. Children in small classes like running, jumping, riding BMX and other big movements. Their movements begin to be coordinated, and they gradually learn to walk naturally and rhythmically, but they are still unable to control the continuous movement of a certain movement for a period of time. We are doing outdoor activities. It was found that the children\’s movements are coordinated and they like to chase and run. They like to participate in simple sports activities with the teacher. The development of small muscles in the hands of children in small classes is relatively slow, but the coordination skills of their hands have greatly developed. They can fold paper and use When drawing with crayons, Dian can use scissors to cut straight strips along the line in a controlled manner, and his movements gradually become more refined. Children in small classes are full of strong interest in the world around them and have strong curiosity about new things. They like to ask adults a variety of questions. Although these questions are very superficial and childish, they are very important to their sense of reason and sense of reason. The development of intellectual curiosity is extremely edifying. At this time, children begin to take seriously what adults teach them and have the desire to try it out. For example, when I get a new toy, I not only like to operate and play with it, but I can also watch carefully, listen to adults\’ explanations, and try to change the gameplay. When seeing novel things, you will take the initiative to approach them and explore their mysteries. Concepts related to life experience have been formed. Children in small classes can move freely, expand their cognitive scope, and gradually form some physical concepts related to life experience. However, at this time, children\’s concepts are very specific and only refer to a certain thing, such as a cat. Refers specifically to the cat in your home. When playing with objects, children gradually understand the attributes of some things, such as size, length, quantity, simple shape, etc. I can count orally within 10, but I cannot keep my words and hands consistent. Cognition relies heavily on action. Cognition activities of children in small classes are basically carried out in the process of action, and they are easily affected by external things and their own emotions, and unintentionality is dominant. Their attention is unstable and susceptible to interference from the external environment. Due to the low level of intentional attention, children\’s observation has poor purpose, lacks sequence and meticulousness, and cannot consciously remember certain things. Only those things that are vivid, concrete and vivid, and can arouse strong emotions are easy to remember. Most of the thinking of children in small classes is caused by actions. They usually act first and think later, or they think while doing, and they do not think carefully before doing it. Their understanding is concrete and they can only recognize and distinguish things based on external characteristics. Their thinking lacks reversibility and relativity, so they cannot understand irony. Very imitativeChildren in this class have a very prominent characteristic of loving imitation. Imitation is the main learning method for children during this period. They master the experiences of others and acquire good behavioral habits through imitation. For example: I like to imitate the way my mother talks on the phone, the way she cooks, etc. I also like the appearance of a knowledgeable companion. When playing games, they like to play the same role as their companions, so there are often many \”moms\” cooking in the games. They felt satisfied and did not feel unreasonable. Ability to express one\’s feelings and needs in simple language Today\’s children are in a leap stage of speech development. They have basically mastered all the sounds of the local language, but their pronunciation is not accurate enough when actually speaking. At the same time, their vocabulary increases rapidly, especially content words. Children can already use simple words to communicate with adults and peers, express their feelings and needs to others, and also describe things in life, but they are not fluent in monologues. Very situational. Children at this time especially love to listen to stories, and often pester their parents to tell them in their free time. They also like to learn the interesting movements and sounds of small animals in the stories while listening. Children around 3 years old have developed a desire for artistic expression. The development of their artistic ability has entered the symbolic stage from the graffiti stage. They have the will to express themselves in art, and they will simply combine lines and graphics to express the general characteristics of things. However, there are very few graphics they can express, so polysemy is the main feature of children\’s works. Similar graphics are used in children\’s works. It may appear as many objects in different works. When they were painting. I often use language to supplement the content of my painting while painting. Children at this stage are willing to try a variety of new materials and express the rough characteristics of familiar objects in painting and construction activities. For example: a straight line with two short lines next to it is \”an airplane\”. They prefer bright, saturated colors. Children in small classes like to express themselves in music and can sing simple songs. They like to learn to sing. They are especially interested in dramatic and emotional songs and will sing along repeatedly. They will also try to use one or two percussion instruments to play different rhythms. Although the rhythm is not exactly in time, it shows that they have begun to learn to control their movements for expression. Children in this period can generally sing a few simple songs, and some even improvise some of their own melodies and phrases. However, the tunes of self-composed songs are highly imitative. Psychological characteristics of children in middle classes 1. Lively and active Compared with children in small classes, children in middle classes have further developed their movements and enhanced activity abilities. They like to run, jump, climb, drill and other activities. The game content is richer, has a certain plot, and you can cooperate with others in the game. (This requires parents to spend as much time as possible with their children to play some interesting games to satisfy this characteristic of their children.) 2. Enhance the ability to distinguish right from wrong. Children in middle classes can abide by certain rules and have preliminary self-control abilities. For example, the phenomenon of biting and hitting is significantly less than that in small classes. With the help of adults, middle-school children also have the ability to distinguish right from wrong, so when they see bad behavior in others, they love to complain to their parents and teachers. (This requires parents to give their children specific moral principles, set moral examples, and help them(Help children distinguish right from wrong) 3. Thinking is mainly based on concrete images. If you ask children, \”Who is more and who is less compared with 4 and 2?\” Some children shake their heads and say they don\’t know, but if you ask \”Who is compared with 4 apples and 2 apples?\” Who has more?\” will answer 4 apples more. This is because the two numbers 4 and 2 are abstract concepts and difficult to understand, while 4 apples and 2 apples have become concrete and vivid. If you ask: \”How much is 2 apples plus 2 apples?\” the child will say he doesn\’t know. But when you ask, \”How much is 2 apples plus 2 apples, the child will definitely say 4 apples.\” (This determines the characteristics of calculation courses in kindergartens. Children cannot be taught directly how many additions are equal to how many. Some parents often ask this question – don\’t you teach addition and subtraction? Our answer is to teach it, but not now. This Do you understand now? Because our curriculum must be formulated according to the different psychological and age development characteristics of kindergartens) 4. Good to ask questions. Although middle school children already have certain cognitive abilities, they have little experience and their intelligence is at a rapid stage. During the developmental stage, he is very curious about things around him and always likes to ask questions. Such as \”Why do birds fly?\” \”How far are the stars from us?\” \”Does a puppy have a mother?\” etc. (This feature requires parents and teachers to have enough patience and answer all questions. However, some children\’s questions are really weird and difficult to answer. You can look up information with your children, or let your children think first and leave yourself some time to maneuver so that you can ask others for advice or look up information. Remember not to say \”you \”It\’s really annoying\” or you don\’t know how to pretend to understand, maybe there will be a future inventor, scientist, designer in your family… Seeing this, do you dare to deal with your child\’s problems casually when you are so busy?) 5. Spoken language develops rapidly Children in middle school have mastered the basic grammar of spoken language and about 2,000 vocabulary words. They can describe what happened and make requests to adults in language. In particular, their pronunciation skills develop rapidly, which is a critical period for cultivating correct pronunciation. This requires that the language of parents and teachers must be standardized and civilized. Parents must remember not to use baby language too much, such as eating slowly, drinking water, sleeping, babbling, etc. This will hinder the child\’s normal language development and Children\’s ability to judge language.) 6. The memory of middle school children is mainly unconscious, so they are easy to forget. (This feature requires parents not to ask their children to sit for long periods of time like primary school students. In order to learn knowledge from you, you might as well put on a tape recorder and let your child play while listening to children\’s songs, English, stories or ancient poems. The child is guaranteed to play and learn again. This is a unique skill for children who have heard it! Children\’s songs, English, stories or ancient poems must be listened to many times. Don\’t rush to let your children give you feedback. As long as you work hard, your children will surprise you one day. Age characteristics of middle-school children 1. Children. The significant improvement in activity level requires a richer and more substantial activity space. The movement abilities of middle class children have been significantly developed, the scope of children\’s activities has been greatly expanded, and their enthusiasm for activities has been greatly improved. 2, the great improvement of children\’s game level requires continuous expansion of game space. Middle-school children like symbolic games very much. They often imagine themselves as a specific character in the game. They also like to accompany it with actions and hand puppets, and they also like to tell the same story repeatedly. 3. Children’s further development of autonomy and initiative requires a relaxed and safe exploration environment. The autonomy and initiative of children in middle classes have further developed. They are able to propose their own ideas for activities, have the enthusiasm and ability to actively participate in activities, and can work hard to complete activities of their own choice. 4. The development of young children’s peer interaction needs and abilities requires a good social development atmosphere. Children\’s connected games gradually increase and their game levels continue to improve. This provides certain conditions for the development of children\’s social communication skills. The game ability and level have been greatly developed, and the cooperation with peers has also gradually developed. 5. The improvement of children\’s imagination level requires greater space for expression and creation. Children\’s imagination plays a very important role in their various activities. 6. Children’s concrete and figurative thinking requires specific activity scenarios and activity forms. Middle class children are the most typical period of thinking characteristics in the entire early childhood period, that is, the concrete image of thinking is the most prominent. 7. Children’s learning methods of operation and exploration need to provide a rich exploration environment. Most of children\’s learning activities are based on active activities of manipulating objects. Operational activities and exploration activities are a more suitable activity and learning method. 8. To increase the durability of children’s activities, reasonable guarantees must be given in terms of activity time. The psychological activity level of middle class children has been greatly developed, and their persistence, purpose and concentration in an activity have been significantly improved. But this persistence is achieved in games and operational activities that children are interested in. Age characteristics of children in large classes 1. Gradual development of self-evaluation ability. After the age of 5, children\’s personality characteristics have become more obvious, the most prominent of which is the development of children\’s self-awareness. The development of children\’s self-awareness during this period is mainly reflected in the ability of self-evaluation. Children\’s self-evaluation develops from compliance evaluation to independent evaluation. They no longer trust adults\’ evaluation. When adults\’ evaluation is inconsistent with children\’s self-evaluation, they will make a defense. At the same time, children\’s self-evaluation begins to develop from individual evaluation to multi-faceted evaluation. For example, when children in the upper class evaluate themselves, they will say: \”I can sing and dance, but not draw.\” 2. Growth of emotional stability and intentionality Although the emotions of 5 and 6-year-old children will still change due to the influence of external things, their emotional stability begins to increase, and most children have relatively stable good friends in the class. Children begin to be able to consciously control the external manifestations of their emotions, for example, they can resist crying when they fall in pain. At this time, emotions arising from social needs also begin to develop; for example, feeling uneasy when one\’s own performance or works are ignored. And when asked to take care of children younger than themselves, they will behave very dutifully. 3. Self-care ability and labor ability have been significantly improved. Children at this stage are more independent in taking care of themselves than before.They can choose clothes that suit them, eat with chopsticks, pick up food, and sleep quietly without disturbing others. Children in the late preschool period can already separate labor from play, take labor seriously, care about the results of labor, and can also initially understand some of the social significance of labor: they like to participate in adult labor, and they can sweep the floor, clean the table, and tidy up their own clothes at home. supplies. In the kindergarten, you can do some planting, feeding, daily labor, etc.: show a certain sense of responsibility in the labor. 4. The awareness of cooperation gradually increases. In mutual interactions, children of this age begin to have a sense of cooperation. They can choose their favorite playmates and can also play cooperative games with three or five children. They gradually understand the principles of fairness and the need to obey collective agreements, and can also introduce and explain the rules of the game to other partners. For example, in a small stage performance game, several children can allocate roles and props together, perform performances with language, movements, etc., and have a certain level of cooperation. 5. Awareness of rules gradually forms. Children in large classes gradually form a sense of rules. They begin to learn to control their own behavior and abide by some common rules of the group. For example, after the game, they must put the toys away and put them back where they were, and they must raise their hands when speaking in class. etc. Children in the late kindergarten class especially like games with rules, such as sports games, board games, etc. Children often \”attack in groups\” when they violate rules during activities. However, children at this period have not yet achieved self-discipline in their understanding of rules. Rules are still external to children. Therefore, children will also show self-centeredness in practicing the rules. 6. Flexible movements, and significantly enhanced control ability. The walking speed of 5-year-old children is basically the same as that of adults, and their balance ability is significantly enhanced. You can use more complex movement skills to perform activities, and you can also perform rhythm and dance along with music. The small muscles of the fingers have developed rapidly and can now control the wrist freely; use the fingers to move, for example, use scissors flexibly, be able to use plasticine and other materials to create various shapes, etc., and can also use paintbrushes and pencils correctly to perform simple art activities . 7. Love learning, ask questions, and have a strong desire for knowledge. Children in pre-school and late-school years have a positive attitude towards knowledge and exploration of the world around them. They not only like to ask: \”What is it?\” but also want to know: \”How did it come about?\” \”What does it do?\” \”?\” Children often ask questions like: \”Why does the moon follow me? Why can fish swim in the water?\” \”How can the people on the TV walk and talk?\” Some children like to dismantle toys. Start exploring the mysteries. Children begin to become interested in the origins of natural phenomena and the principles of mechanical movement, and are eager to get scientific answers. Characteristics of psychological development of children in large classes 1. Language development 1. Vocabulary: 1) 3000-4000, the range of word categories is expanded, the understanding of word meaning is deepened, and the ability to express coherent oral language is greatly improved. At this time, children can use clear words , express your wishes and requirements in coherent language. When talking to others, he uses words more appropriately, can retell longer stories completely, can make up stories based on pictures, and can also make up stories around a theme. 2) Be able to master some more advanced, abstract and general words, such as: animals, plants, poultry, beasts, etc. 2. Pronunciation: Able to pronounce correctly, enunciate clearly, distinguish four tones, and adjust one\’s pitch according to the content of the sentence. 3. Grammatical structure: Not only can you use simple sentences proficiently, but you can also use various compound sentences, which are highlighted in narration activities. You can use some \”because…so…\” and \”although…but…\” Connecting words of categories, telling the story independently and coherently. Oral expression skills have further developed. 4. Internal speech production: Internal speech gradually transitions from vocal self-speech. Internal language: It is a special form of speech activity. It has neither sound nor glyphs as a material shell. It has no actual function and is only owned by oneself. It is directly connected with personal thinking activities. 2. The germination of abstract thinking ability 1. The thinking is still concrete, but the germination of abstract logical thinking has obviously appeared. 2. Be able to grasp more abstract concepts such as \”left and right\” without using specific things as symbols of left and right. At this time, children also understand the relationship between cause and effect. 3. When memorizing some specific things, they will also automatically classify the things and memorize them according to categories. When performing intentional memory, children will also use a variety of methods, such as: in the test of \”reading numbers\”, children silently follow the task while listening to the task; when they are practicing pictures, they secretly gesture to help with the activity; When memorizing glyphs or other unfamiliar shapes, they will make various associations on their own, giving meaningless shapes a certain meaning to help memory. 3. Begin to master learning methods. Under correct education, the purpose, standardization, and generality of children in the top class of observing things have increased to a certain extent, and methods of intentionally suppressing and regulating their own psychological activities have emerged. 1. In terms of cognitive activities, whether it is observation, attention, memory process or thinking and imagination process, there are methods. For example: when observing pictures, children in the upper class no longer look randomly, but can scan sequentially in a certain direction or route (from top to bottom, from left to right); 2. In attention activities, children in the upper class can use various methods to Ways to keep yourself from distracting yourself. For example: consciously focus on things that require attention, put your hands beside you or cover your ears with your hands to prevent noise interference, etc.; 3. Use thinking to solve problems, and children in the upper class will plan their thinking and action processes in advance; 4. Children in the upper class are not only able to take action plans and action plans in the cognitive process, but also often use various methods to control themselves in volitional actions. 4. Development of Emotions and Emotions Children in large classes have increasingly rich emotional experiences, which are manifested in the increasingly differentiated emotional processes and the increasing number of things to which emotions point. Children\’s self-regulation of emotions and emotions is gradually strengthened. 1. Advanced moral emotions develop significantly; during the top class period, most of the emotions experienced by adults are also experienced by them. At this time, children\’s emotional experience is more closely related to social needs, and they can consciously control their emotions. Advanced emotions, especially moral sense, develop significantly. Young children can already compare their own behavior with their behavioral plans, and develop a strong moral experience, a sense of right and wrong, a sense of collectiveness, a sense of friendship, and a sense of love and affection.The emotions of the surrounding people have a certain degree of stability. During this period, the sense of reason also developed rapidly. Outstanding performance is curiosity and inquisitiveness, and a strong interest in some intellectual activities and intellectual games. 2. Emotions and emotions are still explicit, but they are not as easy to change as before, and unpleasant emotions sometimes last for a long time; 3. Thoughts and emotions are no longer so extroverted and gradually become implicit; the regulation of emotions and emotions of children in senior classes Although the ability has been gradually strengthened, the mood is still unstable and impulsive, and it is also easily affected by various factors and changes. 5. Social Development 1. The development of self-awareness: Be able to initially recognize your position in the class, be aware of your own external behavior and internal activities, form a certain view of yourself, and be able to evaluate and control your own understanding. Activities, affective attitudes, and motor behaviors. Therefore, personality traits such as self-esteem, self-confidence, and persistence are gradually formed. 2. Improvement of social communication skills. In children\’s interactions, the degree of socialization in games is greatly enhanced. In peer interactions, children\’s cooperative abilities, social abilities, problem-solving abilities, and the ability to coordinate interpersonal relationships are developed. The awareness of rules continues to increase, and children more consciously constrain their own behavior in accordance with moral norms and behavioral regulations, establish and maintain peer relationships, and the initiative and purpose of children\’s interactions have also changed significantly. They prefer group activities, like to socialize with the people around them, and can independently choose playmates and activities according to their own interests. 3. The development of games 1) There have been great changes in the form. They can begin to calculate their own games in advance, discuss and assign game roles, and can also understand and adhere to the rules of the game more. If there is a dispute in the game, the game rules can generally be used to solve the problem, and members participating in the game are required to strictly abide by the game rules; 2) The content is richer and more complex, and the game can often see reflections of society Politically themed games. Such as: \”public food\”, \”hospital\”, \”supermarket\”, etc.; 3) In terms of time, children can often play an interesting game continuously for several days; 4) In terms of members, most of them are collective games. This kind of game It can reflect more complex cooperative relationships, with clear division of labor and clear goals. Children can complete tasks according to their own roles, and their social level is significantly improved.