Subject activity is... Definition of the concept, development, recommendations

One of the most important aspects of human development at an early age is the mastery of objective activities. The prerequisites for this begin to form in children in infancy. During this period, the child is able to perform some manipulations with objects, as well as learn certain actions shown to him by adults.

Time passes. Babies grow and develop every day. Gradually, from the most primitive types of manipulation with objects, they move on to actions that are more conscious in nature. Each of them turns from pampering and frivolous play into the most important factor that influences a growing person and influences his mental development and personality formation.

Definition of the concept

Subject activity is the leading activity of young children. Its main features are:

• facilitating the child’s development of new manipulations;
• formation and restructuring of certain mental functions;
• influencing visible personality changes.

Object activity is the activity of children, which has a direct connection with the discovery of the purpose of objects. This fact distinguishes it from the manipulations of the infancy period.

Subject activity is an activity of the child through which his cognitive interests are realized. It satisfies his curiosity and desire to gain new experiences, and also helps in the search for new information about the world that surrounds him.

Main settings

The objective activity of a young child can have a developmental effect only through cooperation with adults. They are the carriers of methods of action and cultural means for a little person, as well as a source of discovering new meanings of his activity. Initially, the child performs certain manipulations on behalf of an adult and while being next to him. This confirms the joint focus of such work.

In this regard, in the child’s objective activity the following parameters of its level of development can be distinguished:

1. Operating. This parameter is a direct characteristic of the actions being performed. Its indicators are such types of actions with objects as manipulative (specific and non-specific), as well as the actual object, culturally fixed ones.
2. Need-motivational. This parameter indicates the level that the child has reached in his cognitive activity. Its indicators are the child’s interest in objects, his desire to examine them, as well as actions with them, emotional involvement in such activities and persistence.
3. Communication with adults during objective activities. The degree of acceptance of support and help from others is an important indicator of the child’s potential capabilities.

Subject activity of a young child

Galina Pozigun

Subject activity of a young child

Subject activity of a young child

The basis of mental education is the formation, on the basis of acquired knowledge, of an elementary generalized idea of ​​the properties and qualities of objects , the development and enrichment of the child’s sensory experience.

Subject activity is leading at an early age ; it determines “leads”

mental development is behind it, which is why it is called leading.
In the process of this activity, the child learns cultural, historically established ways of acting with objects .
Being the leading activity at this stage of development, objective activity determines the development of mental processes, the child’s personality, and the emergence of new forms of activity .

Subject-based activities help improve the child’s sensory experience, develop sensations, perception, attention, memory and thinking. With the help of non-specific and specific manipulations, indicative-exploratory and objective actions, the child’s increasingly deeper mastery of the objective world and the development of his intellectual potential occur. By experimenting with objects using nonspecific and specific manipulations, the child extracts a lot of information about objects, establishing connections between them. These actions demonstrate the child’s curiosity and realize his cognitive activity. (The child tries to pour sand with a shovel and does not grab it, he tries to grab the sand with his hands, which immediately gives a positive result, then he tries to pour sand with a scoop again and so many times, finally, he has learned to pour sand)

Subject activity determines the content of a child’s communication with an adult. In the course of joint substantive activity, new means of communication are developed, the main of which is speech. At an early age, speech is used by a child primarily as a means of business contacts with adults. Outwardly, this is expressed in the child’s frequent appeals to an adult: questioning glances, requests for help, the words “How?” So?. So!"

)

Within the framework of objective activity, a new type of procedural game is formed. The assimilation of socially developed ways of acting with objects is included in the system of human relations. These relationships begin to be recognized by the child in the course of real subject- practical interaction with an adult. During assimilation, actions are gradually “separated”

from
the objects with the help of which they were learned. These actions are transferred to other objects similar to them. This is how generalized actions are formed (feeds the doll with a spoon-stick, gives water from a mug-cube).
On their basis, it becomes possible to compare one’s own actions with the actions of adults. Gradually, first with the help of adults, and then more and more independently, the child begins to reproduce elements of interaction with others in actions with story toys.

Subject-based activities contribute to the development of the child’s personality. Leading activity mediates the attitude of a young child to the objective and social world around him , as well as to himself. Subject-based activities contribute to the development of the child’s cognitive interests, his independence, curiosity, and focus.

Object activity is the content and sequence of information children receive about objects, the processing of this information, the activation of the child’s existing knowledge and mental actions.

the substantive content of children's mental activity is important for mental education .

Introducing children into the objective world involves the formation of ideas about the object as such and as a creation of human thought and the result of labor activity .

In this area of ​​development, several directions can be distinguished, each of which involves the formulation of special pedagogical tasks and the use of appropriate methods for their implementation. First of all, this is the development of culturally normalized, practical and instrumental actions. The teacher must help the child learn how to properly use various household items (eating with a spoon, drinking from a cup, fastening buttons, using a comb, toys specially designed for mastering instrumental actions (spatula, hammer, etc.)

To solve the assigned tasks, the teacher must organize a developmental
subject environment , establish joint activities with the child , and create conditions for his independent actions with objects . many objective actions by becoming familiar with household objects in the process of eating, going to the toilet, changing clothes, and taking part in the everyday activities of adults .
Usually kids willingly help set the table and put away toys. The child masters instrumental actions not only in everyday life, but also in the process of individual and joint games and activities with the teacher. (trying to start the car with a key, hammering pegs into the ground with a hank, feeding a bear with a spoon) To familiarize children with the objects of the surrounding world and master object-based actions, the group should contain a variety of household objects , toys that imitate them, and toys specifically designed for the development of various object-based actions . A rich and varied subject environment stimulates the baby to various actions, contributes to the enrichment of his sensory experience, and the development of thinking. Items , toys, materials should be in the public domain, if possible sorted into sets and placed so that children have a desire to act with them. Objects and toys should contribute to the development of the senses and the formation of a variety of skills, and have different sizes, textures, and colors. The teacher must maintain interest in toys and objects and teach children to explore them.

I propose the following sequence of examination of objects .

1. Perception of the holistic appearance of objects: examine the object , hold it in your hands, feel it, act with it, name the object - this is a truck “How did you know that this is a truck? That he has?"

.

2. Isolation of the main parts of the examined object and determination of their properties (shape, size)

“Where are the wheels of the truck, where is the body, the cab?
What wheels? What about the cabin and body?” “The dress has pockets, buttons, a collar”
3. Determination of the spatial relationships of the parts relative to each other above, below the cabin above, body below. We build a house from cubes and bricks, a cube below, a brick above.

4. Repeated holistic perception of the subject .

To do this, it is important to teach children to examine (specially organized examination)
objects , grasp them with both hands, trace a finger around one or the other hand, so that the impressions received in the process of this can be used in a certain type of activity (grasps a ball, rolls it, puts cubes in a box, takes out objects from the bag, determines their shape , color, the teacher acts with the child’s , together with him, the main method that the teacher uses is showing).
In the process of examining and examining children, it is necessary to teach and highlight the properties and qualities of objects (shape, structure, size, proportions, color, position in space, materials from which they are made. However, this should not be done immediately, but gradually expanding the range of cognizable objects. Then the images of perception formed on the basis of actions will become more complete (the mass of an object depends on its size and the characteristics of the material, a round toy can be rolled, a non-round one stands still, only toys that have a through hole can be strung).

Therefore, in the learning process, application is used, inserting objects , i.e., visual comparison based on a certain feature . This forces children to carefully look, listen, focus on the desired property, select and group objects as required by the conditions and rules of the game (for example, sort colorful balls and cubes, focusing on color and shape; disassemble and assemble insert toys: in a large object can be inserted into a smaller one, when assembling a nesting doll, select halves of the same size - first assemble the small one, then insert it into the larger one).

Based on the similarity of the identified properties of different objects , you can begin to teach children to liken some objects to others (like a ball, like a cucumber, like a cube; fluffy, like a kitten, prickly, like a hedgehog). The teacher sets a task for the child, creating a problematic situation, and invites the child to solve this problem himself. He offers to feed the doll , but instead of a spoon there is a stick, what should I do? How to proceed? At the same time, it is important to develop the ability to correlate objects perceived for the first time with those that they have known before.

This work should be carried out systematically, consistently, and be included in all stages of children’s life . Regular moments - washing, dressing, breakfast, lunch, etc., games - didactic, active, role-playing, etc., classes, work , walks and excursions. In short, familiarity with the subject permeates the entire educational process.

Direct acquaintance with the subject should be lively and interesting, evoking a positive response from children. (Dryness, excessive didacticism, formalism cause boredom and impair memorization)

Process of perception (looking, listening)

must be accompanied by a word

(ball round, smooth, red)

.
Children, perceiving objects , simultaneously remember verbal designations of their qualities.
Showing independence and the desire to share your impressions should be encouraged. An adult should respond to the child’s request for help, join in his play, and help overcome difficulties. The teacher’s prompts should not be directive in nature: “Take this ring.”

or
“We need to take another ring
.
It is important to give the child the opportunity to choose freedom of action.” Does this ring fit here?
I think it's too big." The child should be encouraged and praised. The mental and technical development of a child at an early age passes through object-based activity ; the cognitive capabilities of a 2-3 year old child are still small and imperfect, therefore many tasks of familiarizing with the objective world are solved in the form of didactic games. A didactic game is a multifaceted , complex pedagogical phenomenon: it is a gaming method of teaching preschool children , a form of education, an independent gaming activity , and a means of comprehensive education of a child’s .

Didactic games as a gaming method of teaching are considered in two types: game-activities and didactic or autodidactic games. In the first case, the leading role belongs to the teacher, who, to increase children’s interest in the activity, uses a variety of gaming techniques, creates a gaming situation, introduces elements of competition, etc. The use of various components of gaming activity is combined with questions, instructions, explanations, and demonstration.

Autodidactic games themselves tell the child what kind of action needs to be performed in order to achieve a particular goal. These are various composite toys that require matching the sizes, shapes or colors of different parts

(curly pyramids, nesting dolls, inserts, mosaics, cut pictures)

.
So, in order to fold a pyramid, you need to take into account the ratio of the rings in size, correlate the component parts by shape in order to assemble a certain object (clown, mushroom, dog)
.

With the help of games and activities, the teacher not only conveys certain knowledge , forms ideas , but also teaches children to play. The basis for children’s games are formulated ideas about the construction of a game plot, about a variety of game actions with objects . The baby feeds, combs, and bathes the dolls himself. It is important that conditions are then created for the transfer of this knowledge and ideas into independent , creative games.

child how to play with a doll through didactic games. For these purposes we use the games “Bathing a doll”

,
“Let’s put the doll to sleep”
,
“Let’s sing a lullaby to the doll”
,
“Show the doll pictures”
,
“Let’s feed the doll”,
etc. Therefore, in the group it is necessary to have a didactic doll with a set of seasonal clothes, dolls for a subgroup of children, a trousseau, seasonal clothes, as well as baths, towels, soap (bricks, dolls should be large, medium and small

Preschoolers need to develop the ability to distinguish familiar objects and actions in pictures and name them. For example, the painting “Girl Feeding Chickens”

: What kind of dress is the girl wearing, What is she holding in her hands, What color is the bowl?
Which chicken, which chicken?” For a child, this is a serious mental task: recognizing actions in a picture is one of the manifestations of the ability to generalize. When choosing subject pictures, it is important to pay attention to the clarity of the lines and brightness of color. Realism and proportionality of the image, which will help children perceive objects . For example, such subject pictures as “Vegetables, fruits, domestic and wild animals, toys”
, etc.

Showing story pictures, playing dramatization games ( “Who’s Crying Here”

) the teacher pays attention to the state and mood of the characters (frightened, crying, burned his paw, consoles, regrets, etc., helps to understand what is good and what is bad. In the first junior group, plot pictures are used for classes:
“Game with a doll”
,
“Children play with blocks”
.
“Saving the ball”
, “Rolling balls”, etc. Exercises like
“Who does what”
, which are carried out using simple plot pictures, are effective in working with children of the third year of life. Having learned and described depicted action,
the child (on the instructions of the teacher)
reproduces it using real
objects ... For example, he shows how a boy waters flowers from a watering can, a girl cradles a doll, a mother washes clothes in a basin, a cook tries soup that is being cooked in a saucepan, a doctor treats a patient ( pictures are prepared in advance)
. Such exercises satisfy
the child in improvisation , form the ability to act with toys and objects in accordance with their purpose.
Toys, thanks to which the child develops fine motor skills, the child learns to distinguish the properties of objects , accelerates overall development, improves speech can be divided into three main groups:

In the first group we included toys, the way of working with which can be called “Part and whole”

during the initial acquaintance with
the object, we give children the opportunity to examine the object, hold it in their hands, feel it, act with it - these are fishing rods with magnets for catching fish, pyramids, inserts, puzzles, nesting dolls, sets for stringing, figured pyramids, toys consisting of several parts (snowmen, tumblers, vegetables, fruits, soft educational books, sets of cubes with pictures, beads for stringing, lacing, fasteners; Working with materials from the first group “Part and Whole”
, to a greater extent than others, develops the ability to analyze and synthesis. The simplest material from this series is
"Mosaic"
,
"Turrets"
parts of which can be connected and separated from each other. You need to start work with an even simpler action - dividing into parts: the child
is asked to disassemble the finished assembled turret . When he understands the principle of separating the parts , you can offer to build new turrets.
Children really like working with nesting dolls due to the surprise moment - in each new nesting doll there is a new one. Matryoshka dolls are also a composition of a whole from parts, like turrets and a mosaic. At the same time, mechanical control of the correctness of the task both facilitates and complicates the work for the baby: only two halves fit together, and they must be found. This search trains the child’s attentiveness.

Lacing - caterpillar - the baby looks for parts that match each other in color and shape, alternately connecting and separating them right before the child’s eyes. The desire to get a crawling caterpillar, which can be carried along with you on a string, is a good incentive: the child strings the parts onto the string several times in a row, but stringing is a complex process for a young child , requiring well-coordinated hand work and patience, which kids are capable of age characteristics do not differ.

Velcro games: dummies and a snowman, tumbler, also making a whole from parts, where you need to pick up the parts, connect them correctly, which also requires skill and patience in coordinating movements. Working with a snowman is similar to working with fruit. The difference is that the division into parts is done directly by hand. The goal of the work is to expand vocabulary, develop motor skills, memory, attention, and develop cognitive activity.

It is difficult to explain to a child why he must complete this or that task. If a child does not succeed in something, he quickly loses interest in the toy and switches to more successful activities .

And then various designer games and toys made by the hands of our teachers come to the aid of the teacher - this is the panel “Our Palms”

, for the development of tactile sensitivity, didactic soft fairy tale books, colored hedgehogs, beads, a caterpillar, a universal suit, in the manufacture of which various laces, buttons, patch pockets were used, which are attached using Velcro, snaps, buttons.

In working with children, I attach great importance to individual work with children, which we have always strived to make interesting and varied, to combine different types of activities : the development of fine and gross motor skills, the consolidation of colors, shapes, and work on sound pronunciation and speech.

The next task of the teacher is to develop cognitive activity in children. While working with children, the teacher must create conditions for familiarizing them with the world around them, experimenting and enriching them with impressions.

It is necessary to support children's natural curiosity and encourage any manifestation of the world around them. The cognitive activity of children should not be limited; the restriction should only apply to objects and actions that are dangerous to their life and health.

It is useful to organize joint observation of various natural phenomena with children. The purpose of these observations is to support and show children’s interest in the environment, to introduce them to the various properties of natural objects, to evoke surprise and the joy of discovering something new (birds singing, the sound of the wind, the rustling of leaves)

.

Observation of various natural phenomena should be combined with interesting games and activities, during which children become familiar with the various properties of objects of living and inanimate nature through their own experience, and gain a general understanding of their distinctive features. For example, when collecting a bouquet of fallen leaves, kids can compare them by size, shape, and color.

It is important to emphasize interest in adult activities . Children love to watch how the teacher feeds the birds, or takes care of the flowers, how the neighboring house is being built, etc. The teacher should comment on his actions, tell what people are doing, and answer the children’s questions. Books, albums, photographs must be in the public domain.

In order to develop curiosity, it is necessary to equip a special corner in the group for children’s experimentation: games with water, bulk plastic materials, interesting objects . By feeling objects of different textures and densities, the child learns the various properties and qualities of objects and materials: hardness, softness, warmth, cold, heaviness, etc. d. By disassembling and assembling toys and household items , the baby will learn how they work. By moving balls through the maze, trying to open a box with a complex lock, the baby solves real mental problems.

The next pedagogical task of this direction of child is the formation of purposefulness and independence in objective activities .

It is known that the activity of a child under 2 years of age is of a procedural nature: the baby receives pleasure from the process of action itself, their result does not yet have any independent meaning. By the age of 3, the child has a definite idea of ​​the result of what he wants to do, and this idea begins to motivate his actions. activity acquires a purposeful character; he persistently strives to obtain the correct result, the idea of ​​which is formed both on the basis of a given sample and his own plan. A small child needs to be helped to maintain a goal and be directed to achieve the desired result. These can be all kinds of puzzles, mosaics, cubes that make up pictures, construction sets, construction kits where you need to build various cars, toys, buildings. All this forms the child’s idea of ​​the result of actions. For example, a child wants to lay out a mosaic pattern based on a picture. The teacher should look at the sample together with him, ask what parts will be needed, and where to put them. At the end of the work, it is very important to record the result of his activities . An adult's help should not dampen the child's independence and initiative. You should give your child the opportunity to do everything he can on his own.

There are no classes in the summer, but children play games on their own or with a teacher in the morning, evening, and while out for a walk. Classes in which color orientation is carried out are carried out only in natural lighting; with artificial lighting there is a distortion of color.

We lay out the didactic material on light tablecloths; they prevent objects from slipping and reduce the effect of tapping.

Buttons, zippers, snaps, laces - how many other different unruly items will have to be “shortened”

for kids until they learn to easily and freely cope with ordinary household chores. They were invented by adults. Adults also have to come up with ways to learn.

The greatest effect can be achieved when it is possible to combine the efforts of teachers in kindergarten and parents in the family. The successful implementation of this large and responsible work is impossible in isolation from the family, because parents are the first and main educators of their child from the moment of birth and for life. Therefore, we conducted a survey among parents about the pedagogical value of games and toys.

As a result of purposeful management of children's activities , communication with them, as well as special training, the mental development of children by the end of the third year of life reaches a level that ensures the child's practical orientation in the objects and phenomena of his immediate environment, understanding the speech of adults, and the ability to regulate his actions according to words in the process. verbal communication with adults. A child of this age is a thinking and speaking creature, showing a certain interest in the environment - all this creates new opportunities for the mental education of children in the years of preschool childhood

Main features

During the transition from infancy to early childhood, a new attitude to the world of objects around the baby develops. They become for him not just objects convenient for manipulation, but things that have one way or another of use and a specific purpose. That is, the baby begins to consider them from the point of view of the function that has been assigned to them thanks to social experience.

When performing manipulations, children use only the external properties and relationships of objects. That is, when children take a spoon in their hand, they perform the same movements with it as, for example, with a scoop, pencil or stick. With age, objective activity takes on meaning. The child's world is filled with new content. In this case, the baby begins to use all objects only for their intended purpose.

The importance of play for the development of the personality of a preschool child

Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The development of education as a social function is centuries old, as is the use of games as a pedagogical tool. In different education systems, the game has a different role, but there is not a single system in which the game is not given a place in one way or another.

Various functions are attributed to the game, both purely pedagogical and educational, therefore it is necessary to more accurately determine the characteristics of the play activity of preschoolers, its impact on the development of the child and find the place of this activity in the general system of pedagogical work of children's institutions.

It is necessary to more accurately determine those aspects of the child’s mental development and personality formation that develop primarily in play or experience only limited influence in other activities.

It is very difficult to study the importance of play for mental development and personality formation. Here, a pure experiment is impossible, because it is impossible to remove play activities from the lives of children and see how the development process occurs in this case.

The main thing is the importance of play for the child’s motivation and the area of ​​his needs. Following the work of D. B. Elkonin, the problem of motives and needs comes to the fore.

The transformation of play during the transition from preschool to preschool childhood is based on the expansion of the range of human objects, the mastery of which is now the child’s task, and the world that he perceives in the course of his further mental development. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. At the border of the transition from object-based to role-playing play, the child knows neither the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, puts himself objectively in the position of an adult, and an emotional-actual orientation arises in relation to adults and the meaning of their activities. Here the intellect follows the emotional-factual experience. Play functions as an activity that is most closely related to the child's needs. There is a primary emotional and functional orientation in the meaning of human activity, there is an awareness of one’s limited place in the system of adult relationships and the need to be an adult. The importance of play is not limited to the child’s development of new motives for activity and related tasks. The important thing is that a new psychological form of motives arises in the game. One can hypothetically imagine that in the game there is a transition from immediate desires to motives in the form of generalized intentions that are on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages that the formation of each mental action and related concepts must go through:

• the stage of formation of action on material objects or their material substitute models;
• the stage of forming the same action in the form of loud speech;
• the stage of formation of the mental action itself.

Looking at a child's actions in play, it is easy to notice that he is already acting with the meanings of objects, but still relies on their material substitutes - toys. If at the initial stages of development a substitute object and a relatively developed action with it are required, then at a later stage of the development of the game the object acts through words - naming as a designation of a thing, and action as abbreviated and generalized gestures accompanied by speech. Thus, play actions are intermediate in nature; they gradually acquire the character of mental actions with the meanings of objects performed in external actions.

The path of development to actions in the mind with meanings divorced from objects is simultaneously the emergence of prerequisites for the formation of imagination. A game is an activity in which the prerequisites are formed for the transition of mental actions to a new, higher level - mental actions based on language. The functional development of play actions permeates ontogenetic development and forms the zone of subsequent development of mental actions.

In play activities, a significant reorganization of the child’s behavior occurs - it becomes voluntary. Voluntary behavior refers to behavior that is carried out in accordance with an image and is controlled by comparison with this image as a scene.

A. Zaporozhets was the first to point out that the nature of the movements performed by a child in a game and in a direct task differs significantly. He also noted that the structure and organization of movements change during development. It clearly separates the preparation phase and the execution phase.

The effectiveness of the movement, as well as its organization, largely depends on the structural position of the movement in the implementation of the role played by the child.

The yoke is the first form of activity available to the student and involves conscious learning and honing of new actions.

Z. V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that great importance is attached to the motivation of activity in the psychological mechanism of play. The performance of an emotionally attractive role has a stimulating effect on the performance of actions in which this role finds its expression.

However, mere indication of motives is not enough. It is necessary to find a mental mechanism by which motives can have such an influence. When playing a role, the pattern of behavior contained in the role simultaneously becomes the standard with which the child compares his behavior and controls it. A child performs two functions in play; on the one hand, he plays his role, and on the other, he controls his behavior. Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When playing a role, a kind of split occurs, that is, “reflection.” But this is not yet conscious control, because the control function is still weak and often needs support from the situation, from the participants in the game. This is the weakness of the emergent function, but the importance of the game is that this function is emergent here. Therefore, the game can be considered as a school of volitional behavior.

Play is important for forming a friendly team of children, for developing independence, for developing a positive attitude towards work, and much more. The basis of all these educational effects is the influence that play has on the mental development of the child, on the formation of his personality.

Indicative actions

There are three stages in the development of objective activity. The first of them is observed in babies 5-6 months old. This stage represents subject manipulations. By 7-9 months they are transformed into indicative actions.

At first, all manipulations with objects in a child are carried out without considering their properties. The baby treats whatever comes into his hands equally. He sucks on a toy or any other object, waves it, taps it, etc. At the same time, he also examines what is in his hands, moves it from place to place and repeatedly repeats the same movement. And only a little later he begins to develop specific manipulations. The child not only notices, but also uses the features of objects, their most simple properties. An example of such indicative actions is stacking one object on top of another, threading a toy through the bars of the playpen. Babies also love to crumple paper and rattle with rattles. Moreover, their attention is attracted by objects created not only by man, but also by nature - sand, pebbles, water, etc.

The subject activity developing at this stage is one of the options for exploratory behavior, which manifests itself thanks to the child’s curiosity and his cognitive activity. By conducting experiments on objects in the surrounding world, the baby extracts information about them and learns to establish existing connections.

Exploratory behavior begins to develop most intensively after a little person learns to move independently, gaining access to various objects. And here the child’s communication with adults is especially important. They are entrusted with the task of organizing the child’s objective activities. Adults must create the environment necessary for the development of a little person, attract his attention to new objects, support and encourage his curiosity.

During early childhood, exploratory behavior is constantly improving. At the same time, it remains one of the most important components of creative and cognitive development not only during this period, but also in the future. By experimenting, the child gets real pleasure. He begins to feel like a subject of ongoing events and a source that caused changes in the surrounding reality.

MAGAZINE Preschooler.RF

Subject activity is the leading activity of early childhood. Important new developments in early childhood include the child’s mastery of objective activities. Its prerequisites were formed in infancy.

The transition to object-based activity is associated with the development of a new attitude in the preschooler to the world of objects. Objects begin to appear to him not only as objects convenient for manipulation, but also as things that have a specific purpose and a specific way of use. The discovery of the purpose of objects distinguishes the object-based activity of a young child from the manipulative activity of an infant. The functions of things and objects are revealed to the child by an adult. It is he, the adult, who can provide knowledge about the purpose of objects and show techniques for their use, participating in the child’s activities as an organizer, assistant and senior partner.

An important role in the mastery of objective activity is play activity, which contributes to the fact that objective activity acquires leading status at an early age.

One of these common interpretations is the definition of the psychological concept of “activity” through the concept of “activity” . Since activity and objective activity (as we will try to analyze and prove in further research) are completely irreducible and not deducible from each other, realities and categories, but, at the same time, in psychological works are constantly connected and interdependent, we believe it is necessary to show them meaningful difference and, thereby, justify the limitations of activity and the prospects of substantive activity.

According to the periodization of mental development existing in Russian psychology, objective activity is leading at an early age. In the process of this activity, mastery of socially developed ways of acting with objects occurs.

Tool actions are formed in children gradually; mastering them requires certain efforts from children, since it presupposes a very specific, strictly fixed way of using objects.

Object-tool activity is leading in early childhood, ensuring the development of all aspects of the child’s life.

The influence of objective activity on the mental development of a child. Objective activity contributes to the development of mental processes.

Objective activity also determines the content of the child’s communication with adults.

Within the framework of objective activity, a new type of activity is being formed - a procedural game. The assimilation of socially developed ways of acting with objects is included in the system of human relations, which the child begins to understand in the course of real object-practical interaction with adults.

For children of primary preschool age, completing game tasks brings great pleasure. While playing, the child practices various actions. With the help of adults, he masters new, more complex movements.

At early preschool age, the requirement for mandatory targeted education of motor (physical) qualities is not yet put forward. However, changing game situations and game rules force a small child to move with greater speed in order to catch up with someone, or to quickly hide in a pre-designated place (house, nest) so as not to be caught, deftly overcome elementary obstacles (climb under a rope, without touching them, run between the pins without knocking over any, be sure to run to a certain place, etc.).

Thus, already in early preschool age, outdoor games are a means not only for the development of movements, but also for developing such qualities as dexterity, speed, and endurance.

Outdoor games create an additional opportunity for teacher to communicate with children. The teacher tells and explains to the children the content of the games and their rules. Kids remember new words, their meaning, and learn to act in accordance with instructions.

The activity of children in games depends on a number of conditions: the content of the game, the nature and intensity of the movements in it, the organization and methodology of its implementation, as well as the preparedness of the children.

In the process of play activities, the child acquires communication skills. He learns to take initiative, coordinate his actions, allowing him to maintain communication with his peers. In the future, gaming activities provoke longer communication. In the process of play activities, the child acquires communication skills. He learns to take initiative, coordinate his actions, allowing him to maintain communication with his peers. In the future, gaming activities provoke longer communication. Role-playing games contribute to the development of memory and imagination, and the child also learns to regulate his behavior.

Initially, interest in drawing and design is also associated with play activities, aimed at the process of creating a drawing. Only in middle and older age does the result itself—the drawing—become important for the child. The initial stage of educational activity takes place in close conjunction with play activity.

Correlating Actions

By the end of the first year of life, the child’s activity in relation to objects in the surrounding world takes on a slightly different character. His objective-practical activity is based on using things for their intended purpose. An adult shows the child how to deal with them. Imitating him, the child begins to assemble pyramids, build towers from cubes, etc.

At this level, objective activity is no longer isolated actions with various objects. After all, they are performed with objects when they interact with each other. Such manipulations are called correlative. The child conducts various experiments with objects and determines the connections that exist between them.

Conditions for effective teaching of subject activities

Since objective activity is very important for the development of a child’s personality, his consciousness and thinking, its organization is given a significant place. In order for the process of learning to interact with objects to be effective, the following conditions for its formation must be observed:

• Start with a small number of objects, gradually increasing it and creating conditions for the child to be interested in them, their use and options for actions with them;
• The formation of objective actions should be step-by-step in nature and carried out through direct interaction and cooperation with the child;
• To develop activity, independence, curiosity, and the child’s initiative in performing actions with objects;
• An adult must show tolerance and restraint, not impose his opinion on the child, giving him the opportunity to choose and be active in activities.

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Gun actions

In the second year of life, objective activities again undergo some changes. They acquire a new quality. Actions become objective and specifically human, based on the ways of using certain things developed in culture. They are called guns.

How are these actions formed? By the end of the first year of life, the child begins to increasingly encounter those objects that are associated with the everyday life of adults. This could be a comb or spoon, toothbrush, etc. Actions with them are called instrumental. That is, they involve performing certain manipulations and obtaining a substantive result of activity in the form of achieving the necessary goal. This can be drawing with a brush, chalk or pencil. This also includes turning the key to operate the winding machine. At the same time, objective play activity also develops when children pour sand into a bucket with a scoop, hammer pegs into the holes of a board or into the ground, etc.

Stages of development of subject activity

The process of developing skills to perform objective actions is not immediate and quick. It requires a certain amount of time and competent training. Subject activity goes through several stages of development:

• The first stage is performing manipulations with objects. It covers the age period of 5-6 months of the child. It is characterized by simple manipulation of objects, without awareness of their real purpose and functional role, and also without a focus on achieving a specific result. At 7-8 months, manipulation turns into indicative actions. In fact, the child still cannot perform objective actions.
• The second stage is the implementation of subject-specific actions. Such actions already have a more conscious meaning. It is performed for something i.e. are aimed at obtaining some effect from their implementation. At the same time, the child is already learning and begins to realize the need for proper interaction with this or that object. The age period for passing the stage is the second year of life. The child already highlights some features of objects, without placing emphasis on the significance and degree of importance of each of them.
• The third stage is the implementation of object-mediated actions. This is where instrumental tasks and processes are carried out. The child no longer simply performs his actions, but understands what tools and instruments can be used to implement them, i.e. he understands that his teeth need to be brushed with a toothbrush, dripped with a shovel, and eaten from a plate. During this period, general concepts begin to form in the child’s mind.

When mastering objective actions, the child initially learns only the close connection of the object with its immediate purpose. He cannot imagine its use in another capacity and in another direction of activity. Action and object are in close relationship with each other in the child’s mind. For example, a child cannot imagine how a napkin can be used not for wiping hands, but as a doormat.

Subsequently, the direction of the child’s objective actions develops and expands. He masters the purpose of objects and options for their practical use.

With the growth and development of the child, objective actions acquire the character of instrumental ones, i.e. objects begin to be used as tools for performing some actions.

Note 2

Subject activity skills are fully developed at the age of three.

Weapon technique

Mastering such manipulations at an early age is a child’s most important acquisition. Moreover, the child masters them gradually, because this will require some effort and at the same time use a strictly fixed method of owning this or that thing.

At an early age, children are able to perform only the simplest instrumental actions. These include drinking from a cup and eating with a spoon, digging with a scoop of sand, scribbling on paper with a pencil or pen, folding and disassembling a pyramid consisting of 4-5 rings, and putting on some very simple items of clothing.

Why is it so difficult for kids to master these actions? First of all, due to poorly developed voluntary movements. In addition, when learning instrumental actions, a child needs to subordinate his manipulations to a whole system of rules. For example, eating with a spoon. Learning to use it, the child already knows how to eat with his hands. To do this, he takes, for example, a cookie and brings it to his mouth. In this case, the hand moves from the table along an oblique line. While learning to use a spoon, he tries to do the same. However, nothing comes of this. The food, on its way from the plate, falls out onto the table. The child’s hand gradually gets used to complying with the requirements for using this object, and with considerable effort.

The meaning of weapon actions

Various necessary items for humans appeared thanks to labor processes. People placed certain types of tools between themselves and nature and began to influence the world around them with their help. And later, with the use of such objects, humanity began to pass on the accumulated experience to new generations.

Getting acquainted with the objective content of the activity, the child gradually begins to learn that influence on things can be carried out not only with the help of teeth, legs and hands. This can be done with things that are specially created for this. In the language of psychology, such a principle is called indirect action.

Ways to manipulate objects

The tools used by man have certain actions assigned to them. That is, everyone needs to know not only what to do with this or that thing, but also how it should be done. Adults know this well. They should teach this to their children. Of course, before the age of three, a child is unlikely to learn how to skillfully use any tool, including one available to him. However, he tries hard to get the best result.

But there are other items that are not so often used in everyday life. They allow different ways of their application with obtaining the same result. And adults often don’t understand this. They show the child the result, believing that the child will come to him in the same way that they used. But this doesn't always happen. An example of this is disassembling and folding a pyramid. The adult removes the rings from it and lays them out on the table, and then, in order, starting with the largest, strings them onto the rod. He does all this in front of the child. However, two-year-olds are not able to grasp all the nuances. And they also cannot compare rings by size. If children, when disassembling a pyramid, put all its parts in order, then they will be able to string them back in the correct order. But if an adult mixes the rings, then the task for the child will become impossible.

Sometimes children arrive at the desired result differently. They begin to string the rings indiscriminately, and then move them repeatedly until the pyramid becomes the way it should be. Successfully solving a similar problem are those kids who have previously been taught to compare rings by size by placing them next to each other. This is the only way a child can choose the largest detail. He then applies the same principle to the remaining rings. This gradually leads the child to assembling the pyramid by eye, that is, to the method used by adults.

Therefore, when teaching children instrumental actions, they need to be shown not only the results of manipulations. Kids need to be demonstrated how to complete a task in a way that is accessible to them.

The emergence of other types of activities

In the third year of life, that is, towards the end of early childhood, the child begins to become interested in playing, drawing, modeling and designing. In other words, he begins to develop new directions of knowledge of the world around him. But at the same time, subject development activities continue to be of no small importance.

At the end of early childhood, children enjoy role-playing games. By doing this, they strive to satisfy a social need, expressed in the desire to live together with adults, while playing their roles. In this case, substantive actions fade into the background.

The prerequisites for the beginning of role-playing games arise throughout early childhood. Moreover, they can be detected in the objective activity itself. These are manipulations with toys that are offered by adults, and then independently reproduced by the baby. Such actions were already called games. However, in such a situation this name can only be applied conditionally.

Initial games involve performing 2-3 actions. For example, feeding a doll and putting it to sleep. But later, when the child increasingly transfers the ways adults influence various objects in the world around him, he begins to play games with more complex manipulations.

The concept and essence of the game. Theory of play activity in domestic pedagogy and psychology

A wide, immediately inaccessible circle of reality can be mastered by a child only in play, in a playful form. This process of overcoming the past world through play actions in this world contains both play consciousness and play ignorance.

Play is a creative activity, and like any real creativity, it cannot do without intuition.

In the game, all aspects of a child’s personality are formed, significant changes occur in his psyche, which prepare him for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.

A special place is occupied by games created by children themselves - they are called creative or role-playing games. In these games, preschoolers role-play everything that they see around them in the lives and activities of adults. Creative play most of all shapes a child’s personality and is therefore an important means of education.

The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are real, sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, he understands that he is not a “righteous” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, truly proud of his victory.

Imitating adults in play is associated with the work of the imagination. The child does not copy reality, but combines various impressions of life with personal experience.

Children's creativity is manifested in coming up with an idea for a game and finding means to implement it. How much ingenuity is needed to decide what trip to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators and actors. However, they do not nurture your idea and do not prepare to play the role of actors for a long time. They play for themselves, expressing their own dreams and desires, thoughts and feelings that they have at the moment.

Therefore, the game is always improvisation.

Play is an independent activity in which children first interact with peers. They are connected by a common goal, joint efforts to achieve it, common interests and experience.

Children choose the game themselves and organize it. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, and helps to develop sense of purpose.

In the game, the child begins to feel like a member of the team, and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to direct the players’ attention to goals that evoke common feelings and actions and contribute to the establishment of relationships between children based on friendship, justice and mutual responsibility.

The first position, which determines the nature of the game, states that the motives of the game lie in various experiences that are significant aspects of reality for the player. A game, like any other human activity that is not a game, is motivated by an attitude towards goals that are significant to a person.

In the game, only those actions are performed whose goals are significant for a person due to their own internal content. This is the main feature of gaming activity and this is its main fascination.

The second - characteristic - feature of the game is that the game action implements the diverse motives of human action and, realizing emerging goals, is not tied to the means or methods of action by which these actions are carried out in a non-game practical plan.

Play is an activity in which the contradiction between the rapid growth of the child’s needs, which determines the motivation of his activity, and the limitation of his operational capabilities is resolved. Play is a form of realizing the child’s needs and requirements within the limits of his capabilities.

The next, outwardly most striking distinctive feature of play, which actually follows from the above-mentioned internal features of play activity, is the opportunity, which is a necessity for the child, within the limits determined by the meaning of the game, to replace objects that function in the corresponding non-play practical action with others that can serve for a play action (stick - horse, chair - car, etc.). The ability to creatively change reality is formed only in the game. This ability is the main value of the game.

Does this mean that playing in an imaginary situation is an escape from reality? Yes and no. In the game there is an escape from reality, but there is also an intrusion into it. Thus, there is no escape, no escape from reality into a seemingly special, imaginary, fictitious, unreal world. Everything that the play lives in and that is embodied in the action is taken from reality. The play goes beyond the situation, abstracts from some aspects of reality in order to reveal others more deeply.