The age characteristics of children aged 5-6 in large classes are very important for their physical and mental development. Children have different performances at different stages, which is the only way for children to develop. Here we share the age characteristics of children aged 5-6 in large classes.
The age characteristics of children aged 5-6 years old in large classes are 1 1, and their self-evaluation ability is gradually developing.
After the age of 5, children's personality characteristics have obvious manifestations, the most prominent of which is the development of children's self-awareness. The development of children's self-awareness in this period is mainly reflected in the ability of self-evaluation.
Children's self-evaluation has developed from compliance evaluation to independence evaluation. They no longer trust the comments of adults. When adults' evaluation is inconsistent with children's self-evaluation, they will plead. At the same time, children's self-evaluation began to develop from individual evaluation to various evaluations, such as; Children in large classes will say "I can sing and dance, but I can't draw" when evaluating themselves.
2. Emotional stability and intentional growth
Although the mood of 5-and 6-year-old children will still change due to the influence of external things, their emotional stability has begun to increase, and most children have relatively stable good friends in the class. Children began to consciously control the external expression of their emotions, such as being able to endure not to cry when falling down and hurting. At this time, the emotions generated by social needs also began to develop; For example, I feel uneasy when my performance or work is ignored. When they are asked to take care of young children, they will be very conscientious.
3. Self-care ability and labor ability have been significantly improved.
At this stage, children are more independent in self-care than before. They can choose clothes that suit them, eat with chopsticks and sleep quietly without affecting others.
Children in the late pre-school period have been able to separate labor from play, take a serious attitude towards labor, care about the results of labor, and initially understand the social significance of some labor: they like to participate in adult labor, and they will sweep the floor, clean the table and tidy up their own supplies at home. In kindergarten, I can do some planting, feeding, and labor on duty. I show a certain sense of responsibility in my work.
4. The sense of cooperation has gradually increased.
In the interaction, children of this age began to have a sense of cooperation. They will choose their favorite playmates and play cooperative games with three or five children. They gradually understand the principle of fairness and the necessity of observing 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 assign roles and props together, and they can express themselves with words and actions, with a certain degree of cooperation.
5. The awareness of rules has gradually formed.
Children in large classes gradually form a sense of rules, and begin to learn to control their own behavior and abide by some collective rules, such as putting away toys after the game, raising their hands when speaking in class and so on.
Children in the late big class especially like regular games, such as sports games and board games. Children often "gang up" on behaviors that violate the rules in activities. However, children's understanding of the rules in this period has not reached the level of self-discipline. Rules are still external to children, therefore, children will behave themselves in the practice of rules.
6, flexible', the control ability is obviously enhanced.
Five-year-old children can walk at the same speed as adults, and their balance ability is obviously enhanced. They can use more complex motor skills for activities, and they can also dance to music. The little finger muscle has developed rapidly and has been able to control the wrist freely; Using finger activities, such as using scissors flexibly, you can make various shapes with plasticine and other materials, and you can also use brushes and pencils correctly for simple art activities.
7. Love learning, strong thirst for knowledge, strong thirst for knowledge.
Children in the late pre-school period have a positive attitude towards the world around them. Not only do they like to ask, "What is this?" I also want to know: "How?" "What is it made of?" Children often ask such questions: "Why does the moon follow me? Why can fish swim in the water? " "How can people in the TV walk and talk?" Some children like to open toys and explore the mystery. Children begin to be interested in the origin of natural phenomena and the principle of mechanical movement, and are eager for scientific answers.
The age characteristics of children aged 5-6 years old in large classes are 2 1, and their self-evaluation ability is gradually developing. After the age of 5, children's personality characteristics have obvious manifestations, the most prominent of which is the development of children's self-awareness.
2. Emotional stability and intentional growth. Although the mood of 5-and 6-year-old children will still change due to the influence of external things, their emotional stability has begun to increase, and most children have relatively stable good friends in the class.
3. The sense of cooperation has gradually increased. In the interaction, children of this age began to have a sense of cooperation.
4. The awareness of rules is gradually formed. Children in large classes gradually form a sense of rules and begin to learn to control their behavior and abide by some collective rules.
Age characteristics and guiding points of large classes.
1, the age characteristics of children in large classes tend to change in speech and mobility. In the process of children's growth, their thoughts and abilities will change obviously. Parents can make a detailed understanding and record through the way their children speak and the performance of their actions, so that their children can know more clearly where they have changed.
2. The change of children's speech has changed from crying all the time to asking and explaining their own affairs. When children come into contact with schools, there will be obvious resistance. After actively contacting teachers and classmates, children's inner resistance will gradually dissipate, and some basic knowledge can be changed through the guidance of teachers and classmates.
3. Changes in children's mobility, from noisy play everywhere to stable choice of games that suit you at home. After children become interested in everything in school, their eyes will focus on all kinds of simple games, so that their activity ability will change with their age.
The age characteristics of children aged 5-6 in the big class are 3 1, and they are studious, steady and curious.
Curiosity is a common feature of children, but the curiosity of children in large classes is different from that of children in primary and secondary schools. The curiosity of children in primary and middle school classes is mostly manifested in their superficial interest in things, and they want to touch and fiddle with everything they see. They often ask adults questions, but most of them stay on "what is this" and "what is that". Children in large classes are different. They asked not only "what" but also "why".
The range of problems is also very wide, from astronomical geography to flowers, birds, fish and insects. They not only hope to get help from adults, but also hope to improve their initiative and enthusiasm in finding problems and seeking answers through their own practical attempts and experiments.
2. The ability of abstract generalization began to develop.
The thinking of large class children is still concrete, but there has been the bud of abstract generalization. For example, they have begun to master some abstract concepts (such as left and right concepts) and can simply classify familiar objects (cabbage, tomato and eggplant are vegetables, and apples, oranges and bananas are fruits); Can also understand the causal relationship between things (the needle is made of iron, so it sinks to the bottom; Matches are made of wood, so they can float.
Because the ability of abstract generalization of large class children is budding, simple science education can and should be carried out to guide them to discover the internal relations of fifteen items and promote their intellectual development.
Personality has begun to take shape.
Children in large classes have initially formed relatively stable psychological characteristics. They began to be able to control themselves, no longer "go with the flow" and appear more "independent". I began to have a relatively stable attitude and behavior towards people, myself and things: some are warm and generous, some are timid and shy, some are lively, some are quiet, some have strong self-esteem, some have a strong sense of responsibility, some like singing and dancing, and some show their painting ability.
With the rapid development of social economy and urbanization, cities have become impetuous while adding noise. Adults and children are also more or less suffering from various pressures and negative emotions. If they cannot disperse in time in this environment, negative emotions will inevitably accumulate, which will have a great impact on work, study and physical and mental health.
Generally, adults will have their own divergent ways, thus getting partial relief. Simply put, human beings maintain the balance between heart and brain by inputting and outputting information. Under normal circumstances, people's input will not be abnormal, because input has always been carried out through the five senses.
However, in such an impetuous living environment, it is relatively difficult to export strong negative emotions and unconscious emotions by natural means. Because children are in the development period of language and autonomous behavior ability, they need timely help and guidance (that is, output) more than adults.
Children's healthy psychology is very important. Psychologists believe that if childhood psychology begins to be unhealthy, it will affect his life. Childhood is the golden age to cultivate healthy psychology, and all kinds of habits and behavior patterns lay the foundation at this time. If children's mental health is neglected at this time, it will be very troublesome for adults to have healthy psychology and mature personality.
Therefore, mental health in childhood is very important. So, how to cultivate mental health in childhood? The following question channel psychological network has compiled the following methods for everyone. As long as parents pay proper attention, children can have a healthy psychology!
1, don't be too strict: being too strict with children, even beating and cursing, can easily lead to unhealthy psychology such as inferiority, timidity and evasion, or lead to abnormal behaviors such as resistance, cruelty, lying and running away from home.
2, don't care too much: too much care about children, it is easy for children to be too self-centered, and as a result they become arrogant people.
3. Don't intimidate: scaring children will lose the authority of parents in their children's minds, and children will not listen to all warnings in the future.
4. Don't bribe children: Let children know the relationship between rights and obligations from an early age. If they don't fulfill their obligations, they can't enjoy their rights.
5, don't laugh at criticism: children will also have self-esteem, laughing at and criticizing children will cause children's disgust and shyness, which will greatly damage children's self-esteem.
6. Help children face difficulties: help children analyze their difficulties and teach them how to analyze and solve problems. Help children solve difficulties, not replace them.
7. Let children learn to be independent: Let children learn to be independent, don't rely too much on their parents, and encourage children to live, study and play with people of the same age, so as to learn how to get along with others.
8. Don't force the child: When the child can't finish one thing, don't force it, which will not help the child's self-confidence. Children's self-confidence is mostly cultivated by success. Forcing them to do things they can't do will only hurt their self-confidence.
9. Don't praise your child too much: If your child has achieved something, you can praise him a little. Excessive praise will make children infected with the bad psychology of fishing for fame. In addition, praise must be targeted at specific things, let children know their own advantages, and feel that your praise is sincere, not empty and deceptive.
10, don't be emotional with children: if parents are always unstable and moody when treating their children. This will make children feel insecure and unstable, and children will be at a loss, become sensitive and suspicious, emotionally unstable and timid.