Self-development of a child

Which parent is not interested in the child's development problems. .. Everyone rushed in search of developing commercial kindergartens and schools. The demand reacts to the demand. Many of them appeared. .. "developing."But they are too expensive. Available mainly to a small number of parents. And does quality always correspond to pimping?

That's right, my eternal doubts in everything. Netnet, let's develop and develop children's institutions. But. .. we will not forget the basic truth that educators have recently realized. The main thing is the self-development of the child. And in it, in this self-development, parents can play an important role, and completely free.

The child's self-development is manifested not least in the language.

I noticed that all children quickly learn the logic of the language and build words according to it. But they still do not remember all the exceptions. Here in Esperanto - there are no exceptions. He learned the root system, suffixes, prefixes, flexions. And 6 rules of communication between words. And this is the whole language. So the children with all their psychological substance approve the principle of the doctor of Esperanto Ludwik Zamenhof. And exceptions - it's so long to remember. Curious creative things are obtained from the application of rules of word formation and from ignorance of the fact that it is impossible. Naturally, we noticed this all for our Katya. Because they are interesting in themselves, I will bring them more. Let me remind you that when this book was written, Katya was about four. But sometimes I will specify the age.

There were variants from the category of schools meeting at pupils. Variants that can be considered errors, but are logically justified.

- Let's go to the forest for wolves( it's clear, if wolves, then "for wolves").

- Can you go on the ice?

- Small rake clean.

Katya often used words in accordance with the prevailing word-formation, but clearly with deviations from the forms adopted in the language.

- The Seed.(By analogy with the "fifth", but from the word "seven".)

- Walking.

- A stick of a vine is a remedy.

- Dad gives Gela potato cutlets.

- Gela is a dog, it's not human.

- She, probably, dreams that she catches mice.

- Mom, you yourself go for the Betheys.(I explain: BTI is a bureau for technical inventory.) We waited for his representatives for examination, and we always talked with each other: beteys, beteys. .. Katya decided to stimulate her mother, she thought that the word declined and declined in the plural).

- This should be flipped( similarly salt).There were real neologisms.

- I want to get drunk, but we did not buy the drink.

- Mom muhoboyila( that is, beating fly swatter).

- I want to brush( that is, work with a brush).

- Look, what a dandy.

- Let's get to the forest.

- Oh, what a horse. ..

- Crows are crowed.

- Ants live in the forest. Then they are scaffolding.

- Ikeevaya plate( a plate that was bought in the Ikea store).

- It is necessary not to add, but take away.

- This piece of soap is made from coffee milk( in color it looked like coffee with milk).

- I'm not in the dark, I'm in the light.

- Look how strong I am.

The arguments about the origin of words stand apart. Often they are wrong. And at the same time, it is striking that the explanation is wrong, but it has some grounds.

- A field mouse is a mouse that was watered.

- He's unclear, he does not understand anything.

- Mushrooms chanterelles are so called, because they grow in the forest( Katya did not distinguish on hearing, heard "woods").

I've cited quite a few examples of Katya's word-making. Firstly, it's interesting simply by itself as a picture of children's thinking. We treat with interest to each example from "Two to Five" by Korney Chukovsky. But more important is another. It happens that parents are angry at the wrongness, correct the child. Instead of admiring the beauty - the freedom of the Russian language and support children's imagination. I de

bark so. I explain to Katya why she says that Gela is not human. It's simple: people - it's a lot, people, according to her logic, one person. I inform you that in Russian people do not speak "people", but they say "people", people say, but they do not say "people".On the question "why?" While I answer that it was, so they say. But Katya and I fix on the computer that she said "people."This she remembers, first of all, as a fact of her wordmaking. And as a story of his childhood development, so that there was something to remember. But most importantly, it penetrates the complexity of the Russian language, begins to understand the subtleties of word formation. We encourage word-making. And note that Katya is engaged in it with ecstasy. She is free to express thoughts. She has many opportunities. You can "man" and you can "people."This should not be lost. This is the basis of creativity. Mayakovsky has the word "eyeball"( instead of "look around").In psychology there is the word "personality"( the property of a person to be a person), but in dictionaries there. Right now, when I wrote this word, the computer stressed it with a red line, say, a mistake. And Katina was "stressed" by "strength". ..

The imperturbability of children's thinking makes him naive. "Katya notices such logical mistakes, past which I, for example, would clearly have passed." There is a good song from the cartoon on the plot of Eduard Uspensky.

t- The ice on the river b did not freeze, if only, if only, if it were. "" It's in the song. "Katya three and a half:" How can the ice freeze up? "The water can freeze to turn into ice, and the ice-how can it freeze?- pure logic And adults would not have thought to sit down. "Foam explained to Katya about" yesterday, ""today "," tomorrow "and" tomorrow. "When Lena was talking about" the day after tomorrow, "she meant how:" We, the one day that comes after tomorrow. "Katya:" And after the day after tomorrow, it's after tomorrow tooAfter all, tomorrow after tomorrow is after tomorrow, when Lena tried to develop success, she remembered the word "the day before yesterday." And again: the day before yesterday, we usually mean that this is one day thatpreceded by

yesterday. Katya, by analogy with "the day after tomorrow," judged so."The day before yesterday" is any day that was before yesterday, and not only directly preceding it. It took some of our efforts to make Katya realize that in our usual language "the day after tomorrow" is one day and "the day before yesterday" is one day. Katina logic was "surprised" by this understanding. Her expansion and our narrowing have improved her vision of the world of words.

Thinking is about something real. Katya does not miss an opportunity."Cork", according to her ideas, is when there are many cars. And she concludes:

- And when we go, the traffic jam increases also because of our car. We, too, are cork.

Once Katya put her hand in a glass of water. The glass is small, and the water rises to the edge of the glass. Katia asked why. Mom Lena:

- Dad, explain why.

I thought about how to explain that Katya was clearer. Katya explained herself as follows:

- The hand is strong, and the water gives way to it.

"Water gives way to the hand, because the hand is strong" - I would not have thought of this. I would start saying something like: water has volume, the hand has volume. But this would be incomprehensible to the child and not on business. And Katya - it is clear even to an adult and on business.

Like every child, Katya likes the word WHY.It means for her a common global question and sometimes is replaced by the word WHY, and sometimes - WHAT IT IS. .. Wrote by psychologists and children's writers about the need for patience for these "why".And what needs to be patiently explained. Even if it is repeated. The child rechecked himself and the parental explanation.

But "why" can it sound and menacing. Here suggests that I wear the wrong necktie, and this one. I object to that. And Katya is demanding like this:

- And why?

It is necessary to explain for a long time that people think that something is suitable for something, but something is not.

And having learned that in clothes something with something should coincide, Katya thinks about:

- So Blue shoes to blue ribbons, and the collar is white and the socks are white.

I have singled out from the general verbal mass of the Russian language such words as IN GENERAL, IN GENERAL, BY THE BTW, FINALLY. .. and like them. They are very important for coherent speech, for its fluency, for the transformation into speech of more dry linguistic forms.

It's interesting how a child learns not just words, but verbal turns.

- You, Dad, by the way, do not hang here.(That I hung a wrong shirt and she fell.)

- I mean. ..

- I'll tell you one thing now. ..

- Dad, imagine. ..

Words in words, but the Bible says that in the beginning was the Word. In my opinion - this is for a red saying. And psychologists think that at first there was a deal and that the words served a joint cause. But this is also for a redword - what, in fact, the difference. .. The child is developing and in the plan of action. And this self-development is also very interesting. But here too I will not be a system-creator, but I will pull into the conversation what I consider to be the most important thing.

And the most interesting, in my opinion, are the problems of dexterity and elimination of childish awkwardness. For example, a child pulls a certain thing from the heap of clothes. And other things unnecessary to him get pulled out and fall. I taught Katya to pull the right rag thing up, and not to the side, and unnecessary things will not fall.

There are actions that are not dangerous, but the child looks awkward for themselves and for others. This is how schizoidity is formed in actions. Of course, schizoid - the mind of the Earth, But the motor awkwardness hinders them. Schizoidity can also be considered as an unformed manual action. Let me remind you that activities must be decomposed into actions, actions on movements, movements - on individual muscle contractions. Work through, rehearse every element. And connect in the right combination: muscle contraction - in motion, movement - in action, action - in activity. Katya is two and a half years old. In the village under the romantic peasant name Bolshaya Ryabaia( I have already mentioned it and more than once mention it) our family has a house. This house leads a staircase with steps three times

larger than usual. Therefore, we learn this way. We lean our hands on the second step from the ground. The foot moves to the middle of the first stage. Then the body with its center of gravity moves to the foot. Then the second leg is pulled up. The procedure is repeated. Now the hands rest on the third stage, the stop moves to the second stage. Well, etc. On the side of the railing I built another "railing" from the sawn uneven trunks of poplars( so beautiful).The trunks, of course, I seriously secured. And they were a support for Katya. Then they remained only as a decorative structure.

"Motor awkwardness" is only partially genetically assigned, it is also being formed. Parents are awkward, can not teach, and the child develops as a schizoid with motor awkwardness. I already said that a schizoid is just a person who has not learned how to act. And we must teach the child. If you refer yourself to schizoid people, then learn from yourself, and then pass the skill to your child.

Motor dexterity is especially well developed in the process of communicating the child with clay. I did not make a reservation when I said "communication".Clay is alive. It changes its appearance under the hands of a person. Well, a child. ..

Labor has created man, many philosophers say. Why do they say that? My understanding is this. Here the animal, no matter how clever, observes independently of it the ongoing changes in objects, connects these changes with each other, realizes these connections, okay, let's say, and such an animal. But these changes are few. The sun rises and rises. Spring is replaced in the summer. Well and still chtoto. The leaves appear and fall. ..