Exercises for teaching children according to the Montessori method. Video review of the methods of early development of children by Maria Montessori. Tips This lesson will require the Montessori method.

The Italian teacher Maria Montessori believed that for this it was necessary to give children the opportunity to choose in the first years of life, allowing them to develop with minimal intervention, in a special environment. The key principle in Montessori's pedagogy can be described as follows: "Help me do it myself." According to various estimates, in the modern world there are from 3 to 10 thousand schools whose work is based on Montessori methods. Let's talk about how attractive this method of education in conditions of creative freedom is and what its basic principles are.

Maria Montessori, who lived in Italy at the turn of the XIX-XX centuries, was a doctor and teacher. The impetus for the creation of its own educational system was its work in a children's clinic. There, Montessori, observing, came to the conclusion that the child needs a special environment that will encourage him to learn and develop, independently, without coercion. An adult should only be a guide on this path, which will teach you to use this environment and develop at your own pace. In Russia, the first Montessori pre-school institutions appeared before the October Revolution, but did not work long. The return of the technique to our country took place already in post-Soviet times. All this time, the basic principles of this system remained unshakable.

Special educational environment

In order for a child to develop as productively as possible, it is necessary to create a special environment for him, taking into account his interests and needs. Montessori environment consists of various didactic materials - animal figures, cubes, musical instruments, teaching aids, ordinary objects corresponding to certain zones. Each zone is responsible for important skills. Moving between them, the baby acquires various everyday skills, learns to know the world with the help of the senses and is aware of the consequences of his actions, gets acquainted with letters and numbers, expands his vocabulary and delves into the essence of arithmetic operations. The child develops, expresses himself creatively, gets ideas about how the world works.

An important requirement for any of the zones is the accessibility of everything that is in it for the child. He should be able to reach out to everything he is interested in and start work.

Freedom and discipline

A teacher in a Montessori kindergarten never tells children what they will do today. It can stimulate their interest in something, but not force it. The child chooses an activity for himself, learns to listen to himself and make a choice. The freedom granted to him allows us to develop initiative. At the same time, they explain to the kids: your freedom ends where the freedom of another begins. Children follow the accepted rules: they clean up toys, move around the class quietly, try not to interfere with each other. This is discipline, which should not be called for, since it is formed from the inside, without coercion.

Independence

Everything that a child can do by himself, he does by himself. An adult can give him exactly as much help as the baby himself needs. As Montessori herself believed, 2-4 years is the golden age for the upbringing of accuracy in a child. In the Montessori garden, the child is given the opportunity to get the minimum: to fasten buttons, clean shoes, iron clothes. He independently prepares his workplace: he puts the oilcloth on the table, if he wants to draw, brings paints, draws water in a glass and removes it after himself. So in the child decisiveness is laid, so he gets the opportunity to feel like an adult.

Invaluable

The teacher does not evaluate either the child, or what he does, and does not compare him with others. The reward for a job well done for the baby is the joy of what he did. The punishment for pranks is relative isolation from other children: the child is simply seated at another table, without infringing on anything. The child learns to evaluate himself independently, to be independent of external evaluations, to do something well not for the sake of reward, but simply because he likes it. This is important for self-confidence.

Different age

Maria Montessori believed that unifying children by age for some kind of activity was unnatural and unproductive. In one group, children of different ages, from 3 to 7 years old, study. Initially, the Montessori groups were of different ages for children from 3 to 7 years. Now according to the International standards for children under 7 years old the following division is accepted. In infant groups (Nido, Infant), classes are held for babies from 2 to 14-16 months, in Toddler groups for children from 14-16 months to 3 years, Casa dei Bambini - from 2 years 8 months to 6 years.

The younger ones take an example from the elders, and they recognize themselves as leaders. All together they learn to interact with each other, show patience and flexibility, ask for help and give it. Such interpersonal skills are invaluable for the development of the emotional sphere of the child. In addition, children can develop at their own pace, taking into account their own capabilities: in a different age group, a five-year-old baby who has not yet mastered will not feel left behind. What happens to a child who is engaged without coercion, without comparing him with others? He himself discovers reading, writing, arithmetic, himself controls the educational process and learns with pleasure. Indeed, in all children there is a cognitive interest, which is so important to maintain.

The theoretical side of Montessori's pedagogy looks very attractive. And what benefits does this system give in practice? Lada Lazareva, head of the Our Lad Opportunity Center, shares her opinion.

Indeed, as a result of well-organized classes in a special Montessori environment, the child independently at his own pace improves large and fine motor skills, masters the language, develops perception of the senses, attention, memory and imagination. He comprehends cause-effect relationships, self-discipline, self-service skills and other real life skills. Thanks to classes on the Montessori system, the baby can occupy himself, he learns to understand himself and gain knowledge based on his own experience, developing the ability to self-learn.
Today, in Russia, many organizations that are curious about the Montessori classes do not meet international standards. They often do not provide for physical exercises, there is no place for music, creativity, and materials for classes with kids are limited to pouring cereals and transfusion of water. If the teacher does not have sufficient experience, then in the group of active kids there may be difficulties with observing the rules. And kids prone to fantasies can be bored. Without the sensitive work of an adult, the Montessori child concentrates on himself and does not reach out for communication. For closed children, independent development of the material is generally fraught with estrangement from the collective. In addition, the position of an inexperienced teacher as an assistant wears out a child to perceive an adult as an authoritative person. It is also worth noting that visiting accredited Montessori groups is quite expensive. Therefore, some parents try to create a Montessori environment at home. Indeed, many exercises are easily reproduced at home. However, to obtain the educational results stated above, a competently created environment and a qualified specialist are required.

Maria Montessori has developed a special program for working with children, aimed at expanding the horizons of preschoolers and instilling in them everyday skills that will certainly be required in later life. Kids perform the Montessori method exercises with great pleasure, because they are fully involved in this fascinating process, which takes place in a playful way.

Montessori has always emphasized the importance of stimuli for the development of the corresponding human senses. When a child goes through sensory periods in his development, it is imperative that he encounters an occupation in his environment. For example, if we want to develop musical hearing, we need at least a musical instrument, and color pencils and paints are absolutely necessary for the development of color vision.

In a classroom where children study according to the Montessori method, the bulk of the so-called sensory materials are located next to the daily life zone. Like everyday exercises, sensory exercises go along the main sequence of learning steps: from the concrete to the abstract, from the development of the hand to the development of the brain, from motor and sensory exercises to, from actions to the ability to express thoughts.

In sensory exercises with Montessori materials, one kind of feeling is often highlighted with the subsequent complication of interconnected teaching materials: for example, the study of color can begin with three primary colors, gradually we will move on to seven colors of the rainbow - to the shades of primary colors, to the ability to combine and receive them new varieties of color schemes. Therefore, in our activities with the baby as he grows up and develops certain skills, we can always move on to new activities on the basis of already well-developed ones, including our imagination and attracting more and more household chores.

Remember the words of Maria Montessori: "Watch your child and go to meet his needs!"

Never force a child to do what you want - he has the right to his opinion. It is important that he be free to study the material and be able to create on his own.

On this page you will learn how to deal with children through the Montessori system in order to instill various skills in them.

Classes with Montessori elements for the development of auditory memory

Check if he knows how to select individual sounds? Does he manage to sort the sounds according to their characteristics (high - low, short - long, sounds of birds - sounds of insects, etc.).

Exercise of Maria Montessori “Sound Lotto” is recommended to be performed with children 3-4 years old.

The purpose of the lesson is the development of auditory memory, the ability to sort by sound.

For this lesson with children using the Montessori method, you will need:

several large lotto cards with images of various objects and animals that make some kind of sounds (for example, a pig, a cow, an airplane, a train, a vacuum cleaner, a bird, a dog, a cat, etc.). You can use lotto cards bought at the store or made by you;
a set of small cards with pictures corresponding to the images on large maps.

How to complete the Montessori mission (the number of players is limited by the number of large lotto cards):

Hand out big cards to children and yourself. Small cards should lie down on the table.
Start the game by selecting one small card. Turn it face to you and reproduce the sound characteristic of the animal or object depicted on it.
Ask the child to guess what it is. If he guessed right, he can take a card and close it with the corresponding drawing on his big lotto card.
Then the child also takes a small card from the pile and repeats your actions. You guess, but if your large map does not have a corresponding picture, return the card under the bottom of the hill from the small cards.

The one who closes all the pictures on the big map wins.

Control - visual (comparison of the picture with sound).

During the Montessori class, make sure that the child knows the names of objects and animals. To do this, this game can first be used to familiarize the child with various objects and animals, and only then - to study the sounds they make.

By the way, making large and small cards with your child in preparation for the game will give you the opportunity to repeat with the child the names of all the animals, birds, cars, etc. shown on them, as well as meet new characters.

Expansion of activities:

You can use miniature copies of cars, figures of animals, birds, etc. instead of small cards. In this case, the child learns to compare two-dimensional and three-dimensional images.
The next step may be the transition to sorting on the basis of "living - nonliving", "biped - tetrapods", counting the number of animals, birds, objects, etc.

Montessori system for teaching children the basics of mathematics

Check if the child knows the names of geometric shapes? Can he distinguish between them?

The exercise “Flat forms” for teaching the basics of mathematics by the Montessori method is recommended for children 3-4 years old.

The purpose of the lesson is to teach the child in appearance and touch to recognize geometric shapes. This will prepare him for further math classes.

This Montessori tutorial will require three sets of geometric shapes:

first set - with straight sides (square, rectangle, triangle);
second set - with curved sides (circle, oval, etc.);
third set - with mixed sides - straight and curved (semicircle, etc.).

Each set should be white on one side and color on the other, for example, green for the first set, orange for the second and blue for the third.

Three additional sets of cards on which all the geometric shapes described above are drawn.

In set No. 1, geometric shapes are completely painted over; in set No. 2, they are outlined by thick lines, in set No. 3, by thin lines.

To conduct such a lesson with children on the Montessori system can be in three versions.

Option 1 - familiarization with geometric shapes (use the three-period Montessori lesson).

We show the baby two different figures that differ in form as much as possible: “This is a circle”, “This is a square”. Be sure to circle the outline with the index and middle fingers and invite the child to repeat our actions.
Turning to the child, we ask him: “Give me a square”, “Give me a circle” (as a rule, first we ask you to give the figure that was shown last).
If the child correctly performs our task, we ask him: “What is this?”

It is possible that the baby is ready for further work, and we can supplement the number of studied figures with the third and fourth figures.

But if the child gets confused, do not insist and return to this game after a while.

Option 2 - for children who know the names of the main geometric shapes.

Lay out all the sets of geometric shapes mixed up on the table, white side up.
Ask the child to feel the figures from all sides and divide them into three groups.
When he does, turn over the cards. If the colors are the same in each group, then the geometric shapes were sorted correctly.

Option 3 - for children who already know how to lay out geometric shapes to the touch.

Let the child take the first additional set of cards with geometric shapes drawn on them and sort them into three groups according to the description - straight sides, curved sides, straight and curved sides.

To verify the correctness of the assignment, the child combines individual geometric shapes with the drawn ones and controls himself by the color of their reverse sides, turning the geometric shapes over.

If you wish, during a lesson using the Montessori method, you can repeat this game with a second and third additional set of cards.

Exercise with the material of Maria Montessori on the development of touch

Check if the child can distinguish between fabrics of various quality (wool, silk, cotton, etc.).

Exercise "Sensory Lotto" is suitable for children 4-5 years old.

The purpose of the Montessori methodology is teaching the definition of quality and form, the development of touch.

What we need:

Four identical large cardboard game cards, divided into eight squares. Eight pieces of one material of a certain color are pasted on each of them (for example, large card No. 1 - red velor, large card No. 2 - blue silk, large card No. 3 - green cotton, large card No. 4 - yellow wool), which differ from each other in shape (triangle, circle, square, oval, star, rhombus, rectangle, trapezoid).
Thirty-two individual small cards. On each of them, one geometric figure is glued from a material corresponding in quality and color to one of the large cards used for decoration.
You can buy a similar game. To make it at home, cut two identical sets of geometric shapes from four grades of material of different colors, eight shapes of each color. In total, 64 figures will be obtained, differing from each other in the quality of the material, color and shape. Stick one set of eight figures of the same color onto each of the four large cards. Glue the second set of forms to 32 dense individual cards.

For younger children, one large game card and one set of eight small cards can be made using sandpaper.

How to perform the exercise (for four people):

Each player selects a large card. Corresponding small cards are placed in front of her face down.
One player is asked to identify the shape on the individual card by touch, and then find the appropriate shape on the big map. To prevent the child from peeping, turn the card “face down” or blindfold it with a soft bandage.

Control - visual (coincidence of the shape of geometric shapes).

During this developmental lesson using the Montessori method, you need to be sure that the child knows the names of geometric shapes. If you doubt his level of knowledge, use the preparation of materials for the game to familiarize the child with geometric shapes and consolidate his knowledge.

Expansion of activities:

Option 1

Ask the players to show certain geometric shapes on large maps or to count the number of figures, such as circles or squares.

Option 2

An older child can choose shapes by touch from one large pile of small cards. In case of discrepancy between the color of the big card and small cards, the latter are returned to the heap, underneath.

Assignment on the method of Mntessori on the development of visual memory and fine motor skills

Lesson with children "Remember" by the Montessori method is carried out with children 5-6 years old.

The purpose of the exercise is, as well as tactile sensitivity and coordination of the movements of the muscles of the fingers (fine motor skills).

For this lesson, the Maria Montessori program will require:

One game board with 48 holes covered with discs.
Eight "team" cards, each of which is interspersed with two thematic sets of 24 different objects each - geometric shapes and toys, color combinations and musical instruments, patterns and vehicles, numbers and animals, etc. The "team" card is inserted under the holes of the game board along the side grooves on the underside of the board.
If you can’t buy this game, try to make a simplified version of it yourself. For this, we will use only large cards, divided into 48 squares, with 48 pictures glued on them according to the above principle. You can close the pictures during the game with clean white small cards, which will subsequently mark the points won.
The difficulty level of the game should constantly increase: some cards are suitable for younger children, others for six-year-olds and older.

How to conduct a lesson with elements of the Montessori methodology (for two or more people):

Select a team card and enter it into the slots on the board.
Each player takes turns opening two holes at a time and examines the pictures in them.
If two pictures do not correspond to each other on the topic, the discs must be returned to their places, the move goes to another player, and everyone else tries to remember the location of the pictures.
If the pictures form a thematic pair, the player must name it. Then he can put down the discs - this is his accumulated points - and continues the game.

As you may have guessed, the main task of the exercise is to try all the time to open pictures that form thematic pairs (for example, “clothes”, “transport”, “birds”, etc.), and thus gain the most points.

We deal with paper according to the Montessori method

Check if the child is able to gently peel pieces of paper? Can she use scissors to cut off part of a sheet or cut out any picture she likes?

This Montessori paper exercise is for children 3-4 years old.

The purpose of the lesson is to improve the child’s control of the muscles of the fingers of the hands, provide knowledge about the shapes and sizes, help in mastering the terminology and expanding the vocabulary.

For such an activity with children on the Montessori system you will need:

cigarette paper,
old magazines and newspapers
baby scissors with rounded ends.

How to do:

Show the child how to fold newspapers or separate pages of old magazines with two hands, then how to pull and tear off (using the “working” hand — that is, the one he used to work with). Let him tear the newspapers into pieces as much as he wants.
When he has mastered this activity, show him how to cut strips and squares with scissors.

Visual inspection - neat edges at a torn or cut strip of paper.

During such Montessori-style developmental training, be sure that children's scissors can actually cut paper (and not just wrinkle and tear, as this often happens!).

The child must know - the scissors are sharp.
Newspapers and old magazines are more convenient to use, since their paper is usually very thin and the child can easily cope with it.
The child must be able to carry the scissors, carefully serve them to another person.

Expansion of activities:

You will need glue and thicker paper for sticking drawings.
After an impressive stack of cut paper has been prepared, invite the child to draw a contour of the house or tree, and then show how to stick on pre-prepared scraps of torn or cut paper. As you train, pictures can become more complex in design and shape.

Montessori application class

Children are trained in the application of the Montessori system with children 4-5 years old.

Doing the collage with your own hands, the child gets real pleasure. There is full scope for creativity, because the variety of materials used produces a different effect.

For this lesson by the method of M. Montessori, you will need:

The main materials are glue (preferably glue stick), cardboard, thick paper, wood, cork, paper plates or a large piece of cloth.
A set of related materials such as tissue, decorative or wrapping paper, braid, cords, fabrics (cotton, wool, etc.). In fact, everything that you were going to throw away is suitable.
Sometimes additional fastening materials are needed (duct tape - adhesive tape, paper clips).

How to do the exercise:

First, let the child master the gluing of individual materials on paper.
Then invite him to draw a contour, say, of a bird, or a more complex picture like a garden or even a geometric pattern.
Invite him to fill in the middle of the picture, sticking different materials there (choosing them according to the color and quality of the material).

Watch the Montessori Lessons video to better understand how to deal with children according to the Italian teacher’s method:

Sewing with children according to the method of M. Montessori at home

Sewing lessons according to the Montessori technique at home are held with children 5-6 years old.

Children can start sewing before the age of five. A preparation for sewing at the age of three can be stringing large buttons or beads on a strong thread or fishing line of the appropriate diameter. A five-year-old child may be asked to sew using a very thin fabric (e.g. canvas).

The goal of Montessori sewing is to develop small muscle motility. Such work makes you concentrate and brings great satisfaction.

What is required:

a set of large needles is not too blunt, as this can make sewing difficult, and the child will drop it. (By the way, parents using the Montessori method are not afraid to give children sharp needles.):
set of cotton and silk threads:
dense material such as felt or linen.

How to perform such a task according to the Montessori method:

First show the child how to lay simple stitches, later - more complex ones, such as “cross”, “forward needle”, How to sew on a button.
Try to have the child make the items you need in your homework, and always use his product in front of him.

Application and work with shreds are also quite simple exercises with a needle that an interested child can easily master.

Occupation at home on the Montessori system with floating and sinking objects

Check if the child knows that items can be sorted by buoyancy? Can he name objects that float on the surface of the water, and objects that drown? Help him learn about this by the example of, say, fruits, vegetables or various toys by placing them in water in a bath or in a basin.

Classes at home according to the Montessori method with floating and sinking objects are held with children 3-4 years old.

The goal is to help your child remember which items are floating and which are drowning.

What kind of Montessori exercises will be needed:

A large sheet of paper on which a basin of water is drawn, and a set of pictures depicting objects that could be used in the experiment.

How to complete the task:

Ask the child to select one by one picture and place them on top of the drawn water or at the bottom of the pelvis, depending on what he knows about the ability of these objects to swim or drown.
If he does something wrong, show him, using real objects as an example, whether they are swimming or drowning, and then play with the same pictures the next day.

Before starting such a Montessori program at home, make sure that the child knows how to work with water, protect him from getting wet with a special waterproof apron.

Expansion of activities:

This activity allows you to sort objects by the material from which they are made (and at the same time clarify that wooden objects usually float, and metal drown). Further, these same objects can be counted, so that later you can find out how many of them drowned (we turn to mathematics!)

Montessori Developmental Learning: Anatomy Lesson

Training in the basics of anatomy by the Montessori method is carried out with children 4-5 years old.

The goal is to help the baby learn more about body parts and how they work. This will arouse interest in the work of his own body.

For this exercise with children on the Montessori system you will need:

A very large sheet of cardboard is larger than our child.
A few bolts or other similar things for fastening the cut parts together.
Linen elastic and pen.

How to complete the task:

Tell your child about the main parts of the human body. Then ask him how he can move and what not. Explain to him what a joint is and ask him to find all the joints on his arms, legs, hands, feet, etc.
Circle the outline of his body and, together with him in the picture, mark where the joints are on the body.
Cut the pattern at the locations of the joints, and then again connect the parts together using fasteners and elastic bands.
When this is done, talk about his spine and associate it with a game to classify animals. The child must understand that he, too, is a vertebrate.

How to deal with water according to the Montessori method

Experiments with water in the kitchen are conducted with children 5-6 years old.

The child will witness the different temperature effects on the water and really see that the water can be solid, liquid or gaseous. “Kitchen experiments” will make him observe and ask, namely, this is required for further studies at school. They will also help to understand the water cycle in nature and its impact on weather changes, and this is a step towards understanding geography.

For such a Montessori method homework you will need:

Eight empty cans to make Montessori thermal cans.
Fill two cans with cold water, two cool water, two warm and two hot (but not burned).
Water thermometer.
Kettle and ice freezer for the second stage of the experiment.
Figure illustrating the water cycle in nature.

How to do the exercise:

At the first stage, the child gets acquainted with the temperature. Ask him to close his eyes, feel the cans and put them in pairs, that is, two next to cold water, two next to cool water, two next to warm and two next to hot.
Explain to him how you change the temperature of the water. If you have a water thermometer, measure the temperature of the water. Try to determine the boiling point and freezing point of the water.
Show your child how, when the kettle is heated, when the water reaches the boiling point, it turns into steam, which evaporates like gas. Make sure that he has firmly mastered - steam always rises up and never falls down.
Pour some water into the ice mold and freeze it. Show your child how water turned into ice and became solid. Discuss with him the freezing point at which ice formed.
Continue to explain the water cycle in nature, using the figure: every day the sun heats water in rivers and lakes, and part of the water evaporates (turns into gas). This steam rises like a pair above the kettle. As it rises, it cools and forms tiny droplets of water, from which clouds form. Gradually, the droplets increase in size and return to the earth with rain. When it is cold enough, rain falls in the form of snow or hail. On earth, the water cycle begins again.

Montessori classes for healthy kids

"Food game" is held with children 5-6 years old.

The purpose of the game is to give the baby knowledge about the main groups of food that a person needs; form a concept of healthy food.

What is required:

A large sheet of paper.
Pictures depicting different foods. We can cut them from magazines or draw with a child.
Double-sided transparent adhesive tape (adhesive tape).

How to do:

Divide the paper into seven parts and name each of them with the names of different food groups: fruits and vegetables, meat, milk and dairy products, bread, cereals, butter and sugar.
Each time you eat, discuss what you ate, select the appropriate picture and stick to your table.
At the end of the day, you can discuss together what you ate and decide what you need the next day.

Expansion of activities:

Our kitchen is a wonderful place to get acquainted with mathematics: the child learns about the shape of the subject and its area by selecting the lid for the desired pan.
Measuring length, weight, volume - all this is easy to do at home. For example, when preparing food, you can count, measure and weigh the necessary products with your child — this is his first step towards science.
Older children can cook simple meals on their own from start to finish. They will learn the difference between weight and volume, get acquainted with concepts such as gram, kilogram, liter, etc.
We put a measuring cup or scales on the table in front of the baby's eyes so that he clearly sees the scale, and let him measure the ingredients for us. As a result, five- and six-year-olds will easily orient themselves if they need to add half or a third to the existing amount.
Acquaintance of the baby with the subtraction will also happen without problems if we intentionally put too much product and ask him to postpone part so that it is correct.

Montessori exercise to prepare your child for school

Check if the child knows the basic concepts related to the theme of “time”? Does he compare the concepts of “morning”, “day”, “evening” and “breakfast”, “lunch”, “dinner”?

This exercise for the Montessori system can be performed starting from the age of 3.

The goal is the further development of a sense of time.

What is required:

A long sheet of paper, approximately 30 cm wide, divided into parts by vertical lines. In each part we will write the time - starting, say, from 7.00 and ending with the time when the child goes to bed. Let's draw a clock too.
Pencils and felt-tip pens.
Glue stick or adhesive tape (adhesive tape).

How to do the exercise:

Ask the child to draw a picture of him getting up or having breakfast in the morning. Talk to him what he will do after breakfast, and gradually remind him that after breakfast he goes to kindergarten, plays in the park (in the garden), has lunch, goes home, goes to the store to shop, drinks tea, watches TV, reading fairy tales, washing, having dinner and going to bed. When the child remembers all this, he can draw the necessary pictures.
Glue these pictures on your daily routine under the appropriate time.
Attach a daily routine in his room or where the child will often look at him and remember what else he needs to do.

Try to note all the main points of the child’s daily life so that he can subsequently control himself.

Expansion of activities:

You can make arrows from thick paper (or cardboard) and attach them to the dial (for example, with a small rod) so that they can rotate and show a certain time.

Exercise for children on the topic "Daily routine"

Exercise on the topic "Daily routine" can be performed with children 4-5 years old.

This version of the basic “daily routine” model will help the child feel the connection between events in his life.

Often at this age, everything that has already happened is marked as “yesterday,” and everything that happens will be marked as “tomorrow.” Time is the most difficult concept for a child. The more you experiment and discuss, the better.

What is required:

A large strip of paper divided into six parts.
Although it is assumed that you will begin to work with a four to five-year-old child, you will gradually continue classes with him - which means that you need six parts. Each piece represents one year in a child’s life.
A set of photos of the baby - from the moment of birth to the present.
Glue or tape.

How to complete the task:

Choose photos that clearly show the baby how he has changed over the years.
Pin or paste photos on the “routine of life” in the appropriate place. Tell the child about himself when he was a baby, and let him ask questions.

Classes with children on the theme "Communication events"

The exercise “Changing a person’s home” is performed with children 5-6 years old.

The goal is to help the child understand the connection of events; make him think about the changes that occur over time, about the causes of these changes.

What is required:

A long strip of paper - for example, old wallpapers cut in half are quite suitable. Divide the paper into at least six or seven parts and designate these parts for centuries and years.
Drawings depicting the appropriate types of housing: for example, a cave, a hut, a dugout, a hut heated in black, an ancient Roman villa, a medieval castle, a Kremlin, a boyar tower, buildings from the era of classicism, the early 1900s and a modern house. You can use ready-made drawings or draw the necessary from books.
Glue or tape.

How to do the exercise:

Start by talking about your own home and the necessary things. For example, we all sleep on beds, cook food every day, wash ourselves.
Show the child the pictures you have collected and ask him if he noticed any differences between the way the caveman cooked the food and the way we cook it. It is very important that the child himself notice the similarities and differences.
Now continue the conversation, why they cooked food differently than we do, and perhaps you will touch on some important inventions that make modern life so comfortable and easy. For example, life has changed dramatically since the invention of electricity. For the first time, light bulbs were used in 1879, refrigerators - in 1879, electric irons - in 1882, the first electric stove - in 1889, an electric toaster - in 1909, an electric kettle - no later than 1923, and an electric dishwasher - in 1899 .

This game may be associated with a visit to the museum, which would make all these historical events very visual for the child.

Exercise with children on the development of spatial imagination and memory

Check if he knows what rooms are in your house (apartment) and what you can see in them.

Exercise "House Plan" can be performed with children 3-4 years old.

The goal is the development of spatial imagination and memory.

What is required:

A large sheet of paper.
Pictures drawn by a child or cut out of magazines depicting various furniture, such as beds, armchairs, tables, as well as a stove, refrigerator, etc.
Felt pens or pencils.
Glue or tape.

How to complete the task:

Draw a plan of the apartment or house (possibly with a barn or garage). Highlight the rooms, as in your home.
Talk with your child about the rooms in your home and what you can see in them.
Invite him to draw or select pictures with furniture for each room and attach them to the diagram in the desired room.

Visual control - having passed with the child around the house (apartment), you must find all the items indicated by the child on the plan.

Pay attention to the expansion of the vocabulary of the child when meeting new names for him. Try to build your conversation with him more often so that he constantly uses new words.

Expansion of activities:

In the summer you can proceed to the preparation of a plan for the summer cottage and summer cottage.
If you visit relatives, repeat this game, drawing a plan of their apartment or house, and at the second visit, check the correctness of the assignment.

Lesson on the House I Live In

A lesson on the topic "The house I live in" is performed with children 4-5 years old.

The goal is to help the baby get an idea of \u200b\u200bhow other people live.

What is required:

A set of pictures depicting various types of houses (such as an igloo, houseboat, village house in central Russia, a hut in the tropics, etc.) and their inhabitants (Eskimos, Indians, Aboriginal Africans, etc.).
A similar set depicting animal houses (for example, a bird's nest, anthill, etc.) and corresponding animals.
All pictures should be placed on the cards.

How to do the exercise:

Talk about different types of houses. Describe what they are made of, where you can see them, how long they can be built, what they are called. See how many different types of houses exist.
Then show the child images of different types of houses and people. Ask him to determine which of the people lives in which house.
Associate this with the types of houses in which animals live.
Play with the cards, picking up animals and people to their homes.

The Montessori class video demonstrates how these exercises are performed:

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The upbringing of a harmonious personality begins in early childhood - everyone has heard about this. But in this regard, parents have the biggest problem of all - the problem of choice. And for starters, it relates to the method of teaching the baby. Despite the presence of a sufficient number of different tricks and recommendations, only a few of them are most popular. In particular, the system of early education according to Maria Montessori, which can be implemented at home.

The essence of the technique of Maria Montessori

Maria Montessori is a doctor, teacher, scientist and author of a well-known method of teaching children. She was the first woman in Italy to receive a medical degree and work with mentally retarded children. The program she developed at the very beginning of the 20th century was based on the idea of \u200b\u200bself-education of a child. And what was the surprise of her colleagues when the students with the developmental delay in her method took first places in subject Olympiads just a year after the start of classes, showing deeper knowledge than their full-fledged peers.

The basis of the Montessori approach is that the child, knowing the world, should be happy

After such success, Montessori earned worldwide recognition, and her system began to be used for teaching ordinary children.

Implementing the Maria Montessori method, adults need to understand what the baby is interested in, create the conditions for the most complete development and explain how the little one can learn more. Classes are held in special zones (we will talk about their configuration a bit later) that develop certain intellectual and emotional components of the personality.

It is interesting! Members of the British royal family, Henry and William were trained according to the Montessori method. Also among the outstanding "graduates" of the system: writer Gabriel Garcia Marquez, founder of the Google search engine Sergey Brin, ideologist of the wiki concept, creator of Wikipedia Jimmy Wales, as well as the founder of the Internet company Amazon.com and the owner of The Washington Post publishing house Jeff Bezos.

System components and principles

Maria Montessori has developed 12 basic principles on which the entire system of her education is based.

Children are taught what surrounds them.
If the child is often criticized, he learns to condemn.
If the child is often praised, he learns to evaluate.
If a child is often shown hostility, he learns to fight.
If they are honest with the child, he learns justice.
If a child is often ridiculed, he learns to be timid.
If a child lives with a sense of security, he learns to believe.
If the child is often dishonored, he learns to feel guilty.
If the child is often approved, he learns to treat himself well.
If the child is often condescending, he learns to be patient.
If the child is often encouraged, he learns self-confidence.
If a child lives in an atmosphere of friendship and feels necessary - he learns to find love in this world.

Montessori children should get the most out of practice

Montessori upbringing involves classes with children from birth until school age. It is based on three main components.

Montessori component programs - table

Component Montessori Techniques	Description
The child and his susceptibility to learning	You need to clearly understand which perception is closer at a particular age. The speech stage (from 0 to 6 years). Touch stage (from 0 to 5.5 years). Establishment and perception of order (from 0 to 3 years). The development of fine motor skills (from 1.5 to 5.5 years). Mastering various actions (from 1 to 4 years) The stage of socialization (from 2.5 to 6 years).
Environment	At each specific stage in the development of the baby, things that are clear to him should surround him. The task of adults is to bring this accessibility to life. For example, a child will quickly learn to dress independently if there is a low chair next to his bed, on which mother will hang clothes from tomorrow evening.
Teacher	The baby must become a teacher himself. The role of adults in learning by this technique is to observe. That is, the message of the child is not that the parents do something for him or with him, but that they are ready to explain everything that the peanut is incomprehensible. That is why the motto of the Montessori technique is: “Help me do it myself.”

Comparison with other development methods: Zaitsev, Nikitins, Doman, Lupan

As already noted, today there are quite a few early childhood education systems. Their differences mainly relate to:

the necessary material;
places for classes;
role of an adult.

Comparison of methods - table

Comparison Technique	Differences
Zaitseva	The methods of Zaitsev suggest a game form of work. Meanwhile, the Montessori system is not a game as such, that is, you do not have to say: “Now we will play.” This is an ordinary life, but organized according to certain rules. Thus, more material is needed for classes than a set of cubes and tables.
Glenn Doman	In the technique of Glenn Doman, training takes place using cards. In it, unlike Montessori and Zaitsev, there is no effect on touch, and this feeling is the leading source of perception in children under 5 years old.
Nikitins	The Nikitins' games are close to the Montessori system, since both methods define the parent as a senior comrade, and not the person who issues instructions and verifies their implementation. True, the Nikitin system also includes the active hardening of babies, but neither Zaitsev, nor Doman, nor Montessori affect physical development in this context.
Cessille Lupan	The Cessil Lupan methodology, like the system of Lyudmila Danilova, is aimed at the fact that in the first year of life a child should learn as much as possible. Maria Montessori, on the contrary, offered to dose the new in equal portions, but the baby learns the unknown constantly.

Advantages and disadvantages of the system

The advantages of the Montessori methodology, practice teachers and parents with experience are called:

independent development of the baby (without adult guidance, but under his supervision);
the individual pace of personal growth of a peanut (all age limits for certain types of activity are given approximately);
convenience of form (you don’t have to allocate special time for classes, work on the system - this is everyday life);
the formation of such important qualities as self-discipline, organization, rationality, etc.

To implement the methodology in life, it is not necessary to purchase expensive manuals and materials

The miscalculations in the Montessori technique include:

insufficient attention to the development of the creative and emotional components of personality, an excess in the direction of intelligence, analytical, logical thinking;
the absence of role-playing games, as they, in the opinion of the author of the development system, distract the child;
an omission related to the correspondence of tasks to the baby’s temperament (for example, if the child is quiet, calm, that is, phlegmatic, he will not ask for help from his mother, thereby starting to shut himself up in his complexes, which is not so easy to get out of);
the discrepancy between the atmosphere prevailing at home in the process of working on the Montessori system and the traditional school system.

Components required for home-based learning

The entire learning process is based on the interaction of the child with the teaching material. A variety of objects can play its role: specially purchased or made toys, cards, household items (jars, brushes, covers, rags of fabric, and so on), books, geometric shapes, volume letters and numbers, paints, plasticine, and so on.

An important component of the Montesori classes is musical greeting. They allow each phrase to come up with simple actions that the baby can easily and interestingly repeat. This makes it possible to stretch the arms and legs, develop memory, mindfulness and observation.

Learning material is easy to do yourself

Montessori technique is available for implementation at home. All the necessary game material can be bought or made independently. And children's songs are easy to find and download on the Internet. From parents only determination and desire to help their child are required. And even if the family has two children of different ages, they can perform different exercises, but from the same play area, while the older one helps the younger one.

How to build classes at home?

In order to realize the approach of Maria Montessori, parents must start by creating a suitable atmosphere, that is, zoning of space. These zones are filled with suitable didactic material and help adults maintain order, and children can navigate “toys” well. By the way, based on Montessori zoning, work has been built in most schools of the child's early intellectual development.

Practice area. Here, children get basic household skills. At different ages, brushes, scoops for sweeping floors (for a one-year-old assistant), various lacing, buttons for the development of motor skills (for two-year-olds), sets for shoeshine, washing or even polishing (for children older than 3 years) are placed here.
Zone of perception. All its elements differ in shape, color, weight and size (bottles, jars, mugs, lids). In this corner, the child trains motility, tactile sensations, as well as memory and all kinds of attention.
Math zone. All subjects here are connected with mathematics and are called upon to improve the skills of abstract thinking, as well as to cultivate patience and perseverance. Materials can be sets of counting sticks, sets of three-dimensional geometric figures, etc.
The language zone is all that is needed to teach reading and writing. Volumetric letters, cubes, recipe, alphabet.
The space zone acquaints with the surrounding world, namely with the mysteries of nature, weather phenomena, culture of different countries of the world. As a material, you can use animal figures, cards, shells, pebbles, books and more.

These 5 zones are actually freely located in one small room. The main thing is that all their content is streamlined and accessible to the child.

To obtain the desired result, adults must correctly organize the space surrounding the baby

"Lessons" in the Montessori system can not be entered into a specific time frame: the baby should be engaged when he has a desire. For example, after lunch on Saturday you start cleaning the apartment. The peanut at this time goes to its corner of practice and, taking a brush, helps you. Here is the technique in action!

The child must feel involved in everything that adults do.

Many parents wonder: how often do I need to change the type of activity? Methodists do not answer it unambiguously. The thing is that each child is individual, that is, mothers and fathers feel when the little one is tired of doing, for example, a noise bag and it's time to move on to working with cubes. Only an important condition: you can start a new job only after the previous one is completed and all the inventory is put in place. It is necessary to take into account the moment that for some types of activity the baby needs a companion, for example, to play lotto. So the principle of parental non-interference does not apply to joint games.

The adult’s task is not to help, but to observe what children are doing with this or that material

Classes in this developmental technique do not involve any special toys or manuals. The principles of Maria Montessori relate to a greater degree of organizational issues, rather than substantive.Nevertheless, there are many options for creating DIY training equipment. It differs not only in the manufacturing method, but also in the age at which it is advisable to use it.

Classes with kids up to 1 year old

The principle of choosing toys for peanuts at this age - the more sensory sensations, the better. In general, everything that fits:

rustling;
is noisy;
mutates.

For the game use:

filled bags for training vision and tactile sensations (for them we take fabric of different textures, smooth or with a pattern, and for the filler - cereals, beans, polystyrene foam, small pebbles);
non-empty tightly closed bottles, boxes and jars for training auditory sensations (we pour sand, granules, pebbles, etc. in them);
beads, beans, pasta - only under the supervision of adults!

During the game, the child should be comfortable, this applies, first of all, to clothes, posture and place

A baby up to a year is interested in the properties of objects, but the result does not have much significance, therefore, games include:

pulling the item up a peanut (for training finger grip);
naming what is in the hands (for the development of memory);
shifting from one hand to another baby.

These actions may be accompanied by children's songs or poems (both performed by parents and in audio recordings).

DIY DIY educational toys for children under 1 year old - video

The best exercises for children from 1 to 2 years

At this stage, we not only train finger motility, but also continue to develop sensory perception, as well as give elementary ideas about order.

Materials and content of games

Starting from 1 year, the baby can already concentrate his attention, actively imitates adults and peers, understands that some of his actions lead to one or another result. The age begins when the child needs to be given the opportunity to be alone. But only subject to the absolute safety of the toys with which he plays.Here are some useful games.

Secret Chest. We put unnecessary bottles, jars, boxes in a large box. An important condition: they must all be covered with lids. Put something small in each item (from beans to toys from Kinder Surprise). By untwisting these containers, the child will not only satisfy curiosity, but will also actively develop fine motor skills of fingers.
"Breadwinner". We take a plastic toy (preferably an old one, so that it would not be a pity), cut her mouth and offer the peanut to feed the simulator with beans, peas, or beads. Due to the fact that it is difficult to take a small object with your fingers, and even more so stick it into a small mouth, the baby will train motility, eye and patience.
"Magic basin" or a favorite toy for a child 9-15 months. Pour cereals and pasta into a relatively deep and wide bowl. Small items (chestnuts, shells, toys) are “buried” in this content. The task of the crumbs is to find the hidden. Parents first show for themselves, and then already allow him to play on their own, but under supervision.
By the way, this toy should not be abandoned even in adulthood: it is enough to complicate the task, for example, to find all red objects or all blue ones.
"Peresypaka" (playing with cereals) will definitely captivate the baby. From one bowl, the little one should pour the contents into another with a spoon. If there is a children's mill, then falling asleep groats will become even more entertaining.
"We replenish the piggy bank." We take a piggy bank or a jar, making a slot in it slightly smaller than the size of coins or balls, acorns, etc. The peanut must make an effort to put the object into the jar. For complication, we make several slots at different angles.
"Tailor". Children in 1.5 years usually learn to cut with scissors rather quickly. True, they need to be shown on both hands - so they quickly understand the principle. The game may be this: an adult holds a strip of paper, and a pean cuts it. Children are very interested in the process of dividing into parts of an indivisible whole. You can diversify the activity with two pieces of fabric, on one part of which buttons of different sizes and textures, and on the other - loops, also varying in size. Kids are happy to unfasten-fasten such simulators.
"Modeling". At this age, it’s time to introduce the child to plasticine: twist balls, roll sausages. As for the direct creation of figures, they must be sculpted from a sample (for example, pictures, toys, so that the little student sees the final result), decorating and supplementing with improvised means (matches, leaves, acorns and others).
"Water". We set different containers on a wide tray. The kid should transfer fluid from one to another, it is possible through a funnel. You can also dip small pieces of a sponge for washing dishes into the water, and then squeeze them out, get pebbles, shells or beads “from the bottom of the sea”.
"Artist". We print out the pattern of the drawing, prepare glue and pieces of colored paper. Spread glue on the areas where you want to determine one or another piece of colored finish. First show it yourself, and then let the child try it.

There are also famous Montessori toys for the development of the baby. Lacing is suitable at this age (for example, in the form of a cardboard boot with holes for threading a lace or a zipper boot), “Red bar” to create an idea of \u200b\u200bsize, “Pink Tower” to understand the essence of “big”, “small”, “ the largest ”,“ smallest ”and“ Brown Stairs ”, so that the baby understands what“ thin ”,“ thick ”,“ thinnest ”,“ thickest ”mean.

Wooden Montessori toys for the development of the baby - photo gallery

With the help of the Pink Tower, the child will quickly learn the concepts of “big” and “small” With the Red Bar, the child will quickly learn the concepts of “long” and “short” With the Brown Staircase, the child will quickly learn the concepts of “thick” and “thin”
Lacing develops fine motor skills of the child’s hands

Playhouse for a child from 2 to 3 years

The role of an adult is increasingly moving into an observational position. At this age, children already understand that in order to achieve a result, they need to learn something. This process captures them incredibly.

"Designer". Just not purchased "lego". Use pebbles, pieces of cloth, straw, ropes, wooden blocks, shells. Adult task: to provide materials at the disposal of the baby and ... to observe. And the little pean himself will find a way to combine them.
Puzzles. We take old postcards and cut into 2, 3, 4 (depending on age) parts. We show how to add a picture. Children are happy to pick up this lesson.
"Sorter". Gradually accustom the baby that, for example, the strings for linking the pictures are in the blue box, and the beans for feeding animals are in the red. So the child will get used to group objects by color, size, mode of action, quantity, etc.

You can attract wooden toys: “Geometric figures”, “Box with spindles” (a box, divided into sections for filling with wooden sticks, is used to teach the score).

Games for a child of 2-3 years old - photo gallery

Joint lessons of parents and children from 1 year to 3 years on the Montessori system - video

Montessori method for teaching children from 3 to 6 years old

Work at this age differs in form from the previous stages, making the child a full member of the family who performs the same duties and has the same rights as other relatives.

After 3 years, your child’s interest in the practical side of life is not so great. But in this period you can develop perseverance and complicate previously acquired skills, such as:

personal care (not just brush your teeth, but wash and remove the brush, participate in the preparation of breakfast, wash dishes, if not all, then at least a cup);
house cleaning (you can add mopping, dusting to the sweeping);
pet rug cleaning and indoor plants care.

Interest in exercises for the development of sensory perception in children aged 4–5 years is declining. However, at this age, kids are happy to play with kinetic sand (ordinary sand can be painted with a solution with food coloring). Classes may include:

mixing different shades;
creation of drawings on glass;
building sand buildings, comparing them in size and color, etc.

Instead of noise bags, real musical instruments can be connected to work (the more diverse, the better, if, of course, the parents have strong nerves).

It is also time to show the baby how to concentrate on one particular quality of the subject. For example, smell the mandarin, closing your eyes, that is, make the main sources of perception the sense of smell and touch, eliminating vision. Gradually, the baby will learn to focus on 1-2 properties, dividing them into important and secondary.

At 4-5 years old, the baby begins to show a special interest in writing. As exercises for training this skill, you can use:

printed hatching;
writing on semolina or sand with your finger;
writing letters in chalk on a blackboard;
making words from letters on cubes or magnets;
mastering of prescriptions.

An important stage in speech development is reading instruction.The technique involves:

games for identifying sound (for example, guess what it is about: this is something that is in the room and starts on "C");
a box with small items that are signed (an important point: letters in words should be read in the same way as they are written);
classes with cards on which words-names of objects of the world are written, where the names of letters in pronunciation coincide with the spelling;
reading homemade or purchased books with large pictures and 1-2 accompanying sentences.

But interest in mathematics at 4 years old, on the contrary, is significantly increasing. Montessori system exercises involve the use of materials from the sensor unit. It is necessary to direct work on combining the visual image of a figure with a name. For example, if you want to remember from the peanut that 2 + 2 \u003d 4, then it makes sense to suggest combining the right amount of beads, coins with the number written on the card.

Starting from 5–6 years, the baby wants to know in detail how the world around him looks. So play the lotto where the chips are pictures with representatives of flora and fauna, read entertaining facts about animals, countries and peoples.

Let the child draw, and there is no need to interfere in the process. And also create applications, make herbariums. Plasticine, polymer clay can be connected to work. The main thing is that the young creator likes to perform various manipulations with the material for creativity.

Creative development in 3–6 years - photo gallery

Magnetic letters will help to learn the alphabet. Finger painting in the sand will help to further develop tactile sensations. Drawing on the board will arouse the child’s interest in writing. Joint reading will teach the kid to love books. From 4 years old, interest in numbers increases, which expands the possibilities for games. Children combine different materials during the game for games

Video: examples of classes with children from 3 to 6 years old using the Montessori method

The technique of Maria Montessori fits into any system of family relations and is practical in nature. The child does not need to be forced to do something: you only need to see what he is doing and direct the energy in the right direction. And having shown a little imagination and connecting tips from online communities, you can make the material base for classes no worse than in specialized groups of developing schools. The main thing is that parents should be interested - then the baby will light up the process of learning new things through practice.

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I remember my childhood attitude to cartoons. I remember with what trepidation I was waiting for them. In the program guide, I circled them, and the day off was filled with these expectations. And now, finally, 15 minutes of happiness - and that's all, end, endure waiting until the next day.

Interestingly, would I even remember these cartoons if I could watch them all day long? But, I remember, with what rapture I listened to records with fairy tales. A whole fairy-tale world was born in my head, so many unforgettable images ran through my eyes that no animator would have painted such a thing.

I don’t know who was luckier, me or my child, who could watch cartoons for hours, repeating: turn it on again, again, again ..

I am for a reasonable approach, and in relation to cartoons as well.

Cartoons are different: good and not very. We will proceed from the fact that you have chosen a good cartoon: with good heroes, with instructive stories, without scenes of violence and bloodshed.

Pay attention to the main character and his behavior model, if he seems to be kind, but constantly rushes and arranges minor dirty tricks and everything somehow does not turn out smoothly for him, then keep in mind that the child will copy such behaviors.

No matter what kind of content the cartoon has, but the danger to a small child is more in viewing time. This is a very big load on the child’s eyes, especially since the children always try to get a little closer.

A large emotional load on the psyche of the child, which can lead to emotional overload, and manifest in a bad dream, hypersensitivity to trifles, moodiness. Thus, the conclusion is simple and unambiguous - control viewing time cartoon, and the smaller the child, the control should be tougher, and the viewing time is shorter.

The next danger to the child (and I would say the biggest) is that the child gets used to consume information without analysis, accepts only ready-made facts. There are no personal discoveries, just sit and chew on what they gave.

During viewing, the visual channel of perception is actively working, respectively, with such a load on the visual channel, all the others figuratively speaking, “fall off” as unnecessary.

Therefore, it is very important not to abuse this way of obtaining information. And in order for the child to begin to analyze what he saw, adult participation is necessary - an explanation of some points, discussion after viewing.

Now there are a huge number of educational cartoons, quite good content, with goodies. Is there a need to show them to children?

As an independent training element, in my opinion, such views are of little use. Yes, a child receives a stream of information by virtue of his absorbent mind. But, it is important to understand that the child should receive his first discoveries by experience, trying and exploring. For a child, the drawn world is an abstraction. And the knowledge of the child moves from concrete to abstract. That is, at first the real world tries, gets to know, experiments, and then the abstract. In such a sequence, a developing cartoon can be a good addition to an already experienced experience.

It’s also good practice to watch cartoons based on familiar favorite fairy tales that the child has already met through books. Thus, the seen picture will complement the already formed image.

Of course, a very good prospect for busy parents - turned on the cartoon, and the child is not heard, is not visible, and parents can take a breath, and even at this time the child is learning something - just a dream. I attribute this technique to a number of “forbidden” ones, which can be used in rare cases, for example, on the road, at the airport, or even when there really is no more strength. But as a regular practice - not worth it.

Children very quickly sit down on cartoons and beg for them constantly. Because this is the easiest, effortless way to entertain yourself. Of course, with a grown-up child, you can already agree on the viewing time, but with a very young child it is very difficult to do. Although a small child is still easy to switch to something else, but, again, this requires some effort on the part of the parents.

Given this fact, do not rush to introduce the child to this miracle, believe me, he will not lose much. Focus on listening to audio fairy tales - this is a great alternative to cartoons. And even more so, it develops auditory perception, very well develops the imagination and fantasy of the child.

Now there are a lot of wonderful audio fairy tales on cartoons and wonderful musical poems by children's poets S. Mikhalkov, B. Zakhoder, A. Barto, E. Blagina, K. Chukovsky and many others. Arranged by moving, fun music - the children really like them. Plus, emphasize books with good illustrations.

At preschool age - this is the best multimedia accent that will lay in your child the ability to listen and draw pictures in your imagination. And he will be able to watch all good cartoons later, and he will watch them not just as changing pictures, but with an understanding of the plot, the mood of the characters and to draw independent conclusions about what he saw.

While the child is small, lay a solid foundation in him, and this is the ability to listen, analyze, imagine, filter what he saw, which, of course, will be much more useful to him in life than just the perception of the flow of information, superficial knowledge that abounds in our lives.

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