3 years old, 7 years old, 1 1- 12 years old are all "crisis ages" for development. 4. Understand the age characteristics of children's psychological development relative to preschool children, and find out the distinctive general, typical and referential psychological characteristics of children at all ages. 5. Study the basic principles of preschool children's psychology (1) Objectivity (2) Development.
Observation is the most basic method to study the psychological activities of preschool children.
Note: 1. Make preparations before observation, and determine the observation purpose and recording requirements according to certain theoretical knowledge and research topics. 2. The observation room should try to keep the child in a natural state and prevent the child from realizing that he is the object of observation. 3. Observation records should be detailed, accurate and objective, not only to record children's behaviors, but also to record the incentives that cause behaviors.
You can use pre-designed forms or use appropriate instruments and equipment for recording. Observation does not include contingency, which should generally be repeated systematically during class hours.
Second, the psychological occurrence of newborns (0- 1 month) 1. The newborn's unconditional emission type adapts to the changing environment, which is mainly the low-level central instinctive activity "unconditional reflex (1) unconditional food emission; 2) Unconditional defensive reflex; 3) Unconditional directional reflection; 4) grasping reflex; 5) babinski launch; 6) fear reflex; 7) Tension neck reflex; Walking reflex; 9) The characteristic speed of swimming and launching is slow and difficult to distinguish. 3. Understanding of "Parenting should start at the age of 0" (1) The research on the psychological activity ability of newborns shows that the fetus has begun to respond to external things, and newborns have psychological ability that cannot be underestimated. They can not only see, listen and remember, but also distinguish different sensory information.
They can not only receive a lot of information, but also actively publish information, reflect things around them in different ways and express their status. (2) Starting from the age of 0, the newborn must first ensure a safe and comfortable environment to make its physiological and healthy development.
At the same time, it is necessary to create an environment for his psychological development, give proper education, and train his newborn to use various actions repeatedly in the reflection activities to the environment, which is becoming more and more skilled and effective.
Third, the first year after the baby's mental development is the fastest period for children's growth and development, and it is also the fastest period for mental development. 1. The regularity of infant's motor development includes the motor development of the body and limbs, and the infant's motor development is restricted by the physical development, especially the skeletal muscle development order and the dominance of the nervous system.
Law: whole movement to differentiation movement, up movement to down movement, big muscle movement to small muscle movement.
The movement of big muscles develops faster than that of small muscles.
From unconscious action to conscious action II. Development stages and characteristics of coordinated eye movement. The development of baby's basic sense of touch and neck movements is mainly achieved through visual participation.
Eye-hand coordination means that you can see things and grasp them.
Three stages: first, learn to look at objects quickly and accurately. In order to catch an object, you must decide whether to open your hand or close it. Especially in five-finger fighting, after the baby gets the object, he carefully looks at its color and shape with his eyes and keeps playing with his hands.
Four characteristics: eye movement coordination, can grasp objects with eyes, can shake objects unconsciously, simple and effective, with goals, but accompanied by unrelated movements, can not grasp objects with both hands; 3. Children's psychological development.
Mother is not only a person who directly meets all their physiological needs, but also a "middleman" with the objective material world. The baby's contact with the environment and understanding of the world are achieved by directly taking care of his adults.
Mother is also the direct satisfier of baby's psychological development, and the communication between mother and child is the primary condition of baby's psychological development.
4. First learn the four stages of children's psychological development 1. 1-3-year-old children's hand movement development. According to the characteristics of the instrument, the same action can be completely inactive for a long time, and the effective action can be consciously repeated without changing the new way, instead of waiting for the accidental appearance of the effective action, it can be used according to the characteristics of the instrument, and the action mode can be changed according to the objective conditions when using it.
4. Preschool children's understanding and education of "independent pranks": Preschool children's self-awareness is emphasized as "independent pranks". /kloc-children over 0/year old have developed independent needs. About 2 years old, children have a stronger desire to act independently, are stubborn and do not obey the orders of adults.
This age is the first turning point in life, and it is also the understanding of the first "crisis period". Education is very important to help children get through the first transition period of life.
If there is a contradiction between children's opinions and those of adults, we can take advantage of the characteristics that children's attention is easily diverted, don't bite the bullet, use other things to attract children, solve problems, and then find the right time for reasonable education.
Expressions and actions are often more effective than language bans.
Verb (abbreviation of verb) psychological development of preschool children 1. The subjective psychological structure of games is the most important form of children's activities. (1) imaginary game material (bartering for multiple roles-giving people imagination is the main factor of game activities. (2) Direct interest and cheerful mood. (3) Action and language. Action and language are all games. ) The Significance and Function of Games in Children's Psychological Development Games are a means for children to know the world and promote their intellectual development. It is a special practical activity that helps to cultivate and shape children's excellent personality. It promotes the whole physical and mental development of children and is realized under the correct organization and guidance of educators. 3. Observe and analyze children's early psychological characteristics and behaviors, have strong emotional feelings, and like to imitate thinking and intuitive behavior. 4. The behavior of middle-aged children.
Intermediate students are in the typical game age stage, which is the concrete image of the peak of role-playing thinking. 5. Observe and analyze children's psychological characteristics in the later period. They are eager to learn. By listening to abstract generalizations, they begin to develop their personality into a prototype.
The development of preschool children's perception of intransitive verbs 1. The significance of perception in preschool children's psychological development Perception is the earliest cognitive process in life, the basic perception of other cognitive processes, and the basic means to understand children's world and themselves. In children's cognitive activities, perception still dominates. 2. The visual development mainly shows that the visual stimulation position is 8 inches (20.3) away from the eyes, and the visual development mainly shows in two hair faces.
Vision mainly adjusts color vision through the conversion of intraocular lens.
Commonly known as color power 3. There are three main ways to understand preschool children's color recognition ability: pairing method, recognition method and naming method, among which the matching accuracy is the highest, followed by recognition method. The lowest recognition rate of naming method is children's vocabulary of "negative" color (using naming method to examine their language of "positive" color (not only can understand, but also can speak accurate language) 4) oral exploration and manual exploration developed by children; 5) the formation and development stage of hand exploration activities; The tactile reaction stage of hand instinct; Visual-tactile coordination stage; Hand orientation exploration stage; 6. The first stage of children's left and right orientation perception development (5-7 years old); The second stage (7- 7 years old) is that children can recognize their left and right directions relatively fixedly. In the third stage of mastery (9- 1 1 year), you can master the concept of left and right flexibly. 7. In the cliff-looking experiment, the baby was placed in the center of the rear window glass platform.
On one side of the platform, patterned cloth is closely attached to the glass to create the image of "shoal".
If you don't put the same thing on the other side of the platform, a few feet below the glass plate, it looks like a deep ditch from above. The baby's mother stands on both sides alternately, calling baby 8. The development trend of preschool children's shape perception ability is gradually strengthened. They can not only distinguish objects with obviously different shapes, but also distinguish objects with similar or slightly different shapes, and begin to understand the basic geometric shapes. They gradually apply the concept of mastering geometric shapes to the process of perception and perceive shapes.
Start to "explain" them with the mastered standards. There are three situations in this explanation. A. Perceptual recognition B. Entry standard C. Being an "example" 9 Characteristics of children's time perception The accuracy of time perception is positively correlated with age. That is, the older you get, the higher the accuracy. The development level of time perception is positively related to children's life experiences. Children's perception and understanding of time units is "middle to both ends". The development trend of "from near to far" is that the ability to understand and use time scales (including timing tools) is positively related to their age) 10. The development characteristics of children's observation, the pertinence of observation, the duration of observation, the generalization of systematic observation and the development of children's ability to observe pictures have roughly gone through four stages. Understanding "individual objects" stage, understanding "spatial connection" stage, understanding "causality" stage and understanding "object as a whole" stage.
1 1. Factors affecting the perceptual development of preschool children: children's activity knowledge and experience discourse 12. Measures to promote the perceptual development of preschool children; Children's perception develops in activities.
Creating an environment suitable for stimulation for babies as soon as possible is conducive to promoting the development of perception.
Proper stimulation is not to over-stimulate the baby. Quantity and quality must conform to the characteristics of the times. Perception depends on the subject's past experience. The richer human experience and knowledge, the more things observed from objects, and the higher the level of perception.
Knowledge and experience directly affect the process of perception.
Help children accumulate experience, and the process of perception is gradually simplified and summarized. The participation of discourse has brought about a qualitative change in children's perception process.
Language enables children to understand what they perceive.
Language makes children's understanding of things more detailed, accurate, rapid and complete.
Adult language directly affects children's perceptual and physiological maturity, the growth of age, the growth of knowledge and experience, and the mastery of language. The perceptual level of preschool children is improved in activities, and on this basis, psychological processes such as thinking and imagination begin to develop.
Seven. Attention development of preschool children 1. The significance of attention in the psychological development of preschool children (attention can make babies get clearer and richer information from the surrounding environment) Attention is a necessary condition for successful activities of infants) 2. The causes of unintentional attention of preschool children The characteristics of the stimulus itself.
The novelty of stimulation, that is, abnormality, is the most important reason for unintentional attention.
The intensity of the stimulus.
The motion of an object.
Man's own state 3. Children are not interested in progress. The baby's attention in the early stage is basically unintentional to pay attention to learning.
The leading children still focus on unintentional attention, but the scope of attention continues to expand and the stability of attention has also improved. The unintentional attention of small class children is obviously dominant. The novelty, intensity and diversity of activities are more likely to attract attention. The attention range of children in small classes is further expanded, and the activities they are interested in (such as
You can focus on the activities you are interested in for a longer time, focusing on the internal relationship and causality of things.
4. Factors affecting children's intentional attention: the clarity of the purpose and task of the activity; The relationship between the rationality of activity organization and existing knowledge and experience; And good will quality. 5. The development of children's intentional attention begins to sprout in the late infancy or early preschool, with the development of children's activity ability and language understanding ability.
Only when adults put forward very specific tasks can they focus on the relevant objects and be easily distracted.
In early childhood, children pay attention to the gradual formation and development.
The level of intentional attention of children in small classes controlled by high-level parts of the brain, especially the frontal lobe, is still low. Even under good educational conditions, middle-class children can only concentrate on 3-5 minutes of intentional attention and have certain development.
Without intervention, the concentration time can reach 10 minutes, and the intentional attention of older children has certain stability and consciousness.
The concentration time can be extended to about 15 minutes. Children's intentional attention is still in its infancy, and its development level is far lower than that of unintentional attention. The development of children's attention quality attention has the stability of four basic quality attention: stability, breadth (breadth), transfer and distribution
Attention shift is generally measured by the length of time spent on objects.
Switch from one object to another, and expand the scope of attention.
Adults can generally notice 4-6 unrelated objects in 1/20 seconds, while children can only grasp the distribution of 2-4 attention.
Pay attention to the basic conditions of distribution. It is very skilled to carry out at least two activities at the same time. 7) Stimulating interference (fatigue) which has nothing to do with the causes affecting children's inattention lacks interest and necessary emotional support; 8) Measures to prevent children's inattention; Preschool teachers exclude irrelevant stimulus interference; Organize teaching activities according to children's interests and needs; Flexible alternate use of unintentional attention and intentional attention) parents
The development of children's memory in the semester 1. The performance of baby's memory is the formation of some stable behavioral responses to conditioned stimuli (that is, the establishment of conditioned reflex). Familiar with the "habituation" of things II. Permanent definition of object Even if the perceptual object disappears, the perceptual subject (children) knows its existence.
Memory activities with clear purpose and intention are called intentional memory, and vice versa.
Image memory can be divided into three types of memory strategies: motor memory, emotional memory and narrow image memory. A. repetition and rote learning. B. language intermediary. Systematization of memory materials. 4. The age characteristics of children's memory, early memory and fast memory are not accurate. A. poor integrity. B. Fuzzy unconscious memory is dominant in effective image memory. 5. Children's memory cultivation clarifies the purpose of memory and improves the enthusiasm of memory.
Forgetting is a changing process from morning till night, which cultivates children's interest and self-confidence in school.
Nine, the development of preschool children's imagination (1.5-2 years old, children basically have the foundation of imagination) 1. Children's imagination is unconscious, the theme of imagination is unstable, and the process of imagination is always satisfying) 2. The development of children's intentional imagination is based on intentional imagination.
If the imagination develops further, it can be developed around a certain theme.
Sometimes it deviates from the topic, but it can automatically return to the topic.
Intentional imagination is necessary to engage in practical creative activities, and adults should attach importance to the cultivation of children's intentional imagination.
Telling stories according to the theme is also a good way to develop intentional imagination and creative imagination. 3. Cultivate children's imagination, enrich children's perceptual experience, inspire and encourage children's imagination, actively organize imagination and carry out various creative activities (such as games, art design, music activities, etc.). ) and create the necessary conditions for developing children's imagination.
X. the development of preschool children's thinking 1. The indicators and premises of children's thinking are general, indirect and problem-solving. Tools and willingness to express are used as indicators to judge the occurrence of thinking.
The appearance of these two functions provides a direct premise for the germination of thinking. 1.5-2 years old is the occurrence period of children's thinking. 2. The significance of thinking in children's psychological development is the occurrence and development of important qualitative changes in children's cognitive process. 3. The thinking tool trend of preschool children's thinking development mainly depends on perception and action, and mainly depends on the concept of representation to help them see from the change of thinking mode. From intuitive behavioral thinking to concrete image thinking and abstract logical thinking, from reflecting the external relations and phenomena of things to seeing the inside of things to reflecting the essence, from reflecting the present things to reflecting the future things. 4. Intuitive behavior thinking and its characteristics. The initial indirectness and generality of intuitive behavior reflect the lack of planning and narrow thinking of predicting behavior results. 5. Implicit concrete image transformation of concrete image thinking and its characteristic thinking activities. 6. Preschool children master the characteristics of concepts, and mastering the concept of specific things is mainly to master abstract concepts. 7. The development of preschool children's judgment ability is gradually indirect, the judgment basis is gradually objective, and the judgment arguments are gradually clear. The development of preschool children's reasoning ability is poor in abstraction, generality, logic and consciousness. Preschool children's cognitive development has gone through from knowing things to understanding things, mainly from relying on specific images to relying on language description, from simple and superficial understanding to understanding complex and profound meanings of things.
XI。 Language development of preschool children 1. Infant pronunciation preparation stage Simple pronunciation stage (1-March) Continuous syllable stage (April-August) Imitation pronunciation-Mastering budding stage (9-65438+February) 2. Children's language understanding preparation, speech perception ability preparation, language understanding preparation 3. The vocabulary of pre-school oral English has increased rapidly in the development stage. 4. Simple sentences and their characteristics The characteristics of children's understanding of texts. Solidify from near to far into words. Characteristics of general expression of word meaning. Monotonic overlap. This word is ambiguous. Words replace sentences. 5. The performance of children's phonological development. Master all the phonetic symbols of your own language. Phonetic awareness is gradually improving. 6. The performance of children's vocabulary development is the rapid growth of vocabulary. The range of parts of speech is expanding. The meaning of the word gradually becomes appropriate and deepened.
Words (1( 1.5 years old), about two years old), simple sentences (2 years old), complex sentences (2.5 years old), sentence structure and part of speech gradually differentiate from chaos (loose sentence structure gradually becomes strict), and sentence structure gradually expands from compression and rigidity, which is flexible and changeable.
The theme gradually became clear and prominent, and the level gradually became clear. Language expression skills are gradually mastered. 9. Causes and correction methods of children's "stuttering" Reasons: physiological reasons.
Psychological reasons of imperfect language adjustment function and difficulty in continuous pronunciation.
Imitation of anxiety, excitement and nervousness when speaking: eliminating nervousness 10. Definition of "internal language", "game language" and "question language" Internal language is a special form of language, an advanced form of language, which is produced on the basis of external language.
There are two forms for children to talk to themselves. The language of "game language" and "question language" games mumbles while moving.
Question language is generally complete, detailed, emotional and expressive. It is self-talk when encountering difficulties and problems, and is often used to express confusion, doubt and surprise.
When children find a solution to the problem, they will also use such words to reflect it.
The emotional development of preschool children 1. The role of emotion in children's psychological development promotes children's psychological activities and behaviors. Organizing children's cognitive games and emotions is an important means of children's interpersonal communication. Emotion affects the formation of children's character. 2. Bourges' theory of children's emotional development. Newborn babies only have undifferentiated general excitement, which is manifested in frowning and crying reactions, which are visceral and muscular reactions caused by strong stimulation.
After three months, the baby's feelings are divided into happiness and pain.
After half a year, the pain is further divided into anger, disgust and fear.
/kloc-After 0/2 months, the happy mood can be divided into joy and liking.
18 months later, joy and jealousy separated.
By 24 months, you can share more stable happiness with happier enthusiasm.
3) The socialization trend of children's emotions. The elements of social communication in emotions are increasing, and the social factors that cause emotional reactions are increasing. 4) The meaning of children's emotional richness is increasingly divided, and high-level social emotions are constantly appearing in early childhood.
Advanced emotions such as moral sense, aesthetic feeling and rational sexual attraction appeared in early childhood, and gradually developed emotional orientation. In the past, some things that did not cause children to experience also caused emotional experience with the growth of age. 5. The significance of children's emotional deepening refers to the change of the nature it points to. 6. The development trend of children's emotional self-regulation is more and more dominated by self-awareness, emotional impulsiveness is gradually weakened, and emotional stability is gradually enhanced. 7. Attachment is defined as a strong and lasting emotional connection between babies and their caregivers. 8. The baby's attachment feature is that he is most willing to be with the attachment object. Children feel the greatest happiness when they get along with them. When they are in pain and anxiety, they are attached to more objects than anyone else.
Children are rarely afraid when they are attached to the object; If you have this kind of fear, you are most likely to have attachment behavior and look for attachment objects. 9. There is no difference in children's response to people in the development stage of attachment (-3 months after birth), but there is difference in response to people (3-6 months). Special emotional connection stage) 6 months -2 years old.
After the age of 3, with the children's mastery of various codes of conduct, the moral sense of small class children mainly points to individual behavior, while that of middle class children is often caused by adult evaluation, and they have mastered more obvious generalized moral standards, and others' behaviors conform to moral standards.
Middle-class children often "report", which is an act inspired by moral sense. The moral sense of large-class children is further developed and complicated, which has certain stability.
Social development of preschool children 1. Parent-child interaction and its importance refer to the interaction between children and their main caregivers (mainly parents). Parent-child interaction in the morning produces rich stimulation for children, making them know the world around them and creating powerful conditions for developing cognitive ability. Parents play a vital role in the emotional stability and healthy development of babies. The communication between parents and children has a more direct impact on the development of social behavior and communication, the formation of moral quality and behavior of preschool children. 2. Influencing factors of parent-child interaction Parents' personality, interests, educational concepts and expectations for their children's development have a direct impact on their parenting behavior, such as parents' educational level, socio-economic status, religious beliefs and parent-child relationship. And indirectly affect parent-child communication through parents' ways. The level and characteristics of children's own development is another important factor affecting parent-child communication. Parent-child communication is influenced by many factors outside the family. 3. The content and way of communication between father and child are unique.
On the one hand, fathers spend more time playing games with their children than spending a lot of time taking care of their children's lives like mothers; On the other hand, parent-child interaction often exercises.
Because of the uniqueness of father-son communication, father has become an important figure in children's development and plays a unique role in children's cognitive, emotional and social development.
In the process of playing games with his father, children get great excitement and satisfaction, and have a strong attachment to his father, who has become the most important security reliance besides his mother.
The quantity and quality of the relationship between father and child have certain influence on children's intelligence.
Children who have more opportunities to actively communicate with their fathers have higher IQ and more developed intelligence, which has a more significant impact on boys than girls.
Father also has an important influence on children's personality and social development. Father's communication can make children have a satisfactory attitude towards themselves and their surroundings.
4. The importance of peer communication means that children learn social skills and strategies. Its social behavior is friendly, and peer communication is an important backing for preschool children's positive emotions. Preschool children's observation, study and active exploration in peer communication are beneficial to the development of their cognitive ability. Peer communication can provide an effective basis for the development of children's self-awareness. 5. Peer naming method can help the children of peers to know a child's position among peers through naming. 6. The types of children's peer communication are popular, exclusive and neglected. Factors Affecting Peer Communication of Preschool Children; Children's own characteristics, activity materials and nature of early parent-child communication experience 8. The definition of prosocial behavior and aggressive behavior. Prosocial behavior refers to the relationship between people.
Prosocial behavior is an important basic antisocial behavior to form and maintain a good relationship between people, also known as aggressive behavior, which refers to behaviors and tendencies that may cause harm to others and groups. 9. Factors affecting preschool children's social behavior Biological factors.
First, the role of hormones, human social behavior has a certain genetic basis, in addition, another important factor affecting social behavior is the environmental factor that temperament affects social behavior.
Environmental factors mainly include the influence of family (parents), peers, social and cultural traditions and cognitive factors of mass media on social behavior.
Children's emotional state, mood and surrounding environment also have certain influence on social behavior, such as children's understanding of social behavior and recognition of status information. 10. Application of children's social behavior training, empathy training, communication skills and behavior training and spiritual encouragement 1 1. Children's communication ability and its cultivation is to solve the problems encountered in communication through appropriate methods.
Training: Communication skills training that enables children to accurately identify the causes and characteristics of problems in communication should be combined with strengthening children's behavior training.
Personality development of preschool children 1. Broad personality psychological structure: personality tendency, personality psychological characteristics, self-awareness psychological process, narrow psychological state (including personality tendency and personality psychological characteristics of about 2 years old, personality budding.
At the age of 3-6, the child's character begins to form. 2. Personality budding refers to the personality system in which various components of psychological structure are organized and some tendencies begin to appear, but there is no stable tendency.
Childhood is the period when children's personality begins to form. 3) Analysis of children's temperament types (traditional temperament types) depression type, brave type, mucus type and bloody depression type) acute type, sensitive type, calm type, sentimental type, timid type, withdrawn type and slow-moving courage type) energetic, consistent, strong and calm, but lifeless, bloody and agile, emotionally unstable, roughly divided according to the basic emotional behavior pattern A. Treating children consciously and correctly requires a clear understanding of the temperament characteristics of adults, which is convenient for adults to cultivate and educate children's temperament characteristics. 5. The child's personality and age are lively, curious, obedient and impulsive, with low self-control. Strong imitation. 6. General ability often appears in various activities. Special ability refers to the ability needed to engage in a professional activity. 7. Preschool children's intelligence develops fastest from birth to preschool. 8. Preschool children's correct attitude towards intelligence test. Intelligence test and intelligence scale are measurement tools.
However, there are many problems. At present, intelligence and intelligent structure are not unified. It reflects the different standards of preschool children's intelligence development level. B Many tests can't exclude the influence of knowledge and experience, and it is difficult to apply them to the C test of children from different regions, cultures and life backgrounds at the same time. Often disturbed by irrelevant factors. The predictability of infant intelligence test is poor. Don't make the intelligence test too absolute, just rely on the results of the intelligence test to determine the intelligence level of children.
People's cognitive process is the process of subject's reflection on object, and self-awareness is the process of subject's reflection on self.
Self-awareness is reflected in the adjustment of one's understanding, attitude and behavior.
There are three aspects: self-awareness (self-awareness in a narrow sense), self-evaluation and self-adjustment (10). The development of preschool children's self-awareness, their understanding of their own body, their own behavior and their own psychological activities. Grasping the word "I" is the main indicator of the formation of self-awareness (1 1). The development of preschool children's self-evaluation starts from 2-3 years old, and the evaluation mainly depends on adults, which often has a great influence on subjective emotional ringtones. 12) The development of preschool children's self-regulation shows that children can't completely consciously control their own psychology and behavior, their psychological activities are directly restricted by external stimuli and conditions, and their psychological development is mature and gradually developed under the influence of environmental education.
15. Basic laws of preschool children's psychological development 1. The trend of preschool children's psychological development is from simple to complex.
A) from incomplete to complete b) from rough to differentiation, from concrete to abstract, from passive to active a) from intentional development b) from physiological constraints, development is the active adjustment of one's own psychology, from piecemeal to systematic development. 2) Factors affecting the psychological development of preschool children. The maturity of genes and physiology is the natural material premise of children's psychological development. 3) Genetic quality, physiological maturity and social environment define genetic quality: Genetic biology is to explore natural physiological characteristics. Among them, the most important thing for psychological development is the structural and functional characteristics of the nervous system, physiological maturity: the degree or level of physical growth and development, also known as the social environment of physiological development: the level of social production and development, social system, children's attribution and family status. As children's social living conditions, the surrounding social atmosphere is bright. 4. The role of heredity in children's psychological development provides the initial premise for people's psychological development and lays the initial foundation for individual differences in children's psychological development. 5. The social environment plays an objective role in children's psychological development. Social environment is the function of social living conditions and education. The psychological development provided by heredity can become a process in which the real environment affects the change of genetic quality and physical maturity. Social living conditions and education are the restrictive factors. The level of children's psychological development and the most important objective factor in education 6. The interaction of subjective and objective factors affecting the psychological development of preschool children, the role of subjective and objective factors, and the objective and subjective factors affecting the psychological development of two-way children are interrelated. A. Fully affirm the role of objective factors in children's psychological development B. The reaction of children's psychological subjective factors to objective factors can not be ignored A. The reaction of children's psychology to physical maturity B. The influence of children's psychology on the environment The cycle of interaction between subjective and objective factors is always accompanied by the development of children's psychology. The interaction between subjective and objective factors in children's psychological development can only be realized through activities. Only the requirements of external environment and education can become the reflection object of children's psychology, transform into children's subjective psychological components and form internal contradictory movements, and children can respond to the objective world.
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