Briefly describe the law of children's development and the law and characteristics of children's action development.

1. Children's development includes both physical development and psychological development, that is, the complex process of children's physical maturity and the formation and change of individual psychological quality. Physiological maturity here refers to the development of children's physiological structure and function as an organism, which is a pure biological evolution process. However, the formation and evolution of personality psychological quality is a process based on individual physiological maturity and accompanied by the development of its physiological function. Physiological function is the external psychological quality and the internal physiological mechanism of human behavior.

2. Children's physical maturity precedes their psychological maturity; Fully understanding the development level and characteristics of children at all ages will help their subsequent development, otherwise, the development of the next stage will be hindered to a certain extent; Children's physical and mental development is, in the final analysis, their individual development. Respecting and conforming to the differences of children's individual development is the fundamental way to promote the richness of children's overall development level.

Briefly describe the general law of children's development?

Language is a unique form of higher nervous activity, that is, Pavlov's second signal system, which closely interacts with the first signal system.

Newborns already have a complete set of pronunciation organs. The development of language is closely related to the development of baby movements.

Three months after birth, the baby's crying has a second signal meaning to adults, expressing his feelings and demands. Within six months after birth, babies can only communicate with adults through expressions or actions.

With the growth of months, this simple form of communication can no longer meet the needs of infants' intellectual development, and this contradiction promotes the occurrence of language. The development of baby's movements, various psychological activities, the expansion of cognitive range and the improvement of cognitive ability prepare the conditions for the occurrence of language.

The development of higher nervous activity and the maturity of language organs provide a physiological basis for the occurrence of language. Under normal conservation conditions, language began to appear gradually after 6 or 7 months of birth.

The appearance of baby language first shows that we are now paying attention to what others say, and then we will learn to say the simplest words ourselves. Newborns will only use the sound of "crying" to express their reaction to the environment at first.

2, 3 months, if adults and he used "eh! Ah! " In the laughter, he will "uh-huh" with adults and act very happy. But this sound is not language.

4 or 5 months will make a sound to attract attention, and it seems that I want to talk to adults with my voice. 6, 7 months will send out different sounds to express different reactions, such as hunger, pain, dissatisfaction and so on, but the syllables are not clear enough.

At this time, he has been able to understand the attitude and language of adults towards him. If he scolds him, he will be unhappy or cry loudly. If you give him a happy expression, he will take the initiative and imitate other people's actions, such as clapping, saying goodbye, reaching out and hugging. These actions show that he must appear at the same time as the language, so that the baby can gradually connect the language with the action.

When an adult talks to him for 7 or 8 months, he will make an answer and repeat a syllable at first. At this time, we should guide him well and connect language with objects.

For example, point to the electric light and say "This is the electric light". Later, you asked him where the electric light was. He will turn to the direction of the electric light, point with his finger and make a sound at the same time. Although this pronunciation is not a language yet, it exercises the pronunciation organs and lays the foundation for imitating the language of adults.

9, 10 months, the ability to understand adult language is getting stronger and stronger, but it is not a syllable. 1 year-old will be called "mom" because the sound "horse" is the easiest to pronounce.

At the same time, the mother is the closest person, so in the process of interacting with the baby, this word is repeated the most times. After that, I can say about 20 to 30 words, and these words can already function according to the meaning.

With the development of language, the baby's higher nervous activity has entered a stage of qualitative change. In the first year, babies who can't talk can only know the external properties of external objects, such as size and shape. When he can speak gradually, he can know the basic properties of objects (such as iron and wood). This shows that the one-year-old baby has begun to master words and communicate with people in language.

From this process, we can see that the language development of infants is acquired with the growth of months and the interaction with adults. If the baby seldom contacts with adults when growing up, and only meets and doesn't talk every day, then children who grow up in this environment will have a slow development of language organs, a bad mood, and their health may be affected.

In short, the contact between babies and adults is a learning process, and the contact between adults and babies is also a process of educating children. As long as the movements and language are unified, the baby's hearing organs can continue to develop.

With the constant impact of various things on the visual organs and the gradual expansion of vision, the baby's language will develop normally. Preschool children's language behavior ability.

How to follow the law of children's physical and mental development in education

1. Education should follow the stage of children's physical and mental development. According to Piaget's theory of stages of children's cognitive development, children have different physical and mental characteristics in different periods, and education should follow the physical and mental characteristics of children in different stages of development and show appropriateness in educational content and methods. 2. Education should follow the order of children's physical and mental development. Children's development is generally carried out in a certain order, and education should not be "rushed". Give full consideration to children's cognitive ability and provide education with corresponding content at a certain stage of children's development. Education should also take into account the particularity of children's physical and mental development. The development of different children has its particularity on the basis of overall consistency, and the same child also has different development characteristics at different development stages, such as 1~2 years old and adolescence is the period of rapid development of children. Children's physical and mental development speed is much higher than other periods. Education should not only teach according to the general law of children's development, but also take care of the particularity of special children and children at different stages of development, so as to teach students in accordance with their aptitude and adapt them to the times.

What are the laws of children's psychological development?

General characteristics of children's psychological development: 1. The concrete images of children's cognitive activities mainly know things through perception and dependence, and the appearance of concrete images affects the whole cognitive process of children.

Even thinking activities are often difficult to get rid of the shackles of perceptual impressions. For example, if two rows of chess pieces with the same number are placed at the same distance, children know that they are "as many", but if a row of chess pieces are gathered together, many children will think that the number of closely arranged chess pieces is small because "this row is shorter than that row".

It can be seen that the number of children's discrimination depends on the arrangement of chess pieces. Therefore, children's thinking also has the characteristics of concrete visualization.

2. Unintentional psychological activities and behaviors Children's ability to control and regulate their psychological activities and behaviors is still very poor, and they are easily influenced by other things and change their direction of activities, so their behaviors show great instability. Under the influence of correct education, this situation gradually changes with the growth of age.

Before the age of 3.3, children began to form their initial personality tendency. Children have some personality characteristics, but these characteristics are unstable and easily changed by external influences. The range of personality expression is also limited and not profound, generally only reflected in the enthusiasm of activities, emotional stability, curiosity and so on. The range of children's personality expression is wider and deeper than before.

No matter in hobbies, behavior habits, talents, and attitudes towards people and themselves, they all began to show their unique tendencies. Although the personality tendency at this time is easier to change than in the future, it has become the basis or embryonic form of personality throughout life.

Due to the rapid development of children's psychology, the above three basic characteristics are different in early, middle and late childhood. Third, the psychological characteristics of early childhood 3 years old, for most children, is the turning age of life.

The children left their parents to enter the kindergarten at the age of 3 and lived a collective life. This change is relatively big, and children should have an adaptation process.

The key to adaptation is to let children establish feelings with teachers, kindergartens and children, the most important of which is the feelings between teachers and students. Why is it easy to adapt to collective life by building feelings? This is because children in small classes have a prominent feature-strong emotions.

1. The actions of small class children with strong emotional behaviors are often dominated by emotions, not by reason. Strong emotions are the characteristics of children in early childhood, but the younger they are, the more prominent they are.

The emotional characteristics of small class children are manifested in many aspects. Listen if you are happy, and listen to nothing if you are unhappy.

If you like a teacher, you should especially listen to that teacher. Children in small classes are emotionally unstable and easily influenced by the external environment. When they see other children crying, they will cry for no reason.

The teacher brought a new toy and burst into tears at once. Understanding the above characteristics of children is of great significance to education.

For example, at the beginning of each school year, small class teachers are faced with the problem of accepting new students. Most children who leave their mothers for the first time always cry in the first few days. Experienced teachers always treat each child with a cordial attitude, stabilize their emotions, and attract their attention with novel things (such as novel toys, children's favorite animals, etc.). ) to make them unconsciously join the ranks of their partners.

2. Children who love to imitate small classes have poor independence and love to imitate others. See what others are playing and what they are playing; You want what others have, so there are not many kinds of toys in small classes, but you should prepare more sets.

In education, children are often arranged to imitate. For example, when you need to concentrate your child's attention, you can say, "Look at how hard the child studies, but look at the teacher's eyes!" " Generally don't criticize careless children.

If the teacher says "* * *, put away your handkerchief!" "It may lead to more children playing with handkerchiefs. Teachers are often role models for children to imitate, so we should always pay attention to our words and deeds and set a good example for children.

3. Thinking or intuition. Action thinking depends on action, which is a typical feature of preschool children. Small class children still retain this feature.

Let them tell how many pieces are in a small pile of sugar, and they can count them by hand. They don't count in their minds like older children. Because children in small classes think by action, they can't plan their own actions, so they can only do it before thinking, or think while doing it.

For example, before you rub plasticine, you often can't tell what you want to rub, but often after you rub it, you suddenly find something: "Noodles!" Small class children's thinking is very concrete and direct. They don't do complicated analysis and synthesis, they can only understand things from the surface.

Therefore, for children in small classes, we should pay more attention to positive education, and satire often has adverse effects that go against the original intention. For example, in class, some children have to go to the toilet, and some children have to go to school one by one.

The teacher was unhappy and said, "Go everywhere!" "The children ran away at once. Pay attention to specifics when asking children. It's best to say, "Keep your eyes on the teacher! Instead of saying "attention! "Because children are not easy to accept such general and abstract requirements.

Fourth, children's psychological characteristics 1. Children who love to play and can play like games. However, although children in small classes love to play, they are not good at it.

Although children in large classes love to play, they can also play, but because of their growing interest in learning, they have less time to play games. The middle class is at the typical age of game, which is the peak of role games.

Middle-class children have been able to plan the content and plot of the game and arrange their roles. How to play, what rules are there, and how to deal with non-compliance with the rules can basically be solved through consultation, but the contradictions arising in the game process need the help of teachers.

2. The concrete image of thinking The thinking of middle school students can be said to be typical of children's thinking. They rely less on action to think, but the thinking process must also rely on the image of the object as a pillar. For example, he knows that three apples plus two apples are five apples, and he can also calculate that six sweets are given to his brother and there are three left, but he still doesn't understand "how much is three plus two?" How much is left after subtracting 3 from 6? The abstract meaning of ".

Middle-class children often understand adult language according to their own specific life experiences. For example.

Briefly describe the law of children's growth and development

The speed and order of children's growth and development follow certain laws.

(1) growth and development is a continuous process in stages.

Growth and development run through childhood, but at different speeds. The growth and development of different age groups have certain characteristics. The so-called stage means that each stage of development has distinct characteristics, and continuity means that the previous stages of development are regularly connected alternately, and the previous stage lays the foundation for the latter stage, which is the inevitable trend of the previous stage. For example, in the first year after birth, especially in the first three months, the weight and length increase rapidly, and the first growth peak appears after birth, and then the growth rate gradually slows down, and the growth rate accelerates again in adolescence, and the second growth peak appears.

(2) The development of organs in each system is unbalanced.

The development speed of children's organs and internal organs is unbalanced and follows certain laws. The earliest development is the nervous system, and the brain develops rapidly within 2 years after birth; The reproductive system develops at the latest, and the lymphatic system grows rapidly in childhood, reaching the peak before puberty, and then reaching the human level; The growth of heart, liver, kidney, muscle and other systems is basically parallel to the growth of the body.

(3) the general law of growth and development

Growth and development follow the laws of top-down, from far to near, from coarse to fine, from simple to complex, from low to high. For example, the law of sports development after a child is born is to look up first, then hold out his chest, then sit, stand and walk, which is top-down; I will wave my arm first, and then do finger movements, from near to far; Grasp things first, then pinch things with your thumb and forefinger, from coarse to fine; First you can pronounce a single tone, then phrases and sentences, from simple to complex; First you can see, hear and feel things, then you can know things, and then you can remember, think, analyze and judge, which is a process from low to high.

(4) Every child's growth and development has its own characteristics.

Children's growth and development have many commonalities. However, due to the difference between congenital inheritance and acquired environmental conditions, individual development cannot be consistent, and it is bound to show differences in height, thinness, strength and intelligence. Some children can talk first, then walk, and some children just the opposite, walk first, then talk; Some children are lively and active, while others are introverted. Some children are naturally easy to get along with others, while others are difficult to get close to, which is very different. Everyone's growth trajectory will not be exactly the same.

Therefore, children's growth and development level has a certain normal range, and the so-called normal value is not absolute. When evaluating, we must consider the different influencing factors of individuals in order to make a correct judgment.

Extended data:

Growth and development law, growth and development is a continuous process in stages. Growth and development is a continuous process, but not at the same speed, there are stages. General physical growth, the younger the age, the faster the growth, the fastest growth within 6 months after birth, the basic stable growth after one year old, and the rapid acceleration to adolescence.

Growth refers to the growth and morphological changes of various organs and systems of the body, which is a quantitative change; Development refers to the differentiation, perfection and functional maturity of cells, tissues and organs, which is a qualitative change. The two are closely related, growth is the material basis of development, and maturity is reflected in the change of growth.

Human growth and development refers to the mature process from fertilized eggs to adulthood. Growth and development is an important feature that distinguishes children from adults. Growth refers to the growth of various organs and systems in children, which can be expressed by corresponding measured values. Development refers to the differentiation and functional maturity of cells, tissues and organs. Growth is closely related to development. Growth is the material basis of development, and the change of growth can reflect the maturity of organs and systems to a certain extent.

Nutrition is the material basis to ensure children's normal growth and development and physical and mental health. The demand for nutrients in childhood is higher than that in adulthood. This is because two requirements must be met, namely, the needs of growth, development and activities. In particular, infants and young children grow fastest and need a lot of nutrients such as protein, so we must pay attention to it.

After weaning, children need a balanced diet and eat as many kinds of foods as possible to ensure the needs of calories and nutrients and maintain the balance between nutrients, so as to avoid malnutrition or overnutrition caused by nutrient deficiency and affect the normal growth and development of children. Therefore, it is very important to cultivate children's good eating habits from an early age, not picky eaters and not eating snacks indiscriminately.

In addition, in addition to maintaining children's good appetite, it is also necessary to cultivate children's regular life, get enough sleep, and often participate in outdoor activities, which will help prevent diseases, promote the digestion and absorption of ingested nutrients, and make children grow up healthily.

Effect of Trace Element Selenium on Children's Growth and Development

China is a big country with selenium deficiency, and 72% of the areas are selenium-deficient areas. Selenium is an essential trace element for human body, which is absolutely indispensable. Especially children, a special group, are in a critical period of growth and development, and the demand for trace element selenium is relatively strong. Once the trace element selenium is lacking, it will have an irreversible impact on children's growth and development.