What is the age from 3 to 6? Many parents think that the more outstanding the child's ability, the better. Children's personality and thoughts are greatly influenced by their families. Growth is a sweet and difficult process. Here is some information about the age of 3 to 6.

What is the age range from 3 to 6? According to the United Nations Convention on the Rights of the Child, a child is anyone under the age of 65,438+08.

Children's age is divided into seven stages: fetus, newborn, infancy, infancy, preschool, school age and adolescence.

(1) Fetal period: from the formation of fertilized eggs to the birth of children, * * * is about 40 weeks. The age of the fetus is gestational age, or gestational age.

(2) Neonatal period: from the delivery and ligation of umbilical cord to 28 days after birth, according to age, this period is actually included in infancy. Because of its obvious particularity in growth, development and diseases, and its high morbidity and mortality, this period is listed as a special period of infancy alone.

(3) infancy: from birth to 1 year. This period is an extremely vigorous stage of growth and development, so the demand for nutrition is relatively high.

(4) Early childhood: 1 to 3 years old.

(5) Preschool: 3 to 6-7 years old, it is preschool before entering primary school.

(6) School age: School age is from primary school (6-7 years old) to adolescence.

(7) Adolescence: the age range of adolescence is 1 1 2 for girls, 18 for boys and 13 to 14 for boys. Girls' puberty begins and ends two years earlier than boys'. There are great individual differences in the age of entering and ending adolescence, which can be about 2 ~ 4 years old. According to the Convention on the Rights of the Child, you will not be a child after you reach the age of 18, so the "adolescence" here only includes the "children" part, which is slightly different from the age division of adolescence in medicine. )

What age is 3 to 6 years old? 2.3-4 years old children's psychology.

(A) to expand the scope of life

During this period, children leave their families and enter kindergarten classes to receive planned and purposeful kindergarten education. With the change of living environment and the expansion of living scope, the circle of children's life has changed from contact with relatives to contact with more peers and adults. These changes have had a great impact on children's psychological development, which is manifested in the following aspects.

First, children's physical fitness has been enhanced, and their body structure and organ functions have been continuously improved. The development of children's nervous system is characterized by the gradual maturity of the morphological and histological differentiation function of cerebral cortex cells, which is basically stereotyped at the age of 3. Children can have more time for continuous activities, which lays the foundation for ensuring children to participate in activities better.

Second, because the development of skeletal muscle system has been further developed than that in infancy, the ability to control large muscles has been continuously improved, and the adjustment ability of the brain has been enhanced. Compared with the infant stage, the flexibility and coordination of children's body movements have also improved.

Thirdly, with the education and training in kindergartens, the coordination and flexibility of hand movements of children aged 3-4 have been further developed. With the help of kindergarten teachers, they can put on clothes, shoes and socks. In artistic activities, they can use colored strokes to draw simple figures. For example, they draw the rain scene as a straight line from top to bottom, the road as a horizontal line from left to right, the ball as a circle, and so on. But their hand-drawn movements are still very unskilled. Judging from the development law of children's movements, the development of hand movements is later than that of body movements. In the activities to promote the development of hand movements, teachers should pay attention to controlling time, and children should not be allowed to use small muscle groups such as wrists and fingers for too long.

(b) knowledge depends on action.

Children under 3 years old can't think outside the action, they can only think in the action. Children aged 3-4 still retain these characteristics of infancy to some extent, that is, their cognitive activities still depend on movements and sports. For example, children in a small kindergarten class can tell how many apples are on the plate by hand (children around 4 years old can meditate). For another example, children in early childhood often can't tell what they want to pinch before squeezing plasticine. After kneading, they suddenly found something and said it looked like "the sun" or "pie". This shows that children in early childhood will not plan their own actions, let alone foresee the results of their actions. They can only do it before thinking, or think while doing it, not think before doing it.

(C) the role of emotion is enormous.

The psychological activities of 3-4-year-old children are often dominated by emotions and are not controlled by reason. It is difficult to control one's emotions in various activities, showing a strong emotional color. I am obedient and behave well when I am happy. I don't listen to anything when I'm unhappy. Your mood is very unstable and easily influenced by the external environment. In a small class in a kindergarten, it is often seen that one child is crying, and other children are crying along with it.

(D) Love to imitate

Children have the ability to imitate before the age of 3, but limited by the level of psychological development, the level of imitation in this period is low, and there are still few imitators. Children aged 3-4 have improved their motor and cognitive abilities, and the number of imitators has also increased significantly. They want to do what they see others doing and what they see others doing. What do they want other children to hold and what other children are doing? Therefore, kindergarten teachers in small classes should pay attention to putting in enough similar toys when putting in toy materials, and don't put in too many kinds of toys.

Second, the psychology of children aged 4-5

Children aged 4-5 study in the middle class of kindergarten, which is also called middle childhood. The psychological development of children in this period is faster than that of children aged 3-4, which is mainly manifested in the generality of cognitive activities and the intentionality of behavior.

(1) Lively and lively

4-5-year-old children's cerebral cortex excitation process and inhibition process are unbalanced, mainly excitation process, and the overall inhibition function is relatively poor. After sitting for a long time, children will feel tired, yawn, stretch, swing from side to side, and keep doing small moves. Therefore, it is difficult to calm them down. On the other hand, children's bones are soft and elastic, the curvature of the spine has not yet been finalized, and their muscle contraction ability is relatively poor. If children aged 4-5 keep the same posture or action for a long time, it will overload the related muscle groups and affect the growth and development of bones.

The characteristics of skeletal muscle growth and development of 4-5-year-old children determine that only by constantly exercising and promoting blood circulation can children meet the nutritional supply of skeletal muscle system development and obtain better development.

The characteristics of children aged 4-5 are active and active, especially in the whole early childhood. It is often seen that children in early childhood are no longer as obedient and obedient as children in early childhood, and have their own ideas, which makes teachers feel that they are not as "easy to take care of" as children in small classes. The reasons for this phenomenon are as follows: firstly, children in this period are more flexible than those in early childhood, and their ability to understand the objective environment has improved, and they have their own ideas in doing things; Secondly, children in this period have had the experience of speaking unfamiliar words in kindergarten for one year, got used to the living environment and basic work and rest system of kindergarten, mastered some life experience of interacting with people, and were not as timid as before, and dared to explore things around them boldly.

(B) specific thinking in images

Concrete thinking in images is the basic feature of children's thinking, which is the most typical among middle-aged children. Children in infancy can tell that two tsaoko and three apples are five apples, and they also know that seven sweets were given to three little brothers, and there are four left. It is difficult for them to answer if they directly ask how much 2 plus 3 equals and how much 7 minus 3 equals.

(3) begin to accept the task

The intentional development of general thinking and psychological activities of children aged 4-5 makes their ability to understand the meaning of tasks continuously enhanced. Psychologists have done an experiment in the laboratory for 3-year-old and 4-year-old children, asking them to press their buttons when they see a "red light" and not to press their buttons when they see a "green light". The experimental results show that 3-year-old children can't react differently to traffic lights according to the teacher's requirements by pressing the button when they see a red light or a green light.

Most children in the 4-year-old group can do as the teacher asks, forming a differentiated response to red light and green light. Experiments show that children in early childhood initially have the ability to understand adult requirements and accept tasks.

(D) the preliminary understanding of the rules

4-5-year-old children have certain constraints on their own behavior due to the enhancement of their psychological control ability, and can initially abide by some basic rules in daily life, such as not yelling in the classroom, washing their hands before eating, waiting in line to go to the toilet, knowing how to listen to the teacher's arrangement in group activities, not leaving their seats casually in class, raising their hands when talking and so on. The establishment of rule consciousness is helpful to cultivate children's cooperative consciousness and social development, especially to improve children's game level.

(5) Organize their own games and form a peer relationship.

Games are the main way of children's activities, and children's games develop rapidly around the age of 4. Children aged 4-5 not only love to play, but also can play. They can not only organize their own games, but also determine their own game themes, assign tasks and arrange division of labor. Not only that, they also gradually formed a partnership in the process of traveling. They don't always follow adults as they did in childhood. They are more likely to play games and play activities with children. Although the partnership formed by children in this period is still very unstable and only in the primary form, it marks that from this period on, children's interpersonal relationship began to undergo major changes.

Third, the psychology of children aged 5-6

(a) Curious and studious

5-6-year-old children are no longer satisfied with understanding the external characteristics and connections of things through direct perception and specific operations, but begin to try to explore the internal connections of things, which is manifested in the enthusiasm of intellectual activities. Their exploration of things around them always leads to all kinds of problems and often makes adults feel helpless. For children of this age, teachers and parents should have enough knowledge to satisfy their thirst for knowledge.

(B) the germination of abstract thinking

Although the thinking of 5-6-year-old children is still dominated by figurative thinking, the ability of abstract logical thinking has begun to sprout. Mainly for children can simply classify familiar objects. Experiments show that children can classify some pictures with cars, boats, tables, chairs, apples, pears, cabbages, tomatoes and eggplant by means of transportation, furniture, fruits and vegetables, but children before the age of 4 often do not have this ability. Children of this age will judge the relationship between things and arrange the order correctly, and have a preliminary concept of order.

For example, children aged 5-6 can understand the relationship between age and birth order, while children aged 4- 5 can't understand the relationship between them. Children aged 5- 6 also know that vehicles include trucks, which are components of vehicles, and understand the inclusive relationship between the whole and the parts, that is, thinking has the basic components of logical thinking.

Because the children in large classes have sprouted the ability of abstract thinking, it is necessary to increase scientific knowledge, give scientific enlightenment education, guide them to discover various internal relations between things and promote intellectual development during this period.

(C) began to master the cognitive law

5-6-year-old children initially have methods to regulate psychological activities, and in cognitive activities, they have certain methods in observation, attention, memory, thinking and imagination.

Children can look at pictures regularly in a certain direction and order, from top to bottom and from left to right, instead of looking aimlessly as before. 5-6-year-old children have certain observation methods. They can compare two graphs according to the teacher's requirements and find out the one-to-one correspondence between the two graphs, such as the common "finding differences", which shows that they have mastered certain comparison methods.

In various activities, children will take certain measures on their own initiative in order to concentrate better. If they can consciously keep their eyes on the object of attention, put their hands on their legs or cover their ears to prevent noise interference. When reading, if you feel noisy around, you will find a quiet place.

In short, children aged 5-6 show certain cognitive methods in various activities, which lays the foundation for them to enter primary schools for systematic learning.

(4) Personality has been formed.

Children aged 5-6 have a relatively stable attitude towards things. Personal interests and hobbies are completely revealed, showing relatively stable behavior towards people and things. For example, some children are warm and generous, some are quiet, some are quiet, some like singing, and some like dancing. When the kindergarten is free, you will see some children like playing football, and some children like telling stories together. Children's activities show a certain interest tendency.

The personality of children aged 5-6 begins to form. However, the character of children in this period is only in the initial stage of formation, and it is also quite plastic. Family, kindergarten and other educational factors also play a considerable role in the formation of children's personality.

What is the age range from 3 to 6? 3 3 to 6 years old is called infancy, which is the key period for character cultivation and habit formation.

The ancients said, "At the age of three, you look old, at the age of seven." At this stage, the child's habits, personality and personality will affect his life. Although we will send children after the age of 3 to kindergartens, the responsibilities and division of labor between schools and families are different after all, and parents still need to spend more time on their children. The critical period is very short and fleeting in a person's life, but it has an irreplaceable and important influence on life.

The concept of critical period was first put forward by Austrian ecologist Conrod Lorenz (1937). When observing the natural habits of birds, he found that newly hatched chicks, such as chickens and goslings, will learn to chase after the same kind or different kinds in a short time after birth. After this period, they can no longer learn this kind of behavior, and they can no longer leave a mark on their mothers. This period is very short, and people's growth and development are also very short. Once missed, it will be irreparable, so it is called the critical period of human beings, also known as the best period, sensitive period and critical period. Later, psychologists borrowed this research into the study of children's early development and put forward the critical period of children's psychological development.

From many scientific experiments, we find that 0~3 years old is a critical period for the development of various abilities (perception, memory, thinking, personality, etc.). ). Through research, it is found that the critical period for children aged 3-6 to learn is as follows:

2~3 years old is the key period for the development of counting ability (oral calculation, physical number, physical number, total number); 2~3 years old is also the first critical period for learning oral English, and about 5 years old is the second critical period for oral English development;

2.5~3.5 years old is the key period for educating children to abide by the code of conduct; Let children experience more, feel more, do it yourself, and let children get in close contact with others, society and nature. Don't be afraid of children's "sabotage" and deliberately make trouble and make mistakes, but give them a chance to grow up in mistakes.

About 3 years old is a crucial period to cultivate their independent living ability. Cultivate children to eat by themselves before entering the park, wear simple clothes, socks and shoes, learn to go to the toilet by themselves or tell adults to go to the toilet, learn to wait, and cultivate a sense of external order.

4 ~ 5 years old is the key period to start learning written language. Parent-child reading and ordering picture books are all good training methods.

5 years old is the key period to master mathematical concepts; It is also the second critical period for children's oral development; 5-6 years old is the key period to master language vocabulary ability. Children in this period are a little nagging and love to say that parents should have patience to listen to their expressions and responses. If you don't want to hear the child finish, always interrupting the child's expression will not only affect the formation of the child's personality, make the child introverted, but also affect the parent-child relationship in the future, and the child is no longer willing to express his true thoughts to you.

When children reach a certain stage, different sensitive periods will follow. It is necessary to observe carefully, grasp the sensitive period of children and cultivate their abilities in all aspects. Every child comes into this world with his own natural mission. Parents who really love their children should understand that we support their children to accomplish their mission and achieve their own life, instead of living for us and according to their parents' expectations.

Some parents love their children very much and are afraid that they will suffer. They always restrict their children's actions and don't let them do this or that. Or think that children are all thumbs, do something instead of them. As we all know, we are depriving children of their right to grow up bit by bit and stifling their creativity and autonomy. We can do things for our children, but we can't grow up for their lives. We can solve problems for children, but there is no way to bear the responsibilities for children; We can plan the future for our children, but we can't look forward to the future for our children.

A childhood without vision and hope, unable to do what you like independently, may lead to a mediocre and painful adult.