What are the features of mental development of children from one year to 1.5 years old?

All the achievements of a child in the second year of life have been prepared for a long time. Even in the last months of the first year of life, the child experiences pleasant feelings when adults pay attention to him, when he can do something himself, even if these attempts were imperceptibly directed by the mother. He tries to repeat successful experiments and rejects others that ended in failure. For example, if when a rattle falls, it makes sounds that the child likes (or he simply knocks it on the table), then the baby tries to repeat this experiment or tries other options to enhance the effect (hits it on a saucepan or basin - then the sound is even louder!). In this way, he establishes a connection between cause and effect. Thus, the child forms judgments that select successful attempts.

We have already noted how important it is for a child to learn the concept of "no" in time. Usually this skill begins to form from the 15th month (1 year 3 months). This is due to the fact that at this age the child already walks quite confidently, and, therefore, becomes too independent and even brave, not understanding the dangers around him. This is where they begin to introduce this, in the full sense of the word, saving concept. If the mother says "no" and shakes her head at some attempts by the child to do something dangerous, then the child begins to understand the gesture of refusal. This is the first abstract idea that crystallizes in the child's thinking. (It should be said that children's thinking is concrete and objective. We have already partially talked about this: if a child is told that this is a cup, then by "cup" he means this particular cup. And only over time will the word "cup" begin to be associated with all cylindrical objects with a handle on the side from which you can drink. Abstract thinking is the prerogative of adults). And it is from this moment that the child can be educated. At the same time, refusal or prohibition should be used wisely, without rudeness and preferably with a demonstration of what could have happened if you had not stopped the child in time. For example, a child wants to take a hot teapot. Naturally, you forbid him to do this. But if you do not show him the possible consequences (bring the child's hand to the hot teapot, but touch it so that he feels strong heat, and then pull it away and say: "Hot! Ah!"), then he may try again out of curiosity or stubbornness and get burned. Naturally, the mobility of a child at this age, his interest in the environment, which he seeks to satisfy in all available ways, can lead to dangerous consequences for him or others. Therefore, it is often necessary to forbid the child some actions. And since at this age he is already beginning to understand prohibitions, the main thing that is required of the educator is that there are as few of these prohibitions as possible and they are not senseless. (Joke: "Until I was 5, I thought my name was Shut Up!") After all, endless shouting and prodding only irritates the child, confuses him, and he gradually stops understanding what is allowed and what is not. Before you say "no" or "you can't", think about whether it is possible to put the same hot kettle at a height inaccessible to the child, lock the cabinets and drawers with medicines, etc.

Even if the baby has managed to do something wrong, do not yell, do not spank him, and do not put him in the corner. He is still too young to fully understand his guilt. But you will most likely be able to scare him. If you do this constantly when he does something wrong, you simply risk discouraging him from you. Remember, in the film "The Meeting Place Cannot Be Changed" Gruzdev discusses which investigator the suspect instinctively gravitates to: "If there are two investigators - a rude and evil one and a kind and polite one, then the suspect intuitively gravitates to the kind investigator." The same is true for children. If a mother constantly yells at a child, hits and puts him in the corner, and a father or grandmother pities him and allows everything, then the mother's chances of being loved are zero.

For example, one little boy was constantly picking at the wall, chipping off pieces of lime and even trying to eat them. At first, his mother gently tried to stop him from doing this, but the child continued to do the same thing. She became angry, then even yelled at him. However, the boy, although he was scared and even ran away from the wall, then looked back and hid, returned to the same place and continued to pick at the wall. The mother, desperate to overcome her son's disobedience, turned to a pediatrician she knew. Experienced parents and literate readers, of course, guessed what the doctor advised: the child did not have enough calcium in his body! This element is extremely necessary for a growing body to build bones and some other tissues. Therefore, the doctor advised revising the child's menu a little, adding products rich in calcium.

He also advised to fence off the place where the child was picking at the wall so that he could not get there. And, finally, you just need to distract the child if he still stubbornly tries to get to the "scene of the crime."

Or another instructive case. A girl who had just turned 1 year and 5 months old approached a cabinet in the keyhole of which a beautiful shiny key was sticking out. It was so beautiful that it was simply impossible not to touch it. The girl reached for it, took it with two fingers, but the key fell, making a loud jingle. The mother ran into the room at this sound. Seeing the "mess", she began to yell at the little girl and even slapped her on the hand. The daughter, naturally, burst into tears. The grandmother came running to the crying. Having learned what was going on, she began to calm her granddaughter, but without saying any "cute-cute" words to her, she simply began to show her a bright book with colorful pictures. After the girl calmed down, the grandmother replaced the book with toys and went to have a "debriefing" with the mother (her daughter). We will not eavesdrop on their conversation, but will only analyze the mistakes made by the girl's mother. Firstly, it is absolutely unacceptable to hit a child on the hands. You can't even spank a child on the bottom, let alone on the hands! Forget about this method of punishment! Secondly, think about it: the key is beautiful. Of course, you really want to touch it. But if you don't want the child to touch it (and indeed, it can get lost, the child can put it in his mouth and swallow it, etc.), then just take the key out of the keyhole and put it in a place where you can take it at any second, and the child will not see it and will not be able to get it. And thirdly, do you love your child? Then why do you pounce on him without even figuring out whether he is guilty or not?

Children under two years of age are very curious. They are interested in everything! It is not enough for them to just look at an object that interests them - they definitely need to touch it, feel it, put it in their mouth, throw it. That is, to understand its essence. After all, this is how they learn about this world. And ever-increasing mobility and dexterity allow them to reach this object. At the same time, the baby sometimes shows miracles of ingenuity. For example, you need to climb onto the table. The stool or chair is very heavy. But nearby there is a suitcase with laundry. It is also heavy. But the child opens it, takes out the laundry (naturally, throwing it on the floor) and drags the empty suitcase to the table and climbs onto it. Naturally, such behavior of the baby will irritate adults. But there is no need to punish him for this, and especially - spank! Try to put yourself in his place. After all, in the vase he climbed onto the table for, there are blue, sweet-smelling snowdrops, which he has never seen in his life! Better let him smell them, stroke the leaves, maybe even tear off one small flower and crush it in his fingers. And then explain that it is much easier to call one of the adults to help him carry out his plan.

To prevent unwanted behavior and avoid frequent prohibitions that make your child nervous, you should try to remove everything that he can reach if this something can break or be dangerous for the child, and try to plan your day so that the child is not left to his own devices while at home. Take him for walks outdoors more often, and when you come home, play with him. If you need to do something around the house, make sure that the child is sleeping at this time. Provide him with a sufficient number of toys that correspond to his age and interests. Never give your child a reason to do something that you will later forbid him to do. For example, do not put him on the windowsill so that he can see what is happening outside. In your absence, he can climb onto the windowsill himself and fall out of the window. You cannot forbid your child to do something, but at the same time allow the possibility of disobedience with your facial expressions. For example, you say "no", but smile. A child, seeing your smile, may understand your prohibition as frivolous and violate it.