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

All the achievements of the child of the second year of life were prepared long ago. Even in the last months of the first year of life, the child feels 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, she makes sounds that she liked (or he just knocks on the table), the kid tries to repeat this experiment or tries other options to enhance the effect (he rubs it on a saucepan or basin - then the sound is even louder!). Thus, he establishes the connection between cause and effect. Thus, the child develops 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 is already confident enough to walk, and, therefore, becomes too independent and even brave, not understanding the dangers around him. Here they begin to introduce this, in the full sense of the word, a saving concept. If for some attempts of dangerous action of the child the mother says "no" and shakes her head, then the child begins to form an understanding of the gesture of refusal. This is the first abstract idea that crystallizes in the child's thinking. (We should say that children's thinking is specifically subject-matter: we have already talked about this in part: if a child is told that this is a cup, then under the "cup" he understands this particular cup, and only with time will the word "cup" become associated with with all the cylindrical objects with a handle on the side, from which you can drink.) Abstract thinking is the prerogative of adults. And from that very moment the child can be educated already. In this case, the refusal or prohibition should be used reasonably, without rudeness and preferably with a demonstration of what could happen if you did not stop the baby on time. For example, a child wants to take a hot kettle. Naturally, you are forbidding him to do this. But if you do not show him the possible consequences (bring the child's pen to the hot kettle, but touch it so that he feels a strong heat, and then pull it away and say, "Hot! Ah!"), Then he can try again out of curiosity or stubbornness and burns. Naturally, the mobility of a child at this age, his interest in the environment, which he seeks to satisfy in all ways available to him, can lead to dangerous consequences for him or others. Therefore, it is often necessary to prohibit a child from doing something. And since at this age he is already beginning to understand the prohibitions, the main thing that is required from the educator is that these prohibitions should be as small as possible and they would not be stupid. (Anecdote: "Up to 5 years I generally thought that my name is Shut up!"). After all, endless cries and urges only make the child nervous, confuse him and he gradually ceases to understand what is possible and what can not. Before saying "no" or "impossible", think about whether it is possible to remove the same hot kettle at a height inaccessible to the child, close lockers and boxes with medicines for the lock, etc.

Even if the kid has had time to do something, do not shout, do not spank it, and do not put it in a corner. He is too young to fully understand his guilt. But you will probably frighten him. If you do this all the time, when it naskodit, you just risk daring him from himself. Remember, in the movie "The venue can not be changed," Gruzdev argues about which investigator instinctively drags the suspect: "If there are two investigators - rude and evil and kind and polite, then the suspect intuitively reaches for the investigator kindly." So are the children. If the mother constantly screams at the child, beats and puts in a corner, and dad or grandmother regrets and everyone is allowed, then the chances of mom being loved are zero.

Here, for example, one little boy all the time picking the wall, chipping pieces of lime and even trying to eat them. Mother at first gently tried to forbid him to do it, but the child continued to do the same. She began to get angry, then even scream at him. However, the boy, though frightened and even running away from the wall, but then looking around and hiding, returned to the same place and continued to pick the wall. Mom, desperate to overcome her son's disobedience, turned to the familiar pediatrician. Experienced parents and literate readers, of course, guessed what the doctor advised: the child lacked calcium in the body! It is extremely necessary for a growing organism to build bones and some other tissues. Therefore, the doctor advised several to revise the menu of the child, adding to it products that are saturated with calcium.

He also advised the place where the child picked the wall, fenced so that he could not get there. And, finally, just need to distract the child, if he still, persisting, trying to get to the "crime scene".

Or another instructive case. The girl, who was only 1 year and 5 months old, went to the closet, in the keyhole of which there was a beautiful shiny key. He was so beautiful that it was simply impossible not to touch him. The girl reached for him, took it with two fingers, but the key fell, loudly tinkling. Mom ran into this room. Seeing the "disorder", she began to scream at the baby and even slapped her on the handle. My daughter, of course, burst into tears. Grandmother came crying. Learning what was going on, she began to reassure her granddaughter, but without telling her all the "shi-pusi", but just started showing her a bright book with color pictures. After the girl calmed down, my grandmother replaced the book with toys and went to arrange "debriefing" with her mother (her daughter). We will not eavesdrop on their conversation, but we will only analyze the mistakes made by the girl's mom. First, it is absolutely unacceptable to hit the child in the arms. Even the pope can not spank, and really on the hands! Even forget about this method of punishment! Secondly, think for yourself: the key is beautiful. Of course, he really wants to touch it. But if you do not want the child to touch him (and really, he can get lost, the child can take it in his mouth and swallow, etc.), then just take out the key from the keyhole and put it in a place where you can take at any second, and the child does not see and can not get it. And third, do you love your child? Then why do you attack him without even knowing if he is guilty or not?

Children under two are very curious. They are interested in everything! It is not enough for them to just look at the subject they are interested in - they need to touch it, touch it, take it in their mouth, throw it. That is, to understand its essence. After all, this is how they will know this world. And increasing mobility and agility allow you to get to this subject. In this case, the kid sometimes shows miracles of ingenuity. For example, you need to climb on the table. The stool or chair is very heavy. But not far is a suitcase with linens from the laundry. He too is heavy. But the child opens it, takes out the linen (naturally, throwing it to the floor) and already an empty suitcase drags to the table and climbs on it. Naturally, this behavior of the baby will cause irritation of adults. But you do not need to punish him for this, let alone spank! Try to put yourself in his place. After all, in the vase, for which he climbed on the table, there are blue, well-smelling, snowdrops, which he has never seen in his life! Better let him sniff them, stroke the leaves, maybe even tear off one small flower and knead it in his fingers. And then explain that it is much easier to call someone from adults, so that he helped to carry out the plan.

To prevent unwanted behavior and avoid frequent bans, an uncomfortable child, you must try to remove everything that he can get to, if it can break something or be dangerous for the child, and try to build your day so that the child, while at home, was not left to himself. Walk more with him in the air, and when you come home, play with him. If you need to do something around the house, make sure that at this time the baby is sleeping. Provide him with enough toys that are appropriate to his age and interests. Never give a child a reason to do what you will then forbid him. For example, do not put it on the windowsill so that it can see what's going on in the street. In your absence, he can climb himself to the window sill and fall out of the window. You can not forbid the child something, but at the same time its facial expressions allow for the possibility of disobedience. For example, you say "you can not," but smile at the same time. A child, seeing your smile, can understand your ban as frivolous and disrupt it.