A special characteristic of thinking in early childhood is syncretized - indistinctness - when solving a problem, the child does not accentuate individual parameters, but perceives the situation as an integral figure. Thus, the adult separates from the situation and analyzes individual details, from which the child then highlights the main and insignificant ones.
Visually shaped thinking is formed by the age of three and is the main one up to six years. Its formation is conditioned by the formation of elementary self-consciousness and the development of the ability to self-regulate at will, accompanied by a developed imagination.
By the age of two, the baby develops an operative memory. He takes part in simple logical and thematic games, makes an action plan for a short period, remembers the goal, which is set a few minutes ago.
By the first year the child demonstrates the ability to call things by their own names. He has many accumulations of knowledge of the world around him, the idea of the environment, parents, toys and food. Nevertheless, from the large number of qualities contained in the concept of the word, the child first perceives only a few characteristics of the subject with which the original word is due to its perception.
A one-year-old baby shows a reaction to words as a holistic situation. The word has a connection not with the object, but with the situation itself. The child's observation is focused on the mimicry, gestures of the speaker, and the meaning of the spoken words is captured by them.
By the end of the second year, independent speech and speech communication are activated. The child shows interest in the names of phenomena and objects.
During the second year of life, the child understands the meaning of nouns' words - surrounding objects, names of toys, names of adults, body parts, to two years, with normal development, assimilates almost all verbal designations relating to the surrounding world. It is influenced by development of semantic function of speech of the child - establishment of sense sense sense of a word, its differentiation, specification and assignment to words of the generalized meanings connecting with them in language.
At the age of two, the child has a clear idea of the purpose of personal hygiene and household items surrounding him. He understands the general questions that require an unambiguous answer.
About three years old, children listen to adults with attention, like to be read poems, fairy tales and stories.
The following stages are highlighted in the development of speech:
1) syllables;
2) Word-suggestions;
3) two-word sentences;
4) sentences of three or more words;
5) correct speech.
The basic distributions in development of children's speech of early age: Passive speech in development precedes active speech; Discovery by the child of such phenomenon as semantic meaning of each subject; At the turn of the second and third years of life the child's intuition prompts him/her that the words in the sentence have a connection with each other; Transition from the ambiguity of words to the first functional generalizations built on the basis of practical actions; Phonemic hearing precedes the development of articulation. Initially, the child learns to listen to speech correctly and then to speak correctly; the syntactic structure of the language is mastered; speech functions are developed, there is a transition from indicative to nominal speech function;
Personal education of children under 3 years of age.
In the development of cognitive sphere there is also a personal development - the formation of personal socialization of the child is a priority. Observing the adult, the child imitates him in every possible way with his deeds and behavior. The imitation occurs in the course of communication and mutual influence of the child and adult.
Consequently, the main source of socialization of the child as a person is imitation of adults, observation of their behavior. Also, a sense of attachment is important in personal development, which is formed in the baby during infancy and continues its development in early childhood. It is possible that attachment is caused by adults meeting the basic needs of the child, reducing their anxiety, providing protection in the conditions of existence and active knowledge of the surrounding reality, forming the basis for normal relationships with people of mature age.
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