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Physical activity and development of intelligence of the child of

of Achievement in the sphere of intelligence and creativity are considerably connected with a level of development of the psychomotor sphere of the child. Many famous experts repeatedly spoke and wrote about it (P. K. Anokhin, N. A. Bernstein, A. R. Luriya, etc.) . In special researches the facts demonstrating that the children from 7 to 17 years who were more developed in the physical relation get higher points according to tests of intelligence are recorded. The children who are engaged in sports sections have the best indicators of intellectual working capacity what special experiments also testify to.

the Experts studying development of intelligence in kids constantly tell

about steady correlation of a level of development of thinking and physical activity of the child, first of all a level of development of thinking and coordination of movements. Many interesting supervision contain in works of experts. For example, it is noticed that the child who early started walking usually is ahead of peers in intellectual development. Intellectual development of the kid happens in parallel with physical and touch, it is natural, a brain - part of an organism.

it Is explained

also by the fact that the main and almost only way of acquaintance to the world for the baby - the movement. Through the movement he investigates and learns world around, comes into cognitive contacts with Wednesday. So important role of movements in development of his intelligence is explained by it. The expert in the field of psychology of children`s game Susanne Miller writes, characterizing features of research behavior of children in the first 18 months of life:“ Since when coordination between hands and sight is created, the tendency of the child to concern everything seems almost compulsory. It is very difficult for it to keep not to touch everything that surrounds it, despite bans. After he starts walking, contents of boxes, shelves and especially any small objects, such as buttons or coins, “heaps“ of useless objects draw its attention rather long time“.

Adaptation of the kid to world around happens mainly by improvement of coordination of perception and the movement. A number of scientists, in particular the American psychiatrist and the teacher Mr. Doman, use even the special concept “physical intelligence“. In its books the special system of diagnostics and development of “physical intelligence“ at the earliest age is offered. The author at the same time refers to own researches and studying of experience of the treatment of babies of women - Indians.

of their kids, the researcher notes, never hardly swaddle, they are seldom put on a back, they are given the chance to move actively nearly from first minutes of life. It as many other experts, emphasizes in the works that swaddling and laying prone harmfully and significantly influences mentality of the child, consolidating feeling of helplessness and dependence. It can bring further - and results - in passivity.

at the beginning of the 20th century Maria Montessori claimed that the need of the baby for touch feelings cannot be satisfied if it constantly lies on a back in a carriage or in a bed. What is seen by the child in this case - a ceiling (at best the sky if it in a carriage on the street), occasionally a face of the adult, a rattle which are hung up around the world by parents over a carriage (or a bed)? It appears insufficiently for realization of biological need for research behavior and consequently, and for full development.

Granting to the baby of a maximum of conditions for free spontaneous movements is one of important prerequisites of satisfaction of search activity, therefore, and conditions for intellectually - creative development at this age. It is natural that in process of a growing of the child of a task, put before it, gradually and significantly become complicated and specialize.

At early stages of development of the personality a role of physical activity of the child as main way of realization of need for research behavior, it is extremely important. In process of a growing its importance objectively decreases, giving way to more difficult, specialized kinds of activity. Certainly, G. Doman is right, claiming that in the history of mankind there are no more inquisitive researchers, than children till four years. Quite often, he notes, adults confuse children`s curiosity to inability to concentrate.

Children begin to obtain information mainly thanks to the need for research behavior from first minutes of the life. Therefore fondly to think, G. Doman emphasizes that if official education for most of children begins from 6 years, then and their training begins at this time. By six years when the child usually goes to school, he already knows so much how many he will hardly acquire for for the rest of the life about world around.

Kids test boundless thirst of knowledge. Hardly, but nevertheless we can reduce aspiration of the child to knowledge, limiting its experience, stopping the attempts of research behavior stimulating development of children`s intelligence. Of course, it is possible to be indignant and tell: for what reason we of it are suspected? And who acts this way? All of us are ready to promote inquisitiveness development, we want to develop search activity of the child, to bring it to self-education, in every possible way to promote self-development. And we really discuss this problem theoretically, but how the situation in practice is?

Here some of very widespread ways limiting manifestation of research behavior of the kid, described by G. Domanom.

One of the most widespread - to give to the child for game the “ready“ toy not capable to transformation and to be indignant - why he throws out it in a couple of minutes and again cries (in more detail about it it is possible to read in the article “Games and Toys in Development of Intelligence and the Child`s Creativity“).

Other effective reception of restriction of search activity - the room of the child in the isolated space (a bed, an arena, etc.) .

In pedagogical literature the terrible examples describing features of behavior of the teenagers who grew up in the conditions of extremely limited experience constantly flash. They grow up idiots, and it revolts; the truth, it is not necessary to be surprised here, the explanation is. But whether we arrive similarly, placing the child in an arena? It no other than the shelter, prison for it: where you will move - everywhere a lattice.

Of course, we got used to convince ourselves that the arena protects the child from dangers. Really there is a lot of them even in the usual apartment: electric wires, unstable vases, household appliances, etc. But, rescuing the child from these external dangers, we actually subject him to other, not smaller danger. Attempt to place it in physical, educational, emotional vacuum - not less serious danger leading to restriction of cognitive experience, its impoverishment.

the Kid touches

and feels various objects: heavy and easy, sharp and stupid, soft and rigid. He draws, tears paper, scatters toys, something overturns. Many fascinating games - researches begin with the unusual effects gained at casual physical actions - a flop on pools, a water spillage, sand oversleeping, deformation of plastic materials (clay, plasticine), etc. From this we consider a lot of things as destructive activity though actually all this is manifestation of the first sprouts of inquisitiveness, realization of aspiration to research search.

It is natural, nobody suggests to break TVs, expensive vases, to overturn furniture and to risk at the same time life of the least researcher. As much as possible expanding space for realization of research activity of the child, it is necessary to aspire to that his environment was safe for health and life. It is important also that also an environment not really suffered from activity of the beginning researcher.

of Children, even the smallest, it is not necessary to push to search, to carrying out own researches. It is rather simple to child to give freedom for experimenting. It is important to remember constantly: the more this freedom, the range of searches is wider, the it is more than opportunities for development of cognitive and creative abilities. By special experiments it is proved long ago that the restriction of freedom of action of children expressed in the most different forms - restriction of physical activity or in constants “is impossible“, “do not climb there“, “do not touch“, - it is capable to interfere with development of children`s inquisitiveness seriously: all this constrains the child`s rushes to researches and consequently, limits a possibility of independent, creative studying and judgment of the events.