Objective activity is Definition of the concept, development, recommendations

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

One of the most important aspects of human development at an early age is the mastery of objective activity. The prerequisites for this begin to form in babies as early as infancy. During this period, the child is able to perform some manipulations with objects, as well as learn certain actions shown to him by adults.

Time is running out. Babies grow and develop every day. Gradually, from the most primitive types of manipulations with objects, they move on to actions of a more conscious nature. Each of them turns from pampering and frivolous play into the most important factor influencing a growing person and influencing his mental development and personality formation.

Definition of concept

Objective activity is the leading activity of young children. Its main features are:

• promoting new manipulations in the child;
• formation and restructuring of certainmental functions;
• influencing visible personality changes.

Objective activity is the activity of children, which is directly related to the discovery of the purpose of objects. This fact distinguishes it from the manipulations of the infancy.

Objective activity is such an activity of the baby, thanks to which his cognitive interests are realized. It satisfies his curiosity and desire to get new experiences, and also helps in the search for new information about the world that surrounds him.

Main parameters

Objective activity of a young child can have a developmental effect only through cooperation with adults. It is they who are the carriers of modes of action and cultural means for a small person, as well as the source of discovering new meanings of his activity. Initially, the child performs certain manipulations on behalf of an adult and being next to him. This confirms the joint focus of such work.

In this regard, the following parameters of the level of its development can be distinguished in the objective activity of the child:

1. Operational. This parameter is a direct characteristic of the actions performed. Its indicators are such types of actions with objects as manipulative (specific and non-specific), as well as actually objective, culturally fixed.
2. Need-motivational. This parameter indicates the level that the child has reached in his cognitive activity. Its indicators arethe baby's interest in objects, his desire for their examination, as well as actions with them, emotional involvement in such activity and perseverance.
3. Communication with adults during objective actions. The degree of acceptance of support and help from outside is an important indicator of the potential of the baby.

Key Features

During the transition from infancy to a period of early age, a new attitude to the world of objects surrounding the baby develops. They become for him not just objects convenient for manipulation, but things that have one way or another of use and a certain purpose. That is, the baby begins to consider them from the point of view of the function that has been assigned to them thanks to social experience.

When performing manipulations by children, only external properties and relations of objects are used. That is, taking a spoon in their hand, the kids perform the same movements with it, as, for example, with a scoop, pencil or wand. With age, objective activity acquires meaning. The child's world is filled with new content. At the same time, the baby begins to use all items only for their intended purpose.

Indicative actions

There are three stages in the development of objective activity. The first of them was noted in babies 5-6 months old. This stage is subject manipulation. By 7-9 months, they turn into orienting actions.

At first, all manipulations with objects in a child are carried out without consideration of their properties. The kid treats what he gets in the same wayinto his hands. He sucks on a toy or any other object, swings it, taps it, etc. At the same time, he still considers what is in his hands, shifts from place to place and repeatedly repeats the same movement. And only a little later, specific manipulations begin to take shape. The child not only notices, but also uses the features of objects, their simplest properties. An example of such orienting actions is folding one object onto another, threading a toy through the playpen grate. Babies also love to crumple paper and rattle with a rattle. Moreover, their attention is attracted by objects created not only by man, but also by nature - sand, pebbles, water, etc.

The objective activity developing at this stage is one of the options for exploratory behavior, which manifests itself due to the child's curiosity and his cognitive activity. By experimenting with objects in the world, the baby extracts information about them and learns to establish existing connections.

The most intense exploratory behavior begins to develop after a small person learns to move independently, gaining access to various objects. And here communication of the child with adults is especially important. They are entrusted with the task of organizing the subject activity of the baby. Adults must create the environment necessary for the development of a small person, draw his attention to new objects, support and encourage his curiosity.

During the earlyage, exploratory behavior is constantly being improved. At the same time, it remains one of the most important components of creative and cognitive development, not only during this period, but also in the future. Experimenting, the child gets real pleasure. He begins to feel himself the subject of ongoing events and the source that caused changes in the surrounding reality.

Relative actions

By the end of the first year of life, the activity of the child in relation to the objects of the world around him takes on a slightly different character. His subject-practical activity is based on the use of things for their intended purpose. How to deal with them - an adult shows the baby. Imitating him, the child begins to collect pyramids, build towers from cubes, etc.

At this level, objective activity is no longer isolated actions with various objects. After all, they are performed with objects in their interaction with each other. Such manipulations are called correlative. The child conducts various experiments with objects and determines the connections that exist between them.

Gun action

In the second year of life, objective activities again undergo some changes. They acquire a new quality. Actions become actually objective and specifically human, based on the methods developed in culture for the use of certain things. They are called guns.

How are these actions formed? By the end of the first year of lifethe child begins to increasingly encounter those objects that are associated with the daily life of adults. It can be a comb or a spoon, a toothbrush, etc. Actions with them are called gun actions. That is, they involve the performance of certain manipulations and obtaining an objective result of the activity in the form of achieving the necessary goal. It can be drawing with a brush, chalk or pencil. This also includes turning the key to actuate the clockwork machine. At the same time, objective play activity also develops, when kids pour sand into a bucket with a scoop, hammer pegs into the holes of the plank or into the ground with a hammer, etc.

Technique of gun action

Mastering such manipulations at an early age is the most important acquisition of a child. Moreover, they are mastered by the baby gradually, because for this you will need to make certain efforts and at the same time use a rigidly fixed way of owning this or that thing.

At an early age, children are able to perform only the most simple instrumental actions. They are drinking from a cup and eating with a spoon, digging with a scoop of sand, scratching paper with a pencil or pen, folding and disassembling a pyramid of 4-5 rings, and putting on some of the simplest items of clothing.

Why is it so difficult for toddlers to master these activities? First of all, because of poorly developed voluntary movements. In addition, while learning to use weapons, the child needs to subordinate his manipulations to a whole system of rules. For example, eating with a spoon. Learning heruse, the child already knows how to eat with his hands. To do this, he takes, for example, a cookie and brings it to his mouth. The hand in this case moves from the table along an oblique line. As he learns to use the spoon, he tries to do the same. However, none of this works. Food, passing the way from the plate, falls out onto the table. The child's hand gets used to compliance with the requirements of using this item gradually, and with considerable effort.

Meaning of gun actions

Various necessary items for a person appeared due to labor processes. Between themselves and nature, people placed certain types of tools and began to influence the world around them with their help. And in the future, using such objects, humanity began to transfer the accumulated experience to new generations.

Getting acquainted with the subject content of the activity, the child gradually begins to learn that the impact on things can be done not only with the help of teeth, legs and hands. You can do this with things that are specially designed for this. In the language of psychology, such a principle is called mediated action.

Methods of manipulating objects

The tools used by man are assigned certain actions. That is, everyone needs to know not only what to do with this or that thing, but also how it should be done. Adults know this well. They should teach this to their children. Of course, before the age of three, a child is unlikely to learn how to skillfully use any tool, including tools available to him. However, he tries hard toget the best result.

But there are other items that are not so often used in everyday life. They allow different ways of their application with obtaining the same result. And this is often not understood by adults. They show the baby the result, believing that the child will come to him in the same way that they used. But this doesn't always happen. An example of this is the disassembly and folding of the pyramid. An adult removes the rings from her and lays them out on the table, and then, in order, starting with the largest, strings them onto the rod. He does all this in front of a child. However, two-year-olds are not able to catch all the nuances. And they also cannot compare rings in size. If the children, when disassembling the pyramid, put all its parts in order, then they will be able to string them back in the correct order. But if an adult mixes the rings, then the task for the child will become impossible.

Sometimes children get the desired result differently. They begin to string rings indiscriminately, and then repeatedly move them until the pyramid becomes what it should be. Successfully solve a similar problem those kids who were previously taught to compare the rings in size, applying them to each other. Only in this way the child is able to choose the largest detail. He then applies the same principle to the remaining rings. This gradually leads the child to picking up the pyramid by eye, that is, to the method used by adults.

Hence, teaching childrengun actions, they need to show not only the results of manipulations. Toddlers need to be shown the very way to complete the task, which will be accessible to them.

The birth of other activities

In the third year of life, that is, by the end of the period of early childhood, the child begins to get involved in playing, drawing, modeling and designing. In other words, he begins to develop new directions of knowledge of the world around him. But at the same time, subject-developing activities continue to be of no small importance.

At the end of early childhood, kids are happy to participate in role-playing games. By doing this, they seek to satisfy a social need, expressed in the desire to live together with adults, while playing their roles. Substantive actions in this case fade into the background.

Prerequisites for the beginning of role-playing games arise during the entire period of early childhood. Moreover, they can be found in the objective activity itself. These are manipulations with toys that are offered by adults, and then independently reproduced by the baby. Such actions are already then called a game. However, in such a situation, this name can only be applied conditionally.

Initial games are 2-3 actions. For example, feeding the doll and putting her to bed. But in the future, when the child more and more transfers the ways adults influence various objects of the world around him, he has games with more complex manipulations.