Results of the 12th month

motor reactions. Kid walking alone.Without support squats and rectified, may stoop down and pick up the object.Squats on his haunches.There is alternating step, can turn to change direction.Passes without sitting down to 3 m. Awkwardly throws big toys.Climb up the ladder.

skills. Independently drink from a cup, holding it in his hands (a big cup, and 100 g of liquid).Sam holds out hand to the cup, takes, brings it to his lips and drank.The dish was not released, can he put it on the table.He holds a spoon on a plate leads.

Actions with the subject. unlearning independently perform activities with toys (rolls the machine, leads doll, feeding a doll).In a game with a doll pulls the spoon to her face, and may bring to the cheek and the eye.This can "feed" himself.

takes effect, unlearning one subject to another.Applies one die

to another.Ring strung on the rod of the pyramid.

At this age, under the influence of training activities there using objects (guns): baby brings to his subject with a stick,

rope, stick the ball rolls."Gun" action - is the action in which one object is used for influencing the other thing.The child gets acquainted with the use of only a few, the most basic "tools" - spoons, cups, scoops, shovels, pencil.It is very important for his mental development, because these "instruments" concluded the features inherent to every gun.use method embodied in their device.

speech understanding. By the end of the 1st year of life, there is a connection between the object and the name of the object itself.Communication is expressed in the subject search and find it.This is the initial form of speech understanding.

Understands without displaying the names of several objects, actions, names of children and adults.Performs various tasks of: find, fetch, give aunt, put into place, close the door, show.At the request of an adult is somewhat similar items if they differ slightly in appearance (different in color and size of balls, dolls).Understands the word "can not" stop the action.Adequately respond to the word "can", "good", "bad".

Some words in adult speech take generalized nature;"Give me a car", "Give me another car," "Go sit at the table", "Lay down your toys in the box."At the request of unlearning performs motion with toys.

first words understood the baby to 1 year -th

«Mom", "Dad", "woman", "grandfather", names of family members, "goodbye (for now!)", "Shoes", "ball", "biscuit", "Lala", "no", "no".

very first words represent those subjects with whom the child can play.Since each child is surrounded by a set of objects with which he can somehow interact, it is different, and the initial stock of each child is unique.

active speech. easy to imitate the new syllables followed by an adult.Repeats 5-10 lightweight words, if the child asked: "Say, 'aw-aw'" "Say" top-top "."Lepetnymi words begins to signify certain concepts.

Intelligence. finished fourth stage of sensorimotor intelligence (Piaget) and started fifth (from 12 months to 1.6 years), which is characterized by the development of new sensorimotor schemes.The ability to create properties of the circuit, common to different experiences, such as the length and discontinuity shows that the baby is able to highlight the category.Category is called a conscious impression of the intrinsic properties of a number of similar, but not identical objects or phenomena.Many year-olds distinguish between categories of items: furniture, animals, food.At this age, even the image of the object the child may be referred to the appropriate category.If the baby show images of different people, and then the image of a dog, the child will be the last to examine more closely, and his face will revive.The change in the behavior of the kid says that dogs it relates to a different category than men.

Various images are not equally important for the baby.They differ in what psychologists call identifying signs.If you offer a child of 1 year multiple images modified image of man and dogs (without a head, no legs, no body), the child longer looks at a picture of a person without a head, and the dog without limbs.Such a distribution of attention suggests that the head - an identification sign of the image of man.

By the end of the 1st year of life, the emergence of orienting-research activity is a means to the future development of voluntary attention.When under the influence of adult speech, child directs the gaze to an adult named object, detected the beginnings of voluntary attention.

• boy's weight - 500 g 9700-10

• girl weight - 100 g 9200-10

• growing boy - 74-76 cm

• increase girls - 73-74 cm

• In the course of development of substantive actionthere is a divided co-operation.Adult starts, and the child ends up.As soon as the split action, we can say that the purpose of objective action revealed: the child knows what will happen as a result of action.Next, there is the possibility of action based on the performance of the show.Adult tore indicative of the action of the executive and wants the child also did it.This separation produces an adult, so the process is not spontaneous, not spontaneous.Then follows a verbal indication and performs all the actions the child alone.This is the first line of action subject - line movement of compatibility for independence.

• The second line is a significant development of substantive action - line orientation of an object in the system properties and actions with him in the child.By the end of the 1 st year of life formed functional action when he uses the gun, focusing on the physical properties of the object, therefore, is not specific.Then, there are attempts to use a specific method in the absence of objects formed the method of its application.The child understands the use of the spoon, but when eating, taking it closer to the working end so that all the contents of the spoon is poured.Finally, the child masters the method of use guns, but that the development objective action does not end there.

• The child begins to use actions in inadequate situations.You can watch the transfer of 2 types:

1st - transfer steps from one subject to another, functionally

identity.The child has learned to drink from a cup and then drink from the cup, a mug and t. Etc .;on the basis of such a transfer takes place of generalized functions;

2nd - carrying on the situation of action.Learn how to use the shoe, the child pulls them into a ball on the leg of a chair.Here, a child acts with the same subject, but in different situations.

These two steps can transfer separation from the subject, the gap between the action on the situation and, moreover, the separation action by himself.

• By the end of the 1 st year of life closes a large fontanelle.

• A child is already showing individual qualities, but he is still totally dependent on adults.

• Time when the child begins to sit, stand or walk, depends not only on the development of the nervous and muscular systems, but also on how it is able to acquire the motor skills.Skills due to the development of the child and purchased without a special training, there may be late, if you deprive the baby the opportunity to actively move.

1 st year - this is the second critical period in a child's development after the crisis, the newly-born.This world crisis, which opens the orientation in the world of things.