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    Baby care

    Hygienic care of the newborn child - this is where should now start your day. After the first few months your baby will be an intense period of adaptation to the environment, and daily hygiene to help the child overcome his painful.

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SPb. Questions

SPb. Questions Examining of subject pictures to poems A.

Bartho Bear, Hare, Bullcalf, Ball .

Solnyshto in a window.


Questions About what this poem What mood it causes in you Why And what at you a favourite toy The child tells about the favourite toy.

Occupation MOOD CHANGE OPTION The flanelegraf, two plane figures devochbe required cheerful and cryin images of a ball, a pool.

Occupation course The adult suggests the child to listen to history, which occurred to girl Tanya exposes on a flanelegraf fithe guru of the cheerful girl with a ball in hands.

There lived the girl Tanya.

. . . . .

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To convince

To convince To convince children and adults to run on all fours quite simply if it is really necessary for them, but to return the grownup child or completely created adult to experience manual period it is already problematic.

To the small children who have not received experience in infancy, it can be extremely useful to sit simply on a lap at parents or at somebody else at any opportunity and to sleep with them in one bed.

Probably, soon enough they will receive everything that it is required to them, and will want to sleep in a separate bed, in the same way, as though they slept in a bed with parents since the birth.

. . . . . .

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And our timid

And our timid Control the central concept for the parents, got used to bring up children in severity.

And our timid students grow with feelings of fear and concern of that they can lose control or, on the contrary, will be excessively compelled to supervise a situation.

Object of discipline is the person, instead of a situation.

And very often the reason of this or that act consists in behavior of other people or in the character of a situation.

For example, such case one girl complained to mother of the five years' son that her soft, timid child allegedly hit it for no reason at all.

. . . . . .

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How you guessed

How you guessed And why you hum It works my motor.

And you mice do not eat the little mouse asked.

Never! Than you eat Gasoline.

Hurrah! the little mouse cried means, you not a cat! Certainly not, I.

You guessed, who it was Child.

Car car.


How you guessed Answer.

Correctly, you learned parts of the car, and when them mentally connected everything together, the car turned out.

And at us with you too there are parts of a body.

Let's play in game I will call parts of a body, and you will show them at yourself.

. . . . . .

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Are inherent

Are inherent Besides, at school it disturbs the process of training.

Speaking more simply, the teacher, capable to supervise a class, inspires to the pupils feeling of confidence and tranquillity.


Are inherent in the teacher of fit of angerProbably, first to you will seem that the teacher of your child very much even is reserved, but absolutely another in actual fact can become clear.

We knew the teacher whom, having put school desks in a class around in case the pupil started to speak without demand and out of turn, pulled out it in the middle and subjected to the attacks.

Reached before that the same teacher started to rush chairs through all class when someone from pupils, in her opinion, behaved badly.

. . . . . .

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And the child

And the child That is already regulates the mental conditions.

It begins capable to separate from the actions, to estimate them.

So and to define, what exactly does not suffice to it, in what it needs food, actions, game, communicationWith development of thinking effective the imagination ability to abstract from an environment starts to work.

In imagination there are ways of satisfaction of the requirements.

And the child very much tries to satisfy them own forces.

And time it independently carries out actions and states them an assessment, in his consciousness already there was an idea of several mental conditions.

. . . . . .

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