Morphofunctional Maturation of Preschool Children during Early Systematic Education
Tóm tắt
Experimental physiological, psychological, and hygienic longitudinal studies were carried out with children who began systematic developing education in the first childhood period (from 4 years) at preschool educational institutions. The results enabled the authors to evaluate the course of biological development at the fifth and sixth years of life. A two-year period at a “preschool gymnasium” or a kindergarten (teaching and upbringing complex) did not have a negative impact on the development of the children or their health. Developing lessons with their intellectual and static loads caused a notable fatigue in the children. The most manifest functional tension was found in the children with some developmental lag, mainly boys, whose development is delayed as compared to girls.
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