Age and psychological characteristics of children 3–4 years old

Physical development of a child at 3 years old: what can a baby do?

By the age of 3, a child usually masters a tricycle, swings on a swing, and slides on a sled.
Knows how to play with peers and exchange toys. A 3-year-old child is not afraid to swim when supported by an adult. A three-year-old child enjoys running, jumping, throwing and catching a ball. For children 3 years old it is easy to perform two actions at the same time

: for example, stomp and clap.

The following techniques and movements can be included in games for children 3 years old: stepping over obstacles on the floor (blocks) in alternating steps, walking along an inclined board, jumping over a line on the floor, standing long jump on two legs, jumping from a small height.

Treatment

Treatment tactics are selected based on a comprehensive examination.
For some, classes with a speech therapist will be enough. In other cases, medication treatment may be required, which is individually selected by a neurologist, sessions with a neuropsychologist, speech pathologist, as well as physiotherapeutic treatment. In most cases, this comprehensive approach produces positive results. “And in conclusion, a few words about pedagogical neglect. It would seem that in modern life there is no shortage of education, that pedagogical neglect is the lot of only socially disadvantaged families. In fact, there is currently a lack of communication between parents and children, people spend a lot of time watching TV, on gadgets and social networks, parents work a lot from home, physically being close to their children. As mentioned above, for normal psycho-speech development, a child needs “live” and emotionally friendly communication from the first month. He needs to hear speech and see the face and articulation of an adult, to feel encouragement and joy at his first successes in humming and babbling.

For the child’s full development, it is advisable not to turn on the TV in the background, minimize watching cartoons and playing with gadgets, read age-appropriate books to the child, develop fine motor skills and communicate more with your baby. It is important to be attentive to the health and development of your child at different stages of life, since it is easier and more effective to solve any problem at the very beginning.

Health and harmonious development to your children!”, Evgenia Ivanovna Novyachkova, a doctor at SM-Doctor in Maryina Roshcha, addressed the readers.

Published on the portal detstrana.ru

Tables of height and weight of a child at 3 years old

All parents are concerned about the question of what a child’s weight should be at 3 years old with normal development. Below are tables of norms for a child’s weight and height by the age of 3; it’s easy to navigate through them and figure out whether your child is underweight or overweight.

Data from domestic pediatricians on the physical development of a 3-year-old child

Data from the World Health Organization on the parameters of physical development of children at 3 years of age

Characteristic features of infancy

Ages up to one year, but after the neonatal period, are characterized by their own characteristics, which are also applicable to three-month-old babies: – intensive growth rate; – intensive functional and anatomical changes in all organs and systems; – close and frequent contact with the mother through breastfeeding; – intensive metabolism to ensure high growth rates, due to which the need for energy and, accordingly, the consumption of nutrients is increased (a baby requires 3 times more energy than the average adult); – active development and improvement of the nervous system; – gradual loss of transplacental (transmitted from the mother) immunity with a rather slow formation of its own protection (however, due to the lack of close contact with other children, the likelihood of infectious diseases does not increase).

The growth rate and rate of development of a child is partly programmed genetically. However, the role of environmental factors cannot be excluded. Proper care for an infant not only helps reduce the risk of developing any health problems, but is also an important factor in the child’s adequate growth.

Cognitive development of a 3 year old child

A three-year-old child can distinguish objects by the following characteristics:

• At 3 years old, a child correctly names four primary colors and some shades of colors.
• Orients himself in the seven colors of the spectrum (knows black and white), finds according to a pattern, at the request of an adult.
• A three-year-old child assembles sequentially (puts smaller ones into larger ones) nesting dolls, bowls, molds, caps from four to six components (as shown, at the request of an adult, in independent play).
• A three-year-old child visually navigates the configuration of three-dimensional geometric shapes (matches them to the corresponding holes). He names some of them: ball, cube, prism (“roof”), cylinder (“column”), brick, cone.
• Identifies by touch (in the game) and names familiar geometric or other figures.
• A 3-year-old child assembles a pyramid of eight to ten rings according to a pattern or design (in descending size, in size and color, in shape and size).
• Finds and can name a large, a small object, a medium one - between them.
• Identifies an object by its texture (soft, hard).

A three-year-old can easily cope with small tasks and activities:

• Remembers and indicates the place where the toy removed by the adult stood (in a joint game).
• Imitates the writing of an adult (imitates).
• Draws circles, ovals, draws lines, depicts rectangular objects; paints over; imitates the model.
• He draws according to his own ideas. Explains what he is drawing (sun, path, rain, etc.).
• Rolls out lumps of clay and plasticine in palms; connects the parts.
• Sculpts simple shapes (ball, column, sausage, bagel).
• Performs simple applique from ready-made forms.

At 3 years old, a child can add the missing details to an adult’s drawing (a stem for a flower, a leaf for a branch), can create a picture in two parts, or match a mosaic to a simple drawing.

Games for a 3-year-old child can be based on matching flat geometric shapes to a pattern (circle, rectangle, triangle, trapezoid, oval, square).

Stages of speech development in children from 0 to 5 years old

Every parent should know that if you don’t work with your baby and don’t develop his speech, he will never speak on his own . But it is also worth remembering that the timing of the beginning of intelligible speaking is very individual. Some children confidently pronounce words at the age of one, while others can barely form syllables at three years of age.

There are certain age indicators by which one can see a delay in speech development:

• A three-month-old baby is characterized by humming;
• A six-month-old baby is characterized by babbling;
• As a rule, girls speak their first word at ten months , but boys only at one year of age;
• At one and a half years old, the “silent one” pronounces about 10–12 words, it all depends on how his parents or teachers dealt with him;
• A two-year-old child knows almost all pronouns;
• At three years old, the baby knows about 350–400 words, he easily pronounces them and freely expresses his emotions;
• By the age of four, a child knows more than one and a half thousand words;
• At five years - more than three thousand words.

What a 3-year-old child can play: play actions and the beginning of role-playing

A three-year-old child takes initiative in play (shows creativity). Can “take on a role” (calls himself “mother”, “doctor”, etc. in the game). Understands his role in the game.

• Fantasizes in the game (introduction of a fairy-tale character).
• Plays calmly with other children using substitute objects.
• Imitates other children (in any games).
• Follows the rules in outdoor games.
• Builds a house, a fence, a car, a bridge, etc. from cubes (according to a model, according to a drawing, according to verbal instructions, according to a plan).
• Uses various three-dimensional geometric shapes in building games and design, plays with buildings with toys.

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How should a child's speech develop at 3 years old?

• Pronounces complex sentences when communicating. Uses words to express desires, feelings, impressions.
• Speaks in simple, grammatical phrases.
• He often accompanies his actions with speech. Begins to use subordinate clauses (not always).
• Changes words according to numbers and cases. Asks cognitive questions: “Where?”, “Where to?”, “Why?”, “When?” and others. Easily repeats unfamiliar words and phrases after adults. Quickly learns poems, songs, excerpts from fairy tales. Pronounces many sounds correctly (vowels and simple consonants).
• Word creation and a tendency to rhyme appear. Enters into verbal dialogues with children and adults. Answers questions from an adult based on the plot picture. Names some animals (their babies), household items, clothes, dishes, equipment, plants and more from a picture.
• Tells a familiar fairy tale coherently based on the picture. Conveys with words, gestures, and intonation the content of a fairy tale, nursery rhyme, song, or poem. Speaks out about a book, an event (after questions and based on memory). Can prove and think through a sentence said by an adult.
• The normal vocabulary for correct speech development at 3 years is 1500 words.
• Quickly answers the question: “What is your name?” Knows his last name.
• Answers the question: “How old are you?” Points with fingers.
• Distinguishes and names people by their gender and age (boy, uncle, grandfather, girl, aunt, grandmother).
• Knows his gender: boy or girl; names after the adult’s question. Knows the names of body parts (head, neck, back, chest, stomach, arms, legs, fingers). Knows the purpose of body parts (answers questions): “eyes look”, “ears listen”, “legs walk”).
• Knows the names of the same parts of the body in humans and animals: “everyone has eyes, legs - a person, paws - an animal, hands - a person, wings - a bird.”
• In the game he calls himself some kind of character. Answers an adult’s question: “Who are you in the game?”
• When playing, he accompanies his actions with words. Uses role-playing speech in the game. Speaks for himself and for the doll.
• He recognizes and names the whole image by detail (by the trunk - an elephant, by the trousers - a boy).
• Has an idea of ​​numbers, shows and says: “one, two, three, many, few.”
• Anticipates the outcome (mental possibilities). Uses means to achieve goals.
• Able to observe for a long time, concentrate attention, and get carried away by his activities.
• Begins to distinguish between the right and left sides (may be mistaken).
• Summarizes objects according to their properties (who (what) flies? who (what) swims?).
• Shifts from calling himself in the third person to the pronoun “I”.
• Shows special interest in conversations between adults.
• Listens for a long time to a fairy tale, read or told to adults or recorded on audio cassettes.

Age and psychological characteristics of children 3–4 years old

Tatiana Yakovleva

Age and psychological characteristics of children 3–4 years old

Age and psychological characteristics of children 3 - 4 years old

At three years old or a little earlier, the child’s favorite expression becomes “I myself!”

.
The child wants to become “like an adult
,” but, of course, he cannot be one. Separation of oneself from an adult is a characteristic feature of the three-year-old crisis.

The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers. The child is capable of emotional responsiveness and empathy, comforting a peer, helping him, he may be ashamed of his bad deeds, although, it should be noted, these feelings are unstable. The relationships that a child of the fourth year of life establishes with adults and other children are unstable and depend on the situation. Girls are characterized by greater emotional well-being.

By the age of three, the child had matured in one more respect. He began to develop the ability to evaluate his results. By looking at what others are doing and creating a clearer image of the ultimate goal, the child begins to strive for a more perfect result. Therefore, children may already be upset because they do not succeed in their plans. At the same time, such aspiration becomes that internal “engine”

, which arouses interest in various practical means and
methods of action and encourages them to master them. Having learned to glue, a child can then simply stick one piece of paper on another, mastering a new method and enjoying his skill.
Since in early preschool age the child’s behavior is involuntary, actions and actions are situational, the child does not imagine their consequences, a normally developing child is characterized by a feeling of security, a trusting and active attitude towards the environment. A child's desire to be independent from an adult and act like an adult can provoke unsafe behavior . 3-4 year old children learn some norms and rules of behavior associated with certain permissions and prohibitions ( “can”

,
“necessary”
,
“impossible”
, can see the discrepancy between the behavior of another child and the norms and rules of behavior.

However, at the same time, children highlight not a violation of the norm itself, but a violation of the adult’s demands ( “You said that you can’t fight, but he fights”

).
It is typical that children of this age do not try to point out to the child himself that he is not acting according to the rules, but turn to an adult with a complaint.
A child who has broken a rule, unless this is specifically pointed out to him, does not experience any embarrassment. As a rule, children experience only the consequences of their careless actions (broke dishes, tore clothes, and these experiences are associated to a greater extent with the expectation of subsequent adult sanctions following such a violation. At three years old, the child begins to master gender roles and gender repertoire: girl - woman, boy - a man. He adequately identifies himself with representatives of his gender, has initial ideas about his own gender identity, argues for it based on a number of characteristics (clothing, preferences in games, toys, hairstyle, etc.)

.
At this age , children differentiate other people by gender, age ; recognize children , adults, and elderly people both in real life and in illustrations.
They begin to show interest, attention, and care towards children of the opposite sex. A normally developing 3-year-old person has every opportunity to master self-care skills - eat, dress, undress, wash yourself, use a handkerchief, comb, towel, and perform your natural needs. By the end of the fourth year of life, the youngest preschooler masters the basic culture of behavior while eating at the table and washing in the toilet. Such skills are based on a certain level of development of the child’s motor sphere, one of the main components of which is the level of development of motor coordination.

During this period, the child’s need for movement is high (his physical activity accounts for at least half of his waking time). The child begins to master basic movements, discovering a desire to set goals when performing physical exercises (to run quickly, jump further, accurately reproduce a movement, etc.)

.
3-4 years is also a favorable age for starting targeted work on the formation of physical qualities (speed, strength, coordination, flexibility, endurance)
.

A certain stock of ideas about the various properties of objects, phenomena of the surrounding reality and about oneself is accumulated. At this age , with properly organized development, the child should already have formed the basic sensory standards. He is familiar with the primary colors (red, yellow, green, blue)

.
If you put cards of different colors in front of the child, then at the request of an adult he will choose 3-4 colors by name and name 2-3 of them himself. The baby is able to correctly select the shapes of objects (circle, oval, square, rectangle, triangle)
according to the model, but may still confuse an oval and a circle, a square and a rectangle.
He knows the words “more”
,
“less”
, and from two objects
(sticks, cubes, balls, etc.)
he successfully chooses the larger or smaller one.

It's harder to choose the "biggest"

or
“the smallest”
of 3-5 items (more than five items should not be offered to three-year-old children
) .
At 3 years old, children practically master the space of their room (apartment, group room in kindergarten, yard, where they walk, etc. Based on experience, they develop some spatial concepts. They know that there is a chair next to the table, there is a a toy bear, a tree growing in front of the house, a garage behind the house, a ball rolling under the tree. The development of space occurs simultaneously with the development of speech: the child learns to use words denoting spatial relationships (prepositions and adverbs)

.
At this age , the child is still poorly oriented in time.
Time cannot be seen, touched, or played with, but children feel it, or rather, the child’s body reacts in a certain way: at one time you want to sleep, at another time you want to have breakfast, or go for a walk. The ideas of a child of the fourth year of life about the phenomena of the surrounding reality are determined, on the one hand, by the psychological characteristics of his age , on the other, by his direct experience. The child is familiar with the objects of the immediate environment, their purpose (they sit on a chair, drink from a cup, etc., with the purpose of some public buildings (they buy toys, bread, milk, clothes, shoes in a store, supermarket)

;
has an understanding of familiar means of transportation (car, truck, trolleybus, airplane, bicycle, etc.), some professions (doctor, driver, janitor, holidays (New Year, birthday, properties of water, snow, sand (snow white, cold, water is warm and cold, ice is slippery, hard; wet sand can be sculpted or made into Easter cakes, but dry sand crumbles); distinguishes and names weather conditions (cold, warm, wind blowing, raining)
. In the fourth year of life The baby distinguishes some fruits and vegetables by shape, color, taste, knows 2-3 types of birds, some domestic animals, and the most common insects.

The attention of children of the fourth year of life is involuntary. However, its stability manifests itself in different ways. Typically, a child can study for 10 - 15 minutes, but an attractive activity lasts long enough that the child does not switch and is not distracted from it.

The memory of three-year-olds is immediate, involuntary and has a vivid emotional coloring. Children retain and reproduce only that information that remains in their memory without any internal effort (easily learning poems and songs they like, a child usually remembers no more than two or three out of 5–7 individual words specially offered to him). Positively and negatively colored signals and phenomena are remembered firmly and for a long time.

The thinking of a 3-year-old child is visually effective: the baby solves a problem by directly acting with objects (folding a nesting doll, pyramid, bowl, designing according to a model, etc.). In visual-effective tasks, the child learns to correlate conditions with a goal, which is necessary for any mental activity.

At three years old, imagination is just beginning to develop, and above all, in play. The child acts with one object and imagines another in its place: a stick instead of a spoon, a pebble instead of soap, a chair - a car for traveling, etc.

In early preschool age, the desire for activity is clearly expressed.

For a child, an adult is the bearer of a certain social function. The child’s desire to perform the same function leads to the development of play. Children master methods of play activity - play actions with toys and substitute objects, and acquire primary skills in role-playing behavior. A 3-4 year old child is able to imitate and willingly imitates the play actions shown to him. The play of a child in the first half of the 4th year of life is more likely to play side by side than together. Games that arise on the initiative of children reflect the skills acquired in joint games with adults.

The plots of the games are simple, undeveloped, containing 1-2 roles. The inability to explain one’s actions to a play partner and come to an agreement with him leads to conflicts that children are unable to resolve on their own. Conflicts most often arise over toys. Gradually (by age 4)

the child begins to coordinate his actions, come to agreements during joint games, and uses speech forms of polite communication.
Boys are more sociable in the game, preferring large companies, girls prefer quiet, calm games, in which 2-3 friends are involved. At 3-4 years old, a child begins to communicate more often and more willingly with peers in order to participate in a common game or productive activity. A three-year-old is characterized by a position of superiority over his comrades. He can openly express a negative assessment when communicating with a partner ( “You don’t know how to play”
). However, he still needs the support and attention of an adult. Individual communication is optimal in relationships with adults.

The main means of communication with adults and peers is speech. The vocabulary of a younger preschooler consists mainly of words denoting household items, toys, and people close to him. The child masters the grammatical structure of speech: coordinates the use of grammatical forms by number and tense, actively experiments with words, creating funny neologisms. Able to answer simple questions using simple sentence form. Expressed in 2-3 sentences about emotionally significant events.

Begins to use complex sentences in speech.

At this age , defects in sound pronunciation are possible. Girls are superior to boys in all indicators of development: speech articulation, vocabulary, speech fluency, reading comprehension, memorization of what they see and hear.

At 3-4 years of age, in a situation of interaction with an adult, interest in books and literary characters continues to form. The child’s reading circle is replenished with new works, but already known texts still arouse interest. With the help of adults, the child names the heroes, empathizes with the good ones, and rejoices at the good ending. He enjoys looking at the illustrations together with an adult, using leading questions to express himself about the characters and situations, i.e., he correlates the picture and the text he read. Starts to “read”

himself, repeating after an adult or finishing individual words and phrases. Already remembers simple rhyming lines in short poems.

The development of labor activity is to a greater extent associated with the development of the procedural side of labor (increasing the number of labor processes mastered, improving the quality of their implementation, mastering the correct sequence of actions in each labor process). Young children primarily master self-service as a type of work, but are capable , with the help and control of an adult, of performing individual processes in household work and work in nature. Interest in productive activities is unstable. The idea is controlled by the image and changes as the work progresses; the image of the shape of objects is mastered. The works are schematic, there are no details - it is difficult to guess what is depicted by the child. In sculpting, children can create an image by pinching, tearing off lumps, rolling them between their palms and on a plane, and flattening them. In applique - place and paste ready-made images of familiar objects, changing the subjects, create patterns from plant and geometric shapes, alternating them in color and size. Construction is procedural in nature. A child can construct only elementary object structures from 2-3 parts based on a model.

The musical and artistic activity of children is direct and syncretic in nature. The perception of musical images occurs in the “synthesis of arts”

when organizing
“practical activities” (play the plot, look at the illustration, etc.)
.
Sound discrimination and hearing are improved: the child differentiates the sound properties of objects, masters sound prestandards (loud - quiet, high - low, etc.)
.
Can carry out basic musical analysis (notice changes in the sound of sounds in pitch, volume, difference in rhythm). Interest and selectivity in relation to various types of musical and artistic activities (singing, listening, musical and rhythmic movements)
.

Three years is an age that can be considered as a certain milestone in the development of a child from the moment of his birth. The crisis of three years ends the period of “merger”

with the mother, the baby becomes more and more aware of his own
“separateness”
.
The main needs at this age are the need for communication, respect and recognition.
The main and most important type of activity for a child is play. At this age the child has :

• The formation of “anti-will”

, which is expressed in the desire to do everything in one’s own way. It is absolutely necessary for the child to have a successful separation. He has to realize himself as an independent person. The child, separating from adults, tries to establish new, deeper relationships with them.

• Manifestations of awareness of himself as an individual person will be expressed in his need to reject almost everything that his parents offer and do something himself, even if he does not really want it or is not yet able to do it. The child gives a negative reaction not to the action itself, which he refuses to perform, but to the adult’s demand or request. In this case, a child can obey one parent and contradict the other in everything.

• It becomes possible to act not under the influence of any random desire, but to act on the basis of other, more complex and stable motives. This is an important achievement in his development and the next step in gaining independence.

• There is an urgent need to communicate not only with the mother and family members, but also with peers. The child learns the rules of interaction through the feedback of both adults and children to his actions .

• The game is becoming more and more collective. Playing with objects may already have some kind of plot content; it is increasingly becoming figurative and role-playing. In it, the child imagines himself as anyone and anything and acts accordingly. But at this age , it is enough for a child to play for 10-15 minutes, then he wants to switch to something else.

• Children in play with peers learn to feel and protect their personal boundaries and perceive their presence in other people. The child is forced to learn to take into account the desires and feelings of his play partners, otherwise he risks being left alone and bored.

• Many new words appear. The child actively masters speech, inventing non-existent words, giving already known words their own special personal meaning .

Mathematics

A child aged 3 to 4 years can be able to:

1. The child can count to three and show the corresponding number of fingers on his hand.

2. A child can be able to master the concepts: one - many, big - small, high - low, etc.

3. The child can know the primary colors (red, yellow, green, blue, white, black)

4. The child can know basic geometric shapes (circle, square, triangle)

.

5. The child can be able to compare objects by size, color, shape; compare the number of items.

6. A child can be able to match an object with a given characteristic.

Logical thinking

Development of thinking, memory, attention

.A child aged 3 to 4 years can be able to:

1. Fold the cut picture into 2 - 4 parts.

2. Find and explain inconsistencies in the drawings.

3. Find an extra item and explain why he made such a choice.

4. Find similarities and differences between objects.

5. Remember 2-3 pictures.

6. Remember 3-4 words that the adult repeated several times.

7. Remember and repeat the movements that the adult showed 1-2 times

8. Remember any detail or feature of an object.

9. Without distraction, complete the task for 5 minutes.

10. Find paired objects. Select the one you need from a group of items.

11. Pay attention to the properties and characteristics of objects, find similarities and

differences between objects.

Speech development

A child aged 3 to 4 years can be able to:

1. Not only visually perceive images, but also describe what you see.

2. Easily forms simple sentences, gradually moves on to complex ones (5-6 words)

.

3. Divide items into groups: furniture, dishes, clothes, etc.

4. Name one characteristic of each object.

5. Know the names of the basic actions of people and animals (lying, sitting, running, etc.)

6. Repeat rhymes and songs after adults.

7. Know your first and last name.

8. Control the power of your voice, speak loudly - quietly.

The world

A child aged 3 to 4 years can be able to

1. Know the names and be able to show pets (cow, goat, horse, cat, dog, etc.)

and wild
(wolf, hare, fox, etc.)
animals.

2. Know the names of 3-4 birds (sparrow, swallow, crow, 3-4 fish (whale, catfish, shark)

and 3-4 insects
(grasshopper, butterfly, bee)
3. Know the names of the main plants: 3-4 trees (birch, oak, apple tree)

and 3-4 flowers
(chamomile, tulip, rose)
.

4. Know what vegetables, fruits, berries, and mushrooms are.

5. Have an idea of ​​the materials from which surrounding objects are made.

6. Know the parts of the day - morning, afternoon, evening, night.

7. Name natural phenomena - rain, snow, wind.

Everyday Skills

A child aged 3 to 4 years can be able to:

1. Put on things yourself (without fasteners)

.

2. Cut the paper with scissors.

3. Use pencils, markers, pens, etc. Be able to draw circles, dots, lines.

4. Trace and color pictures.

5. Know the basic rules of hygiene.

Household skills of a 3-year-old child: the child learns to independently cope with household needs

At the age of three, a child can dress and undress independently (or with a little help from an adult), as well as fold his clothes before going to bed. The baby becomes more independent and is already able to fasten several buttons or tie (tie together) shoelaces. And he already notices the mess in his clothes!

At this age, the child usually already learns the rules of behavior at the table - does not bother others, does not leave the table until the end of lunch and says “thank you.” At the same time, he eats carefully, holding the spoon by the end of the handle and using a napkin.

What else has a child learned by age 3?

• Knows the purpose of many objects, their location and purpose.
• Performs instructions consisting of two or three actions (carry, place, bring).
• Can wash hands with soap, wash, dry with a towel.
• Uses a handkerchief.
• Wipes his feet upon entering the apartment.
• Regulates its physiological needs.
• He says “thank you,” says hello, and says goodbye.

Carrying out massage and gymnastics

Children are more susceptible to outside influences than adults. They are much more flexible and receptive to massage and gymnastic exercises. Carrying out such activities is necessary not only in the process of treating any deviations from the norm, but also to achieve a harmonious and full-fledged growth of the baby.

Children's massage is a set of measures for the prevention and correction of possible disorders of the musculoskeletal and nervous systems. It also has a general strengthening effect on the body.

Positive properties of massage: – helps to normalize the activity of all organs and systems; – improving tissue nutrition and, accordingly, bone and muscle growth; – improving the condition of the skin, increasing its firmness and elasticity; – positive effect on the cerebral cortex: the formation of positive emotions, the development of motor skills. Massage is often combined with gymnastic exercises, and the complex is recommended not only for those with pathologies, but also for all healthy children. You can do these activities yourself, but for the first time it is better to take your baby to a specialist. He will show you what movements during a massage will be useful in the third month and what gymnastic exercises should be performed. The most important thing is that the doctor will teach parents how to properly do massage and gymnastics so as not to harm the baby.

In some cases, if the baby has abnormal development, massage and gymnastic exercises should be performed exclusively by a medical professional. That is why the baby should be shown to the doctor first.

Contraindications to massage

Any health and preventive measure has a number of limitations, under which its implementation may not only not improve the condition, but also harm the person. Children's massage and gymnastic exercises are no exception.

Their implementation is contraindicated if the baby has the following diseases: – fever, regardless of the cause; – severe form of malnutrition; – inflammatory processes of the skin and subcutaneous fat, muscles, bones, lymph nodes; – diseases in which increased fragility of bone tissue develops; – acute period of rickets; – acute arthritis, regardless of origin; – tuberculosis of bones and/or joints; – congenital heart defects with a pronounced effect on the general condition of the baby; – various forms of hemorrhagic diathesis; – the presence of hernias in a child, especially with the risk of strangulation.