Hello school!

Adaptation classes withfirst graders

OBJECTIVES OF ADAPTATION CLASSES:

1. Creation of conditions for ensuring emotional comfort,
feelings of security among first-graders when entering school
new life.

2.Creating a friendly atmosphere in the classroom as needed
conditions for the development of self-confidence in children.

3. Helping first-graders in understanding and accepting the rules of school
noah life and themselves in the role of students.

4.Creating favorable conditions for children to get to know each other
Another.

5. Organization of interaction between children as a prerequisite for
developing the skills of educational cooperation.

6. Creation of prerequisites for group cohesion of the class.

7. Creation of conditions for the development of space by first-graders
their class as a prerequisite for mastering the space of the school.

8. Acquaintance of the teacher with the characteristics of children in this class.

Adaptation classes for first graders are designed for
10 training hours and cover the following topics:

№
Lessons

Subject

Qty
hours

Acquaintance. Acquaintance of first graders with the teacher and with each other.

School rules. Acquaintance of first graders with the rules of school life and continued acquaintance with each other.

Schoolchild and preschooler. Awareness by children of their new status as schoolchildren.

Why do they go to school. Awareness by children of their new status as schoolchildren.

Grade. Formation of a realistic perception of school assessment by first-graders.

We learn to work together.

9-10

First class travel. Consolidation of a positive emotional attitude towards school and learning.

1. Classes are held at the beginning of the academic year.

2. Classes are held once or twice a week.

3. Numbers of classes reflect the sequence of their conduct.

4. The final lesson (Lessons 9 and 10) makes sense to conduct as
double lesson, as it is final and wears for children
festive character.

5. Classes are held simultaneously with the whole class.

6. In the section "Progress of the lesson" the proposal is described in sufficient detail.
my content for each lesson. At the same time, the teacher, relying
on his own initiative, can creatively approach the lesson, take into account
vaya specificity of its class.

7. When conducting classes, it is important for the teacher to rely on several
rules that will facilitate the adaptation of first graders
to school life. It is important to encourage children to take
participation in the discussion, their attempts to answer the questions of the teacher.
Even if the student's answer does not fully correspond to the content of the
millet, it is worth supporting him by saying: "What an interesting opinion," and
ask the guys: “Who thinks differently?”. These classes do not
wrong answers, it is important that each child feels that his opinion is being asked for in order to improve his
involvement in the educational process.

Appeals to students, wording of tasks proposed in
section "Progress of classes" are psychologically verified, and the teacher should
pay attention to them, as they will help to make a touch
careful and divisive approach to the inner world of first-graders
rolling. In statements addressed to children, it makes sense to avoid negative
meaningful assessment, as many incorrect answers or behaviors
may be associated with the stressful state of children. Very important
but do not skimp on the support of children, find something in everyone, for
what can be praised, about which you can say: “I liked it ...”
8. Well, if in further work with first graders, on others
subjects, the teacher will find it possible to use the accumulated
experience during adaptation classes. This may be the rule of thumb
cheer each other on for class at the end of the school day. It may
be an emphasis on the fact that everyone in the class can be attentive
nym. This may be the use of the "But" technique (see.
tie 6) for the development in children of the skill of positive evaluation of
results of their activities.

FORMS OF WORK:

In the classroom, various forms of work with students are used:
game tasks and exercises of a psychological nature, creative
some tasks, discussion with children of completed tasks, generalization
the results of some tasks in the form of general exhibitions and compositions,
helping to master the class space.

As an application to the developed adaptation activities
pits, we offer materials that teachers can use
attending a parent-teacher meeting to help parents
to understand how difficult it is for their children, to help find ways to support
children and avoid obvious mistakes in behavior with their children.
classmates.

Lesson 1

Theme: Acquaintance

GOAL: acquaintance of first-graders with the teacher and with each other.

TASKS:

1. Giving children the opportunity to give their names and
creating conditions for remembering the names of other children.

2. The formation of children's attitude towards each other as an integral group - "class".

3. Acquaintance of students with the school rule: "Speak in turn."

4. Acquaintance with the space of the class, the formation of an attitude towards it as one's own class.

MATERIALS FOR THE LESSON:

1. Sign with the inscription "OUR CLASS".

2. Flowers cut out of thick colored paper. The name of the teacher and the names of all the students are written on them in block letters. You can make all the flowers in different colors, for example, make flowers with the names of girls in one color, and with the names of boys in another.

3. Recording calm, light music without words.

4. Sheets of thick white paper for "suns", size 15 cm x 15 cm (according to the number of children in the class).

5. Scotch.

STUDY PROCEDURE:

The teacher greets the children and greets them.

Teacher: “I am very glad to meet you. You came to the first class
and our school will become a place where you will learn a lot of new and interesting things, get answers to various difficult questions. And, of course, here you will meet many new friends. And so that we all get to know each other better, so that you get to know your classmates and your school better, we will meet at dating lessons. In these lessons, you can work and play together.

Guys, the signal for the beginning of the dating lesson will be these words, listen:

Guys, in order for our lesson to begin, let's say these
words together. Please stand by your tables. Look at me and repeat the movements that I will show. try
repeat the words after me to better remember them.

The teacher once again pronounces the words that serve as a signal for the beginning of the lesson, accompanying them with the following movements:

One, two, three (claps his hands 3 times) - listen (shows his hands to his ears) and look (shows his hands to his eyes)!

Three, two, one (claps Zraza) - we'll start now! (holds out hands to the class, palms up).
Teacher: "Thank you! Please sit down in your seats and look at me."

ACQUAINTANCE

“I am your teacher. My name is (says the name and attaches to the board
a flower cut out of colored paper, on which the name of the teacher is written in block letters).

Look around how many kids are in the class. Maybe you still
not everyone knows each other, not everyone knows each other. Of course, everyone has their own
name, and it is immediately difficult to remember who is called by what. But it's difficult
talk to a person if you don't know their name. And we will study together, and therefore you need to know all the guys in your class.

Let's get acquainted. When I say "Three-four!" - each by
team will call out their name. Come on, let's try! (The teacher commands loudly, the children shout their names.) Oh-oh-oh! ... It seems to be loud
shouted, but I didn’t hear a single name! Have you heard all the names? That's what I didn't hear.

Let's try differently. If it doesn't work out loud, let's say our names in a low whisper. (Quietly commands, the children whisper.)
Again, something is not right ... No one shouted, but still nothing is clear.
Have you heard many names? Also no?

Probably, guys, the fact is that everyone is talking at the same time. Working together is good, playing is fun, singing is great, but answering is bad:
When everyone says different words at once, you can't understand anything. Let's try to speak in turn, one at a time and listen to the names of the boys and girls of our class. I will approach each one in turn.
of you, and the one whose shoulder I touch will loudly and clearly name his
name. I have flowers with your names in my hand, I will give everyone one of
colors. (The teacher walks around the class, touching each child in turn, and when he hears the name, puts a flower with the name of this child on the desk.) Thank you! Now all the names were heard.

There are flowers with your names in front of you. Listen carefully to the task. Flowers will help you fulfill them."

The teacher asks those whom he names to raise flowers. Examples
assignments: “Boys, lift up the flowers”, “Girls, lift
flowers”, “Raise the flowers, those whose names begin with a letter ...” (Names several letters in turn).

“Let's grow a large flower meadow on our board.
Let's do it this way. I will call some guys to the board, they will come here and put their flowers on the board. You need to listen carefully
shall I call you. I ask everyone who is called to come to the board ... (called
a name that is the same for several guys, for example, Dima). Thus, small groups (2-5 people) come to the board, with the help of the teacher, attach their flowers to the board and sit down.

The teacher takes out a sign that says "OUR CLASS". “Guys, look how many flowers we got, just as many as us.
And we are all one class (places a sign over the flowers). Here he is -
our class."

The teacher draws the attention of the children to the room in which they
are. “Guys, our class is all of us, and our class is also
the room where we are. Look how amazing he is:
light and cozy! But you are here quite recently and not yet quite to him
used to it, right? And he has not yet got used to us either: he is waiting, looking closely - will we love him, take care of him, will we offend him? Let's
Let's give our class a gift: decorate it with golden suns! Let everyone draw a sun that can warm, cheer and cheer up! Then our class will become the brightest and most comfortable.” The teacher distributes sheets of thick white paper to the children, the students begin to draw. During this task, it is desirable to use quiet, cheerful music without words. Children draw.

Teacher: “Who has finished drawing, put the pencils in place, and
drawing in front of you. I will come up, and you will quietly tell me what place in the class your sun liked. Everyone will have their own sun in our class, and since there are many of us, we will all be warm and
cosy." The teacher approaches those of the children who have finished drawing, asks what place in the class the sun liked and helps to attach it to the place chosen by the child (for example, using adhesive tape).

“Listen, the music stops. Our first dating lesson is coming to an end. If someone has not yet had time to choose a place for the sun, come to me at a break, and we will make it more comfortable.

Today we did a great job and even played a little. BUT
now we will end our lesson by thanking each other for it.
Make eye contact with the person you want to say "thank you" to and silently
nod your head, thank you with your eyes and a nod of your head. (Teacher for
makes eye contact with several first graders in line and nods his thanks.)

Guys, thank you all for your hard work. Until the next lesson.

Lesson 2

Theme: Rules of school life

GOAL: acquaintance of first graders with each other and the rules of
conduct at school.

TASKS:

1. Creating conditions for further acquaintance of children with each other
with each other and interactions with each other.

2. Acquaintance of first graders with such rules of behavior
at school, how to “not talk to each other in class,
if it is not related to the performance of the task", "do not shout with
places, even if you know the correct answer”, “no hints
wat", "raise your hand if you want to answer a question or
want to ask you something."

3. Creating a friendly atmosphere in the classroom.
MATERIALS FOR THE LESSON:

1. Signs that remind students of the rules of conduct during
lesson time (see Annexes 1, 2, 3, 4).

2. Round sheets of paper (diameter about 10-12 cm).

3. Musical melody without words, sounding for 7-10 minutes.

STUDY PROCEDURE:

Teacher: Hello guys! Our dating lessons continue-
yutsya. Today we will try to get to know each other better and get to know each other better.
Let's go with a few school rules. So, let's begin."

The teacher asks the children to stand near their desks and say with him
lines of the poem:

One, two, three - listen and see!
Three, two, one - we'll start now!

In this case, the poem is accompanied by movements (see Lesson 1).
Teacher: “I really want to wish good morning to everyone-everyone-
everyone, each of you. Good morning, guys! And let's play with you
Good morning game.

Good morning game

I will say the words: "Good morning ..." and call someone from our class.
Those whom I name will wave to me - it means that you heard and answered
go to hello. Shall we try? Good morning to all girls!... Good
morning to all the boys!... Good morning to all those who brushed their teeth today
would!... Good morning to everyone who likes this weather, as it is now for ok-
nom!... Good morning to everyone who loves candy!... Good morning to everyone who
wants to know what we're going to play today... Well done!"

Exercise "Sensitive hands"

The teacher invites 10-12 children to the board. After this group
pa will complete 3-4 tasks, the children return to their places, and the teacher
announces the following guys so that in the end he took part in the exercise
the whole class. You can invite children sitting in the same row or
in some other way.

“Now I will ask those who are sitting to come to me ... Stand, please
luista, next to, in a line, facing the class. Well done! I will ask (name-
gives the name of one of the children) to touch everyone’s hands and determine who has
warmest hands.

The child determines who, in his opinion, has the warmest hands, according to
touching the hands of all the children standing at the blackboard.

Teacher: "Okay! (says child's name) is the warmest right now
arms. Now I will ask you to determine which of the guys has the most
cold hands. Touch the hands of the guys, feel what they are:
warm, cold and then choose the coolest hands. Child
determines who has the coolest hands, after which the one chosen
does the following task.

Task options: determine who has the warmest (coolest)
cheeks (ears); determine who has the warmest (coolest) forehead (nose).
It is important that the child completes the task by touching other children.

The teacher thanks the children for their work and moves on to the next
task.

RULES OF SCHOOL LIFE

Teacher: “Guys, did you pay attention to road signs? They are
tell drivers where to drive and where not to. They say pe-
pedestrians where you need to cross the road. Road signs help us
they tell the rules of behavior on the road. If you do not pay attention to
them attention - be in trouble! Does the school have rules of conduct and
what are they? What can be done and what is not always possible? Tell me what's wrong
what to do in class? (Pupils answer.) And how should one behave during the lesson? (Students answer.) So that we do not forget about the rules for learning
nicknames, school rules, we need our signs. For example, at the level
you can’t talk to each other, otherwise you can listen to everything and
learn nothing, so our class will have the following sign:
(shows Sign 1). You and I already know that when everyone screams together,
no answers are heard, therefore, that it is impossible to shout from a place, even
if you know the correct answer, we will be reminded of the following sign:
shows Sign 2). And you can tell other guys the answer when
the teacher asks not you? Of course not, if a friend gets used to sub-
fairy tales, he will forget how to think for himself, but is this help? About the fact that in
In our class there is no place for clues, this sign will remind us (show-
sign 3). What to do if you want to ask or answer something
to a question? Of course, for this you need to raise your hand and wait until the teacher
ask to speak. Here is a sign that tells us about this school
rule (shows Sign 4). Of course, guys, this is not all school
rules, there are many, and gradually you will learn them all. Today we post-
I tried to remember only a few of these rules, but they are very important
in order to study at school and to have order in the classroom.

And now listen to the story that happened in the Forest School
le, in first grade animals. On the very first day of school, the teacher
introduced them to those school rules that we are talking about today
spoke. (The teacher shows the Signs and asks to be reminded of which
each Sign speaks in the rule.) The animals listened, listened, with their heads
nodding, they say, everything is clear, but the next day ... Listen to what
came out in a lesson at the Forest School and try to notice which rules
la animals forgot. If anyone notices, raise your hand so I can see. Goto-
you? Listen!

LESSON AT THE FOREST SCHOOL

In the morning the animals gathered in the classroom. The little bear looked sleepily
around, Bunny happily bounced on the spot, looking forward to
the beginning of the lesson, Fox looked at the animals in the classroom and remembered how
who is called. The bell rang. The lesson has begun. The teacher entered the class
greeted everyone and asked: “Who wants to help me today
give books? Before he had time to finish, the animals jumped up from their seats,
hands stretch to the ceiling, and everyone shouts with all his might that his Teacher
heard: “I want! I will help!" And the Hare and the Fox even to the Teacher
they ran up and jumped around him so that he would notice them. barely
reassured his "assistants" the Teacher.

Meanwhile, the lesson continued. The teacher said that he had prepared for
riddles and asked them to listen carefully. And the Little Bear tilted his head towards the Little Fox and listened to the Little Fox whispering to him that he
he knows my mushroom places in the forest and after school he will show the Bear cub,
where white mushrooms grow the size of chairs.

The teacher says: “Well, ears on top? Listen to the riddle:
“It flies all night, gets mice, and it becomes light - it flies to sleep in a hollow
lo. Who is it? Little bear, who do you think it is? Got up Bear-
Nok, looks around, can't understand anything. "Who is this, how
you think?" - again the Teacher asks. "It's a fox," replies
The teddy bear is the first thing that came to mind, and can not understand in any way,
why everyone is laughing. Asked the Teacher Bear cub not to distract
katsya, listen carefully and the Hare asks the answer. Hare
he can’t solve the riddle in any way and squints at his friends with his eyes, they say, help
git, tell me. Belochka felt sorry for her neighbor on the desk, she and
let him whisper: “Co-va. Owl". And the Bunny is spinning with its ears,
tries to hear, but just can’t make out the words, it’s too quiet
The squirrel speaks.

"Well, then, do you know the answer?" - The teacher asks. "Yes. This is
fox, ”said the Hare what he heard from Squirrel’s mumble
tanya. And the animals laughed again. Yes, only fun in this story
there was not much, because they didn’t have time to teach the animals a new lesson-
Xia, nothing interesting to know. Why did it happen? About what
did they forget the school rules?

The teacher asks several students. Thank them for their attention
activity and prompts you to move on to the next task.

Exercise "Living Trees"

"Those who can imagine, imagine what is not really there,
are called dreamers. The dreamer can imagine that he is transformed
hid in a bird, some animal, or even some thing -
like a real magician! We also fantasize a little.
Let's imagine that we turn into ... trees. Who is thin
birch, some - into a mighty oak, some - into an apple tree ... Think about what de-
roar you would like to turn into ... Stand up and imagine that you are a tree
vya ... Here we stretched our arms up, like branches ... (All movements of the teacher
does with the children). The wind blew softly, our branches quietly swayed
joking ... Here the wind blew stronger and our fingers, like leaves, trembled
sorry for the wind. The wind subsides, our branches sway a little, the leaves
rustle a little ... We are beautiful, strong trees ... We are drawn to the sun
baby, we are glad that we have grown so strong and beautiful, we wave
leaves to the sky, clouds, sunbeams ... And now we slowly lower our hands and turn back into boys and girls, and the mood
we have a light and joyful stay! Please take your seats."

Task "Gift to the class"

The teacher gives the children round pieces of paper (diameter about 10-
12 cm). “Guys, today we will make our class, and at the same time ourselves
one gift. This gift will not be simple, but musical. Now
you will hear a beautiful melody. First just listen to it and
think about what this melody tells you, what reminds you that you want to
it seems to you to draw when you listen to it ... When you imagine, draw
stick your drawing on the circles that I gave you. Maybe someone
for some it will be a forest, for some it will be a sea or a river, and for some it will be remembered
bima toy and wants to draw it ... Draw what you want
draw to this tune. The teacher turns on the music
remembers that you must first just listen and remember, imagine
something nice. After 25-30 seconds he says: “If you have already imagined
to yourself what you will draw, you can proceed.

Finished drawings the teacher strings on a thread, the resulting
a garland is hung in the classroom. The teacher thanks the children for the lesson.

Lesson 3
Theme: Rules of school life

GOAL: continued acquaintance of first-graders with each other and
with the rules of conduct during the lesson.

TASKS:

1. Creation of conditions for further acquaintance of the first
classmates with each other, organization of interaction
between children.

2. Creating a friendly atmosphere in the classroom.

3. Practical mastering of the rules of conduct during the lesson,
with which first-graders met in the second lesson.

MATERIALS FOR THE LESSON:

1. Sheets of blank paper according to the number of students.

2. Colored pencils or felt-tip pens.

STUDY PROCEDURE:

The teacher greets the children and offers to start the lesson with what they already know.
whom to them in the first two lessons of the poem.

“Guys, are you ready for our lesson? Then let's say together
we press the words with which we begin the lesson.

One, two, three - listen and see!
Three, two, one - we'll start now!

The poem is accompanied by movements (see Lesson 1), which
rye teacher does together with the students.

Teacher: “Sit down and listen to whom I want to say today
wish good morning. Those to whom I turn, show me that you will
heard: raise your hand and wave to me. Good? (The game "Good
morning". See Activity 2.)

Listen. Good morning to everyone who came to school today! .. Add-
good morning to everyone who has red (or any other) in their clothes
color!... Good morning to everyone who has already managed to smile at least once today
... Good morning to everyone who brushes their teeth in the morning! ... Good morning to everyone
who wants to know what we will play today!..

Well done! Well, then listen to what the next game will be.

The game "Wanted ..."

“Imagine that our class has a magic radio that
transmits messages about the lost guys. But here's what's interesting: all
these guys are in our class! You just need to carefully
look around and find the one about whom the message is being conveyed. So, pay attention
nie- attention! Looking for a boy. He has dark hair, gray
eyes, a blue sweater, on the table in front of him lies a red pencil case and a white
ruler... Who is this? Who guessed, raise your hand and wait for me
I'll ask you." If the children cannot guess, the teacher gives more and more specific
a different description: what letter does his name begin with, what desk does he sit at?
child, etc. If, guessing, the children scream from their seats, jump up, etc., then it is important
but recall the rule of conduct during the lesson, showing the corresponding
howling sign. Thus, the teacher is "looking for" 5-6 students, describing
their appearance, clothes, things that lie in front of them. Desirable
also “signs-compliments”: “This girl has a cheerful smile.
This boy has a very focused look, etc.”

Task "Favorite season"

“Guys, you have already met many in our class, for-
remember the names of many of the guys in our class. And to get to know
to get closer, it is important to find out not only the name of the person, but also what
what he likes, what he likes, what he likes. Therefore I propose
think about what time of the year each of you has a favorite: winter, spring
on, summer or autumn. Think and draw this season on the sheets,
which I will distribute to you. Everyone thinks for himself, does not ask anyone for tips and does not whisper with a neighbor. You need to draw exactly
my favorite time of the year.”

The teacher distributes sheets of paper and invites everyone who has already decided
what time of the year is his favorite, start drawing him. Time
drawing about 5 minutes. Shortly before the end of time the teacher
asks the children to finish the drawings.

Teacher: “How many beautiful drawings turned out. Great! And those-
Now I will ask those who drew SUMMER to come to the board. That's how much
The kids in our class love summer." The teacher lists all the children
names, accompanying the naming by name with a soft touch on
child, so that once again there is a correlation of the child with his
name for all children.

Teacher: “Guys, here you have drawn summer as your favorite time
of the year. Why do you like it so much? What's good about summer for you?
Children respond, and the teacher, supporting their answers, stimulates them to
your statements, saying: “What else, what else? ..” It is important that children
called as many signs as possible, by which they like summer so much.

After a group of children have named what they like about the selected
them the season, the teacher asks them to sit down, thanks for the work
Tu and asks those who like the next season to come out. So continue-
huddles until all the children have been at the blackboard. The drawings remain with the teacher,
and then the exhibition "MY FAVORITE SEASON" is made from them.

Teacher: “It turns out that there is something pleasant in every season of the year.
new, and it's great that we told a lot of good things about each season
neck. And who remembers what is your favorite season of the year (gives the name of one
th of the children)? Good." The teacher names 3-4 more children. “Well done! You
Not only do you draw wonderfully, but you are also very attentive guys.”

put your hands up! Repeat after me.

Teacher: “Guess what happens sometimes in spring, often in summer, and also
more often in autumn? It is mushroomy, but it is torrential! Correctly,
it's rain! Let's try to make it rain in our class. Prepare-
put your hands up! Repeat after me."

Exercise "Rain"

The teacher lightly taps the index finger of one hand on the palm
another. “Here the first drops fall on the ground, the rain is barely audible ...”

The teacher taps harder with two fingers. “But he became
twists stronger, but still not big: someone has not even opened
umbrella!

Tapping with three fingers. "The rain is getting stronger!"

Tapping with four fingers. “Well, it’s raining outside! drove everyone to
my! Everything got wet, huge puddles spilled!

Taps with five fingers. “This is a real downpour! How would-
Our school didn't drown in this rain!"

Gradually removes one finger at a time. "It's good that the rain began
Quieter... And even quieter... And yet more... And now the last drops are falling... Con-
our rain was falling!”

Exercise "What grows after the rain?"

Teacher: “Now we will play the game “What grows after the rain?”.
After the rain, for example, flowers and herbs grow, and a bench,
no matter how much you water it, it cannot grow after the rain. When I called
wu what can grow after the rain, you clap your hands. And if you
hear the name of something that cannot grow after the rain, then sit
Quietly, no need to clap. Does everyone understand? Let's try.

Mushrooms grow after the rain...

Houses grow after the rain...

Trees grow after the rain...

Books grow after rain...

Umbrellas grow after the rain...

Flowers grow after the rain...

Bushes grow after the rain...

Cars grow after the rain...

Grass grows after the rain...

Well done, you were attentive and you know what grows after the rain
ya and what not.

Now remember how we imagined ourselves as trees. I asked
I ask you to stand near your tables and imagine yourself as some kind of wood
vyami...” (Next, the “Living Trees” exercise from Session 2 is repeated.)
Teacher: “Our lesson is coming to an end today. I want to say
to everyone: "Thanks for the lesson!"

Lesson 4

Theme: Schoolchild and preschooler

GOAL: children's awareness of their new status as schoolchildren.

TASKS:

1. Children's awareness of the difference between the status of a schoolchild and a preschooler.

2. Formation in children of realistic ideas about the rights and obligations of a schoolchild and a preschooler.

3. Consolidation of knowledge about the rules of conduct at school.

MATERIALS FOR THE LESSON:

ball, colored pencils, felt-tip pens, drawing sheets

A4 format.

STUDY PROCEDURE:

The teacher greets the children and begins the lesson with an already familiar de-
tyam greeting ritual (see Lesson 1).

The game "One, two, three - whisper!"

Teacher: "Now we will play the game" One, two, three - whisper
chi!”. Squeeze your hands into fists. I will ask you questions and you will ask me
respond, but respond in a special way. I ask a question, and you count in a whisper
up to three: one, two, three, raise your thumbs and answer in a whisper
tea. Let's try. What time of year is it now?

(The teacher also clenches his hands into fists, counts to three together with de-
tmi, thumbs up and whispers the answer. After the second-third-
his question, the teacher may not whisper the answer, but continues to squeeze the ku-
polishes and thumbs up.)

Teacher: What month is it? What do cats eat? What form
ball? What is my name? What grade are you in? What is the name of your co-
sitting on the desk? What color are the leaves on the trees in summer? What city are you in
live? Well done!

SCHOOLCHILDREN AND PRESCHOOLCHILDREN

Guys, you recently came to the first class for the first time. Say a
what are you called now? (Children answer: schoolchildren, first graders.
If the children themselves do not give an answer, the teacher answers.) That's right, now you
schoolchildren, first graders. What were you doing before you went to
school? (Children answer: they went to kindergarten, they sat at home.) And how are you
then, before school, called? (Children answer: preschoolers. If the children
do not give an answer, the teacher answers.) When you did not go to school, you
called preschoolers. Tell me, what is the difference between schoolchildren and
schoolchildren? (Children answer, the teacher corrects them, summarizes
said.) That's right, schoolchildren differ from preschoolers in that
that they go to school, study in class, do their homework at home. BUT
what do preschoolers do? (Children answer: play, run.) Can it
schoolboy play and run? (Children make their guesses.)
In fact, the student can also play and run. I will open the ma-
lazy secret: each of you can sometimes behave like a schoolboy,
and sometimes - like a preschooler. You just need to know when you should
behave like schoolchildren, and when you can turn into preschoolers again. Now I will name different situations, and you think about how
you need to behave in this situation - like a schoolboy or like a preschooler
Nick. Who wants to answer, raises his hand and waits for me to ask him. We
we will perform this task as schoolchildren, using the rule of sub-
outstretched hand."

(Teacher shows Sign #4 to remind you of the rule. Teacher
names the situations, and the children answer.)

Teacher: In class. On a walk. Houses. During cooking
lessons. At a break. In the school cafeteria. While playing football.
With friends. In the school library."

(If the children are wrong, the teacher explains and comments.)

The game "The sea worries once ..."

Teacher: "Thank you very much, you did a great job with this work-
task. Do you know when it's okay to act like a schoolboy and when
yes, like a preschooler. Now let's see if you can
to quickly transform from a schoolboy to a preschooler and vice versa. Now we
we will play a game with you, which many of you probably know. This game
ra is called "The sea is worried, once ...", but we will play it in-
special. Instead of a marine figure, we will depict figures
schoolchild and preschooler. The driver will say: “The sea is worried,
one, the sea is worried, two, the sea is worried, three, the figure of a schoolboy (or
preschooler) freeze in place. While the sea is rough, you can walk on
class, and on the word “freeze” you need to freeze, depicting the named figure
RU. The driver chooses the most school student or the most
school preschooler. I will be the first driver. Get up, please.
hundred, and come to me."

(Children get up and with the words of the teacher “The sea is worried, since ...” begins
yut move around the class. The teacher chooses who will be next
leading, and continues to control the course of the game, as necessary -
sti suggesting words or reminding the rules.

In a strong class, the driver can complicate the task by naming
the role of a schoolchild or preschooler, and various situations from the life of children
tei: at the lesson, on the street, at home with mom, etc.).

Teacher: “Wonderful, you are very good at transforming from school
nick to a preschooler and vice versa. Now let's see if you know
you, how a student behaves at school. Please stand in a circle."

(Children stand in a circle, the teacher picks up the ball.)

Exercise "Lesson or change"

Teacher: “You already know that there are lessons and breaks at school. On the
During the lessons and breaks, students behave differently. Now I will
throw this ball to one of you and call different actions, and you answer
tea when schoolchildren do it - at a lesson or at a break.

(The teacher calls the actions and throws the ball in turn to different de-
tyam: read, play, talk with friends, ask a friend for an eraser,
write in a notebook, answer the teacher's questions, prepare for the lesson, eat
apple, etc.)

Teacher: "Very good! Take your seats."

(Children sit down.)

The task "What's in the briefcase?"

“Now tell me: what does a student go to school with? (Children answer:
with a portfolio.) That's right, with a portfolio. And what does he take with him to the port-
Fele? (Children answer: pens, pencils, pencil cases, textbooks, erasers.)
Well done! What do preschoolers want to take with them to school? (Children from-
they say: toys, dolls, cars.) Now we will draw a drawing
ki riddles. Draw three items that you put in a briefcase and
that are needed at school, and one extra that is not needed at school.

(The teacher distributes sheets and pencils or felt-tip pens to the children, de-
you draw.)

Teacher: “Who wants to guess their riddle for the class?”

(The teacher takes the drawings of the willing children and shows them to the class, and
the rest of the children guess which object is superfluous.)

Teacher: "Thank you! Now we know a lot about real schoolchildren.
nicknames. Real schoolchildren differ from preschoolers in that
go to school and do homework. At school in the classroom or at home when
you do your homework, you need to behave like schoolchildren, but at recess, at home,
on the street you can behave like preschoolers.

Lesson 5
Topic: Why do they go to school?

GOAL: children's awareness of their new status as schoolchildren.
TASKS:

1. Continued formation of realistic ideas in children
statements about the rights and obligations of the student.

2. Formation of educational motivation.

3. Continued formation of the skills of educational co-workers
nichestvo.

MATERIALS FOR THE LESSON:

colored pencils or felt-tip pens, A4 sheets.

STUDY PROCEDURE:

The teacher greets the children and starts the lesson with the already known
children of the ritual (see Lesson 1).

Game "Nose, floor, ceiling"

Teacher: “Guys, now we will learn a new game. She called-
"Nose, floor, ceiling" is written. In order to play it, you need to be
very attentive. Look up. What is above us
fishing? (Children answer: ceiling.) That's right, the ceiling. Let's for now-
press it with your finger and say: the ceiling. Fine. Now look
down. What is under our feet? (Children answer: gender.) Of course,
floor. Let's point a finger at him and say: floor. And now every show-
puts his finger on his nose and says: nose. Now let's just say-
gem: nose, floor, ceiling. Well done! (The teacher, giving explanations, performed
does all the activities with the children.)

And now I will confuse you. I will name one thing and show another
goe. For example, I will point to the ceiling, and call the nose. You are nothing
do not speak, only show what I call. Believe what
hear, not what you see. Be careful!"

(The teacher plays the game.)

Teacher: "Well done guys! You can be very careful
mi. Remember, in one of the last classes I told you a fairy tale
about forest school? Today I will tell another story about animals-per-
classmates.

THE BEST FIRST GRADER

On a clear September morning, the animals, as usual, came to the forest
school. The warm sun shone outside, the breeze played with golden
autumn leaves. The bell for the lesson has not yet rung, and the animals are sitting
Li at their desks and talked. They liked to go to
school, and each of them wanted to become the best first grader.

- I will be the best first grader ever! - said the squirrel. - W.me-
I'm the most beautiful briefcase! My mom bought it from a specialty store
zine. Look how bright it is, what beautiful pictures it has!

Indeed, the squirrel's briefcase was beautiful: new, shiny,
with metal locks and colorful pictures.

But no! - objected the hare. - I will be the best per-
classmate! I always sit very quietly in class, never anyone
I interrupt, I don’t even run during recess.

And indeed, the hare was the quietest and most obedient in everything.
class, in the classroom, the teacher never made any remarks to him.

In vain you argue, - the fox intervened, - the best first
I will be the classmate, because I have the most elegant dress! Look-
rite, what frills he has, what lace! My grandmother gave me
this dress so that I can quickly become a real schoolgirl!

Well, here the rest of the animals could not stand it, because everyone wants the most
become the best first grader! There was such a noise in the classroom!

I, - the fox shouts, - I will be the best first grader!

No, I, - the hare answers, - I will be the best!

I know what to do. Let's ask the hedgehog! He is
just, let him judge us.

All the animals liked the squirrel's offer. They rushed
look for a hedgehog. Searched, searched, barely found. And the hedgehog in the far corner of the classroom
sa sat, Some book read.

- Judge us, hedgehog, - the animals say to him, - we can’t
decide which of us will be the best first grader. Here at be-
locks have a new briefcase, the fox has a new dress, the bunny is quieter than everyone else
sitting in class. Who will be the best first grader?

The hedgehog raised his head from the book, looked at the animals, glasses on his nose
corrected and says:

I can not judge your argument, I have no time. I need today
learn three more letters so that the worst first grader does not
turn out.

The animals are quiet, their heads are lowered, they do not look at each other. By-
nyali, who will be the best first grader. Here just the sound
the bell rang for the lesson. The animals ran to the desks to be real
become first-graders as soon as possible.

Teacher: “Guys, what do you think, which of the animals is the best
be a first grader? Why?"

(Children can give a variety of answers to this question. Teacher
it is important to agree that all of the above is really necessary
schoolchildren, but still the most important occupation of a schoolchild is study.)

Exercise "Why do they go to school"

Teacher: “The hare doesn’t know why they go to school. He sits and
ponders. Guys, let's help the bunny. If what he says is correct, you clap your hands. If wrong - stomp
feet.

They go to school to play.

They go to school to talk to their neighbors.

They go to school to be friends.

They go to school to write.

They go to school to learn.

They go to school to fight.

They go to school to learn something new in class.

They go to school to tell their classmates.

They go to school to show off their outfits.

They go to school to do the teacher's tasks.

The task "Drawings-riddles"

Teacher: “And now we will draw riddle drawings again.
Now I will distribute the sheets to you. On one side of the sheet, draw a school
nickname, and on the other side - a preschooler so that you can compare
I need to guess who is drawn where.

(The teacher distributes sheets to the children, the children draw.)

Teacher: "Now take your drawings and swap with a neighbor
by party. Try to guess where the schoolboy is drawn, and where - before
schoolboy, and tell your neighbor about it.

(Children do the task.)

Teacher: “So, today we learned that they go to school in order to
to study, to learn a lot of new things that can be useful in
life that go to school to listen carefully to the teacher,
accept his assignments in order to make friends with the guys in the class and benevolent
treat each other kindly. This concludes our today's lesson for-
ends. Thank you all for the great work."

Lesson 6
Theme: Evaluation

GOAL: the formation of a realistic perception of school assessment.

TASKS: 1. Maintaining in children the desire to learn, overcome
failures;

2. Awareness of the opportunity to evaluate the results
its activities according to several criteria;

3. Formation in children of the skill of positive assessment
the results of their activities using the “but” method;

4.Continuation of the formation of skills of educational staff
nichestvo.

MATERIALS FOR THE LESSON:

1. Ball.

2. Simple pencils according to the number of children.

3. Halves of notebook sheets in a cage with a marked dot and three ladders on the reverse side: red, green and blue (according to the number of children in the class).
4. A large table with three ladders (red, green and blue) to demonstrate to the class, “Hare Work” (a table depicting a sloppy, careless pattern), “Little Cub Work” (a table with the same neat and even pattern), “Sample” . (Charts are made by the teacher using the patterns shown in Figure 1-4.)

STUDY PROCEDURE:

The teacher greets the children and begins the lesson with a ritual

(see Lesson 1).

Game "Fish, bird, beast"

Teacher: “Today we will learn a new game. She calls-
sya "Fish, bird, beast." I will throw the ball to one of you and say
"fish" or "bird" or "beast". The one to whom I throw the ball must
call a fish, or a bird, or an animal. If I say "The Beast!", who can
name?"

(Children offer their options, the teacher agrees with them and
corrects if necessary.

The teacher plays the game by throwing the ball to different children in turn. Ray-
we build the children in a circle. The duration of the game is 3-5 minutes.)

Teacher: “Excellent, I see that you are very attentive and know
many fish, birds and animals.

Now sit back and listen carefully. I will tell
you one more story about the forest school.

FIRST EVALUATIONS

Every day the animals went to the forest school with pleasure. On the
they studied lessons, played during breaks. Lots of new and interesting
little first graders learned: how to confuse traces, what berries
you can eat, and which ones you can’t, you even learned to count to five. Only
They haven't been rated yet, they said it's too early. And finally, the teacher
Nita said that soon the first graders would start getting grades. First-
the classmates will have to draw the patterns which she will check.

Of course, all the animals were very excited and wanted to get
only good grades.

The hare really wanted to get a five. It seemed to him that
To do this, you need to hurry up and complete the task very first. On the
during the break, he carefully prepared himself, laid out pencils and pens and
was waiting for a call. Finally the bell rang and the teacher entered the classroom.
nitsa and handed out leaflets with tasks to the animals. The students took their pens and
bowed their heads over the work. The hare was in a hurry to fulfill
thread job very first. And the truth is: everything is just getting closer
rushed to the middle, and he already raised his paw and shouted joyfully:
"IM done! I've finished!". The teacher went up to his desk, picked up a piece of paper and for some reason frowned. Look guys, what pattern is on-
beamed at the Hare.

(The teacher hangs the table "Hare's work" on the board.)

Teacher: “Guys, why do you think the teacher frowned
ca? (Children answer: work is dirty, wrong, etc.). Let's po-
trying to evaluate the work of the Hare. True, we do not give him marks
we will, but we will use magic ladders.

(The teacher hangs a table with multi-colored ladders on the board.)

Teacher: “Guys, the red ladder is the ladder of beauty. On her
the top step is the most beautiful work, and on the very
bottom - the most ugly. Where do you think you can put
Bunny's job? (The teacher listens to the suggestions of the children and puts
a cross on one of the lower steps.) So, the work of the Hare is semi-
chila is not very beautiful.

Now look at the green ladder. This ladder is correct
ty. On the topmost step are the most correct works, on
my bottom is the most wrong. Where can I put the work Zai-
chonk? (The teacher listens to the children's answers. If the children offer
put the work down, the teacher draws their attention to the fact that although
bot and executed ugly, there are no errors in it.) So, the work of Zaichon-
how it turned out right. (The teacher puts a cross on one of the top
them steps.)

And finally, we have a blue ladder in front of us. This is the ladder of speed. On the
her top rung is worth the work that was done faster
all, and on the bottom - the slowest of all. Bunny did his job
the very first. On what step shall we place his work? (Children
answer: on the top. The teacher puts a cross on the top step.)
Look, guys: the work of the Hare turned out to be correct and fast.
paradise, but not pretty.

But the Fox also tried very hard. He was very afraid to do something
something wrong, so I drew very slowly, so do
he was the last one in the class to do his job. Here's what he got.
(The teacher hangs out the table "Drawing of the Fox.") Let's evaluate the
bot Little Fox with the help of magic ladders. How would you rate this
work on beauty, on what step would you put it? (Children answer:
one of the top ones. The teacher puts the cross of another on this step
colors.) Good. What step would you place this work on?
ladder of correctness? (Children answer: one of the top. Teacher
puts a cross on the appropriate step.) Excellent. And how about-
thread the speed of this drawing? (If the children find it difficult to answer, the teacher reminds them that the Little Fox finished the work last.)
Of course, Fox Cub did his job slowly. (The teacher puts
a cross on one of the lower steps.) Look, the work of Fox
turned out beautiful and correct, but slow.

The Fox Cub and the Hare looked at their grades and thought.
It turns out that every job is different. Sometimes you can do
the task is ugly, but quickly and correctly. And sometimes the work is done
eat for a long time, but it turns out beautiful and correct. And it happens that
It doesn’t seem to be quite right, but it’s beautiful and fast.”

Teacher: “This is how the Fox and the Hare met the magic
the other word "but". This word helps to find something good even in
my difficult situations. Even if something did not work out, we can
turn to the word "but". Let the letters turn out not very beautiful, for-
the word is spelled correctly. And now I'll tell you what happened to
students of the forest school, and you help them with the help of the word "but".

The hare wrote the letters not with a pen, but with a pencil, and
swarmed. (Option: but it can erase errors.)

The little fox forgot his pen at home. (But he can ask someone to ask her
sit down and meet new guys.)

The hedgehog solved the wrong problem. (But he will know more.)

Game "Snowflake"

Teacher: Well done. And now we will rest a little. Remember-
Are you guys the same as snowflakes fly from the sky in winter? Every snowflake
swirls by itself, and then together they form snowdrifts. Now
we will play a game called "Snowflakes". When I speak
"snowflakes", you, like snowflakes, will spin around the class. And how-
when I say “drift!”, you should immediately gather in groups. After layer-
wa ""snowdrift" I will name a number. So many snowflakes should be in your snow-
coffin. For example, if I say "snowdrift, three", then you must
take three. Does everyone understand? Get up, please, from behind the desks and
come to me."

(Children get up from their desks and approach the teacher. For this game, you need
we need free space.)

Teacher: “So, you all turn into snowflakes. Snowflakes,
flew! (Children scatter.) Snowflakes, snowflakes ... a snowdrift, two!

(The teacher conducts a game. It is advisable to name numbers not exceeding
4-5. The duration of the game is 3-5 minutes.)

Teacher: “Well done, you made excellent snowdrifts.

Sample

Quest "Patterns and Magic Ladders"

And now you yourself will try to draw patterns and set yourself
assessments with the help of magic ladders.

(The teacher distributes papers and pencils to the children.)

Teacher: “Put the pencils in the marked point. I will dictate
wat. If you do everything right, you will end up with a beautiful pattern.”

(The teacher checks whether the children have followed his instructions correctly and
are they ready to start working.)

Teacher: "Three cells up, one cell to the right, one cell down,
one cell to the right, two cells down, one cell to the right. go on
this pattern to the end of the line. If someone did not guess how to continue,
I dictate again.

(The teacher repeats the sequence as many times as necessary and
walks around the classroom, giving the children the necessary help. Proposed
the graphic dictation option is not the only possible one,
the teacher can choose any other option depending on the degree
readiness of children.)

Here's what pattern you should have turned out (posts on the board
poster "Sample"). Compare your pattern with the sample. (Fig. 4)

Now turn the paper over. There you will see colorful forests
ki. The red ladder is the ladder of beauty. On the top step
there are the most beautiful works, and on the lowest - the ugliest
work. Between them - very beautiful, beautiful and not very beautiful
work. What step would you place your beauty work on? By-
put a cross on this step. (Children evaluate their work according to
beauty.)

The green ladder is the ladder of correctness. At the very top
on the step there are the most correct works, where there is not a single mistake. On the
the lowest - the most incorrect work, where there are only errors.
And in the middle - almost correct, not quite correct and not very
correct work. How do you rate your work on correctness?
Put a cross on the appropriate step. (Children do.)

The blue ladder is the ladder of speed. On the top step
yat those works that were made the very first. At the very bottom
her - the work that was done most recently. Between no-
mi - work that was done faster or slower. rate,
how quickly you completed the task. (Children grade themselves.
If necessary, the teacher reminds on which step the
the most beautiful, the fastest, etc. work.)

Now turn to your desk mate and tell each other how
you appreciate your work. Don't forget the magic word "but". On the-
example: my work is not very beautiful, but fast and correct.

(Children do the task.)

Teacher: - Well done. So, today we have learned that one and the same
the same work can be evaluated from different points of view: by beauty, by
fortitude, diligence or something else, and that the magic word
"but" can help us in difficult situations. On this, let's
say goodbye and finish our lesson."

Lesson 7
Topic: Learning to work FRIENDLY

GOAL: introducing students to learning collaboration skills.

TASKS:

1. Organization of interaction between students, creation
prerequisites for the formation of skills of educational staff
nichestvo.

2. Helping children to understand and accept the rules of the school
life and yourself as a student.

3. The formation of children's attitude towards each other as part-
neram in educational cooperation.

4. Creation of a friendly atmosphere during interaction
ui students.

MATERIALS FOR THE LESSON:

1. Sheets of paper according to the number of students with prepared work
it with the contours of mittens (see Appendix 6).

2. Blank sheets of paper, one sheet for each pair.

3. Colored pencils.

4. Sign "We work together" (see Appendix 5).

STUDY PROCEDURE:

(see Lesson 1).

LEARNING TO WORK FRIENDLY

Teacher: “In one children’s song it is sung:“ Together it’s fun to walk along
open spaces and, of course, it is better to sing in chorus. Of course, sometimes
one wants to play alone, and there are things that a person must do himself.
But it often happens that it is not interesting to play alone, and there are things that
get better TOGETHER. Today in class we will learn how to
work together when it will be necessary to complete tasks not alone, but
with one of the guys.

To work together without quarrels and resentments, so that everything works out and
Well, there are a few important rules to remember.

First, you need to speak in turn, do not interrupt each other.

Second, listen carefully to the person who is speaking.

Thirdly, if what you are being told is not entirely clear, you should
be sure to ask and try to understand.

We will be reminded of these rules by such a sign (the teacher shows
calls to children Sign No. 5).

And now let's play "Colorful Mittens".

The game "Colorful mittens"

You have to play together. I will ask you to unite in pairs of neighbors
desk. Take ONE SET OF PENCILS for two. (Teacher
distributes to each student a sheet with the same contours of mittens. Cm.
Application.) Each of you has a drawing of a mitten in front of you. Look-
Rite how colorless they are, without patterns. In each pair, agree
with each other how you will decorate these mittens. Each of you
children to color their mittens, but the patterns of two mittens should be semi-
chitsya BEAUTIFUL and SAME. Do you understand the task? Then
you can start working."

task, the teacher asks each pair to raise their mittens and offer
asks the guys to consider what kind of mittens they got. Teacher
praises all children for beautiful mittens, paying attention to those where
the patterns turned out to be especially similar and interesting.)

Exercise One or Two

Teacher: “Our next exercise is for attentive children, and
in our class everyone can be attentive. Exercise calls-
Xia "One or two." Examine yourself, your body, touch your face. You are for-
did you notice that a person has two hands, and one forehead?

I will name some part of the body, and if I name something that
there is only one person, for example, a forehead, then only girls get up. And if I name a part of the body that is not one, but two such parts, then the little ones stand up.
chiki. Does everyone understand? When do girls get up? (Children answer.) And when
do the boys get up? (Children answer.) Well done! Listen to me carefully
seriously.

Nose. (Girls get up.)

Leg. (Boys get up.)

Mouth. (Girls get up.)

Etaz. (Boys get up.)

Ear. (Boys get up.)

Language. (Girls get up.)

Shoulder. (Boys get up.)

Knee. (Boys get up.)

Finger.

(Children should guess that no one needs to get up, so
like a person’s fingers are not 1 or 2. If they guess, the teacher
litas for attentiveness and ingenuity, if not, it leads to
thought that no one needs to get up.)

Head. (Girls get up.)

Well done! I am very pleased that in our class there is so much attention
solid guys.”

Teacher: "Well done! You completed this task, and now yes-
Let's draw a little more. You will also work in twos, in pairs.
Listen carefully to the task.

Task "Draw together"

Each pair will have only one piece of paper. (The teacher gives
each pair on a sheet of white paper.) You need to draw together, TOGETHER
holding on to one pencil. (The teacher invites one of the children and
shows how you can draw, holding the same pencil together.)
draw together a picture on any topic, but in this picture you must
The HOUSE and the TREE should be drawn carefully. What will they be and
what else you draw on your picture, decide for yourself. During you-
completing the task, remember the rules of how to work together, without quarrels and
resentment. Who remembers these rules? (The teacher asks students who
rye raise their hand and are ready to answer, once again clearly repeating the correct
la for all children). Does everyone understand the task? You can start working.

(The time to complete the task is about 5 minutes. At the end of the
After completing the task, the teacher asks who would like to show the class what
it turned out, and tell what is in the picture. In turn to the calling board
There are several couples who briefly talk about their drawing and
show it to the class. Each time the teacher calls the children by name and thanks them for their work. The teacher asks all the children who worked in pairs
thank each other for the work.)

Echo game

Teacher: “Now we will play “Echo”. Start the game (learn
the teller points to one of the rows, since 8-10 guys are needed for the game) this
row.

I will ask you to come to the blackboard (calls one child by name).
Listen carefully. I'll slam the rhythm for you now, and you try
repeat it exactly. You will be my echo. Ready? (The teacher
a simple rhythm of 2-4 claps. Rhythms must be very pro-
shy, easy to repeat. The child repeats. If you do not receive
moose, then the teacher slaps the rhythm again.) Well done, you did it, and
Now you can invite yourself an assistant. Look at the guys who
rye are sitting on your row. Who do you want to invite? (The child is called-
is the name of one of his classmates.) You can call (calls
name of the selected child), saying these words: “(Child’s name), HELP-
GI ME PLEASE!”

(The child invites a classmate, he goes to the blackboard and stands up
is nearby.)

Now try together, together repeat the rhythm that I
I'll slam. Ready? Listen carefully! (Teacher slaps
simple rhythm, the task of children is to repeat it at the same time, together. If a
fails, the teacher repeats the rhythm again.)

Well done, you coped with the task, and now (referring to second-
Roma child) you can also invite an assistant. You need you-
take one of the guys in your row and, calling him by name, say:
"HELP ME PLEASE!"

(Further, the task is repeated, time by time the number of children at the same time increases
chimes out. When a team of 5-6 people is formed at the board, you can
to speed up the exercise and not leave someone out of
children in the role of the latter, invite the children already standing at the blackboard to
say to all the children remaining on the row, saying the words: “GUYS! POMO-
GIVE US, PLEASE!")

Well done, what a friendly echo you got! Great spa for everyone
sibo. Please take your seats."

(If the lesson time allows, the teacher can continue the game with re-
bats sitting on another row. If not, the teacher says
next lesson, other guys will also be able to try themselves in the role
echo. At the end of the lesson, the teacher thanks all the children for their work in class.)

Lesson 8
Topic: Learning to work FRIENDLY

GOAL: introducing students to learning collaboration skills.

TASKS:

1. Organization of interaction between students, creation of prerequisites for the formation of skills of educational cooperation.

2. Helping children to understand and accept the rules of school life and themselves as students.

3. Formation of children's attitude towards each other as partners in educational cooperation.

4. Creation of a friendly atmosphere in the interaction of students.

5. Creation of prerequisites for group cohesion of the class.

MATERIALS FOR THE LESSON:

1. The name of the exhibition is "MY FRIENDS".

2. Sheets of clean paper for students to complete tasks: “What is yellow in the world?” (one sheet for each couple) and “My Friends” (according to the number of children).

3. Colored pencils.

STUDY PROCEDURE:

The teacher greets the children and offers to start the lesson in poetry.
lines, which are accompanied by the movements of the children and the teacher
(see Lesson 1).

Teacher: “In the last lesson, you did many tasks not
one by one, but together with other guys. And it helped you to work together -
Are there a few important rules that this sign reminds of (indicative
gives children Sign No. 5). Who remembers what rules this reminds of
sign? Who remembers, raise your hand. (The teacher asks several
students). Well done, you really remembered very important pra-
vila, which help to work together, amicably.

This is, firstly, what you need to say in turn, without interrupting
each other.

Secondly, that one must listen carefully to the one who speaks.

And thirdly, if what you are being told is not entirely clear, you must
It's good to ask and try to understand.

Using the rules that we remembered, we will perform the exercise
“What in the world is yellow?”.

Exercise "What in the world is yellow?"

You need to complete this task two by two, in pairs. Unite, please
luista, in pairs with the neighbors on the desk. Ready? Listen carefully
exercise.

Think and draw what is yellow in the world. To
it was easier to complete the task, turn to each other. If one of
knows you something that happens to be yellow, then let him WHISPER to a neighbor.
When you agree with each other, nod your heads. If not, then specify
thread each other's opinions. Having agreed, draw what you came up with
on a piece of paper (the teacher distributes one piece of paper to each pair).

(The time to complete the task is about 5 minutes. After completing the task
The teacher asks the children to tell what they came up with. If it starts
many repetitions, then you should not interrogate the entire class, but it makes sense
ask to name something that has not yet been called, if someone came up with it and
painted.)

Teacher: “Now we will play the game “One or two”. I will remind you
regulations. I will name different parts of the human body. If I call
something that a person has only one thing, for example, a nose, then all the girls get up
ki. And if I name a part of the body that is not one, but two such parts, then
all the boys get up. Remembered? Well done! Listen to me carefully
seriously.

Hand. (Boys get up.)

Forehead. (Girls get up.)

Elbow. (Boys get up.)

Eye. (Boys get up.)

Tooth.

(Children should guess that no one needs to get up, because
a person’s teeth are not 1 or 2. If they guess, the teacher praises for
attentiveness and ingenuity, if not, then leads to the thought,
that no one needs to get up, recalls that such a "trap" was on
last session.)

Back. (Girls get up.)

Eyebrow (Boys get up.)

Hair. (No one gets up.)

A heart. (Girls get up.)

Stomach. (Girls get up.)

Leg. (Boys get up.)

Well done! I am very pleased that in our class everyone can be
so attentive.

Our next game is "Echo".

(For a description of the game, see Session 7. In this session, it is desirable that-
All children would take part. At the first stage, the task is carried out according to
rows. When all groups have taken part in this exercise, complete
The next step is important to do with the whole class.)

Final game option:

Teacher: "Guys, now that you are all sitting in your seats, let's
Let's try to play "Echo" all together. Let's see how it goes
you all together, together, repeat, like an echo, the rhythm that you hear
sew."

(The teacher slaps a very simple rhythm of 3-4 claps, repeating
so many times that the class can repeat it exactly and together.)

Teacher: "Well done! You are doing great work
TOGETHER. And when you manage to play, learn, work together without quarrels and
insults, then the soul becomes sunny, joyful. And what you do
Xia becomes interesting and attractive.

When people are interested together, when they try to understand each other
friend and support in difficult times, FRIENDSHIP is born. And if
suddenly there is a misunderstanding between friends (everything happens in life),
then it will certainly be resolved if friends try to understand the reason
Well, the dispute and will be able to yield to each other in something.

Mission "My Friends"

Take a look around. There are a lot of guys in our class, probably among
there are those with whom you have already managed to make friends. Before each of you
lies a sheet of paper. (The teacher gives each child a blank sheet of paper
magicians.) Now I will ask everyone to draw their friends. You can-
those draw one person or several guys. The drawing will
called "MY FRIENDS". Does everyone understand the task? Proceed to
drawing."

(The time to complete the task is about 5 minutes. The teacher asks the guys,
who have finished drawing, approach him and place the drawings
to the exhibition "My Friends").

Teacher: “Guys, thank you all for your work. I am very glad that you
you can work, complete tasks, study together, together and what do you
have friends. Thanks!"

Final session (sessions 9, 10)

The final lesson is held in the form of a holiday, so it is advisable to conduct it during a double lesson.

Theme: First Class Travel

GOAL: reinforcing a positive emotional attitude towards
school and learning.

TASKS: I. Repetition and consolidation of knowledge and skills acquired
nyh in previous lessons.

2. Consolidation of a positive emotional attitude
niya students to school and learning.

3. Increasing the level of class cohesion.
MATERIALS FOR THE LESSON:

1. "Map of fairyland". (Appendix 7.)

2. "Map of Friendship Island" (Fig. 5) and 3-4 small cards -
hints (Fig. 6).

3. Writing paper (according to the number of students).

4. Cassette with solemn music.

5. Pointer.

6. Prizes by the number of students (as a prize
pays any subject of school use - a pencil case, li-
neck, stand, set of pencils, etc.).

STUDY PROCEDURE:

Before the start of the lesson, the teacher attaches on the board “Map of the fairy tale
ny ”and (if conditions permit) closes it with board doors, curtains
skoy, etc. At the beginning of the lesson, after the traditional greeting
quiet solemn music is turned on.)

Teacher: Dear friends! I congratulate you on the fact that our classes
school visits have come to an end. you got to know each other well
with each other, with the class, with school rules. But on this our
The adventure isn't over, it's just beginning. Today we
to go on a long journey through a fairy-tale land.
Here she is. (The teacher opens the "Map of Fairyland".) I wish you
good luck. Are you ready to hit the road? Then let's start.

FIRST-CLASS TRAVEL

So, we come to the Grove of Strangers. This test is easier
th will go to those who remember their classmates well. To you
you will need to guess who came out of the Grove of Strangers. But attention:
as soon as you guessed who they are talking about, in no case shout out
nod his name, do not point at a stranger with your hand, but just... smile-
please. I can tell by your smile that you recognized him. When will I say:

"Stranger, appear!" - the one who recognized himself, just get up from his seat. So, out of the Grove of Strangers came a boy in a blue sweater,
blond hair, gray eyes. This boy played very loudly
in "Rain" in our class and he also has a very infectious laugh.
(Thus the teacher calls a few more students from the class,
while not only describing their external features, but also attracting
experience of past classes, recalling the cases associated with these participants
ing, features of their behavior (only positive, no
criticism!)

Well done! We recognized everyone who was hiding in the Grove of Strangers, this
were our classmates! But maybe someone else doesn't
I remembered all, all the guys: there are so many of us! Look around: is there
any other guys whose names you don't remember? Who would like to hear
someone's name again? (One of those who did not remember is selected.) Try
ask us a riddle: who did you not remember? Tell us what it's into
dressed, what does it look like? And we will try to guess and tell you something
the name you forgot. (Thus they “remember” their classmates
Nicknames are 2-3 more students.)

And now attention! We are entering the Forest of Silence! See what's up
the sign stands at the entrance to this forest. (The teacher points to Sign No. 1, at-
fastened by him at the entrance to the Forest of Silence. The students remember him
chenie). That's right, in this forest, as in the lesson, you can’t shout and make noises.
sweep. It is very difficult. So we'll see who can do it
the thread is the rule, and who - will have to try. Now I will ask
ask questions, and it will be necessary to answer them all together, at the same time,
chorus. But here's the trick: if I hold my hands like this (open
hands palms up towards the class), then you answer with
normal volume, but don't shout! If I hold my hands like this (under-
wears them to his lips), then you answer in a whisper! And only so. And if I for-
I will give a question and fold my hands like this (crosses his arms at chest level),
then in response you should remain silent and not answer in any case! By-
try! (Questions should be such that the answers to them know
most children. For example: “What is the name of our city?”, “How
my name is?”, “Name the coldest time of the year”, “Which flower
are there sharp thorns? etc.)

Well well! What attentive guys ended up in the Magic Stra-
not! The lessons were not in vain! What test is next? Village
Clue! Guys, can you tell me in class? (The class once again
bypasses the corresponding school rule and Sign No. 3, associated with it
ny.) But in this village, Podskazka can sometimes still be prompted
but only by the rules. Here they are. The bravest and most observant will close their eyes, and I will ask a tricky question about our class, about that room in
where we are: The one I asked, if he knows the answer, will answer,
and if he doesn’t know (sometimes this happens), he will clap his hands and call the name of the one
from whom he wants to get help (his friend, for example). And only then-
yes his assistant can tell the correct answer. If in the village
someone's uninvited, uninvited, extra hint will fly in, we will
we start the game from the beginning ... (Sample questions: “How many windows are in our
class?”, “Do we have flowers in the class?”, “What color is the blackboard?” etc.)
Well done! We stayed in the village of Podskazka, none of the inhabitants
offended, did not give unsolicited clues! And so we came to the shore
seas. And what is this island? Take a closer look! (Attached on the board
"Map of the Island of Friendship", (see Fig. 5)) This is the Island of Friendship! Get on
this Island alone is impossible - only together. Now I will ask
shu go to the board of one traveler and one assistant. Way-
the pilgrim will put a pointer at the beginning of the path (the teacher points to the corresponding
the corresponding cell), and the helper will receive a Hint Card (see
Rice. 6), which will indicate where Friendship Island is hiding.
The task of the assistant is to tell the traveler which cells
where does he have to go. You can move one or two cells, but
not more. Let's try. (The teacher invites two students to the board
nicknames, one of them gives a Hint Card. The second one points to
the beginning of the way. The first (first with the help of the teacher) directs the traveler on the map to the destination: "One cell up, one
to the right, two up, etc. ”until the traveler reaches the island. Ta-
Thus, 3-4 couples work in turn at the board. Reaching
The islands are awarded class applause.)

Amazing! Well, we got to Friendship Island. And on the ost-
we decided to write a letter about how great it is here, what kind of
plants and animals. But since we do not yet know how to write quickly,
Let's draw our letter. Now I will give each row a sheet of bu-
magicians and put it on the last desk. One of those who sits there
signal (when I clap my hands) will start drawing something on the sheet -
plant, animal, bird, or maybe a person, but very soon I dream
I clap my hands, and the sheet again passes to his neighbor on the desk. That
continues to draw something of his own on the sheet until I clap again,
and then passes the sheet to the person in front. So, as soon as I
I'm sorry, start drawing. Clap again - pass the sheet further.
Started! (Each drawing is given 10-15 seconds. The teacher is attentive
follow instructions closely.)

So, we drew four (three, five - according to the number of rows)
letters about our trip. See what it tells us
first letter? What do we see in this picture? (The teacher shows
drawing for the guys, calls with them what is shown on it.) For-
great post, very interesting! (The drawing is attached to the board.)
And what happened on the second? (The procedure is repeated - figure
considered, listed what is drawn, possibly clarifying
details. Then the rest of the "letters" and creeds are considered in the same way.
back on the board.)

Here are the good guys! And we passed the tests, and drew letters! BUT
now ... (solemn music is turned on again). To everyone who has mastered
road, to everyone who coped with difficult tasks, to everyone who did not
led friends, that is, the whole 1st class (indicate the letter, if any, for example,
"1 class A") solemnly awarded the prize. But he may appear.
only to your applause! Clap your classmates and
yourself - you are all great! (The teacher to the applause of the class on-
rewards students with prizes.

Well, our introduction to the school has come to an end. But
the acquaintance is just beginning. You have to learn a lot of new
th, a lot of interesting and important. Sometimes we will remember our
magic activities and play games that will make us even more attentive
smarter, smarter, smarter! Goodbye, see you again
meetings!”

Material for the parent meeting
(guidelines)

How to help your child adjust to school

Introduction

The first meeting of parents of first-graders - exclusively
an important event for both parents and teachers. Certainly,
the beginning of the school year is a difficult period, and there are a huge number of organizational issues that need to be discussed. Nevertheless, it is known that not all parents have sufficient psychological and pedagogical knowledge about the characteristics of the adaptation period of first-graders. The lack of such knowledge among parents leads to the fact that their behavior can in many ways complicate the already difficult
a simple situation for the child to adapt to school. That is why, in our opinion, it is advisable to devote part of the time at the first parent meeting to psychological issues, to provide parents with the necessary information on how to help children adapt to school.

When giving psychological advice to parents, extreme tact and caution should be observed. In order for a parent to carefully consider the advice offered to him, to begin to follow them, it is important not to condemn the behavior of the parents, not to give him a negative assessment. If the teacher describes the parent negatively, focusing on his mistakes, this greatly complicates the formation of a constructive relationship between the teacher and parents. Speaking of parents in the second person (“you”), the teacher thereby emphasizes the existence of a certain boundary between himself and the parent: the teacher is on one side, the parent is
on the other. We believe that the most productive position for the teacher in this case is the “we” position, which helps to establish contact between parents and the teacher, forms the parents’ idea of ​​the teacher as an employee.

It is quite possible that parents dispute the legitimacy of certain recommendations of the teacher, referring to the literature they have read or to the characteristics of their child. In this case, it is important to note that, on the one hand, your recommendations are of a general nature, and each parent is free to choose from them what suits him and suits his child, on the other hand, your advice takes into account your personal experience and the specifics of that school the child is attending.

The materials we offer for the parent meeting are not the only possible ones, they represent the expression of the position of the authors.

MATERIALS FOR PARENT MEETING

indicative plan

1. Psychological features of adaptation of first-graders to
school.

2. How a preschooler becomes a schoolchild.

3. How adults can support a first grader.

4. What helps a first grader cope with school workloads and the stress of the adaptation period.

We are all excited and looking forward to the day when our
the child will go to the first grade, will become a schoolboy. This is an important event in the life of a child, but it is no less important for us. The features of a child's adaptation to school largely depend on our behavior, and it is in our power to make this process as painless as possible for him.

We usually expect a lot from a child entering school. It seems to us that on the first of September, our child, as if by magic, will change, become a real first grader. He will be happy to go to school, do homework, read books, be interested in learning, not in the game. Sometimes, sincerely wishing the child well, we say: “You are already quite big, which means that you should be interested not in toys, but in studies. What do you play all the time, it would be better to go and read.

But what happens in reality? There are no magical changes with the child. And the second, and the third, and the tenth of September, he remains the same yesterday's preschooler. The child tries his best to meet our requirements, but he does not always succeed. And to the stress of the first school days, anxiety is added not to fulfill parental instructions, to deceive the expectations of adults.

It is important that we understand that it is impossible to become a schoolboy all at once. Time must pass before our baby becomes a real schoolboy. Adapting a child to school takes more than one day and more than one week, it is a long and complicated process.
At first, the child is, as it were, on the border of school and preschool age, and he will not cross this border immediately. A small first grader combines both a schoolchild and a preschooler. The child needs to understand in what situations he should be a schoolchild (for example, in a lesson, while preparing homework), and when he has the right to behave like a preschooler. Such requirements are real and absolutely feasible for the child. We are required to present him with reasonable restrictions in regard to studies (it is clear that school and homework require all the same
school behaviors and a more serious attitude) and tolerant
refer to the manifestation of "preschool".

We need to remember that the child has the right to preschool behaviors. This means that you should not condemn his interest in games and toys. This is an absolutely natural activity for yesterday's preschooler. We often view reading and writing as "serious" activities, while playing is a waste of time. We involuntarily convey this idea to our children, for example, when we are happy if we see a book in his hands, and we don’t react to the toy in any way. Thus, we show the child that being a schoolboy is good, while being a preschooler is bad. And now let's imagine what it's like in this situation for a child who understands: it's bad to play, but you want to, but to study well, but you no longer have the strength to study. We ourselves create a conflict situation for the child, which is not easy to resolve. The child either denies himself the right to play, or is tormented by remorse, or begins to do the opposite (“I will anyway!”).

This situation can be avoided by recognizing the game as a natural occupation of the first grader. If we actively encourage his educational success, it is important to support his gaming initiative. This means that we not only say: “What a good fellow, he took a book and reads!”, But also “How great you can play!” You can even let him take a small toy to school with him. Many children tend to even have a slight increase in interest in
game. This is a natural phenomenon that helps, among other things,
relieve tension. The role of play in the life of a child decreases with age, but if you try to eradicate it, this will not bring any benefit to the child. Every child has a different pace of development, and everyone stops playing at their own age.

It is very important to rely on the child's desire to learn. As a rule, most children go to the first grade, eager to become schoolchildren. It is important to support this desire in every possible way. If a parent is sincerely interested in the child's school life, asks him about the school, shares his school experience, this, of course, strengthens the child's learning motivation. And here a very difficult question arises: how to relate to the school successes and failures of the child, how to praise him or scold him?

Learning at school is a completely new activity for a child. In order for a child to form a positive attitude towards school, it is important that he understands that he can learn according to his strength, he can cope with educational tasks. At first, a child needs a sense of his own success. It greatly facilitates the difficulties of adaptation and helps to increase learning motivation. That is why, at first, encouragement is especially important for a child.

But praising a first-grader is not just calling him a good fellow or a smart girl. There are several subtleties here.

Encouragement should be specific: we praise not the child in itself, but some feature of his behavior, the result of his activity.
When we say to a child: “You wrote the letters very carefully today!” or: “I really like the tail of this number!”, the child receives information about what needs to be done to be good
schoolboy, and understands that it is possible for him. If we say: “Good girl, excellent!”, then it is not very clear why the child is being praised, and it is difficult for the child to figure out what behavior is approved.

It also happens that it is very difficult to find something to praise a child for.
In this case, you need to find something that the child still does well, even if it's just one hook from the recipes. And in the event that the child does not succeed in something, turn to this to help the child believe in himself.

At school, the child first encounters an external assessment of his actions. The first assessments are associated for the child with both positive and negative experiences. If we want the main thing for the child to remain knowledge, not grades, it is necessary first of all to decide for ourselves. A child's attitude to grades largely depends on our own attitude towards them. If we talk about school by asking about grades first and reacting violently to both good and bad grades, for a child, grades will become a major part of school life.

Let's think about the questions we ask our students. When we ask, “How are you at school? What did you get?”, we thereby show that we are primarily interested in grades. And questions: “What did you learn new today? Which of the guys did you play with today? What lessons were the most interesting for you? - let the child understand that the main thing at school is learning and communication.

For many children, evaluation is not evaluation of his work, but of himself. If I get good grades, then I'm good. Such a position is dangerous, because in the future it can lead to the formation of dependence on the opinions of others, on external evaluation. Therefore, the grades that a child receives should in no way affect our opinion of him and our feelings for him. It is important that the child understands that sometimes something does not work out for him, but he himself does not become bad at the same time.

Sometimes it is necessary to emphasize to the child that it is not he who is evaluated, but
just the results of his work. So, when doing homework, you can ask your child: “What do you think you did especially well? And what - not very much? If a child is very worried about grades, you can help him
using the “but” technique, that is, try to find some dignity in the work. It’s good if on the part of an adult this is not just consolation, but a joint discussion of the task with the child. For example, it might look like this: “Yes, you solved the problem incorrectly. What did you do? Yes, but you got some very nice numbers.”

Of course, school life is not only joyful moments.
Sometimes the child is sad, offended, angry at the school, teacher, classmates. It is important to give the child the opportunity to express negative feelings. If we say, “Don't be upset that you're angry. How can you say that!" - we thereby increase stress and move away from the child. The first grader needs our understanding. If we listen carefully, recognize that school can indeed be uninteresting or difficult, we will help the child to free himself from oppressive thoughts and feelings. Saying to the child: “I see you are upset. You were offended. I probably didn’t even want to go to school,” we provide the child with the necessary emotional support, expressing our understanding to him.

The beginning of schooling for a child is, first of all, a big burden. Even if the child attended a pre-school lyceum or went to a kindergarten, the school regime is new to him. The need to follow the new rules of behavior, to study with concentration during the lesson, to do homework - all this creates significant stress for the child's nervous system. Often a first grader becomes restless, irritable, impulsive or lethargic, sleepy, inactive, tearful. Such a change in the child's behavior is most likely a sign of overwork. Sometimes the child himself says that he is tired. How can you avoid overwork?

First of all, it is necessary to create a gentle regimen for the child. If the child is used to sleeping during the day, it is better to save him a daytime nap, or at least provide him with the opportunity for a short afternoon rest. If possible, it is better to limit activities that excite the child: visiting the theater and circus, inviting guests and making visits. It is also desirable to limit TV viewing and time spent at the computer (total time - no more than one and a half hours).

If the child is very tired, you can put him to bed early. Relaxing baths with salts or herbs (motherwort, sage) have a good effect. It is important that the child is outside. It is advisable to walk with the child for at least 40 minutes every day. If the child does not sleep during the day, he can walk after school in the middle of the day.

At school, the child's physical activity is limited. So
it is very important to let the child move in the afternoon. Running, outdoor games, swimming, general physical training well help to relieve stress. It is important that sports do not overwork the child.

And finally, it is very important to limit the time for preparing lessons. Doing homework for many hours not only does not contribute to the assimilation of the material, but also leads to overwork. The time allotted for the preparation of lessons should not exceed 1 hour. It is better if the child is engaged for half an hour, followed by a physical education minute. Perhaps the task will not be completed perfectly. But let's think about what is more important for us: the health of the child or one perfectly written line.

Being the parent of a first grader is really hard. It happens that we do not have enough patience, endurance when we are engaged with a child. Sometimes we forget how difficult it is to master a completely new activity.

I would like to offer you one simple experiment. Please take a pen and write the following phrase: "My child is a first grader." Isn't it simple? Now switch the pen to the other hand and write the same phrase. Look at these two lines. How smoothly and beautifully we write with our right hand, and how difficult and unusual writing is given if we shift the pen to the other hand.

If it seems to you that your patience is running out, what do you have
more strength to deal with the child, please remember this exercise. If you have any learning difficulties, you can always contact me, and together we will think about how best to resolve the situation.

Literature

1. Pilipko N.V. An invitation to the world of communication. Communication psychology program for elementary school students. - In the book: Possibilities of practical psychology. Issue. 2. M., UTs "Perspektiva", 2000.

2. Pilipko N.V. An invitation to the world of communication. Developing classes
in psychology for elementary grades. Ch. 1.2. M., UTs "Perspektiva", 2001.

3. Polivanova K.N., Tsukerman G.A. Introduction to school life. -
In the book: Learning to communicate with a child. M., "Enlightenment", 1993.

4. Chibisova M.Yu. Psychological classes for future first-graders. - - In the book: Possibilities of practical psychology.
Issue Z. - M., UTs "Perspective", 2001.

For the first time in first class!

1. Entering the classroom, the psychologist asks a series of questions:

What class am I in?

- If an alien got into your class, how would he find your class? (How is your class different from other first classes?)

Do the guys in your class get along well with each other?

2. Then I suggest you play a game. It is nice to receive gifts, but it is not necessary to give a doll, a ball or a car. You can give a kind look, a smile or a touch. Our game is called “Give me a touch”. You will need to touch each other on my command, but do it in such a way that your neighbor is pleased. I hope you are fearless and not afraid of your neighbors. So touch on:

- elbow, nose;
- shoulders, cheeks;
- neck, chin;
- ear, forehead.

Raise your hand, who likes this gift?

Thank each other for playing.

3. Conversation.

What is the difference between a student and a preschooler?

- How do they say hello? Say hello like schoolchildren in the classroom, like preschoolers in kindergarten.

- How do they sit? Sit like: schoolchildren, preschoolers, king and queen, monkey.

- And very often preschoolers answer not the question, but what they want.

For example, the teacher asks: “How many legs does an elephant have?”, And the child answers: “I saw an elephant in a circus.”

Game: I ask a question, and the one to whom I throw the ball answers like a preschooler (not a question).

1. When we wake up to go to school, what time of day is it?
2. What season comes after winter?
3. Tomatoes, cucumbers, carrots...
4. 2+2= (two plus two equals)

4. Today in our lesson we will come up with rules.

What do you have to do according to the rules?

Let's dream up and imagine what would happen if we played hide-and-seek without rules?

What would happen if there were no traffic rules?

- Now I will ask you, on my command, to name your mother ?! (“What is the name of your neighbor’s mother?”). We didn't hear each other. Let's come up with something so we can hear everyone. (Children's suggestions are considered). I came up with a rule-rhyme.

- Answer if you want.
Raise your hand silently.

Only the one named by the teacher answers.

- Just hear the call
Know that the lesson has begun.
Walk calmly into class
Don't accidentally push us!

Game: Let's play and check how you learned this rule. I will ask you questions, and you will answer them, but only so that we hear everyone (that is, according to the rule).

What color is a hare in summer?

What is the name of the animal with the longest neck?

Find the mistake in the following phrases:

“In the summer I went skiing in the garden.”

“I stooped low and picked some plums.”

5. Conversation “What is the call for?” Children are asked questions: Why do we need a bell at school? What would happen if there was no call? How wrong is it to leave the class for a break, enter the class after the break, and why?

6. The game "Listen to the call." The game is played in rows. The psychologist, with the help of a bell, gives a “call for a break”. The children of the named row go to the blackboard and walk in front of the class. Then the “bell for the lesson” rings. The winner of the row that is quieter, without touching each other, will take their places, while the boys let the girls pass.

Completion of the lesson.

The psychologist asks questions:

- What did you learn in class?

- What rules did you get?

What did you enjoy doing the most in class?

Lesson #2

What are the names of the guys in my class

1. The host conducts a conversation about what psychology is and why a person needs it. He shows the children a flower and asks them how such a flower grows and what is needed for this. From the children's answers, he concludes that a large beautiful flower grows from a small seed. And in order for him to grow big, beautiful, to please others, he needs rain and sun. It's the same with people. In order for a beautiful, smart, happy and healthy adult to grow out of a boy or girl, he needs warmth, support, as well as the ability to understand himself and other people.

2. “Introduction”: Children, passing the ball or any soft toy, take turns saying their name and telling what they like to do the most.

There may be such an option. Each child stands in turn, calls his name, the rest pronounce it affectionately in unison. For example, Sveta - the rest in chorus Svetochka.

3. Guys answer the questions:

- What can you do in class? (for example, listen to the teacher, read, etc.)

- What can you do during recess? (for example, prepare for the lesson, chat, etc.).

Then, in turn, I throw the ball with the words:

- on the lesson;
- at a break.

4. The game “What do I put in my briefcase?”

The facilitator asks questions:

- Raise your hands, those to whom mom collects in a briefcase?

- Raise your hands, those who are collecting in a briefcase grandmother?

- Raise your hands, those who collect themselves in a portfolio themselves?

Then, each in turn calls what he puts. You can use the snowball exercise.

5. "Finish the sentence." Children complete the sentences that the facilitator says:

I wanted to go to school because...

I go to school to learn...

6. Work with a fairy tale: The fairy tale “About Kolya” (see application number 1).

Tale discussion

Issues for discussion:

Why did Kolya want to go to school?

What dream did he have?

Why did he then want to study?

What does it mean to be useful to everyone?

Completion of the lesson.

Lesson #3

My class

Warm up

"Color Balls" On inhalation, we inflate the stomach (mentally inflate a ball of a certain color), on exhalation we squeeze the stomach (mentally blow off the ball in the stomach). Inflate and deflate balloons of different colors.

1. “How many in our class..?” The facilitator asks the children to look around and count how many windows, cabinets and ... are in the class (those items that are few in stock are selected).

2. "What color?" Children close their eyes. The facilitator invites them to remember and say what color the walls, curtains, blackboard and other items are in the classroom.

3. "Pinocchio wants to go to school." Children should help Pinocchio collect a portfolio for school, that is, tell what needs to be put there.

4. "Pinocchio wants to visit us." The host talks about the fact that Pinocchio really wants to come to the children's class, but does not know how to get from the door of the school. You need to tell Pinocchio how to find your way to class.

5. “Pinocchio is hungry.” Children tell Pinocchio how to get from the classroom to the school cafeteria.

6. Children complete the sentences that the leader says.

The guys in my class...

Our boys are on the move...

- In the lesson, our class ...

7. "We". The host asks the guys to come up with and say what they are, and gives an example: “We are funny.” Children chorus shout out invented phrases: “We are smart”, “We are neat”, “We are hardworking”, “We are friendly” and the like. If the children have difficulties, the leader helps them.

8. The guys listen and discuss the tale: “About the ant who went to school” (see application 2).

Issues for discussion:

- Why was the ant bored?

- Who did Usatik Resnichkin meet?

- What did Droplet tell him?

- What is the mood of the ant at the beginning and at the end of the fairy tale? Why has it changed?

Completion of the lesson.

Lesson number 4

“Learning to think” (Development of cognitive processes)

1. Finger games

2. “Restore the fairy tale…”

Goal: Development of logical thinking, phonemic hearing, concentration.

The driver says that he wanted to read a fairy tale to the children, but almost all the letters have disappeared in his book, and he needs help. Children will have to guess the missing letters (see appendix 3).

3. “On one letter”

Goal: Expanding vocabulary, developing concentration and concentration, developing literacy and reading dynamics.

Children are invited to look around and write all the objects with the letter “P” (or any other letter). You can write down all the other words with the given letter that you remember.

The winner is the one who writes more words. Words must not be repeated.

4. “Remember the move”

Goal: Development of motor-auditory memory.

The facilitator shows the children movements consisting of 3-4 actions. Children must repeat these steps, and then in reverse order.

- Sit down - stand up - raise your hands - lower your hands.

- Raise your hands with your palms up (“collecting rain”), turn your palms down, lower your arms along the body, raise your arms at your sides in different directions.

- Move the right foot to the right, put the right foot, put the left foot to the left, put the left foot.

- Sit down - stand up - turn your head to the right - turn your head straight.

5. “Dunno Tales”

Purpose: Knowledge of the seasons, auditory attention is checked.

The host says: “Dunno made up stories, but, as usual, he mixed everything up in them. When he began to tell his stories to his friends, everyone laughed out loud and said that this does not happen. Try to guess that this does not happen. Try to guess what Dunno has messed up.

- In the summer, girls and boys put on warm hats, warm boots, fur coats and go sledding.

In autumn, the trees have bright green leaves.

– In winter, we love to swim and sunbathe, admire the flowers and pick berries.

6. “Tricky Questions”

Goal: Development of auditory attention, logical thinking.

Vanya stayed in the village for a week and five days. How many days was he in the village? (12 days).

There were three cats in the room. How many paws do they all have together? (12 paws).

Which word is shorter "cat" or "whale"? (They are the same).

- Which word is longer "boa constrictor" or "worm"? (Worm).

7. Forest School

Purpose: Development of logical thinking, hearing, attention, knowledge of school rules.

There was a lesson in the forest school. The first time the students came to the first class. Tell me which of them behaves correctly and which does not. Explain why.

The hare listened attentively to the teacher and ate a delicious carrot.

- Fox's pen broke, and in a whisper he asked a neighbor for a spare pen.

- The squirrel quietly played with nuts in the desk.

- It was hard for the bear cub to sit on a small chair and he raised his paw to ask the teacher for permission to move to another chair, large and comfortable.

Completion of the lesson.

Lesson number 5

“Learning to think” (Development of cognitive processes - continued)

1. Finger games

drop of honey

Alternately and as quickly as possible, the child goes through the fingers, connecting the index, middle, and the like into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the technique is performed with each hand separately, then together.

2. "Words"

Goal: Development of phonemic hearing.

Children take turns calling words, where the last letter of the previous word is the beginning of the next. For example: “watermelon-umbrella-trolleybus…”

3. "Messed up lines" (see annex 4)

Purpose: Development of concentration and stability of attention.

The child is given a sheet of jumbled lines and asked to trace the line from left to right to determine where it ends. You need to start from line 1. When completing the task, you need to trace the line with your eyes, without using your finger or pencil.

Children must say what number this line ends with.

4. A number of tasks for the development of thinking (see annex 5)

a) Complete the sentence with one of the words in brackets.
b) The host names 5 words, one of them does not fit this classification.
c) Two words are given, it is necessary to choose a common word for the two indicated

5. “Song of the fly”

Goal: Expanding vocabulary.

Zu-zu-zu - the floor below.
I'm crawling on the ceiling
On a visit to the black hook ...
Threat, how hot, zu-zu-zu.
Oh, how itchy in the eye!
On an oilcloth on the table
A drop of sweet jelly.
Zy-zy, Boy, what is this?!
I took it, licked it, but what do I care?!
Ring-ring! I'll fly out the window,
There behind the tree on the path
Lots of melon skins... Ding!

These are the sounds a fly makes, translated into human language. Now complete the sentences:

- A mosquito squeaks...
- Bee...
- Bumblebee...
- Grasshopper…
- Chafer…
- Dragonfly...

6. “Engine”

Purpose: Development of memory.

The driver, looking at the children lined up one after another in random order, must turn away and list who is behind whom.

Then another child becomes the leader.

This game can be complicated, for example, after the child has turned away and listed his comrades, he turns around and names the changes in their clothes, hairstyle (if the children have changed things, changed their hairstyle, etc.).

Completion of the lesson.

Bibliography

1. Istratova O.N., Exakusto T.V. “Handbook of a primary school psychologist” - Rostov n / D, “Phoenix”, 2004.
2. "Methods for identifying and developing gifted children." Teaching aid. Bashkir Institute for the Development of Education, Ufa, 2003.
3. Ovcharova R.V. “Practical psychology in elementary school” - M., TC Sphere, 2005.
4. Panfilova M.A. “Game therapy of communication. Tests and Corrective Games”. A practical guide for psychologists, teachers and parents - M., "Publishing house GNOM and D", 2005.
5. “Let's help kids learn!” Guidelines for the development of arbitrariness in elementary grades. Part 4, Ufa, Uzoritsa, 1998.
6. Sirotyuk A.L. "Attention Deficit Hyperactivity Disorder". Diagnostics, correction and practical recommendations for parents and teachers - M., TC Sphere, 2005.
7. Khukhlaeva O.V. "Path to my Self" Psychology lessons in elementary school (grades 1 - 4) - M., Genesis, 2005.

Adaptation lesson with first graders

"Hello school"

The purpose of the adaptation lesson : creation of socio-psychological conditions for the adaptation of first-graders in the situation of schooling, which will allow the child to successfully function and develop in the school environment.Tasks:

creating conditions to ensure emotional comfort, a sense of security for first-graders when entering school life; creating a friendly atmosphere in the classroom as a necessary condition for the development of self-confidence in children; assistance to first-graders in understanding and accepting the rules of school life and themselves as students; creating favorable conditions for getting to know each other; creation of prerequisites for group cohesion of the class.

Lesson progressThe song "First Grader" sounds Hello guys! How beautiful you all are! Today you came to school for the first time. From today you are not just children, you are now students, first graders. Now you, like your parents, have the main job of studying. All students come to work in a special house. Who knows the name of the house where the students study? (school). I would like to wish you to learn a lot of interesting things at school, find new friends and be very, very friendly and inquisitive. And before you take the first steps in this country, let's get to know each other. Game "Let's meet" Everyone calls his name and smiles at everyone present. The game begins with a teacher: my name is ... I am your first teacher, then a psychologist, and my name is ... I am your psychologist, then all the students. Well, now we know who's name is. Now look at those on the right, on the left, look around you and smile at everyone. Let's try to start every day at school with a smile. Game "Applause" And now I want everyone who is in a good mood today to clap their hands. Let me try to guess why you are so happy today. If I guess right, you clap your hands. Deal?

you are happy because you have a beautiful knapsack; because there are a lot of new school things in your satchel; because today you are very smart and beautiful; because you came to school for the first time today; because today you have become schoolchildren; because you met your teacher today.

Well done! So, welcome to the land of knowledge! But what we see is that the gates to this country are locked, and the evil witch hid the key from it, who does not want to let you into this wonderful country. She believes that children who have come to the first grade are not ready for school, do not know how, and wants them to never learn to count, write and read. What to do? Well, of course, look for this evil witch and prove to her that we already know a lot and are ready for school! And in order for us to prove it to her, we need to pass a series of tests. And the wise owlet and fairy-tale heroes will help us in this. And these tests will be called "The smartest first grader." The wise owlet brought us first of all to visit Dunno. He loves to draw very much, but as always he messed everything up. Let's show him where he went wrong. And Mikimaus will help us in this. The game "What the artist mixed up"“Look carefully at this picture and tell me if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you will have to say how it really should be. Well done! They did a good job with this task. Let's move on. And now the wise owlet invites us to visit Winipukh, who invites us to play the game “The Fourth Extra” with him. The game "The Fourth Extra"“In each of the following pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous. Well done! They did a great job with this as well. The next fairy-tale hero, to which the owlet led us to is Carloson, who lives on the roof. And he needs to remember the pictures. Let's help him. Game "Memorize pictures"“Look carefully at the pictures that are shown here and remember them” “Now remember what those pictures were there?” Children should name the pictures that they remember. Well done you did a great job. Now all the fairy-tale heroes, together with the wise owlet, have come to the evil witch and demand from her the key to the land of knowledge. But she does not want to give it away, claiming that you do not know what supplies you will need at school. Let's prove to her that it's not. And now the wise owlet will ask us riddles, and you try to guess them. Game "Guess the Riddles" 1. I am ready to blind the whole world - House, car, two cats. Today I am the lord - I have ... (clay) 2. A straight line, come on, Draw it yourself! It's hard science! It will come in handy here ... (ruler) 3. I look like a box, You put pens in me. Student, do you recognize me? Well, of course, I ... (kicked) 4. She speaks silently, But it is understandable and not boring. You talk more often with her - You will become four times smarter. (book)
5. If you sharpen it, Draw whatever you want: Sun, sea, mountains, beach. What is this? (pencil) 6. There is a wonderful bench, you and I sat on it. The bench leads both of us From year to year, From class to class. (desk)
Vanya is a first grader. Help him get ready for school. Put in the backpack the items that he needs for the lesson. Well done! You have done well in all tasks. And now the evil witch has no choice but to give us the keys to the land of knowledge. And we can open it, look how beautiful it is, how much everything interesting and new is in it. And so that the evil witch no longer wants to take the keys to this wonderful land of knowledge from us, we need to learn the rules of well-behaved children at school. And at the end of our lesson, listen carefully to our wise owlet. I'll tell you in conclusion: It's not about luck at all. And "five" he will receive, Who sits and honestly teaches. Who is not afraid of work, Who likes to study, Who will drive away laziness, Who is ready to help friends, Who wants to become smart And know about everything in the world! Good luck with your studies!!!
References

Vasilyeva-Gangnus L.P. ABC of courtesy. - M: Pedagogy, 1989. Elkina N.V., Tarabarina T.I., 1000 riddles. A popular guide for parents and educators - Yaroslavl: Development Academy, 2005. Tikhomirova L.F., Basov A.V. Development of logical thinking of children. A popular guide for parents and teachers. - Yaroslavl: "Academy of Development", 1997 Tsukerman G.A., Polivanova K.N. Introduction to school life. - M: New school, 1992.

TEACHER-PSYCHOLOGIST: BUNAKOVA ANNA YURIEVNA Ozery
ADAPTATION OF EARLY CHILDREN TO KINDERGARTEN

PURPOSE: assistance in building relationships between children, parents and kindergarten staff (teachers).
(it is important to build a relationship that will create a feeling of comfort, confidence, mutual respect, mutual assistance, the ability to solve problems as they arise).

TASKS:
1. Forecast of the probable degree of adaptation of the child (by the number of points of psychological and pedagogical parameters for determining the readiness of the child to enter the preschool educational institution).
2. Acquaintance with the scheme for introducing a child to a preschool group (filling out an application, an acquaintance questionnaire, a readiness questionnaire, determining the child’s NPR by a psychologist, issuing a referral (passing doctors), forecasting the degree of adaptation, familiarizing teachers with the results of questionnaires, adaptation forecast).
3. Consulting parents (acquaintance with parents and the child, questionnaires, diagnosis of the child's mental disorder).
4. Consultation of preschool staff (teachers), familiarization with the forecast of the degree of adaptation, questionnaires, adaptation sheet, games for young children, etc. to coordinate the work of the entire kindergarten team for the adaptation of newly enrolled children in kindergarten.

PLAN
1.Introduction.
2. Greeting.
3. Relaxation exercise "Group drawing".
4. Mini-test "Adaptation of young children to kindergarten."
5. The game "Naughty balls."
6. Acquaintance with the scheme of introducing a child to a group of preschool children.
7. Game "Find 3 differences."
8.On the use of observation methods.
9. The role of fun games in the development of a young child.
10. Discussion.

MATERIALS AND EQUIPMENT
1. Large chairs and small tables.
2. Forms of documents: application, dating profile, readiness questionnaire, CPD, contract, adaptation sheet.
2. Sheets of paper for each and colored pencils.
3. "Chamomile" with questions and answers on the adaptation of young children.
4.10 balloons.
5. Cassette with music by A. Khachaturian "Saber Dance" from the ballet "Gayane".
6.Various attributes and accessories: scarf, scarf, beads, ribbons, brooches, etc.
7. Items brought for display d / s.

1. INTRODUCTION:
TEACHERS: enter the hall, sit on large chairs at small tables in a circle.
(remember 10 rules)
PSYCHOLOGIST: Hello! The topic of today's lesson is “Adaptation of young children to kindergarten.
- That's all behind: and family councils with a heated discussion of when the child should go to kindergarten, and whether he should go there at all, the choice of kindergarten, the collection of documents, the passage of doctors.
Finally the child is arranged.
Parents in anticipation of a new life, new opportunities. After the stress experienced, I really want to believe that all the difficulties are behind us.
If only it were so! It often happens that for many parents there comes a time of disappointment: children's tears, whims, refusals to go to preschool, endless illnesses, unspoken claims and resentment against educators.
Is it possible to avoid these unpleasant experiences? How can you help your family deal with the new situation? What is the responsibility of the kindergarten team, and what are the parents responsible for?
The model of interaction between children and the family and its results will arise in the case of organizing a soft, taking into account the possibilities of the family, the transfer of the baby from home to public education.
Let's start our lesson with a greeting.

2.GREETINGS (creating a positive emotional mood of the participants, increasing efficiency, strengthening the motivation of each participant, cohesion).
PSYCHOLOGIST: - Divide into threes (twos, depending on the number of people). After a few minutes of discussion among yourselves, you should chorus or demonstrate a short greeting that you have come up with. It can consist of just one phrase or one gesture. Is the assignment clear? Let's do it!
(teachers do the task)
- What did you feel after completing this task? (teachers answer).

3. RELAXATION EXERCISE "GROUP DRAWING" (to reduce emotional stress)
PSYCHOLOGIST: - For the next exercise, mark a piece of paper with your icon. Start drawing with colored pencils what you want. At my signal, everyone should transfer the started drawings to the neighbors on the left and receive drawings from the neighbors on the right. After that, everyone continues the already begun drawing, as if it were his own, making any changes to it. At the next signal, the drawings are again transferred to the left, others are received on the right and continue to draw. This continues until the drawing that you started returns to each of you.
While drawing, try to be aware of the feelings that arise when you see what changes the drawing you started has undergone. Everyone is free to leave or change what others have completed. Then we will discuss your impressions and reactions. Is the assignment clear? Do it!
(teachers complete the task, and then there is a discussion)

4. MINI-TEST "ADAPTATION OF EARLY CHILDREN TO KINDERGARTEN" (according to the type of "American testing" in the form of questions with answer options on "chamomile").

PSYCHOLOGIST: - In the next task, you will pull out one petal from the “chamomile”, read the question and choose the correct answer from the proposed options at your discretion.
(teachers complete the task; tell them the sources where the information on this topic came from, listen to the teachers, what literature they use)

5. GAME "Naughty BALLS" (relieving emotional stress, contributing to the further cohesion of the group)
PSYCHOLOGIST: - Divide into 2 teams, stand in a circle, hold hands. I will give you 1 ball. Your task: by any means, but without disengaging your hands, keep the balls in the air for as long as possible. You can blow on the balls, throw them with your head, shoulder, etc. The team that can hold the balls the longest wins.
(teachers perform the task to the music of A. Khachaturian "Saber Dance")
RECOMMENDATIONS FOR THE LEADER: the number of balls can vary from 1-5, depending on the number of participants and the time allotted for the game. During the game, teams are added 1 ball each. This activates each participant and enlivens the game.
DISCUSSION is held at the end of the game. Participants name games for young children that are similar in content to this game (“Fluffy”, “Snowflake”).
In Fluffy, children blow on a piece of fleece and keep it in the air for as long as possible. From 2.5-3 years old, you can use the collective form of the game, when the children are no longer alone, but together, the three of them hold the fluff, sitting at tables on chairs.

6. ACQUAINTANCE WITH THE SCHEME OF INTRODUCING A CHILD TO THE GROUP OF KINDERGARTEN (to coordinate the work of kindergarten specialists to pass the adaptation of newly enrolled children in a simplified form for parents, children and teachers)
PSYCHOLOGIST: - Get acquainted with the scheme of introducing a child to a kindergarten group.
1. The nurse gives the parents an application form to fill out.
2. Then she gives them 2 questionnaires (acquaintance questionnaire, readiness questionnaire, adaptation sheet) and an agreement, which are filled either at home or here and now.
4. With the completed questionnaires and the child, the parents go for a consultation with a psychologist. He looks through the questionnaires, checks the level of CPD of a child of a given age, records the results. The child's readiness points are calculated later. Based on them, the degree of adaptation is predicted on the adaptation sheet. 2 questionnaires and an adaptation sheet remain with the psychologist, the parents give the contract to the educator when they meet. Later, a sheet with a degree of adaptation is given to the teacher in the group where this or that child enters.
5. The nurse, after examining the child by a psychologist, issues a referral for medical examination.
6. Teachers, using an acquaintance questionnaire, get acquainted with information about the child and his parents (developmental features, personality, interests, inclinations, traits, additional information).
7. Get acquainted with the adaptation sheet, where teachers record the state of the child on the days of adaptation (1 2 3 4 8 16 32 64 128).
(documents are passed by teachers to each other in a circle for viewing)

7. GAME "FIND 3 DIFFERENCES" (working out observation skills, establishing contacts in communication to work with young children)

PSYCHOLOGIST: - And now we will play the game "Find 3 differences". Prepare the attributes you brought with you.
Stand in 2 lines opposite each other so that everyone has a pair. For 1 minute, you carefully examine your partner, trying to remember his appearance. Then the players of one of the lines turn away, and each participant from the 2nd line changes 3 signs of accessories (attributes) in their appearance in a certain time. When the players of the 1st line turn to face their partners, the task of each of them is to determine what has changed in the appearance of his partner in the game? Then the participants switch roles. Is the assignment clear? Do it!
(teachers do the task)
(at the end of the game, ask teachers about similar games for young children)

8. ON ​​THE USE OF OBSERVATION METHODS.
Psychologist: - In working with young children, it is necessary and legitimate to use the method of observation. It is necessary to devote optimal time to observation, the form of recording the results of observation - the adaptation sheet (acquaintance of teachers with the adaptation sheet: reading, explanation, transcript).
(bring the group to the realization of the need to apply the observation method in daily practice, the previous game was based on observation methods)

9. THE ROLE OF FUN GAMES IN THE DEVELOPMENT OF A CHILD OF EARLY AGE (showing homework by teachers).
PSYCHOLOGIST: - And now show your homework
(after the show, teachers discuss what they saw, express opinions, share experiences)

10. DISCUSSION: teachers, sitting in a circle, pass a balloon to each other, express opinions, impressions, etc.
Everyone is given a balloon at the end.

Bunakova Anna Yurievna
Teacher-psychologist of the 1st qualification category
MBDOU CRR Kindergarten No. 15 "Goldfish"
city ​​of Ozyory, Moscow region