Adaptation of the child to schoolis a rather lengthy process. Not a day, not a week is required for a little student to get used to the school for real. The main role in creating a favorable psychological climate in the classroom, of course, belongs to the class teacher. He needs to constantly work on leveling up.learning motivationto baby xtired of going to school, was the desire to acquire knowledge. The class teacher must create for the childsituations of success in the classroom, during recess, in extracurricular activities, in communication with classmates.
The most effective prevention of maladjustment isgroup work with children. It can be carried out by both a school psychologist and a class teacher. Such work is carried out in the form of group adaptation classes at the beginning of the school year after school hours 1-2 times a week.
Such activities will help create the conditions forfavorable adaptation of the childat school, by forming a positive microclimate in the student environment, a friendly atmosphere, emotional comfort, will assist in establishing interpersonal relationships between children based on respect, empathy, acceptance and trust in each other, will help improve interaction, develop group cohesion. Classes will teach children the rules of school life, and the class teacher will be introduced to the personal characteristics of the children.
Feature of adaptation classesin that they are always carried out with an emotionally positive attitude. They should be pleasant and interesting for children. In the classroom, games and creative tasks are widely used, as well as psychological exercises. Of great importance is the discussion with the children of the completed tasks, the generalization of the results, the placement of collective and individual work in the classroom in order to express the personal significance of each child.
It is better if the children will be in the adaptation classes sit in a circle . This will allow each of them to see each other's eyes, and not the backs of their heads.
At the beginning of classes, be sure greetings . The class teacher asks the guys to smile at each other: the neighbor on the right, the neighbor on the left. Then greet him affectionately, shake hands. The next task will be a request to call each other affectionately (for example: "Hello, Lenochka") and affectionately answer ("Hello, Borenka").
First lesson
It is advisable to dedicate the first lesson with first-gradersgetting to know each other guys. After the greeting, everyone will say their name. But it's hard to remember everyone this way. Therefore, the class teacher can use the following technique: ask the guys whose name is Natasha (Lena, etc., with all the names) to go to the board first.
Children with the same name receive paper flowers of the same color. When all the flowers have been handed out, the class teacher asks the guys whose name is Natasha to raise the flowers, etc. You can invite the guys to spin to the music to the “Waltz of the Flowers”, and at the end of the lesson, make a clearing on a piece of Whatman green paper. Each child in turn is invited to find a place in the clearing and stick their own flower on their own. The class teacher draws the attention of the children to what a wonderful meadow turned out, what a big class, and each student has a place in it.
At the end of the lesson, you need to ask the students if they liked the lesson, what specifically they liked, whether they want to conduct such classes in the future.
Second lesson
The second lesson can be devoted to teaching children compliment each other. After the traditional greeting, the class teacher asks the children to compliment each other (for example: "Helen, you have beautiful bows today"). As a rule, this task causes laughter and confusion. Therefore, children must be taught to compliment.
The class teacher asks the guys about who is pleased to hear kind words addressed to them? As a rule, everyone answers in the affirmative. Then the class teacher says that she has a Katya doll who loves to receive compliments. Each child is invited to give the doll a compliment. The teacher on behalf of the doll comments on the compliments, praises the guys for the most successful ones. After working with the doll, the class teacher offers to playgame "Compliments".
Game "Compliments"
Compliments game. Children sit in a circle. Starts to speaka compliment to a childclassroom teacher. The child who received the compliment says a compliment to his neighbor, and so on in a chain. The last child in the circle compliments the class teacher. At the end of the game - a discussion of the results. Each child talks about how he felt when he heard a compliment addressed to him and when he complimented a neighbor. Did he enjoy listening and giving compliments?
The class teacher notices that after the compliments in the class it became brighter, and to make it completely light, he suggests drawing a sun for each child. Painted suns, at the request of the children, are placed in the classroom to warm and remind them of compliments.
Third lesson
The third lesson can be devotedthe formation of observation and empathyin relation to each other. After the traditional greeting, the class teacher invites the children to sit in a circle and playgame "What are we like".
Game "What are we like"
The game "What are we like." The class teacher starts the game: he invites one of the guys to the circle by his resemblance to himself. For example: "Katya, please come out to me, because we have the same color shoes." Katya enters the circle and invites one of the participants to leave in the same way.
The game continues until all the members of the group are in the circle. The game can be repeated several times. After the game, the class teacher says that all people are different, but all people have something the same (lists what the same features of appearance, clothing items were named). At the end of the lesson, each child is invited to draw their own self-portrait and place self-portraits on a stand prepared in advance. The result of the lesson is that we are all different, but we have something in common and we feel good together.
Fourth lesson
The fourth lesson can be devotedself-esteem. After the traditional greeting,applause game.
Game "Applause"
Applause game. The guys sit in a circle. The class teacher asks those who have a certain skill or quality to stand up (for example, stand up those who can draw, read, count, swim, like to watch children's films, etc.). The rest of the participants applaud those who stood up. After the game "Applause", the class teacher invites each of the guys to tell a little about themselves, about what they do in their free time, what they can do well, for which adults praise him. Each speaker is applauded. This story can be carried out not on behalf of the child, but on behalf of any of his things.
Game "What does my thing know about me"
Game "What does my thing know about me". One of the children, following the example of the class teacher, takes any object of his own (pen, pencil case, notebook, jacket, etc.) and begins to talk about himself on behalf of this object. For example: "I am Serezha's pen. He picks me up when he writes something. He tries very hard to write beautifully," etc. At the end of the lesson, the class teacher sums up what capable children are in the class.
Fifth lesson
The fifth lesson can be devoted to continuingdating first graders. After the traditional greeting, the teacher invites the children to remember their favorite games. After the discussion, the class teacher invites the children to draw their favorite game or toy. You can draw the process of the game. At the end of the drawing, the class teacher notes how many good drawings turned out.
Asks each of the children to tell about their drawing (their game, toy). After each story, the class teacher asks who else from the class drew a picture about this game (toy). Based on the results of the discussion, he summarizes the interests of the children, concludes how many interesting games and toys the children have, how much they have in common in interests, and how good it is to play together.
The final lesson is aimed atformation of interaction skills, development of creative abilities of first graders. As a warm-up game "Smile" with a toy, such as a dog.
Game "Smile"
The class teacher passes the dog to the child and smiles, the child passes the dog to his neighbor and smiles, etc., until the dog returns to the class teacher. The teacher then proceeds to the main part of the lesson.
Game "Enchanted tree"
Class teacher (addressing the children who are sitting in a circle): Do you want to take a trip to a magical land? Then we stand in a circle. This is a time machine. In order to get to the magical land, we take 3 steps to the right in a circle. Here we are in a magical land. A beautiful tree grew in this country. It was a wish tree. (A piece of drawing paper is attached to the easel, on which a tree without leaves is drawn.)
The tree fulfilled only good wishes. One day an evil wizard came to this country. He made an evil wish, and the tree did not fulfill it. Then the magician got angry and bewitched the tree of desires. Let's try to break it down, shall we? And the tree itself will help us in this. It asks us for something, and these requests are written on the leaves. (The leaves were prepared by the class teacher in advance, each sheet contains a task that the guys must complete.) Let's read them. (The class teacher reads the tasks.)
Exercise 1. The evil wizard is always in a bad mood, his face is always angry, displeased. If you look at the face of this wizard, then immediately no one wants to be friends with him. Why? The tree asks you to draw for the wizard the faces of guys with whom you yourself would like to be friends. Maybe the magician will look at these drawings, become kinder, change his expression, want to have friends, and everyone will want to be friends with him? (The children begin to draw. The class teacher helps the children stick the finished drawings next to the tree.) How do you think the magician will feel when he sees your drawings?
Task 2. The evil wizard has no and never had friends. Why? The wizard does not know what a real friend should be. The tree asks you to write a letter to the wizard and tell him what a real friend should be like. Let's think about how we can continue the following unfinished sentences:
A true friend is a person who...
Together with a friend I would like...
Friendship gets in the way...
I appreciate in a friend...
I like it when a friend...
Friendship helps... (After the discussion, the class teacher asks the guys questions.)
Do you have real friends?
Can each of you be a true friend?
Task 3. No one has ever spoken kind words to an evil wizard. Why? Do you ever say kind words to each other? Let's play the game "Compliments" (with a ball). (The guys and the class teacher sit in a circle. The class teacher starts the game. He gives the ball to the child sitting next to him and says a compliment. The child who received the ball compliments the neighbor and passes the ball, etc., until the ball returns to the class teacher .)
Task 4. Do you remember that in the country of Joy, the Sun, Happiness and Kindness, not a simple tree grows, but a tree of desires. What is missing from the tree? Leaves. The tree asks you to wish something good for your friends. And with every wish, a new leaf will grow on the tree. Draw a leaf, make a wish and glue it to the tree.
In the final part of the lesson, the class teacher tells the children that the journey is over, offers to stand in a circle, form a time machine, take 3 steps to the left and end up in the classroom.
Age in the period of adaptation to kindergarten
Adaptation .
Adaptation is the process of entering a new environment and adapting to its conditions. Adaptation is an active process that leads either to positive (adaptation, that is, the totality of all beneficial changes in the body and mind) or negative (stress) results.
Three phases of the adaptation process:
Acute phase which is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbance, decreased appetite, regression in mental development (lasts an average of 1 month);
Subacute phase characterized by adequate behavior of the child, i.e. all shifts decrease and are registered only for individual parameters against the background of slow pace development, especially mental, compared with the average age norms (lasts 3-5 months);
compensation phase characterized by an acceleration in the rate of development, as a result, by the end of the school year, children overcome the above delay in the rate of development.
easy adaptation - the emotional state of the child improves within two to three weeks;
moderate adaptation - shifts are normalized within 1-1.5 months;
heavy adaptation lasts from 2 to 6 months.
active emotional state (crying, indignant cry);
emotional instability - any irritant can provoke a new attack of crying;
there is no activity with more or less pronounced negative reactions (quiet crying, whimpering, passive submission, depression, tension).
the child is passive, does not make contact with either adults or children, prefers to be in solitude;
the child temporarily loses skills, especially those newly acquired before starting kindergarten (eating with a spoon, going to the toilet on his own);
aggressive-destructive reactions aimed at getting out of
the child loses his appetite.
Age;
Health status;
State of the art;
Ability to communicate with adults and peers;
Formation of subject game activity;
Approximation of the home mode to the kindergarten mode.
The absence in the family of a regime coinciding with the regime of a kindergarten;
The presence of the child's peculiar habits;
Inability to occupy oneself with a toy;
Lack of formation of elementary cultural and hygienic skills;
Lack of experience with strangers.
Gradual filling of groups (receiving 2-3 babies per week);
Incomplete stay of the child at the beginning of the adaptation period. We start at 2 hours a day;
Preservation in the first 2-3 weeks of the child's habits (including harmful ones);
Daily monitoring of the child's health, emotional state, appetite, sleep (filling in adaptation sheets);
Establishing close trusting relationships with parents.
Active work with parents to prevent maladaptation;
Creating an emotionally favorable atmosphere in the group:
Building communication with the child, taking into account the individual psychological characteristics of young children;
Formation of an adequate subject-developing environment: availability of games; variety of game materials (shape, texture, color, material, etc.); Periodic change of game materials; the use of natural and non-game materials in the game;
Formation in the child of a sense of confidence in the environment:
Acquaintance and rapprochement of children with each other;
Acquaintance with the educator, establishing open, trusting relationships between the educator and children;
Getting to know the group
What to do if the child is naughty?
Remember that crying is a natural response to stress. Crying, the child not only relieves physiological arousal, but also reacts to negative emotions associated with separation from the mother. In order for the child to quickly adapt to the preschool educational institution, he needs to “weep” his grief. Therefore, at first, it is worth letting the baby cry. Hug him, assure him of your love, be with him during this period. Offer to mourn together, and when you see that the crying of the child is coming to naught, distract him with a toy.
If the child does not make contact with you and wants to be left alone, give him such an opportunity. Remain calm, do not impose communication, but let the child understand that you see him, hear him and do not forget about him.
Try to set fewer restrictions. If something is not allowed in the kindergarten group (picking flowers, playing with water in the washbasin, etc.), gently say “no” to the child and suggest another activity.
Try to play as much as possible with children, as young children do not yet know how to independently organize their activities;
Try to trust and location of the kid.
Activities that help relieve the emotional stress of the child and help mitigate the course of the adaptation process:
Motor games to relieve emotional stress;
Relaxation games with elements of body therapy (stroking, hugging, etc.);
The use of musical accompaniment for classes and free activities of children;
Ritual games that start a new day for a child in kindergarten;
The presence of a rich sensory-developing environment and a variety of games in the public domain.
in the early age group.
Goals:
Removal of emotional stress;
Creating a favorable atmosphere in the group;
Mitigation of the course of the adaptation process;
Establish trusting relationships with children;
Help the child respond to negative emotions and experiences;
Help the child relieve bodily and emotional stress;
Lesson progress:
Stage I (introductory): outdoor games are used that require coordination of action
children (walk, jump, squat, etc.);
Stage II (main): games and exercises are used that allow children to intensively
move, freely express emerging emotions, interact with others;
Stage III (final): games of low mobility are used, leading children to
tranquility with elements of relaxation.
Conditions for conducting classes with young children:
Voluntary participation in the game (it is necessary to ensure that the child himself wants to take part in the proposed game);
Direct participation in the game by an adult who, through his actions, emotional communication with children, involves them in the game activity, makes it important and significant for them;
Repeated repetition of games (children accept and learn new things in different ways at different rates);
Special visual material (certain toys, various objects, etc.) should be used only in these educational games (you can’t turn it into a regular, always accessible one, so it will remain unusual for children longer);
The prohibition on evaluating the child's actions such as "Wrong, wrong" or "Well done, right"; give the child the opportunity to express themselves, their view of the world.
A small child can perceive only that influence of an adult, which is addressed to him personally. Toddlers do not perceive calls or proposals addressed to the whole group. They need a look in the eye, a call by name, a gentle touch, in a word, everything that testifies to the personal attention and personal address of an adult;
A young child cannot regulate his behavior through words. Children react to the expressiveness of facial expressions, emotionality and "contagiousness" of the educator.
It is necessary to stimulate the activity of each child, to arouse his desire to act, communicate, play, and solve practical problems.
Rule 1
The first and most important rule is that participation in the game is voluntary. "It is necessary to ensure that the child wants to take part in the proposed game. By forcing, we can evoke in the baby a feeling of protest, negativism, and in this case, the effect of the game should not be expected. On the contrary, having seen how others play, carried away, the child himself In order for the game to really captivate children and personally affect each of them, it is necessary to follow rule number 2.
Rule 2
An adult should become a direct participant in the game. By his actions, emotional communication with children, he involves them in play activities, makes it important and meaningful for them. It becomes, as it were, the center of attraction in the game. This is especially important in the early stages of getting to know a new game. At the same time, the adult organizes and directs the play. Thus, the second rule is that an adult combines two roles - a participant and an organizer. Moreover, an adult should combine these roles in the future.
Rule 3
Multiple repetition of games, which is a necessary condition for the developmental effect. Pupils accept and learn new things in different ways and at different paces. By systematically participating in a particular game, children begin to understand its content, better fulfill the conditions that games create for mastering and applying new experience. And so that when you repeat the game you don’t get bored, you must follow rule number 4.
Rule 4
Visual material (certain toys, various objects, etc.) must be protected, it cannot be turned into ordinary, always available. Firstly, this way it will last longer, and secondly, this material will remain unusual for children for a long time. And last, but by no means unimportant rule number 5.
Rule 5
An adult should not evaluate the actions of the child: words like “Wrong, wrong” or “Well done, right” are not used in this case. Give the child the opportunity to show, express himself, do not drive him into your own, even the best, framework. He sees the world in his own way, he has his own view of things, help him express all this!
Correctional work with "special" children (memo for educators)
Children with a negative and unbalanced emotional state:
Use:
sensory exercises (sand, water, dough, cereals, bubbles, etc.);
breathing exercises (for example, a breeze blows on, a bubble, a kind animal
musical movement exercises.
reading your favorite books.
relaxation games and exercises (for example, an icicle stuck out and melted, a mirror, a smile, a hedgehog, let's pet a kitten).
Learn to reflect events from the surrounding life in the game (relationship and sequence of actions)
Regulations:
2.5 years - sequence of several actions
3 years - role-playing game (formation: ask the child during the game - who are you? (what role did he take on?))
Non-contact children:
Reduce the number of instructions, orders;
Take part in the execution of your own orders with the child;
Pay attention, encourage.
The reaction of an adult to the aggression of a child is short and precise.
offer another toy;
give a toy that you can bite and kick;
distract with an interesting activity (for hyperactive children).
If late:
Use a physical obstacle, for example, take away, catch a hand, hold it by the shoulders;
reinforce with a verbal obstacle - a sharp “no”;
If you are away from the aggressor, call him by name: “Vanya, you can’t, stop!”
After aggressive behavior:
have a conversation with the aggressor that it is impossible to fight, everything can be said in words.
give favorable attention to the victim.
the culprit in normal times should enjoy your attention on an equal basis with everyone else.
Children of the first adaptation group:
It is necessary to encourage the child to communicate with the teacher.
Engage in play activities with the teacher
Draw parents' attention to the development of gaming skills
Regulation of the emotional state of children:
The use of calm music for disinhibited, mobile children, or. after vigorous activity, water, sand, sensory.
Children of the second group of adaptation: (ready to communicate)
(they use independent multi-link actions with objects in the game)
Tasks of education:
1.Organization of the game:
Selection of toys
Scene selection
Involving children in play
Learning to develop a chain of game actions
instruct to reach out to peers
sharing toys with adult supervision
regulation of children's relationships during the game
Features of communication with a young child in the adaptation period
The first social environment for a small child is a kindergarten, the main purpose of which is social adaptation to the conditions of life in a society of unfamiliar children and adults, the education of a value attitude towards the environment: nature, people, oneself. It is the kindergarten that should ensure the physical, mental health of the child, his harmonious development, the acquisition of life experience, to become a kind of mediator between the family and the vast world.
Admission to kindergarten is a difficult period in the life of a small child, an exam of his psyche and health. The problem of adaptation to the conditions of a preschool institution concerns a child of any age who crosses its threshold for the first time. In kindergarten, the child is faced with new conditions and rules of life, for which he is often not ready. In his family, the child gets used to one routine of life, a certain environment, a way of behaving in it. He can hardly endure even a small separation from his parents and familiar home life. Some children enter a new situation almost without problems, and tears and heavy separation from their parents in the morning last only in the first one or two days. Some children experience negative emotions a little longer - 4-7 days. And in other children, the adaptation period lasts 2-3 weeks.
Thus, the period of adaptation is an important period not only for the child and his parents, but also for the staff of the group.
It should be remembered that the nature of getting used to the conditions of kindergarten is influenced by a number of factors. The first is the age of the child. The older the child, the easier it is to adapt. The experience of the kindergarten shows that it is more difficult and longer for children who suffer from allergies and frequent acute respiratory infections to get used to the kindergarten. Healthy children, physically strong, adapt better and faster. The closed way of life of the family, the hostile attitude of parents towards people around them are the reasons that hinder the education of children in the ability to make contact with adults. Children adapt poorly to collective life, who are overprotected in the family, who do not know the parental “no”. A child who is not trained in the ability to inhibit his desires finds it difficult to learn and follow the rules of behavior in kindergarten.
Children respond to changes in life, as I. P. Pavlov said, with a reaction of caution or protest: they become timid, withdrawn, lethargic, whiny and restless.
How to communicate with a child during the adaptation period? How to overcome a difficult period with him? The tips below will help.
Stubbornness, whims, disobedience.
As soon as the child begins to act up, hug him, assure him of your love, try to distract him from the whim.
If this fails, leave him alone, do not pay attention to him, do not take part in this scene. Remain calm and indifferent, whatever the child does.
If the child has succeeded in getting his way with the help of a whim, he will resort to this method more and more often.
When the child calms down, talk to him affectionately, tell him how upset you are by his behavior, express confidence that in the future he will behave better.
Children know how to manage their indignation, but not guilt. Therefore, it is impossible to show discontent after the child’s hysteria, to scold and reproach him, to threaten him with punishment.
A child is much more willing to accept instructions, advice and follow them if he is absolutely sure that he is loved with unconditional love, if he believes in a good attitude towards himself.
Try to scold less, set bans, punish. Show more warmth, goodwill, calmness, patience, caress of indulgence.
Every adult faces childhood tantrums. In such a situation, when strangers are looking at you, it is easy to get confused or lose your temper. How to be?
Remember that even the most wonderful mothers find themselves in such situations and the point here is not in the mother, but in the temperament and character of your child. Think about cause of hysteria
the child lacks your attention (give it to him);
the child manipulates you, he is used to achieving everything he wants in this way (if you understand this, let the baby know that you do not approve of his actions);
the child is tired, wants to sleep, he is hungry (uproot the cause and the tantrum will pass).
If the tantrum is in full swing, try to distract the child, start telling some interesting story or draw his attention to something new, interesting, unusual in your environment.
The main remedy for tantrums is not to become hysterical yourself, to remain calm, expressing sympathy for the child: “I understand that you are now angry because we cannot buy you ...”, “I know how insulting it is”, etc. .
The child will not hear you the first time, repeat this phrase up to 20 times, and you will get through to your baby. Later, do not scold, talk to the child, find out the reasons for his behavior.
Children 3-5 years old are able to understand the logical explanations of adults. Teach your child to experience and live through troubles, do not pretend that nothing happened.
If possible, try not to notice that strangers are looking at you, they themselves have found themselves in this situation more than once.
During a tantrum, do not reproach yourself, do not blame the child.
his mood, desires, interests and responsibilities.
How to talk to a restless child?
Unacceptable (even in critical situations) rudeness, humiliation, anger. Expressions like “I can’t stand it”, “You exhausted me”, “I have no strength”, “I’m tired of you”, repeated several times a day (not to mention the more rude ones) are meaningless. The child simply ceases to hear them.
Do not talk to your child irritably, showing with all your appearance that he is distracting you from more interesting and important things than communicating with him.
If there is an opportunity to be distracted from affairs for at least a few minutes, put them aside, let the child feel attention and interest.
During a conversation, remember: tone, facial expressions, gestures are important without demonstrating discontent, irritation, impatience. The child reacts more strongly to them than to words.
When speaking, ask questions that require a lengthy answer.
Encourage the child during the conversation, show what is interesting and important to you, what he is talking about.
Do not disregard any request. If it cannot be done for some reason, do not remain silent, do not limit yourself to a short “no”: explain why.
Don't put conditions on the request, such as "If you do this, I'll do that." Thus, an adult can put himself in an awkward situation.
unconditional acceptance and unconditional love.
Features of the development of young children.
Working methods.
Early age is an extremely important and responsible period of a child's mental development. This is the age when everything is for the first time, everything is just beginning - speech, play, communication with peers, the first ideas about oneself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid - cognitive activity, curiosity, self-confidence and trust in other people, purposefulness and perseverance, imagination, creative position and many others. Moreover, all these abilities do not arise by themselves, as a result of the small age of the child, but require the indispensable participation of an adult and forms of activity appropriate for the age. Early age is qualitatively different from preschool age (3-7 years): it has its own specifics and its own difficulties. According to this age stage, methods and techniques of work that are adequate for preschoolers are not applicable.
The first difficulty that parents and educators face is adaptation to kindergarten. An abrupt transition from a family environment to a children's institution is fraught with an acute reaction on the part of the child, sometimes taking on a neurotic coloring. How can you mitigate the adaptation period in kindergarten? In specialized kindergartens, groups of short stay or "adaptation" groups are organized, in which the children are with their parents, where, under the guidance of teachers and psychologists, joint activities of parents and children are organized. If during the first lessons the parents are close to the children, then gradually the mothers and fathers reduce their presence in the classes, and then leave their children alone. The goals of such groups are: to introduce the child to the kindergarten, teachers and children; gradual separation of the child from the mother; involvement in the gaming and educational process.
Unfortunately, often in our gardens the organization of such short-stay groups encounters various kinds of difficulties and becomes practically impossible.
Nevertheless, during the adaptation period, the teacher and psychologist, faced with difficult cases, develop an individual and adequate approach to each child. The complexity of this task lies in the fact that it is impossible to offer a single method of adaptation for all - each child needs a special approach. The only common point is gaining the trust and location of the baby. Without such trust in the new adult, normal emotional well-being of the child is impossible.
The need for an individual approach of the teacher to each child is obvious at all ages. However, at an early age, an individual approach is crucial. Not only because all children are different, but also because a small child can perceive only the influence of an adult that is addressed to him personally. Toddlers do not perceive calls or suggestions addressed to the whole group. They need a look in the eye, a call by name, a gentle touch, in a word, everything that indicates both the personal attention and the personal address of an adult. Only in this case they can accept and understand the suggestions of an adult.
Another feature of working with young children is the ineffectiveness of any purely verbal methods of influence. Any instructions, explanations of the rules, calls for obedience are useless. Not even because children still do not understand them well, but because up to 3-4 years old, kids cannot regulate their behavior through words. They live only in the present, and the impact of the situation (surrounding objects, movements, sounds) are much stronger motivators for them than the meaning of the words of an adult. This feature of young children places high demands on the actions of the educator. They should be extremely expressive, emotional and "contagious". Only by one's own passion for any activity can one transfer interest in it to a small child. It requires increased sensitivity to the states of the baby, expressiveness of movement and facial expressions. This does not mean that small children should not be spoken to. But the words must be included in the context of real actions, have a bright intonational color, be accompanied by appropriate gestures and movements.
It follows from this that it is impossible to conduct organized frontal classes with young children, when an adult explains or shows something, and the children “learn”. Such activities are not only ineffective, but also harmful, because they can paralyze the children's own activity. The task of education at this age is to stimulate the activity of each child, to arouse his desire to act, communicate, play, and solve practical problems. To do this, it is not enough to communicate new information to children or demonstrate the necessary methods of action. It requires the emotional involvement of children, the creation of a common semantic field, the emotional involvement of an adult in the necessary actions. This is the only way to convey to the child an interest in a new activity, to attract and captivate with it, and thus arouse his own desire. All this places special demands on professionals working with young children. Emotional expressiveness, artistry, the ability to win over and convey interest in activities - all these are the professional qualities of specialists working with young children. These qualities are necessary for both teachers and psychologists.
The main lines of development of young children
With regard to early age, there are specific and specific developmental tasks. Let's dwell on them in more detail.
subject activity.
First of all, this development of subject activity, since this activity at an early age is leading. It is in it that the child is introduced to culture, the main psychological neoplasms of this period are formed in it: speech, visual-effective and figurative thinking, cognitive activity, purposefulness, etc.
Within the framework of subject activity, several areas can be distinguished, each of which is an independent task and involves certain methods of implementation:
1. The development of culturally normalized, specific and instrumental actions. A small child must learn to use the surrounding objects “humanly”: eat correctly with a spoon, draw with a pencil, dig with a scoop, comb your hair with a comb, fasten buttons, etc. This is not only a task of developing hand movements and general motor skills. All these actions require overcoming spontaneous, impulsive activity, which means mastering oneself and one's behavior. The child must understand and appropriate the meaning of these simple actions, see their result, feel his skill. All this gives him a sense of his competence, independence, self-confidence. To solve this problem, it is necessary, starting from the age of 1, to teach children to self-service: to show how to dress properly, comb their hair, hold a spoon or a cup, leaving them the opportunity for independent actions and encouraging them to do so. In addition to the usual household procedures, we need special toys created for young children (scoops, shovels, fishing rods with a magnet, etc.)
2. Development of visual-effective thinking and cognitive activity. Child early age thinks, first of all, acting with his hands. Correlating the shape or size of individual objects, he connects the properties of objects, learns to perceive their physical qualities. For such activities, there are numerous toys specifically designed for babies. These are all kinds, inserts of various shapes, pyramids, simple nesting dolls, turrets, etc. Passing the balls through the maze or trying to open the mysterious boxes in which the coveted prize is hidden, the baby solves real mental problems. And although the solution of these problems is inseparable from practical actions, it requires significant mental effort and cognitive activity. The task of an adult here is not that. to show the correct course of action (i.e., to suggest a solution to the problem), but to cause and maintain cognitive activity, to interest the baby in a mysterious object and encourage independent experimentation.
3. Formation of purposefulness and perseverance of the child's actions. It is known that the activity of a child up to 2 years of age has a procedural nature: the baby enjoys the very process of actions, their result does not yet have any independent significance. By the age of three, the child already has a certain idea about the result of what he wants to do, and this idea begins to motivate the child's actions. The child is no longer acting just like that, but in order to obtain a certain result. Thus, the activity becomes purposeful. It is obvious that the focus on results, persistence in achieving the goal is the most important characteristic of not only the activity of the child, but also his personality as a whole. For the formation of this valuable quality, the help of an adult is needed. A small child needs to be helped to "keep" the goal, to direct him to achieve the desired result. To do this, you can use constructive games and toys that involve obtaining a specific product. These can be figured pyramids, from which you need to assemble a certain object (a typewriter, a soldier, a dog, etc.), all kinds of mosaics or puzzles that make up pictures, cubes or simple designers for young children. All these games require a certain idea of what should happen, and perseverance in achieving the result.
All of the listed types of objective actions involve the individual work of the child. Small children do not yet know how to act together; objects and actions with them completely absorb the interests of the kids, while they cannot be guided by the actions of a partner, take into account other people's desires, etc. Each child should have his own toy in his hands and his own ways of acting with it. Such individual activity with objects causes focus and concentration on the object, a kind of "fascination" with one's actions. This is a very important and valuable state. Montessori saw in the concentration of kids on actions with objects the beginning of the will of the child. Therefore, it is necessary to support in every possible way the individual work of the child with objects and create all possible conditions for it.
Speech development.
Another extremely important and responsible task of educating young children is speech development.
Mastering speech, as you know, mainly occurs during this period - from one to three years. Speech rebuilds all mental processes of the child: perception, thinking, memory, feelings, desires.
The speech of a small child arises and initially functions in communication with an adult. Therefore, the first task of education is active
, communicative speech.
At the first stages of development, the baby's speech is included in his practical objective actions and is inseparable from them. A child can only talk about what he sees and what he does here and now. Therefore, the inclusion of words in specific actions, (or “the unity of words and deeds”) is a very important principle in the formation of active speech. Each new word should be clear to the child, carry a certain meaning and be based on a specific situation.
The second important line of speech development is improving the so-called passive speech , i.e. understanding adult speech. Most babies at 1.5-2 years old already understand all words and simple phrases well when they are included in a specific situation. Overcoming situational connectedness and the formation of the grammatical structure of speech is the most important line of development at an early age. Literature for kids plays an invaluable role for this. Short and simple children's tales, poems by A. Barto or S. Marshak, folk rhymes and songs provide invaluable material for speech development. However, adults should open this material to kids, make it understandable and attractive. This requires expressive reading, which is accompanied by gestures, bright intonations and possibly a play of toys.
AT at an early age there is another the most important function of speech is regulative.
The ability to control one's behavior with the help of a word appears. If up to 2 years the child's actions are determined mainly by the perceived situation, then in the second half of the early age it becomes possible to regulate the child's behavior through speech, i.e. following adult verbal instructions. Psychologists consider this form of behavior as the first stage in the development of voluntary behavior, when the child's actions are mediated by a speech sign that is aimed at his behavior. Therefore, the action according to the instructions opens up the possibility of developing self-regulation and self-control. This most important ability should be developed and exercised. It is important to choose for each child a certain level of complexity of the instruction, which corresponds to his abilities and abilities.
The development of the imagination.
Language acquisition at an early age makes it possible development of children's imagination. Imagination arises in the third year of life, when the ability to play substitutions appears, when familiar objects are endowed with new names and begin to be used in a new capacity. Such game substitutions are the first form of the child's imagination and constitute the most important step towards the new leading activity of the child - the role-playing game. Numerous observations and studies show that the game does not arise by itself, without the participation of those who already know how to play - adults or older children. A small child needs to be taught to play. The game of kids requires the indispensable participation of an adult, who not only gives them the necessary ways of playing actions, but also “infects” them with interest in activities, stimulates and supports their activity. Any game has a complex educational impact: it requires both mental, strong-willed, and physical efforts, and coordination of their actions, and of course (if the child is truly included in it) brings emotional satisfaction. Therefore, the development of creative play and imagination in children 2-3 years old is the most important task of the teacher.
Emergence of the need to communicate with peers.
A very important acquisition of an early age is the formation of communication with peers. The need to communicate with a peer develops in the third year of life and has a very specific content.
The content of contacts between young children, despite its outward simplicity, does not fit into the usual framework of communication between adults or a child with an adult. The communication of children with each other is associated with pronounced motor activity and is brightly emotionally colored, at the same time, children react weakly and superficially to the individuality of their partner, they mainly seek to identify themselves.
The communication of young children can be called emotional and practical interaction. The main characteristics of such interaction are: immediacy, lack of substantive content; looseness, emotional intensity, non-standard means of communication, mirror reflection of the actions and movements of the partner. Children demonstrate and reproduce emotionally colored game actions in front of each other. They run, squeal, take bizarre poses, make unexpected sound combinations, etc. The commonality of actions and emotional expressions gives them self-confidence and brings vivid emotional experiences. Apparently, such interaction gives the child a sense of his resemblance to another being equal to him, which causes intense joy. Receiving feedback and support from a peer in their games and undertakings, the child realizes his originality and uniqueness, which stimulates the most unpredictable initiative of the baby.
The development of the need to communicate with a peer goes through a number of stages. At first, children show attention and interest in each other; by the end of the second year of life, there is a desire to attract the attention of a peer and demonstrate to him his successes; in the third year of life, the sensitivity of children to the attitude of their peers appears. The transition of children to subjective, actually communicative interaction becomes possible to a decisive extent thanks to the adult. It is the adult who helps the child to single out a peer and see in him the same creature as himself. The most efficient way to do this is to organize subject interaction children, when an adult draws the attention of children to each other, emphasizes their commonality, their attractiveness, etc. Interest in toys, characteristic of children of this age, prevents the child from "seeing" a peer. The toy, as it were, closes the human qualities of another child. A child can open them only with the help of an adult.
Working with parents.
The central and determining figure in the upbringing and development of a small child are, of course, parents. This task is closely connected with raising the psychological and pedagogical awareness of parents, with the formation of an adequate parental position. Obviously, the main and central figure for a small child is a close adult, in most cases the mother. It is the nature of the mother's communication with the child, the adequacy of her influences to the age and individual needs and abilities of the baby that determine both the emotional well-being of the child and his mental development. Therefore, developmental and corrective work with young children can be effective only with the participation and active involvement of parents. Meanwhile, practice shows that not all mothers know how and consider it necessary to play with the child, most of them do not know what games and toys correspond to the age characteristics of the child, do not take into account the individual needs and abilities of their child. A kind of education and training of parents, their advice on educational toys, games and activities, the inclusion of parents in a joint game with the baby, the disclosure of the characteristics of the psychology of a small child and the age patterns of his development is an important and necessary task of psychologists and educators.
Outreach can be organized in a number of ways:
Organization of information corners;
Conducting parent meetings
Conducting training seminars;
Organization of joint games and activities for parents and kids, etc.
The value of an adult in the organization of the educational and educational process;
The importance of the predominance of individual work over frontal studies;
Age features and sensitive periods of development characteristic of an early age (speech, objective activity, communication with peers);
The importance of interaction in the educational and developmental work of various specialists: a psychologist, a speech therapist, a sports worker, a music director, teachers of additional education, educators;
The value of educational, consulting and psychotherapeutic work with parents.
The upbringing of young children. Moscow, Enlightenment, 1996
Smirnova E.O., Meshcheryakova S.Yu. Ermolova T.V., Games and toys for young children (a methodological guide for educators) \ MEPPU Publishing House, 2004
Smirnova E.O Child-adult-peer (Methodological recommendations) MEPPU Publishing House, 2004
Ronzhina A.S.
Classes of a psychologist with children aged 2-4 years in the period of adaptation to a preschool institution.
- The manual presents a cycle of classes that will help children 2-4 years old to successfully adapt to the conditions of a pre-school institution.
Games and exercises that form the basis of classes help relieve psycho-emotional stress, reduce impulsivity, anxiety and aggression, improve communication, gaming and motor skills, develop cognitive processes, optimize parent-child relationships.
The manual is addressed to psychologists and educators working in mass kindergartens, in preschool educational institutions for children with severe speech disorders, with mental retardation, can be used by teachers of short stay groups and specialists of psychological centers that conduct group activities with children.
INTRODUCTION
When entering a preschool educational institution (DOE), all children experience adaptive stress.
The adaptive capabilities of a child of early and younger preschool age are limited, therefore, a sharp transition of the baby to a new social situation and a long stay in a stressful state can lead to emotional disturbances or a slowdown in the pace of psychophysical development.
A psychologist needs to help children overcome the stress of admission and successfully adapt to a preschool, educational institution
Young children are emotional and impressionable. They tend to quickly become infected with strong, both positive and negative, emotions of adults and peers, imitate their actions. These features formed the basis for the construction of the cycle of classes.
The psychologist begins to conduct classes immediately after the arrival of children in kindergarten. It is at this moment that the kids are in a stressful state caused by separation from their parents, an unusual environment, the appearance of unfamiliar adults and a large number of children. To reduce the impact of stressful factors, it is recommended to conduct the first classes with the participation of parents. In the presence of parents, children are more likely to make contact with a teacher, a psychologist, interact with peers, participate in joint outdoor games, and are actively interested in the environment and toys. It is very important that the child acquires the first experience of his stay in a pre-school institution with the support of a loved one.
PURPOSE AND OBJECTIVES OF THE LESSONS
The purpose of the classes is to help children adapt to the conditions of a preschool educational institution. This determines the main tasks of the classes:
> overcoming stressful conditions in young children during the period of adaptation to kindergarten;
> training educators in methods of conducting group classes during the adaptation period;
> formation of an active position of parents in relation to the process of adaptation of children.
In parallel with the solution of the main tasks, the tasks of the integrated development of children are solved:
> decrease in impulsivity, excessive motor activity, anxiety, aggression;
> development of children's interaction skills with each other;
> development of attention, perception, speech, imagination;
> development of a sense of rhythm, general and fine motor skills, coordination of movements;
> development of gaming skills, arbitrary behavior.
Since babies often get sick and need re-adaptation after an illness (and the replenishment of the group by newly arriving children can continue throughout the entire year of study), it is recommended to conduct classes not only in the first two months, but throughout the entire academic year .
The basic means of work are a variety of games with speech accompaniment: round dances, marches, songs, nursery rhymes, rhymes, "patties" and "catch-ups". They quickly involve children in their rhythm, switch them from friendly crying to friendly clapping and stamping their feet, unite children, set a positive emotional mood. In these games, even shy, withdrawn children
gradually overcome the internal barrier and come into contact with adults and peers.
STRUCTURE AND FORM OF LESSONS
As a rule, the lesson begins with exercises that require the coordination of the actions of the whole group: children walk together, run, clap their hands on the ball, perform other tasks in accordance with the rhythm and words of the poem. These exercises create a positive emotional background, increase the speech and motor activity of children, and help to tune in to joint group work.
The main part of the lesson includes games and exercises that give children the opportunity to move intensively, freely express their emotions, and actively interact with their peers.
The lesson ends with calm, sedentary games and exercises.
In the course of practical work, it was noticed that from a quick change of plots, roles, images, kids overwork and lose interest in the lesson. Therefore, all the games and exercises included in one lesson are united by a fabulous game plot.
Each lesson is held in 2-3 stages. The set and number of modules (games and exercises) that make up the lesson vary by the teacher. He can shorten the lesson to avoid overworking the children, change the sequence of parts according to the mood of the children, and so on.
Classes lasting 10-20 minutes are held 2-3 times a week. Each of the lessons is repeated 4-5 times so that the children remember the words of nursery rhymes and songs, the rules of the games. In addition, young children love repetition, familiar games and exercises are easier for them to perceive. They perform them with great interest and joy. It is assumed that in the first lessons, the psychologist learns with the children certain parts of the script, and the last lesson is held together with the parents.
Parents are invited to attend classes for the following reasons:
> joint classes are a kind of "master class" for parents, as the psychologist shows them new means and ways of communicating with children;
> the informal atmosphere of classes contributes to more active and open communication between the psychologist and parents.
The teacher takes an active part in the lessons. He adopts the methods and techniques used by the psychologist in various situations, notes the games that the children liked the most and uses them in his work.
> The psychologist is a direct active participant in the lesson - he charges the children with his positive emotions, causes a desire to take part in the game, sets patterns for performing actions.
> Do not insist on the active participation of all children in the lesson. It is normal if at first some of the children will only observe what is happening in the group. You can start with those children who are ready to start playing.
> You should not evaluate children, seek the only correct, in your opinion, action or answer, since in this case the kids will repeat only what is required of them and will not be able to show their own spontaneous,
live and natural reactions.
> In the process of practical work, both a reduction in the number of games and the introduction of various additions are acceptable, in accordance with the age, condition, needs and individual characteristics of children. Parents of indecisive children can be invited to participate in classes not only during the first month, but also later; it is useful to recommend that they play the same games with the re-bank at home.
> The psychologist may use the cycle of sessions as the basis of her work with young children, or provide separate sessions, games and exercises.
We hope that the tips, exercises and games offered in the manual will help to properly organize communication between teachers, children and parents in a difficult adaptation period, make the child's stay in a children's institution interesting, joyful and useful.
Lesson 1
LADYBUG
> creating a positive emotional mood in the group;
> developing the ability to act in accordance with the rules of the game;
> development of coordination of movements, general and fine motor skills, orientation in one's own body;
> development of visual perception (color, shape, size of objects);
> development of attention, speech and imagination.
Materials:
toy ladybug (preferably round); large and small cars, nesting dolls, dolls, cubes, etc.;
black finger paint or gouache mixed with toothpaste;
sheet with the image of a ladybug (for each child).
Lesson progress
■- Greeting.
■ The psychologist shows the children a toy ladybug and says:
A ladybug came to visit us. Look how beautiful she is! Let's say hello to her.
* When drawing with fingers, it is necessary to use special paints for fingerography or add toothpaste to gouache so that the paint does not absorb into the skin and is easily washed off. ** Here and below, 0 marks the handout illustrative material given in the appendix.
Children consider a ladybug, greet her.
The psychologist offers to determine the color, shape and size of the toy, then, together with the children, counts the glasses on the skink of a ladybug.
If the children find it difficult to answer, the psychologist himself names the color, shape and size of the toy.
■Guys, imagine that our ladybug has flown. Come on, let's try to catch her!
The psychologist, pretending to try to catch an imaginary bug, performs grasping movements above his head: with one hand, with the other, with both hands at the same time. Children repeat the shown movements.
Let's open our fists and see if we managed to catch a ladybug.
Children following the psychologist slowly unclench their fists.
Here is our bug! Give him both hands. Children following the psychologist join their open palms,
pretending to be holding an imaginary bug.
■ The psychologist tells the nursery rhyme and shows the movements. Children repeat after him.
Ladybug fly to the sky
Bring us bread, black and white, but not burnt!
Rhythmically shake hands.
Make waves with crossed hands.
They wave their hands at themselves. They clap their hands rhythmically. They threaten with the index finger.
As a rule, at the first lesson, many children are not able to repeat some movements after an adult (cross their hands, wag their index fingers). In this case, mothers, a teacher, a psychologist put the babies on their knees and, supporting their palms, do the above movements with them.
The ladybug is frozen and cannot fly. Let's warm it with our breath. Children breathe on their hands.
When teaching this breathing exercise, the psychologist may ask children to open their mouths wide and pronounce the sound “A” for a long time.
The ladybug has warmed up, let's blow it off our palms.
Children take several deep breaths through the nose and out through the mouth. On exhalation, lips are pulled out with a tube, palms are placed under cold streams of air.
At the initial stage of mastering this exercise, you can invite children to pronounce the sound “U” for a long time while exhaling.
■ And now, guys, let's turn into ladybugs ourselves.
We circled around ourselves. And they turned into ladybugs.
Ladybugs, show me your heads, noses, mouths, winglets, legs, tummies.
They are spinning. Show the named parts of the body.
Wonderful! And now we will play the game "Ladybugs and the wind." The sun is shining, ladybugs are crawling on the leaves.
Children get on all fours and crawl on the floor.
An angry cold wind blew, turned the bugs over.
Children roll over on their backs, move their relaxed legs and arms.
If a psychologist observes tense, constrained, abrupt movements in one of the children, then he can help the child relieve excessive tension by stroking and lightly shaking.
A kind warm breeze blew, helped the bugs to roll over.
Children get back on all fours and crawl.
The game is repeated 2-3 times.
■ - The warm wind blew harder, lifted the ladybugs into the air, and they flew away.
Children, depicting the flight of ladybugs, run slowly, wave their arms smoothly, buzz.
The sparrow is flying! Save yourself, ladybugs! Children run into the arms of a psychologist and educator.
In the parent-child activity, children hide in the arms of their parents.
The psychologist exposes paired toys in front of the children, differing in size (large and small cars, nesting dolls, etc.) and says:
Guys, the ladybug wanted to play with your toys. Help her choose small toys.
The children are doing the task.
■ - Let's draw a ladybug in the air, show how round it is with pens.
Children following the psychologist draw a circle in the air: with one hand, with the other, with both hands at the same time.
If necessary, adults can take the children's hands in theirs and show them how rotational movements are performed.
Children sit at tables. The psychologist distributes paints and sheets with the image of ladybugs.
Now let's draw black dots on the skinks of ladybugs.
Children, following the psychologist, dip their index fingers in black paint (gouache mixed with toothpaste) and paint over circles on the backs of ladybugs.
Children and adults remember what games and exercises were held in the lesson, and discuss what they liked the most.
Psychologist says:
Ladybug really liked you, but it's time to say goodbye. Goodbye!
In repeated classes, you can invite children to draw with a finger, a large brush or a foam swab: grass near a ladybug; sun at the top of the leaf.
Lesson 2
LEAF FALL
> creating an atmosphere of emotional security;
> removal of emotional and muscular tension;
> decrease in impulsivity, increased physical activity;
> development of the ability to move in the same rhythm with other children, to adapt to their pace;
> development of auditory attention, arbitrariness, speed of reactions;
> development of speech, imagination, creative abilities.
Materials:
large umbrella;
a tape recorder, a cassette with a recording of rain noise, a cassette with a recording of slow, calm music; two maple leaves (for each child); yellow, red, green gouache;
a sheet with an image of an autumn landscape And I am a brush (for each child).
Lesson progress
■ Greeting.
■ The psychologist invites the children to see what is happening outside the window. He draws the attention of the kids to the signs of autumn (yellowing trees, fallen leaves, cloudy sky) and says:
Imagine that we are going for a walk in the autumn forest.
The children line up. Psychologist says:
Listen carefully to the words. Try to move together. Don't overtake each other.
GO AFTER EACH OTHER.
They run trying
do not overtake each other.
Legs walked: top-top-top, Straight along the path: top-top-top. Come on, more fun: top-top-top, That's how we know how: top-top-top. The legs ran along the flat path, Run away, run away, Only the heels sparkle.
The game is repeated 2-3 times.
The game "Rain and sunshine"
Children walk around the room, pretending to collect leaves. As soon as the psychologist turns on the cassette with the sounds of rain or gives the command “Rain!”, the children run under a large umbrella held by one of the adults and hide so that there is enough space for them. The psychologist can drum his fingers on the surface of the umbrella, imitating the sound of rain, lightly spray it with a spray bottle. (It is a great pleasure for children to watch how droplets roll down from an umbrella, to put their hands up to catch them.) The noise of the rain stops or the command “Sunshine!” sounds. - children run out from under the umbrella.
The game is repeated 2-3 times.
In a Danish-parent activity, children "hide from the rain" under their parents' umbrellas.
A cassette with a recording of calm music is turned on. Children take a maple leaf in each hand. Psychologist says:
Imagine that you are maple leaves. Autumn has come - it's time for leaf fall, the wind tore the leaves from the trees, and they swirled in the air. Show how dot foxes dance in the wind.
Children, depicting the flight of leaves, move smoothly to the music.
The psychologist reads the poem and shows the movements. Children repeat after him.
Falling leaves, falling leaves, Yellow leaves are flying, Rustling under the foot,
Soon the garden will be bare.
Spin around, depicting leaves. Throw leaves up.
They walk on the leaves.
Lie down on the floor and listen to music.
Children sit at tables. The psychologist distributes paints, kitty dots and sheets depicting an autumn landscape and offers to draw leaves flying across the sky. Children, telling the poem “Falling Leaves”, apply a brush to a sheet of paper in rhythm with the verse.
Everyone is looking at the drawings, the psychologist praises the children for their work.
Children and adults remember what games and exercises were held in the lesson, and discuss what they liked the most.
The psychologist says goodbye to everyone until the next meeting.
In repeated classes, you can offer children: finish painting with a finger (foam swab, brush, pencil) an autumn leaf; dip maple leaves in a plate of paint and make prints with them on a large sheet of drawing paper.
Lesson 3
> group cohesion, development of the ability to interact with peers;
> increased emotional tone;
> development of a sense of rhythm, coordination of movements;
> development of orientation in space;
> learning to reflect in speech their location, the location of other children, objects;
> development of visual and tactile perception, speech and imagination.
Materials:
big ball;
a cloth bag, a small plastic ball and a plastic cube (commensurate in size).
Lesson progress
Greetings.
■ The psychologist shows the children a big ball and asks them to determine its size, color and shape. The children are doing the task.
Show the shape of the ball with your hand.
Children draw a circle in the air: with one hand, with the other, with both hands at the same time.
Let's sit around the ball and tell a poem about it.
Everyone sits around the ball and puts their palms on it. Children repeat S. Marshak's poem “My cheerful sonorous ball” after the psychologist and rhythmically slap the ball first with one, then with the other hand.
The psychologist helps children who slap the ball non-rhythmically. He puts his hand on the child's hand and helps him coordinate the movements of his hand with the rhythm of the verse.
■ - Now imagine that you have turned into balls. Katya, what color will you be the ball? And you, Vova? Etc.
Children examine their clothes and name the corresponding colors.
I will play with balls - lightly slap you with a la-dot, and you will jump like balls.
The psychologist, reciting the poem “My cheerful sonorous ball”, puts his palm on the head of each child in turn. Children, feeling the touch, bounce on the spot. To the words: "do not keep up with you" - the children run away from the psychologist to the teacher (parents). The game is repeated - and the children run away from the teacher (parents) into the arms of a psychologist.
■ The psychologist offers "balls" to play hide and seek. He reads the poem "My cheerful sonorous ball." Children are jumping. To the words: “do not keep up with you,” the children scatter around the group and hide. The psychologist is looking for children. The found child must say where he was hiding (under the table, behind the armchair, in the corner, etc.).
The game is repeated 2-3 times.
■ - Guys, you played hide and seek so much fun that the ball also wanted to play with you. Close your eyes and the ball will hide.
Children close their eyes, the psychologist hides the ball. At the command of the psychologist, the children open their eyes and begin to look for the ball. When they find it, they say where he “hid.”
■ The psychologist shows the children a cloth bag containing a small ball and a cube.
There was a small ball hidden in this bag. You need to find it without looking into the pouch.
Children alternately look for the ball by touch and tell how they distinguished it from the cube.
■ Children and adults recall the games and activities they had in class and discuss what they enjoyed the most.
Psychologist says:
Our lesson ends. Let's say "thank you" to each other for a fun game. Goodbye!
In the next lesson, you can invite the children to color with a finger (foam swab, brush, pencil) the stripes on the ball
Lesson 4
WALK IN THE AUTUMN FOREST
> group cohesion, development of empathy;
> development of auditory attention, arbitrariness, the ability to quickly respond to instructions;
> reduction of excessive motor activity;
> learning to distinguish colors, correlate objects by color;
> development of spatial representations, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things;
> development of general motor skills;
> development of memory, speech and imagination.
Materials:
painting or photograph "Autumn Forest";
toy hedgehog;
toys (bibabo dolls): fox, wolf, bear;
red, yellow and green maple leaves (for each child); red, yellow and green baskets.
Lesson progress
Greetings.
■ The psychologist shows the children a picture of an autumn forest. Children examine the picture, name the season, explain by what signs they determined that autumn is depicted.
Psychologist says:
Let's imagine that we are going for a walk in the autumn forest.
Children stand one after another and walk in a circle.
The psychologist tells the nursery rhyme and shows the movements. Children repeat after him.
On a flat path, On a flat path Our legs are walking, Our legs are walking. Over pebbles, over pebbles, over bumps, over bumps,
On small leaves, In the hole - bang!
They move at a normal pace.
They move in big steps.
Perform forward jumps.
They move in small steps. They squat down.
In order to develop voluntary control over actions, the psychologist draws the attention of children to the fact that they need to squat, and not just sit on the carpet or kneel.
Well, here we are in the forest. We should be met by a hedgehog... Where is he?
Children find a hidden toy and say where the hedgehog was.
The game is repeated 2-3 times.
■ The psychologist examines a toy hedgehog with the children, offers to touch it. Children touch the toy with the palm of their hand, pretend to prick themselves, pull their hand away, say that the hedgehog is prickly.
The psychologist invites children to learn B. Zakhoder's poem.
What are you, hedgehog, so prickly?
This is me just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!
■ The psychologist explains how the hedgehog defends itself from “his neighbors”, invites the children to play.
Children, depicting hedgehogs, crawl on all fours in a group. When the psychologist shows a toy (a fox, a wolf or a bear), the children should group and sit still.
The game is repeated 2-3 times.
It is difficult for some children to comply with the condition of the game: not to move when a fox (wolf, bear) appears - they tend to run away, hide. Getting into a role will help overcome impulsiveness. Children are reminded that hedgehogs can't run like hares, can't climb trees like squirrels - but they have a reliable shelter - needles.
Psychologist says:-
The hedgehog collected maple leaves in the forest. He asks you to help him arrange the leaves correctly in the baskets.
The psychologist gives each child a set of maple leaves, puts out three baskets - red, yellow and green. Children lay out the leaves in baskets of the corresponding color.
.♦. The psychologist offers to sing a song to the hedgehog.
A child is chosen to represent the hedgehog. He sits down and wraps his arms around his knees (or lies down and curls up). The psychologist and other children stand around him and sing a song.
We walked slowly through the forest.
Suddenly we saw a hedgehog.
Hedgehog, hedgehog - we are friends,
Let us pet you. ,
Everyone leans over and gently touches the hedgehog.
The game is repeated 2-3 times.
In order for each child to be in the role of a hedgehog, you can invite several children to sit in the center of the circle at once.
Children and adults remember what games and exercises were held in the lesson, and discuss what they liked the most.
Everyone says goodbye until the next meeting.
In repeated classes, you can offer children: draw (with a finger, brush, pencil) the needles of a hedgehog 0; arrange russula or flowers cut out of red, yellow and green cardboard into baskets.
Lesson 5
Merry parsley
> development of the ability to coordinate their actions with the actions of other children, with the rules of the game, with the rhythm of the verse;
> consolidating children's knowledge about gender (girl - boy);
> fixing spatial representations (“top”, “bottom”);
> development of general and fine motor skills;
> development of perception, speech and imagination.
Materials: toy (bibabo doll) "Parsley";
a toy train with a long ribbon tied to it;
blue clothespin (for each boy); yellow clothespin (for each girl);
hoop, with yellow and blue ribbons tied to it
soft toy or doll (for each child).
Lesson progress
■ Greeting.
■ Psychologist says:
Guys, cheerful Petrushka is coming to visit us.
The “beep of the locomotive” is heard and the teacher enters the group room, who is carrying the doll on a toy train.
"Petrushka" addresses children*:
■ - Hello, children! I am a funny toy, and my name is ... .
Children in chorus say: "Parsley!"
That's right, you guessed it! Perhaps you were waiting for me? Well, then let's play and have fun! Who wants to ride on my steam locomotive?
■ Children stand one after another, take hold of the ribbon tied to the train with one hand, walk together and sing a song.
Steam locomotive, steam locomotive, little shiny one,
He drove the wagons, as if real.
Who is on the train?
Teddy bears, fluffy bunnies,
Cats and monkeys!
■ Here we come to the country of games and entertainment! Get in a circle. Let's play with our arms and legs. Oh, where are your pens? Hiding?
The psychologist and "Petrushka" sing a song and show movements. Children repeat after them.
Where, where are our pens?
Where are our pens?
Where, where are our pens?
We don't have pens!
Here, here are our pens! Here are our pens!
Dancing, dancing our hands! Our hands are dancing!
Where, where are our legs?
Where are our legs?
Where, where are our legs?
We don't have legs!
Here, here are our legs! Here are our legs!
Dancing, dancing our legs! Our feet are dancing!
Where, where are our children? Where are our children? Where, where are our children? We don't have kids!
Here, here are our kids! Here are our kids!
Dancing, dancing our children! Our kids are dancing!
They hide their hands behind their backs.
Turn the palms up and down with the back side.
Rhythmically wave their hands in front of them.
They shrug their hands, looking at each other in surprise.
They squat down.
Rhythmically clapping their hands on their feet.
They stamp their feet rhythmically.
They shrug their hands, looking at each other in surprise.
They hide their faces in their hands.
They open their faces, smile, shake their heads.
Dancing, they turn around themselves.
Hooray! Our kids have been found! Are you fed up with my games yet? Then everything is on the carousel! Do you have tickets? Get it: girls are yellow, boys are blue.
"Petrushka" distributes "tickets" to children. Girls get yellow clothespins and boys get blue clothespins. Children independently attach clothespins to clothes. “Petrushka” addresses each of the children with questions: “What color is your ticket? Why?"
Children answer:
I have a yellow ticket because I am a girl.
I have a blue ticket because I am a boy. "Petrushka" shows a "carousel" (a hoop with yellow
and blue ribbons), invites children to approach those ribbons that match in color with their "tickets". Children choose ribbons for themselves and name their color.
Children, holding the ribbons, stand in a circle. The psychologist and "Petrushka" tell a nursery rhyme and show movements. Children repeat after them.
Barely, barely,
carousel spinning,
And then, then, then
Everyone run, run, run!
Hush, hush, don't rush
Stop the carousel!
One, two, one, two!
Head is spinning!
They go slowly. They go faster. They're running.
Go one step. Stop.
They take their hands behind their heads, tilt their heads to the right and left.
Make rotational head movements.
The game is repeated 2-3 times. So that the children do not get dizzy, the direction is reversed each time.
In the absence of a hoop and multi-colored ribbons, you can invite the children to stand in a circle and hold hands.
Guys, you rode the carousel so much fun, played that your toys also wanted to play.
Children choose toys for themselves and approach a psychologist.
The psychologist and "Petrushka" tell a nursery rhyme and show movements. Children repeat after them.
Jump, jump more fun!
Jump, jump faster!
Up, down, up, down!
And spin a little!
They jump with toys in their hands.
Raise the toy over your head, squat, put the toy on the floor.
They stretch their hands with a toy forward and spin in place.
The game is repeated 2-3 times.
Once a "locomotive whistle" is given.
Guys, the train is talking; that it is time for us to return. Get into the wagons quickly. Go!
Children take hold of the ribbon tied to the train, walk together and sing along to "Petrushka".
Here's a steam locomotive bought for the holiday,
This is the kind of steam locomotive they gave to the children.
Rolling, rolling long road!
Along our room, right up to the doorstep.
■ Children and adults recall the games and activities they had in class and discuss what they enjoyed the most. .
The psychologist and the children thank "Petrushka" and the train for the journey and games. Everyone says goodbye until the next meeting. Petrushka is leaving
In repeated classes, children are offered; color (with a finger, foam swab, brush, pencil) the circles on Petrushka's clothes to ride on a carousel with green and red ribbons, taking the "tickets" of the corresponding color.
Lesson 6
NEW YEAR
> creating a positive emotional mood in the group;
> developing the ability to coordinate their movements with the movements of other children, with the rhythm and lyrics of the song;
> testing the speed of reaction;
> development of general and fine motor skills, orientation in one's own body;
> development of tactile perception, attention, speech and imagination,
Materials:
toy Santa Claus;
Christmas tree;
plastic bottles with cold, warm and hot water;
finger paints or gouache mixed with toothpaste;
a sheet with the image of a Christmas tree (for each child);
a cloth bag with the same gifts for children (“Chupa Chups”, “Kinder Surprises”, small toys, etc.).
Greetings.
Lesson progress
■ The psychologist shows the children a toy Santa Claus.
"Santa Claus" greets the children, asks what their names are.
Psychologist says:
Now, Santa Claus, we will introduce you to all the children.
Children sit on chairs in a semicircle. Psychologist pronounces a rhyme.
In our group,
in our group
Lots of little guys. Everyone is sitting on chairs. And we have...
All rhythmically clap their hands.
The psychologist points to the child, everyone calls his name in unison.
■ Santa Claus asks the children if they know what time of year it is, what holiday they will soon celebrate. Children answer questions. "Santa Claus" praises the guys, offers to dance around the Christmas tree. Everyone stands in a circle.
The children were walking in the forest
admiring the spruce
What a spruce, what a spruce, What bumps on it.
Stomp your foot: top-top-top, And in your hands: clap-clap-clap. Step back and forth, turn around you.
They go around the tree. They raise their hands up.
Perform the “flashlight” movement with the hands.
They stamp their feet rhythmically. They clap their hands rhythmically. They take steps back and forth. They circle in place.
Aldanova Ludmila Nikolaevna
primary school teacher
MOU secondary school No. 3 with UIOP
Fryazino, Moscow Region
The problem of adaptation of first-graders to school is relevant for the entire education system.
Coming to school, getting into a new situation for themselves, almost all children experience and worry. And
teacher and parents are interested in first-graders as soon as possible and successfully entered into
school life. With the help of game methods, you can help the child in successful adaptation.
I conduct adaptation classes in the first grade once a week (class hour is on Tuesday).
The duration of the lessons is 3040 minutes. All games and exercises should be carried out in a musical
escort. This allows you to make classes more effective and emotional.
The purpose of adaptation classes: to create socio-psychological conditions for adaptation
first graders in a schooling situation that will enable the child to function successfully and
develop in the school environment.
Tasks:
create conditions for providing emotional comfort, a sense of security for
first graders when entering school life;
create a friendly atmosphere in the classroom as a necessary condition for the development of children
self-confidence;
to help first-graders in understanding and accepting the rules of school life and themselves as students;
create favorable conditions for getting to know each other;
create the prerequisites for group cohesion of the class.
Topics of adaptation classes
1. Acquaintance.
2. Rules of school life.
3. Schoolchild and preschooler. Awareness by children of their new status as schoolchildren.
4. Why do they go to school?
5. Evaluation.
67. We learn to work together. Introducing students to learning collaboration skills.
8. First class travel. Consolidation of a positive emotional attitude towards school and learning.
I bring to your attention a summary of the very first adaptation lesson. This occupation is me
held on September 1st.
TOPIC: “GETTING STARTED”
Purpose: to introduce first graders to the teacher and to each other.
Objectives: to provide children with the opportunity to say their names and create conditions for remembering names
other children; the formation of children's attitude towards each other as a whole group - "class"; acquaintance
students with the school rule “Speak in turn”; familiarity with class space,
formation of attitude towards him as to his class.
Materials for the lesson:
1. A sign with the inscription “Our class”.
2. Flowers cut out of thick colored paper. The name of the teacher and the names of
all students. You can make all the flowers of different colors, for example, flowers with the names of girls of the same color, and
with the names of boys - another.
3. Recording calm music without words.
4. Sheets of thick white paper for “suns”, size 15x15cm (according to the number of children in the class).
STUDY PROCESS
1. Introduction.
Teacher:
Hello guys, dear parents!
I am very glad to meet you. You came to the first grade, and our school will become a place where you will learn a lot
new and interesting, get answers to the most difficult questions. And, of course, here you will meet many
new friends.
2. The main content of the lesson.
Teacher:
In order for all of us to get to know each other better (as well as for the parents), for you to get to know
our classmates and our school, we will meet at dating lessons. These lessons can
work and play together.
Guys, the signal to start the dating lesson will be the following words:
1,2,3 - listen and see!
3,2,1 - we'll start now!
Let's say these words together. Do you agree?
Students:
Yes!
Teacher:
Stand near your desks. Look at me and repeat the movements that I will show.
Try to repeat the words after me in order to remember them better.
1,2,3 (clap your hands 3 times) - listen (show your hands to your ears) and look (show your hands to your eyes)!
3,2,1 (clap your hands 3 times) - we will start now (stretch your hands towards the class with your palms up)!
Thanks! Please sit down in your seats and look at me.
I am your teacher. My name is Larisa Vasilievna (I attach a flower cut out of colored paper to the board).
paper with my name on it. 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 can be difficult right away
remember who's name. But it's hard to talk to a person if you don't know his name. And we
we will study together, and therefore we need to know all the guys in our class. Let's get acquainted. When I
I will say “3,4” - everyone will shout out their name on command. (Parents get involved too.)
“3,4” (each child calls out their name)
Oh, oh, oh! You were screaming so loudly, but I didn't hear a single name. Have you heard all the names?
Students:
No!
Teacher:
That's what I didn't hear. Let's try a friend. If it didn't work out loud, let's say our names
in a whisper.
"3, 4"!
Again something is not right. No one screamed, but still nothing is clear. Have you heard many names?
Children:
No!
Teacher:
Why do you think?
Children:
Because we all scream at the same time.
Teacher:
Working together is good, playing is fun, singing is great, but answering is bad: when everyone is talking at once
different words, then do not 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 of you in turn, and the one whose shoulder I touch, loudly and clearly
will say his name. I have flowers with your names in my hand, I will give each of them one of the flowers.
Thanks! Now we have heard all the names. There are flowers with your names in front of you. Listen
carefully task. Flowers will help you fulfill them.
Boys, raise up the flowers! Girls, raise the flowers! Raise the flowers those whose names
start with the letter A, M, etc.
Let's grow a large flower meadow on our board. Let's do it this way. I will call to the blackboard
a few guys, they'll come out and put their flowers on the board. Listen carefully if I call you.
I ask everyone, whose names are Tanya, Dima, Alexei, Natasha, to come to the board ...
(Either 1 person or a whole group comes to the board and attach their flowers to the board and sit down.)
Guys, look how many flowers we got, just as many as us. And we are all one class 1v
(I place a sign “Our class is 1c.”) Here it is, what our class is!
Guys, our class is all of us, and our class is also the room where we are. Look what he is
wonderful: bright, cozy! But you've only just been here and haven't gotten used to it yet, have you?
Children:
Yes!
Teacher:
And he’s not used to us either: he’s waiting, he’s looking closely to see if we’ll be his
love, care, will we offend him?
Children:
No! We won't offend!
3. Relaxation exercise.
Teacher:
Let's give our class a gift: decorate it with golden suns. Each of you will draw
the sun, which can warm, cheer and cheer up. Then our class will become the most
light and cozy. (I distribute sheets to children and parents. I turn on calm music without words.)
- Who finished drawing, put the pencils in place, and the drawing in front of you. I will come and you will
quietly say what place in the class your sun liked. Everyone will have their own sunshine
our class, and since there are many of us, then we will all be warm and comfortable. (I go up to the children, parents, I ask,
what place in the class did the sun like and help to attach it.)
Now let's play the game "Spider Web".
Goals. This game helps children to get to know each other and in the course of fun and pleasant communication with each other
friend. Material (ball of thread)
Please sit in one big circle. Each of you now has the opportunity to tell us once again
your name and tell us something about yourself. Maybe someone wants to talk about their toy, oh
what he does best, or what he likes to do in his spare time. You have
a minute to think about what you want to tell us about yourself
I pick up the ball and start first. My name is Larisa Vasilievna, and I love dogs very much .... (I
I hold the free end of the thread tightly in my hand and throw the ball to the child sitting opposite)
Thus, the ball is passed on and on until all the children are part of one gradually
growing web.
After that, you will need to dissolve the web again. To do this, each child must return the ball
the previous one, calling him by name. This continues until the ball returns to you.
It is possible that sometimes the thread will become tangled when trying to unravel the web. In such cases, you can use
to humorously comment on the situation, saying that the members of the group are already “closely connected”
4. Reflection of the lesson.
Listen, the music stops. Our first dating lesson is coming to an end.
Today we did a great job and even played a little.
What did you like the most?
Do you think you would be comfortable in this class?
Whose names do you remember?
5. Farewell.
And now we will finish our lesson, thank each other for it. Make eye contact with who you are
you want to say: “Thank you.” Silently nod your head, thank with your eyes and nod your head. Thank you
dear parents, for participation. Guys, thank you. Now we will be friends, help each other. Before
goodbye, see you next class. I will be looking forward to it.
STUDENTS 1 C / C / CLASS VII TYPE
The author's program of the teacher-psychologist IVANOVA ELENA MIKHAILOVNARELEVANCE
The first grade of school is one of the most significant critical periods in a child's life. Entering school for many of them is an emotionally stressful situation: the usual stereotype changes, the psycho-emotional load increases. How the adaptation will take place in the first year of study largely depends on the performance and academic performance in subsequent years.
When entering school, a child is influenced by a complex of factors: a class team, the personality of a teacher, a change in the regime, an unusually long restriction of motor activity, the emergence of new, not always attractive duties. The body adapts to these factors, mobilizing a system of adaptive reactions for this.
From the very first days, the school sets a number of tasks for the child. He needs to successfully master educational activities, master school norms of behavior, join the class team, and adapt to new conditions of mental work and regime. The performance of each of these tasks is directly related to the child's previous experience.
With the child entering school, under the influence of education, the restructuring of all his cognitive processes begins, they acquire the qualities characteristic of adults. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities. The general characteristics of all cognitive processes of the child should be their arbitrariness, productivity and stability.
Psychologists have proven that ordinary children in the lower grades of the school are quite capable, if only they are taught correctly, they also learn more complex material than that given in the current curriculum. However, in order to skillfully use the reserves available to the child, it is necessary to solve a preliminary important task: to adapt children to work at school and at home as quickly as possible, to teach them to study without wasting unnecessary physical effort, to be attentive, diligent.
Most of the life of a first grader is connected with the game. The game for them is one of the main ways to comprehend the world around them. With the help of games, children learn to use the surrounding objects, explore the world of human relationships, and establish themselves in a peer group. Without the game it is impossible to imagine the world of childhood. Therefore, the program developed by us for the adaptation of students to school is based on game material. It contains games and exercises for the development of the basic mental processes of children with disabilities: attention, memory, thinking, speech, imagination, fine motor skills of hands; games and exercises to adapt students to a school with a day stay in the GPA; games and exercises for the development of interpersonal relationships in a team, etc. In the society of peers, the child is given the opportunity to think about himself and the people around him, try to understand how the world around him works, find friends among peers and children who are nearby.
Let's put ourselves in the place of a child, it is very difficult to build our behavior in accordance with the new system of socially given rules. He becomes a student who crosses the threshold of the school building for the first time. What do we know about him? He will have to adapt to a system that is fundamentally different from everything he (as a preschooler) has dealt with before. He needs to learn. Finally, he must form the internal position of the student. The child learns a new, completely unfamiliar activity. He needs to understand and remember the new rules of behavior. Finally, now the results of his activities will be evaluated by the teacher. Recall that the admission of a child to school means, first of all, an increase in the load on his body. And if, in addition to these loads, the child experiences constant stress and anxiety caused by the complexity and incomprehensibility of the new social situation, the process of adapting the child to school becomes much more complicated. Reflections on how to help children when they meet a new school situation for them led to the development of a cycle of psychological sessions for children who had just crossed the threshold of the school.
The main goal of this cycle is the psychological adaptation of the child to school and the prevention of possible difficulties that arise during the educational process. The following tasks are solved:
Formation of an adequate idea of school life; - awareness by the child of the specifics of the student's position;
- development of adequate responses to possible difficulties in school life;
- increasing school motivation.
Classes are held in groups.
Number of participants in the group: 7 - 10 people.
The duration of one lesson is 30 minutes.
The cycle of classes can vary from 10 to 20, depending on the capabilities of a particular group of children (how positive is the dynamics of students' adaptation to learning).
STUDY PROCEDURE:
- Welcome Ritual
- Warm up
- Main content:
mobile - quiet
-
Mind games
-
Relaxation
4.
Reflection: Like it or not. Why?
Semantic content: Why did they do it? What did we play for? As a rule, classes are held from mid-September, after the primary diagnostic examination of newly enrolled students in the 1st grade. Based on the results of the classes, secondary diagnostics are carried out, which reveals how successful the adaptation of students to school was. If there are students in the group who have not adapted well to school, classes can be continued (in group or individual form).
