Creating comfortable living conditions for students. Consultation for teachers “creating conditions for a child’s comfortable well-being in kindergarten” consultation on the topic

Publication date: 27.08.2016

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Consultation for teachers

“Creating conditions for comfortable well-being

modern child in kindergarten»

“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And on how his childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

V.A. Sukhomlinsky

The new environment places special demands on the child, which may, to a greater or lesser extent, correspond to his individual characteristics and inclinations.

Admission to Kindergarten is associated with the child’s inclusion in a group of peers, each of whom is endowed with their own individual characteristics. A change of environment puts the baby in conditions in which it becomes necessary to subordinate his impulses to certain requirements and rules.

Some children quickly and well get used to new conditions. For others, this process is complex and difficult and can lead to nervous strain and breakdown. Facilitating the adaptation process largely depends on parents, educators, and the environment in which the child is located. In this regard, the creation of optimal conditions during the adaptation period requires close study.

In today's unstable world, a child does not feel protected, does not feel safe and comfortable. This means that the kindergarten must provide conditions under which children will feel good in it. Only in a comfortable environment in kindergarten is the development of a child possible.

What do we mean by the expression “comfortable conditions”?

In the etymological dictionary N.M. Shansky’s word “comfort” means “support, strengthening.” S.I. Ozhegov interprets this word as “living conditions, conditions of stay, environment that provide convenience, tranquility and coziness.” Thus, one of the urgent practical tasks of a kindergarten is to create a comfortable, environmentally friendly, psychologically healthy educational environment for children through the introduction of effective technologies that promote adaptation and create pedagogical conditions for self-development and creative realization of children. A kindergarten should help the child satisfy his educational needs, his humanity, and develop a positive worldview; provide the opportunity to adapt to the social environment.

All this can be realized only under the conditions of a personal approach in education, when the absolute goal is the person, the individual. I believe that of all the indicators for evaluating a kindergarten, the main thing should be considered the well-being of the preschooler in it. A kindergarten is good if every child feels good there.

When a child enters a preschool educational institution, a number of serious changes occur in his life: adherence to a daily routine, absence of loved ones, relatives, constant contact with peers, etc. Adaptation to new conditions requires the destruction of some early established connections and the rapid formation of new ones.

Children are our future, and today it depends on us what it will be like. In modern society, there is an increase in demands on the physical, mental, and personal development of children.

A preschool educational institution, being the first stage of education, performs many functions. Among the main tasks is the comprehensive development of the child’s personality.

The main task of organizing the lives of children in kindergarten is to protect their mental and physical health. For the normal development of a child, calm and organized behavior, the environment, a well-established life of children and a routine are of great importance.

Child in kindergarten. Not an easy topic. The first thing parents think about is whether he is happy there, whether he is being offended, or whether he has been inadvertently deprived.

First and foremost important rule attentive parents - so that the child feels good. Of course, the baby will not feel better than with his mother in anyone’s company, but the decision has been made, the child finds a second home, other people should become close to him. And the question is, will the teachers become close enough for the baby? You can choose the best kindergarten from the parents' point of view, the most careful teachers. But will a particular child develop a warm, trusting relationship with them?

Spending most of the day in kindergarten, the baby perceives it as a second home. It is very important that he feels calm and comfortable in his second home. You should not remain indifferent to your child’s problems; any disagreements require intervention and resolution, because we are talking about the health and well-being of your baby.

1. The impact of entering kindergarten on the child’s behavior and well-being.

The child’s comfortable state is determined by his behavior, which is characterized by the following signs:

he is calm;

cheerful and cheerful;

willingly participates in children's activities and communication;
free and proactive in contact with adults;
enjoys visiting kindergarten.

Indicators of discomfort may be:

the child is inactive;

avoids children;

feels excessively timid;

anxious in new circumstances;

He goes to kindergarten without desire, rather out of habit.

When a child comes to kindergarten, he finds himself in new conditions and meets new people. The regime, nature of nutrition, room temperature, educational techniques, nature of communication, etc. change. All this leads to changes in the child’s behavior and well-being:

1. The emotional state changes. The accumulation of new, unknown influences in kindergarten causes fear and other negative emotions in the child, in other words, a stressful state:

He has indicative reactions (what is possible, what is not) to new accommodations, environment, people, rules of behavior, routine, etc. Some guys experience a loss of existing skills. For example, at home he asked to use the potty, but in kindergarten he refused.

Negative emotions affect the child’s cerebral cortex, and the body reacts to this with a defense system - changes in the hormonal system: as a result, the blood vessels narrow, the heart works unevenly, and the child is tense. At this time, depending on their biological temperament, children behave differently: they become aggressive, cry violently; shrink and suffer greatly.

A state of emotional discomfort often weakens the body's defenses and immune system. The temperature may rise for no apparent reason. Therefore, very often on the fifth or sixth day of being in kindergarten, a child falls ill.

2. The child’s appetite is disrupted. In kindergarten, he may refuse food, but compensate for the feeling of hunger at home.

3. Sleep is disturbed. The child does not sleep not only in the institution, but also at home as a result of excitement of the nervous system.

All these are symptoms of a child’s adaptation to new living conditions in kindergarten. As a rule, they are temporary.

Depending on how prepared the child is for kindergarten, the adaptation period can be either mild or very difficult.

To ensure the comfort of our kindergarten students, the organization of their life and activities, from the point of view of our teaching staff, should take into account the needs of children, first of all, in recognition and communication, as well as in cognition, movement, activity and independence.

Every child needs recognition, first of all, by the children's community, thanks to which he can successfully socialize. And here recognition of him as a player in the game is of particular importance. Integrating a child into a children's community, especially a play community, is important for awareness of one's status, the fact of recognition as the basis for a feeling of comfort. Our teachers know the status of each child in the group well, using observations of children in free play activity and creating a map of sustainable relationships between them.

The second important factor in ensuring the child’s comfort for us is the child’s communication with adults. We consider the main condition for building this communication to be taking into account the changes in the child’s own need for such communication throughout preschool age, and this dictates a change in forms of communication from simple friendly attention to early age, through cooperation and partnership on average, to communication as a source of knowledge and, finally, awareness by a child, in older preschool age, of an adult - a person with skills, knowledge, social and moral standards, a strict and kind older friend.

Based on this, all educational work of our team is based on dialogical (rather than monological) communication, fulfilling both the general children's need (for kindness) and the age-related one. So, when conducting classes with children younger age Educators rely primarily on direct communication with children.

With older children, the position of teachers changes: he acts as the organizer of a children's learning community, in which every child feels successful, confident that he can cope with any task, both independently and with the help of other children and an understanding adult.

It is our deep conviction that a child’s comfortable living during the preschool period is motivated by emotional and meaningful activity: playing, drawing, constructing, acting out various stories, etc. This is determined by the specific content of the pedagogical process, the essence of which is its focus on enriching the overall development of the child, and not on intensifying the development of individual mental functions associated, first of all, with further education at school.

2. Conditions for the child’s comfortable well-being.

The basis for the success of achieving a child’s further development is the creation of conditions to ensure comfortable well-being, his stay in an educational institution, i.e. We are talking about spiritual comfort, which is characterized by a state of inner peace, the absence of discord with oneself and the world around us, i.e. we are responsible:

Firstly, for the preservation and protection of emotional positivity, prosperity, and the value of the world of childhood;

Secondly, for ensuring the creative development of the child’s individuality, the invulnerable interaction of the child’s subculture with the adult world.

The main task is creative, developmental, individually oriented, intellectual and practical enrichment of the world of childhood.

The result is a happy childhood, comfort, success, adaptation to society.

The quantity and variety of play materials attract children to kindergarten, provided that all of them are at the children’s disposal and are convenient for manipulation.

Coming to kindergarten, children are faced with a set of rules and requirements that must be followed in the group. These rules may differ significantly from those adopted at home. The essence of these rules, their number may vary depending on the purpose of education and the composition of the group.

Most children are ready to fulfill the requirements placed on them by a preschool institution. They feel comfortable if they know what they can and cannot do, and what they can expect from others.

Compliance with the rules helps create a positive emotional atmosphere in the group if:

They apply to all children in the group without exception;

Children understand their meaning and necessity;

They are presented in a positive manner and in a friendly tone.

The most important psychological and pedagogical indicator of quality preschool education ensuring the child’s comfortable well-being in kindergarten, which is characterized by emotional well-being, a positive self-concept, well-being and success in the field of communication and relationships, success in the field of activity.

In ensuring the comfort of a child in kindergarten, much depends on the psychological position of the teacher, which should consist of a positive assessment of the personality and activities of children, a positive anticipation of the child’s actions, an assessment of the actions, and not the personality of the pupil.

· Accept each child as he is. Remember: there are no bad preschoolers. There are bad teachers and bad parents;

· V professional activity rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area;

· be an entertainer and participant in children's games and fun;

· in difficult situations for a child, focus on his age and individual characteristics: always be with him, and not do something instead of him;

· involve parents in the educational process and turn to them for support in cases of non-standard situations.

3. The main goal of the educational process.

Raising a growing person as the formation of a developed personality is one of the main tasks of modern society.

The child, his personality, is the central figure of the educational process, the purpose of which is to create conditions conducive to the “appropriation” of universal human culture. However, the basis for successfully achieving the goal is the creation of conditions for the child’s comfortable well-being in preschool institution, which is characterized by a state of inner calm and activity in communication with adults and peers.

In modern preschool education The main goal of the educational process is often not realized. What is it like?

In our opinion, this is the creation of comfortable conditions that contribute to the child’s “appropriation” of the universal human culture inherent in the surrounding world: objects, nature, human relationships, as well as in ways of learning and generating new things.

This goal is achieved thanks to specifically children's activities (playing, drawing, designing, etc.), the subjects of which are children, and the activities themselves are interesting and significant for each of them. As well as ensuring the child’s comfortable well-being in kindergarten and, above all, mental comfort, manifested in inner peace, lack of discord with himself and the world around him. The comfortable well-being of a child as a psychological category, in my opinion, should take its rightful place among the main indicators of the quality of preschool education.

Create conditions for:

A continuous system of children’s activities in a single space of family and kindergarten;

Maximum provision for the development of children’s creative potential based on the formation of psycho-emotional well-being;

Socially oriented forms of work with children based on modern programs and technologies that contribute to the implementation of educational goals and the social order of parents.

The teaching staff sees the main goals of their work as:

1. Creation of favorable conditions for a child to fully enjoy preschool childhood, the formation of the foundations of basic personal culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.

2. Preservation and strengthening of children’s health, formation of responsibility among parents, teachers, and students in maintaining their own health.

Ensuring the child’s comfortable well-being within the walls educational institution- we provide him with a happy childhood.

The child is constantly included in one form or another of social practice; and if its special organization is absent, then the educational influence on the child is exerted by its existing, traditionally developed forms, the result of which may be in conflict with the goals of education.

Achieving the goals of education presupposes the implementation of specially organized pedagogical activities aimed at developing the personal sphere of those being educated.

Today, the main priorities are person-oriented interaction between the teacher and the child, acceptance and support of his individuality, development of creative abilities, and care for his emotional well-being.

One of the most important tasks of teachers is to do everything possible to ensure real humanization of educational work in kindergarten, to replace the usual orientation of staff on implementing programs with a focus on the child, his well-being, his needs and interests.

The assistance of a psychologist to educators in implementing an individual approach to children is very important: after all, the examinations he conducts of children's groups and individual children provide a wealth of material for understanding the problems that children have and require special attention from adults. Of course, educators turn to a psychologist only about children who make it difficult to work with a group: aggressive, undisciplined, but the psychologist should also draw the attention of educators to those who, while not being a “disturbance,” are characterized by personal problems - shy, timid, unsuccessful, lonely .

It is not always enough to simply inform the teacher of your “diagnosis” and offer an appropriate “recipe”. The peculiarities of the approach to a particular child, the measures that should be taken to improve his emotional state, should be developed jointly by the psychologist and the teacher in each specific case. This is all the more necessary because often one of the main reasons for a child’s troubles is the wrong attitude of the teacher himself towards him. The teacher’s inadequate attitude towards the child, in turn, arises as a consequence of a lack of understanding of the real reasons causing certain unfavorable characteristics of the child’s behavior. Therefore, often in-depth and systematic work with the teacher makes it possible to change his pedagogical attitudes not only in relation to individual children, but even to the group as a whole.

To improve the well-being of children in kindergarten, bringing their group life closer to a home environment and establishing a closer connection with their family can be of great importance. Parents should be encouraged in every possible way to visit kindergarten at any time, to be present in classes, to participate in games and walks. It’s good if children’s birthdays are systematically celebrated in the garden, when each child brings a small gift to the “birthday boy”, and the “birthday boy” himself and his parents treat the children with cookies, candies, etc. Since not all parents are sufficiently prepared to participate in such communication, in difficult cases a psychologist can act as a mediator in order to establish closer contact between parents and the teacher and children.

When choosing a kindergarten, parents want to be sure that the child is comfortable there and to hear that the child wants to go there. It is the child’s comfort and interest that play a decisive role here.

The first step that most children step on is the nursery step. When entering kindergarten, all children go through an adaptation period.

The child is surrounded by new people, new surroundings, and parenting methods change. During this period, it is very important to create conditions that help strengthen the body’s reserve capabilities. Close communication with parents is necessary, which we provide through:

organization of an adaptation group;

creating comfortable conditions for organizing routine moments;

implementation of a differentiated approach to each child;

taking into account individual characteristics;

Only people who truly love children and know how to properly raise and develop them came to work in our kindergarten. Teachers take into account the child’s personality type, his mood and well-being. They teach kids to be friends and respect adults and children. Every child in our kindergarten feels like a real person who will always be listened to and appreciated.

Comfortable living by a child of the preschool period is an emotional and meaningful activity: playing, drawing, designing, acting out various stories, which is aimed at enriching the overall child development, and not at intensifying the development of individual functions of the child associated with further education at school.

The main task of an adult in preschool age is to instill in the child the joy of creative discovery. He can only discern, reveal the meaning of the child’s insight and encourage and push him to further creative searches. A self-respecting teacher must be competent in the eyes of children, be interesting for them, together learn new original ways of artistic activity, experiment, design, etc. Constantly reveal to children the “secret of the double” in everything: an object, an event, a phenomenon. Such a chain of our relationships with children can greatly help, firstly, us in our own development of the personality of a person-teacher and, secondly, it will reveal to children their human potential: a storehouse of creativity, unknown thoughts, unprecedented decisions, unknown love of life.

An important area of work is creating conditions for the child’s comfortable well-being. The organization of children's lives from the point of view of ensuring their comfort should take into account their needs for recognition and communication, for the manifestation of activity and independence, and self-expression.

Today, a teacher realizes that his professional activity can only be successful through personal contacts with students, and not through their “bending to the norm.” The consequence of this understanding is the teacher’s awareness that the influence of his individuality on children is valuable; that in modern conditions, verbal “impact” is practically insignificant if it is not supported by the high spiritual and moral qualities of the teacher, his spiritual maturity. It would be a utopia to consider every teacher ready for the feat of spiritual self-cultivation, but one cannot help but admit that it is on this path that the teacher gains the influence of an informal leader.

In achieving the goal of educational work with children, the following tasks are solved:

Treating children with care and attention, supporting and ensuring the development of personality through participation in the activities of a children's public organization;

Arouse the child’s interest in himself, help in the formation of adequate self-esteem and self-esteem through participation in various competitions;

Promote the full development of personality through participation in creative activities;

Create conditions for the formation of a favorable development environment.

Thus, the content of educational activities is:

Studying the child, creating conditions for his self-realization, self-development, self-education;

Organization of active and creative life of children;

Pedagogical provision of a child’s comfortable well-being and acceptance by the children’s community.

Within the framework of the concept, educational work is built in the following areas:

sports and recreation (formation of a healthy lifestyle, the basics of life safety);

work with families (providing pedagogical and psychological assistance to parents).

In ensuring the child’s comfort, much depends on the psychological position of the teacher, which should consist of a positive assessment of the personality and activities of children, positive anticipation of the child’s actions, assessment of the actions, not the personality of the student, and positive non-verbal manifestations.

To create psychological comfort for children, it is necessary to provide a person-oriented approach to preschoolers; cooperation between kindergarten managers and specialists and families; active development of all types of child activities with special attention to a specific type of activity - play; developing children's communication skills; widespread use of artistic means (music, literature, painting); active work of a teacher-psychologist and other specialists.

In solving the problem of preserving and developing the preschool education system, the creation of new forms should play a role, such as, for example, an advisory center, the purpose of which is to ensure equal access to educational services for all preschool children. The main contingent of the consultation center is families with children who do not attend kindergarten. CP is an interactive form of work in kindergarten, as it involves active interaction between specialists and the family. For families who turn to the CP, unexpected opportunities open up that they were previously deprived of: receiving advisory assistance and psychological support, opportunities for early development and socialization of the child. In the process of direct communication, which is built on the principles of trust, dialogue and interaction, parents are provided with effective assistance, taking into account the interests of a particular family, their experience of upbringing and the individual characteristics of the child.

The qualitative result of educational activities depends not only on the program, but primarily on the personality of the adult who creates an emotionally rich environment for the child to master a particular area of knowledge. The teacher must use all the variety of forms of working with children to solve pedagogical problems.

6.Creating psychological comfort.

The emotional well-being of the child is achieved by creating an atmosphere characterized by mutual trust and respect, open and supportive communication. The main emphasis is on overcoming negative emotional manifestations in children (fear, crying, hysteria, etc.) and resolving conflict situations.

Psychological comfort involves establishing trusting personal contact with each child, maintaining self-confidence in him, nurturing independence and initiative in the communication process. This promotes the unification of children and lays down traditions of interpersonal relationships in the children's team. To maintain the physical health of children, it is necessary to create conditions for independent motor activity, cultivate the need to learn ways to maintain health, and instill self-care skills.

The leading elements of the emotional-aesthetic mini-environment are patterns of emotions, hand movements, postures; characters from familiar fairy tales and cartoons, mimic balls, dolls - images, illustrations and pictures depicting children performing various routine moments with clear depiction of emotions; a selection of musical, literary and visual works of different nature and genre.

The color parameter is used to create psychological comfort in the group and stimulate cognitive and motor activity. With the help of color, you can improve the quality of both joint (child - adult, child - child) and individual activities. Color is not only a compositional means of creating an emotionally comfortable space, but also a means of information and ensuring safety when performing exercises. In group rooms, the main color is blue, which, in combination with other colors, allows for a long stay in the room without reducing physical activity and provides emotional comfort. In this way, the spatial-objective environment created provides conditions for the child’s independent motor activity and acts as a means of instilling in him the need for a healthy lifestyle.

For a child to successfully adapt to modern conditions, develop his abilities, creativity, and emotional well-being, a comfortable and harmonious developmental environment is necessary.

The subject-developmental landscape environment we have created stimulates the creative imagination of preschoolers, evokes an emotional response, and creates psychological comfort for each of them.

A kindergarten is a special institution; it is practically a second home for employees and children. And you want to decorate your home, make it cozy and warm, unlike others. And therefore, kindergarten employees strive to bring elements of home furnishings into the interior, as well as introduce new design trends (bar counters, floor lamps, refrigerators, etc.).

When decorating premises in a kindergarten, color comfort is created: “cooling” sunny, hot rooms with colors of cool shades (for example, a music room), using a palette of pastel colors in early age groups.

A large role in this educational system is given to the family. The family is the first institution in which the foundations of a future personality are laid. Parents and teaching staff must present uniform, reasonable and understandable requirements to the child. Thus, parents should be informed of the need to maintain a daily routine at home that is close to the kindergarten routine. Within the framework of the educational model, such forms of work with parents as joint walks, sports activities, etc. are used. During the acute adaptation period (about two weeks), the child can attend kindergarten with his mother, which will preserve his psycho-emotional well-being.

Understanding this, our teaching staff focuses all its efforts on ensuring the physical, psycho-emotional and moral comfort of children. One of the directions is to create a comfortable psychological climate for children.

It is very important in what mood the child will cross the threshold of kindergarten. I would like to see every child entering our garden happy and not burdened with worries that are beyond their age.

Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy and satisfied with the people around him, both in the family and in kindergarten. It is the adult who has not lost himself in a sense of self-importance and is ready to help the child’s development.

In preschool childhood, the main figures in communication are adults - parents, teachers.

The main condition under which a child’s personality develops harmoniously and he feels emotionally well is a personality-oriented pedagogical process. In this case, special attention is paid to the emotional side of the relationship between the teacher and children. The kindergarten staff try to give the warmth of their souls to the children every day. We build relationships between children and adults on the basis of cooperation and respect. Educators try to see the individuality of each child, understand his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself. Teachers create a sense of emotional comfort and psychological security in the child.

From spring to late autumn, flowers in original flower beds and well-groomed lawns delight the eye. The variety of bushes, shrubs and trees creates a unique flavor. Together with our children we create this unique beauty, we care for it and treat it with care, and every year we strive to increase it.

When we get into kindergarten groups, the unique style of each group room, bedroom, and locker room is noticeable. Each group has its own name and teachers, together with children and parents, create extraordinary corners with their own hands. Children greatly value handmade work, treasure it, and very often come to kindergarten with their own ideas and suggestions, which our teachers never refuse. When designing, we try to take into account the individual characteristics of children (more “calm” tones where there are hyperactive children), as well as emotional states. It is common for any person to experience certain psychological states at some moments in their life. That’s why we have created corners of solitude in our groups. This is a place for fantasies: you lie down, sit out, play a calm game, calm down - you can go out and join the general bustle again. Teachers develop in children the ability to determine their own and other people’s emotional states. The following aids are used for this:

Rug of emotions in a psychologist's office;

Mood screens that help to notice deviations in the emotional state and provide emotional comfort in a group of children. They are all different in style, design and content.

Parents and kindergarten teachers are like-minded people who understand that raising a child requires joint efforts.

The main activity of a psychologist is creating optimal conditions for the psychological and emotional well-being of each child. Within this area I carry out the following activities:

I optimize the adaptation process through visual prevention and psychological education;

I conduct correctional and developmental classes, communication trainings;

I use relaxation methods and APT therapy;

I carry out diagnostic work aimed at studying the comfort of staying in kindergarten.

From the above we can conclude: it is necessary to implement an integrated approach to ensuring a health-saving educational process, create conditions for maximum comfort for children in kindergarten, create a developmental environment taking into account beauty and benefits, providing psychological comfort. Our nursery is very cozy and beautiful, it has a homely atmosphere, comfort and children are happy to come in the morning and do not want to leave it in the evening.

A kindergarten should provide the child with the opportunity not only to study and understand the world around him, but also to live in harmony with it, to enjoy every day he lives, the variety of his activities, a successfully completed task or a desire that has finally come true. And from this point of view, the organization of conditions and space of a preschool institution is of great importance. The visual characteristics of kindergarten, that is, what the child sees around him, are an important condition for emotional education. Everything that surrounds a child largely determines his mood, forms one or another attitude towards objects, actions and even towards himself. Everyone (adults) and everything that surrounds the child must develop and provide him with the necessary psychological comfort.

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In order for a child to quickly and painlessly adapt to the conditions of a preschool institution, it is necessary to prepare him for admission to kindergarten. Parents do not always adequately realize that when they come to kindergarten, their child finds themselves in different conditions that differ significantly from those at home.

We bring to your attention information about the conditions for a child’s stay in kindergarten.

Memo for parents

The kindergarten is open 5 days a week from 7.00 to 19.00 (from 17.30 to 19.00 - work of the duty group) Days off are Saturday, Sunday and national and holidays. Reception of children from 7.00 to 8.00 (unless there is an application allowing them to be brought later during the adaptation period).

Remember: the timely arrival and departure of the child is a necessary condition for the correct implementation of the educational process.
It is necessary to inform the preschool educational institution about the impossibility of a child coming to kindergarten due to illness or other valid reason.

A child who does not attend kindergarten for more than three days must have a doctor’s certificate; when returning after a longer absence, a certificate about the child’s health and contacts for the last 21 days is provided; after absence in the summer - a certificate of contacts, examination for helminths.
It is necessary to inform in advance about the day the child will go to preschool after a long absence.

Procedure for collecting fees for child support

Payment for child support is paid to the Bank of Russia according to a receipt issued by the preschool educational institution one month in advance, no later than the 10th day of each month (according to the Charter). If the money is not paid, the child is subject to expulsion in accordance with the terms of the Parental Agreement.
Recalculation of the paid receipt for the days on which the child did not attend the preschool educational institution is made in the next month.
Parents are required to report payment to the teacher within three days by presenting a paid receipt; if the child is ill or absent from the preschool educational institution, parents are required to come for the receipt, pay within the specified time frame and report it.

Requirements for the appearance and clothing of children

What indicates a well-groomed child:

· neat appearance, clothes and shoes fastened with all buttons;

· washed face;

·clean nose, hands, trimmed nails;

· trimmed and carefully combed hair;

· lack of plaque on teeth;

· clean underwear;

· neat genitals and a clean anus;

· having a sufficient number of handkerchiefs.

To create comfortable conditions for a child’s stay in a preschool educational institution, it is necessary:

♦ at least three sets of changeable underwear (for boys - shorts, panties, tights, socks; for girls - tights, panties, in warm weather - socks and knee socks);
♦ pajamas for sleeping;
♦ two bags for storing clean and used linen;
♦ mark underwear, clothes and other things.

Before taking your child to kindergarten, check whether his costume matches the season and air temperature. Make sure that your child's clothes are not too big and do not restrict his movements. In properly selected clothes, the child moves freely and gets tired less. Ties and fasteners should be located so that the child can serve himself. Shoes should be light, warm, fit the child’s feet exactly, and be easy to take off and put on. Wearing overalls is not advisable. A child needs a handkerchief, both indoors and on walks. Make convenient pockets on your clothes to store it.
To avoid injuries, parents need to check the contents of the pockets in their child’s clothes for dangerous objects. It is strictly forbidden to bring sharp, cutting, glass objects (scissors, knives, pins, nails, wire, mirrors, glass bottles), as well as small objects (beads, buttons, etc.), tablets to the preschool educational institution.

In accordance with the terms of the Parental Agreement, parents are obliged to:

♦ attend general and group parent meetings;
♦ participate in the pedagogical and economic life of preschool educational institutions;
♦ participate in cleanup days;
♦ be attentive to the instructions of teachers and the administration of the preschool educational institution.

The development of your baby entering preschool can be judged by basic everyday skills.

The child must be able to:

♦ at 2 years:
-eat carefully, without spilling;
- when washing, rub your palms and parts of your face, dry with the help of an adult;
- dress independently (pull on socks, hat, shoes with a little help from an adult), partially undress;
-know where to store clothes, shoes, toys and dishes;
- use a handkerchief (when reminding);
- control physiological needs;

♦ at 2 years and 6 months:
- dress and undress with a little help from an adult;
- unbutton and fasten one or two buttons;

♦ at 3 years:
- dress with a little help from an adult, and undress independently;
- fold your clothes before going to bed;
- fasten several buttons, tie shoelaces;
- know the purpose of many objects and their location;
- carry out instructions of 2-3 actions (“take”, “put”, “bring”);
- be able to wash your hands with soap, wash your face, dry yourself with a towel;
-notice the mess in your clothes, use a handkerchief;
- regulate your physiological needs;
- wipe your shoes when entering the apartment;
- eat carefully, hold the spoon correctly, use a napkin;
- do not leave the table until the end of the meal and do not disturb others at the table;
- say words of gratitude, say hello, say goodbye.

Approximate daily routine for kindergarten

7.00 - 8.00 - reception of children.
8.00 - 9.00 – gymnastics, washing, breakfast
9.00 - 10.00 – educational game activities
10.00 - 10.10 - second breakfast
10.10 - 12.00 - walk
12.00 - 12.30 - lunch.
12.30 - 15.00 - gradual bedtime, sleep.
15.00 - 15.20 - gradual rise, gymnastics, water procedures.
15.20 - 16.20 – game, leisure, reading x/literature
16.20 – 16.40 - dinner
16.40 - 19.00 – walk, games, children go home.

Creating psychological comfort in kindergarten groups

1. Problems of psychological health at the present stage.

Children's health is called one of the fundamental values of education. Today it is argued that the main goal of psychological services is to ensure conditions for the psychological health of children of preschool and school age.

Recently, teachers have increasingly had to deal with very distorted behavior of preschoolers. On the one hand, there is extraordinary stiffness and underdevelopment of speech. On the other hand, strong aggressiveness and some kind of wild, off-scale demonstrativeness. Such a child cannot answer the simplest question, but at the same time he is not afraid to make faces in front of other adults or crawl under the table. In short, he behaves completely uncontrollably. Patterns of bad behavior attract like a magnet.

The Concept of Preschool Education gives a leading place to solving problems related to the protection and promotion of children's health. But it also says that “if concern for the physical health of the child in one form or another is reflected in all documents regulating the work of the teacher, then the requirement of “the psychological well-being of the child” sounds like a meaningless phrase.

The World Health Organization's definition of health is:

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”

Psychological health includes the ability to adequately respond to external and internal stimuli; general mental comfort, adequate behavior, the ability to manage one’s emotional states, overcome stress, this is mental activity, the need for self-development, to know oneself.

Quite a lot of children need psychocorrection and are characterized by serious psychological distress.

To provide a child with the conditions for a healthy and fulfilling life, an adult is needed. This is an axiom that does not require proof today. We can say that “what is actually human in a person” is always another person. Adults (normally!) provide the child with the presumption of humanity - the right and opportunity to stand on the human path of development.

However, for some children the shadow of “damage” falls at birth. We talk about them as “children with special needs.” To “break the spell” of a child, to help him find the spirit of a full human life, a close Other is needed.

Experts are aware of a widely used, but usually extremely vague definition - “significant adult”. In the logic of our reasoning, it becomes necessary to fill it with specific psychological content. A significant adult is a relative and/or close person who has a significant, determining influence on the development conditions and lifestyle of the child: parent, guardian, teacher, mentor...

Therefore, the goal of practical psychological work with children in preschool educational institutions is the child’s mental health, and his mental and personal development is a condition, a means of achieving this health.

The term “psychological health” itself is ambiguous; it, first of all, seems to connect two sciences and two areas of practice – medical and psychological. This is based on the understanding that any somatic disorder is in one way or another associated with changes in the mental state.

WHO experts paid particular attention to the fact that it is in childhood that mental health problems have a more direct connection with the environment than in other age periods.

Distinguishing the terms “mental health” and “psychological health”.

If the term “mental health” relates primarily to individual mental processes and mechanisms, then the term “psychological health” refers to the individual as a whole.

If the norm for mental health is the absence of pathology, symptoms that interfere with a person’s adaptation in society, then to determine the norm of psychological health it is important to have certain personal characteristics. And if the concern of medical workers for the most part is getting rid of pathological factors, then the direction of action of teachers goes towards helping the child acquire useful properties that contribute to successful adaptation.

Since psychological health presupposes the presence of a dynamic balance between the child’s personality and the environment, the child’s adaptation to society becomes the key criterion. In our practice, we identify several levels of a child’s psychological health; they are quite conventional, but we need them to organize practical work with children.

The first level includes children who do not need psychological help. They are steadily adapted to any environment, have a reserve for overcoming stressful situations and have an active creative attitude towards reality. This ideal image of a child is rarely found in the practice of preschool educational institutions; it expresses the perfect degree of psychological health.

To the second adaptive level we include the majority of relatively “prosperous” children who are generally adapted to society, but based on the results of diagnostic studies, they show individual signs of maladaptation and have increased anxiety. Such children do not have a sufficient reserve of psychological health and need group classes with a preventive and developmental focus. This group is at relative risk, it is quite numerous and represents an average level of psychological health.

To the third low level of psychological health, children are either incapable of harmonious interaction, or show deep dependence on external factors, without mastering the defense mechanism, separating themselves from the traumatic influences of the environment. Dependence on the environment: they do not control the environment, but the environment controls them.

The identified levels allow us to differentiate psychological and pedagogical assistance to children. With children of the first group, it is enough to carry out only developmental work that provides a “zone” of immediate development.

Children of the second group need targeted, psychoprophylactic assistance, using group work.

Children who fall into the third group need serious individual correctional assistance.

By specific work to ensure psychological health, we mean a holistic, systematically organized activity, during which socio-psychological and pedagogical conditions are created for the successful development of the child’s inner world.

In order to ensure the preservation and strengthening of a child’s mental health, we must know its characteristics. It is necessary to have a clear understanding of the level of its development, current and potential opportunities, and needs. To do this, the preschool educational institution systematically monitors the child’s psychological and pedagogical status and the dynamics of his mental development.

Secondly, it is necessary to build and modify the developmental environment in such a way that it is as favorable as possible for the mental development of each child, his inner worldview. We build the educational process according to flexible schemes for timely adjustment, change and transformation depending on the psychological characteristics of those children who entered our educational institution.

Thirdly, it is necessary to help each individual child in solving the problems that he himself has in connection with his environment.

2. Creating psychological comfort in kindergarten in order to preserve and strengthen the psychological health and development of the child’s personality.

In order for our children to grow up as healthy, full-fledged citizens, several conditions are necessary that we, adults, can provide for them. These are: proper nutrition, daily routine, stay in the fresh air, physical activity, hardening procedures and psychological comfort.

Let's consider the last factor - the importance of psychological comfort for the child's health.

Most psychologists believe that the psychological health or ill-health of a child is inextricably linked with the psychological atmosphere, or the climate of the family and the climate in the kindergarten group, and depends on the nature of relationships with adults.

The psychological climate within a group can be defined as a more or less stable emotional mood characteristic of a particular group, which is a consequence of communication with the child.

The psychological climate in a group is not something immutable, given once and for all. It is created by the members of each group, and their efforts determine whether it will be favorable or unfavorable.

The main condition for the normal psychosocial development of a child is a calm and friendly environment created through the constant presence of parents who are attentive to the emotional needs of the child, talk with him, maintain discipline, and carry out the necessary supervision. Why is it so important to maintain the emotional (mental, psychological) health of children?

Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten. But many may argue that there are objective reasons why it is not possible to fully create psychological comfort in a kindergarten group:

Groups of different ages;

Workload of the teacher in the group;

Unfavorable family situation for the child;

Children with special educational needs.

Yes, that's the reality. But who will help our children if not ourselves?

It is known that as soon as you cross the threshold of a group, you can feel the atmosphere of relaxedness or closedness, calm concentration or anxious tension, sincere fun or gloomy wariness that is present in the group.

The atmosphere in a kindergarten group is determined by:

1) The relationship between the teacher and children;

2) Relationships between the children themselves;

3) Relationships between educators;

4) The relationship between educators and parents.

A good climate in a group occurs when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves. The teacher has a very significant influence on the quality of the group climate. In fact, it is the teacher (and not the children, as we usually think) who creates a certain climate in the group.

The first step that an educator interested in creating a favorable atmosphere in a group must take is to create and analyze the group situation.

To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:

Accept every child for who they are.

Remember: there are no bad preschoolers.

In professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area.

Be an entertainer and participant in children's games and fun.

In difficult situations for a child, focus on his age and individual characteristics: always be with them, and not do something instead of him.

Involve parents in the educational process and turn to them for support in cases of non-standard situations.

Remember: the child does not owe us anything. It is we who must help the child become more independent and responsible.

Imposing your rules and demands against the will of children is violence, even if your intentions are good.

There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.

A quiet, shy child needs your professional help just as much as an aggressive one.

Thus, the emotional well-being of the child is achieved by creating an atmosphere characterized by mutual trust and respect, open and supportive communication. The main emphasis is on overcoming negative emotional manifestations in children (fear, crying, hysteria, etc.) and resolving conflict situations.

A large role in this educational system is given to the family. The family is the first institution in which the foundations of a future personality are laid. Parents and the teaching staff of preschool educational institutions must present uniform, reasonable and understandable requirements to the child. Thus, parents should be informed of the need to maintain a daily routine at home that is close to the kindergarten routine.

Creating emotional and psychological comfort for a child means providing the following conditions that contribute to the implementation of his individual development program:

Give the child the opportunity to be himself;

Correct the manifestation of negative emotions and negative behavioral motives without violating the characteristics of the personal structure, using methods for this purpose,

Accessible and interesting for the child himself;

Provide an opportunity to satisfy the child’s urgent needs for love, respect, play, and physical activity;

Teach your child to understand and accept their own feelings and emotions and those of other people;

To introduce ways of communicating with adults and peers for constructive communication in the “child-child” and “child-adult” systems.

A preschool child is psychologically comfortable if he is healthy, not burdened with internal psychological problems, and can be himself if he is surrounded by pleasant adults and children who accept him for who he is, if the child is engaged in an exciting activity.

3. Pedagogical communication styles as a favorable factor of psychological comfort in the group.

The educational and emotional functions depend on the style of the teacher’s relationship with the child. There are 4 relationship styles: from rejection to love, from lack of control to its presence.

Democratic style.

It is characterized by wide contact with pupils, manifestations of respect for them, the teacher strives to establish emotional contact with the child, and does not suppress with severity and punishment; Positive assessments predominate in interactions with children. Such a teacher feels the need for feedback from children on how they perceive certain forms of joint activity; knows how to admit mistakes made. In his work, such a teacher stimulates mental activity and motivation to achieve cognitive activity. In groups of educators whose communication is characterized by democratic tendencies, optimal conditions are created for the formation of children's relationships and a positive emotional climate of the group.

Relationships are cold. They give orders and expect them to be carried out exactly. Closed to constant communication with children; establish strict requirements and rules and do not allow their discussion; allow children to have only a small degree of independence from them. The child is “inside”, the teacher suppresses the child, controls his entire life. Moreover, teachers resort to authoritarian methods with the best intentions: they are convinced that by breaking children and achieving maximum results from them here and now, they can more quickly achieve their desired goals.

Liberal style

Characterized by lack of initiative, irresponsibility, inconsistency in decisions and actions, and indecisiveness in difficult situations. Such a teacher “forgets” about his previous demands and after a certain time is able to present completely opposite ones. Tends to let things take their course and overestimate the capabilities of children.

Indifferent style

They do not set any restrictions for children; indifferent to them.

Closed for communication; due to being burdened with one’s own problems, there is no energy left to raise children; show indifference to the child's life.

In life, each of the named styles of pedagogical communication in its “pure” form is rarely encountered. In practice, it is often found that a teacher exhibits a so-called “mixed” style of interaction with children. A mixed style is characterized by the predominance of two styles: authoritarian and democratic or democratic and liberal. The features of authoritarian and liberal styles are rarely combined with each other.

Conclusion.

It is very important to remember and realize that the attitude of adults towards a child affects not only the development of personality, but also the psychological health of children.

A child must grow and be educated in conditions of constant adherence to the principle of pedagogical ecology. The relationship of parents and teachers to a preschooler should be built on acceptance of the child, on pedagogical optimism and trust, on empathy, and respect for his personality.

Knowledge not only about the patterns of formation of a child’s personality, but also about the mental characteristics of children with a weakened psyche will allow teachers not only to properly organize the educational process, but will also help correct some painful mental characteristics, change incorrect attitudes and forms of behavior, and will also make it possible to provide parents with qualified answers to educational questions that interest them.

Sections: Working with preschoolers

1. The problem of psychological health at the present stage.

Kindergarten is a special place in the lives of most of us. This is a warm and cozy home in which each child is accepted and understood as he is, developing him in the future as an individual.

The preschool education program is focused on introducing children to universal human values and raising a humane, active and respectable personality. This is the position of humanistic pedagogy and psychology. Its main thesis is a person’s desire for self-expression and self-actualization. The ability to express oneself is influenced by a person’s psychological health. And today the problem of a child’s psychological health, his emotional well-being, and comfort is becoming very acute. And this is due to changes in socio-economic living conditions and other factors. And the main factor is the lack of a culture of communication and mutual understanding between people, kindness and attentiveness to each other.

Understanding this, the teaching staff should focus all their efforts on ensuring the physical, psycho-emotional and moral comfort of children. One of the most important areas in the work of teachers is creating a comfortable psychological climate for children. It is very important in what mood the child will cross the threshold of kindergarten. I would like to see every child going to kindergarten happy and not burdened with worries beyond their age.
Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy and satisfied with the people around him, both in the family and in kindergarten. In preschool childhood, the main figures in communication are adults - parents, teachers.

The main condition under which a child’s personality develops harmoniously and he feels emotionally well is a personality-oriented pedagogical process. In this case, special attention is paid to the emotional side of the relationship between the teacher and children. Kindergarten employees should try to give the warmth of their souls to the children every day. Relationships between children and adults must be built on the basis of cooperation and respect. Educators should try to see the individuality of each child, understand his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself. Teachers create a sense of emotional comfort and psychological security in the child.

As a result of a survey of kindergarten teachers and parents regarding their understanding of the term “health,” it turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in essence, health is a combination of several components: physical, emotional, intellectual and spiritual. Unfortunately, many of us begin to understand quite late the importance of not only physical, but also emotional health, both of ourselves and in relation to the child.

Why is it so important to maintain the emotional (mental, psychological) health of children? Surely each of us can answer this question by determining the consequences of psychological discomfort for a child - the appearance of phobias, fears, anxiety, increased aggressiveness; - the transition of psychological experiences into somatic disorders, when a child who has received psychological trauma becomes physically ill; - manifestation of psychological trauma received in childhood in a more mature age period in the form of psychological defense - a position of avoidance (isolation, drugs, suicidal tendencies), manifestation of aggressive behavioral reactions (running away from home, vandalism).

Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten.

2. Creating psychological comfort in kindergarten to preserve and strengthen the psychological health and development of the child’s personality.

The atmosphere in a kindergarten group is determined by:

The relationship between the teacher and children;
Relationships between the children themselves;
Relationships between educators;
Relationships between teachers and parents.

3. The emotional well-being of the teacher, as a condition for the positive emotional state of children.

Before moving on to recommendations for creating psychological comfort in kindergarten groups, I would like to pay special attention to the psychological comfort of teachers. Everyone knows that children have a developed intuitive ability to grasp the emotional state of adults. It is worth emphasizing that the decisive role in creating an emotional atmosphere belongs to the teacher, his own mood, the emotionality of his behavior and, in particular, his speech, as well as his loving attitude towards children. Children very easily become infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him relieve unnecessary emotional stress.

To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:

Accept every child for who they are.
Remember: there are no bad preschoolers. There are bad teachers and parents.
In professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area.
Be an entertainer and participant in children's games and fun.
In difficult situations for a child, focus on his age and individual characteristics: always be with them, and not do something instead of him.
Involve parents in the educational process and turn to them for support in cases of non-standard situations.
Remember: the child does not owe us anything. We must help the child become more independent and responsible.
Imposing your rules and demands against the will of children is violence, even if your intentions are good.
There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.
A quiet, shy child also needs your professional help, just like a notorious fighter.

Such forms of relationships in which the teacher, with the help of various arguments, convinces the child of the advantages of one or another action have a very good effect on the development of children. In this case, the choice is left to the child. This type of relationship requires an individual approach to the characteristics and current conditions of children. It is this kind of unobtrusive care that children most need and thank the adult for their sincere affection for them. Parents, teachers and kindergarten psychologists must be like-minded people who understand that raising a child requires joint efforts. To do this, it is necessary to create optimal conditions for the psychological and emotional well-being of each child.

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Coursework on the topic: “Creating comfortable conditions when a child enters a preschool educational institution”

INTRODUCTION

1. FEATURES OF NERVOUS MENTAL DEVELOPMENT OF EARLY CHILDREN

1.1. Neuropsychic development of young children

1.2. Neurophysical development of young children

1.3. Features of cognition

1.4. Features of communication

2. CHARACTERISTICS OF THE CONCEPT OF “ADAPTATION”, FEATURES OF THE ADAPTATION PERIOD

2.1. Relevance of the problem of adaptation

2.2. Types of adaptation

2.3. Forms and methods of adaptation

3. ORGANIZATION OF COMFORTABLE CONDITIONS IN PRESENTER CARE FOR ADAPTATION OF EARLY CHILDREN.

3.1. Taking into account the mental and physical characteristics of the child, taking into account the emotional mood and state of his health

3.2. Creating an emotionally prosperous atmosphere in the group

3.3. Working with parents

3.4. Building a sense of confidence in children

CONCLUSION

LITERATURE

INTRODUCTION

A feature of young children is the rapid pace of their physical and mental development. Therefore, when entering kindergarten, this age feature should be taken into account by preschool workers. A child’s admission to preschool is a critical moment in his life. To ensure the timely and full development of a child, it is necessary to take into account his characteristics and create conditions for development that would help him harmoniously enter the world and realize the potential inherent in him by nature and his own development program.

If the conditions for the development and upbringing of a child are changed in an unfavorable direction, then delays in his development may occur. The topic “creating comfortable conditions when a child enters a preschool educational institution” is relevant, since development at an early age occurs against such an unfavorable background as increased vulnerability of the body and low resistance to diseases. Every disease suffered has a negative impact on the overall development of children. Therefore, during the period of adaptation to kindergarten, it is important to create favorable conditions for a child’s comfortable stay in kindergarten.

How a child gets used to a new daily routine and peers unfamiliar to adults determines his physical and mental development, helps prevent or reduce morbidity, as well as further well-being, existence in kindergarten and family.

A great contribution to the study of problems of personality adaptation has been made in domestic (M.R. Bityanova, Ya.L. Kolominsky, A.A. Nalchadzhyan, A.V. Petrovsky, A.A. Rean, etc.) and foreign psychology (A. Maslow, G. Selye, K. Rogers, A. Freud, Z. Freud, T. Shibutani, H. Hartmann, etc.).

In view of the above, topic our work was chosen“Creating comfortable conditions when a child enters a preschool educational institution.”

The relevance of researchis due to the need for a comprehensive study of the adaptation of preschool children to preschool educational institutions in order to create comfortable conditions when a child enters kindergarten.

Object of study:adaptation of young children to preschool.

Subject of study:creating conditions for children entering preschool.

Goal of the work: study of comfortable conditions for a child during the period of adaptation to a preschool educational institution.

To achieve the goal of the study, we were given the following:research objectives:

1. To study the features of the neuropsychic development of young children.

2. Determine the features of adaptation of young children in a preschool institution.

3. Consider organizing comfortable conditions in a preschool institution for the adaptation of young children.

Research methods:

1. study of psychological and pedagogical literature

2. terminological analysis

3. study of teaching experience.

4. generalization

Work structure.The course work consists of an introduction, three chapters, a conclusion and a bibliography. The first chapter deals with the peculiarities of the nervous, mental and physical development of young children. The second chapter reflects the main issues related to the concept of adaptation of children of primary preschool age to the conditions of a preschool institution. The third chapter concerns the organization of comfortable conditions in preschool educational institutions, aimed at the adaptation of young children. This chapter also contains recommendations for parents who are planning to send their child to kindergarten.

In conclusion, the results of the research are summarized.

1. FEATURES OF NERVOUS MENTAL DEVELOPMENT OF EARLY CHILDREN

1.1. Neuropsychic development of young children

There are 4 stages in the formation of a child’s psyche.

The first stage is motor, characterized by the acquisition of basic motor skills during the first year of a child’s life.

The second stage is sensory, lasts from 1 to 3 years. Movements acquire a psychomotor character, that is, they become conscious. Sensorimotor development is the basis for the formation of all mental functions, including perception, attention, purposeful activity, thinking and consciousness.

The third stage is affective, lasting from 3 to 12 years. Children's activities acquire a permanent individual character.

The fourth stage is ideational (12–14 years). Complex concepts, judgments, and conclusions are formed. Children begin to make preliminary plans for actions in their minds. Thinking becomes abstract. Personality begins to form .

During certain periods of life, the risk of mental disorders and illnesses in children is increased. These periods are called crisis periods.

10-20 days - Keeps an object in the field of view (step tracking)

1 month - Fixes gaze on a stationary object. Begins to smoothly follow a moving object. Listens to sounds and the voice of an adult. Starts to smile. Lying on his stomach, he tries to raise and hold his head.

2 months - Fixes gaze on an adult's face or a stationary object for a long time. The skill of long-term tracking of a moving toy or adult (up to one meter) appears. Makes searching turns of the head towards the sound. He rises and briefly holds his head while lying on his stomach. Begins to pronounce individual sounds.

3 months - While in an upright position, he is able to hold his gaze on an adult’s face or a toy for a long time. Reacts animatedly to attempts to communicate with him. Able to lie on his stomach for several minutes, leaning on his forearms and raising his head high. When supported by the armpits, firmly rests on the legs with maximum load on the hip joints. Holds the head in an upright position (in the arms of an adult).

4 months - Begins to recognize close relatives, responding with positive emotions. Searches with his eyes for an invisible source of sound. Positive emotions are expressed by laughter. Able to grab a hanging toy and look at it for a long time. Starts to “walk”. Holds mother's breast or bottle with hands during feeding.

5 months - Reacts differently to attempts at contact between loved ones and strangers. Able to recognize the mother’s voice, distinguish between strict and affectionate intonations when addressing him. Quickly takes the toy from the hands of an adult and holds it. Begins to lie on his stomach for a long time, leaning on the palms of his straightened arms; rolls over from back to stomach; stands straight and stable on his feet with support from the armpits. Able to eat thick foods from a spoon.

6 months - Able to distinguish between one’s own and someone else’s name; takes a toy from different positions and plays with it for a long time, transfers it from one hand to another; can roll over from its stomach to its back and move around by moving its arms and crawling a little. Begins to pronounce individual syllables (beginning of babbling). Eats well from a spoon, removing food with his lips.

7 months - Actively engages with toys (knocking, waving, throwing); crawls well. In response to the question “Where?” able to find with his gaze an object that is constantly in one place. Drinks from a cup.

8 months - Plays with toys for a long time, imitating the actions of an adult (rolls, knocks, takes out, etc.). Sits and lies down independently, gets up and steps around, holding on to the barrier. To the question “Where?” finds several objects in their places, at the command of an adult, performs previously learned actions (for example: “okay”, “give me a pen”, etc.).

9 months - Able to perform dance movements while listening to music. Performs various manipulations with objects depending on their properties and qualities (rolls, rattles, opens, etc.). Moves from object to object, lightly holding onto them with his hands. To the question “Where?” finds multiple objects, regardless of their location. Knows his name. Imitates an adult, repeats syllables after him.

10 months - At the request of an adult, performs various actions: opens, closes, takes out, etc. Makes the first independent attempts to climb the stairs. At the request of “Dai,” he finds and gives familiar objects.

11 months - Masters new movements and begins to perform them according to the word of an adult: puts on, removes, puts on a ring, etc. Able to stand independently and take the first independent steps. The first attempts at generalization in understandable speech. Pronounces the first words, designations (“give”, av-av”, “na”, “pa”).

12 months - Able to recognize friends in photographs, perform independently learned actions with toys (rolls, feeds, drives); transfers learned actions from one subject to another. Sits independently without support. Understands (without showing) the names of objects, actions, names of adults, carries out instructions (bring, give, find, etc.); Distinguishes between the meanings of the words “can” and “cannot”. Easily imitates new syllables, pronounces up to 10 words.

1 year 3 months - Walks independently, squats, bends. Can reproduce adult commands in games (feed a doll, assemble a pyramid). Begins to use “lightweight” words (car: “bi-bi”, dog: “av-av”, etc.).

2 years - Able to step over obstacles, alternating steps; reproduces a number of logically related play actions (bathes and wipes the doll). Vocabulary 300-400 words. Understands short stories about events familiar to the child from experience (the indicator is tested in the family).

2 years 6 months - Able to match a variety of objects of 4 colors (red, blue, yellow, green). With a side step he steps over several obstacles lying on the floor. Performs interconnected or sequential 2-5 stage play actions (feeds the doll, puts it to bed, goes for a walk). Dresses independently, but does not yet know how to fasten buttons or tie shoelaces. Actively uses the questions “Who?” and where?"

3 years - Able to perform a certain role in the game, for example, playing with a doll, acting on behalf of the mother or doctor. Uses complex sentences, questions “When?”, “Why?”. Vocabulary 1200-1500 words. Dresses independently, without or with little help from an adult, fastens buttons, ties shoelaces.

1.2. Neurophysical development of young children

An early age for a child is a period of rapid formation of psychophysiological processes that are characteristic of humans. The timely and correct development of young children is the key to their successful future activities.

The neuropsychic and physical development of young children (the first two years) is characterized by a rapid pace. At this age, there is an intensive increase in the height and weight of the child, as well as the development of all functions of his body. By the age of one year, the baby can walk independently, and at the age of 2 and 3 years his movements become more and more perfect. He begins to more clearly coordinate his movements in accordance with the world around him.

Proper development of young children requires rapid acquisition of speech. In a child’s active vocabulary there are 10-12 words per year, and by 2 years there are already up to 200-300 words. At three years old, a baby can babble using more than 1,500 words.

The development of young children has some unfavorable background. This is an increased vulnerability of the body, that is, its low resistance to disease. Every disease that a child suffers has a negative impact on his overall development. Therefore, the development of young children must necessarily include full-fledged care for strengthening and protecting the child’s health.

The first years of a child are an important period when the relationship between mental and physical development is especially great. A physically healthy and strong baby is less susceptible to diseases, and his mental development is much better. Movable, cheerful, active children are physically stronger and more resilient.

The development of young children has one important feature - an unstable emotional state. The important tasks of parents and teachers at this age of children are to ensure a positive emotional state, their psychological comfort, balanced behavior, protect the nervous system and prevent possible fatigue.

When raising young children, it is necessary to take into account that their excitation predominates over inhibitory processes. The baby has difficulty coping with waiting for food or restrictions on movement. Therefore, the development of young children in nurseries should be based on the principles of consistent and gradual introduction of routine processes that allow each child to be served individually.

A child at this age has high plasticity of the brain and psyche, which gives him great potential for development. The implementation of these opportunities depends on parents and educators. The main thing is to maintain a good and balanced mood of the child through proper organization of life.

1.3. Features of cognition

Cognition of the surrounding reality begins with the sensation and perception of individual specific objects and phenomena, the images of which are stored in memory.

On the basis of practical acquaintance with reality, on the basis of direct knowledge of the environment, a child’s thinking develops. Speech development plays a decisive role in shaping a child’s thinking.

Mastering the words and grammatical forms of his native language in the process of communicating with people around him, the child learns at the same time to generalize similar phenomena using words, formulate the relationships that exist between them, reason about their characteristics, etc.

Usually, at the beginning of the second year of life, the child develops the first generalizations that he uses in subsequent actions. This is where the development of children's thinking begins.

The development of thinking in children does not occur by itself, not spontaneously. It is led by adults, raising and teaching the child. Based on the experience of the child, adults pass on knowledge to him, inform him of concepts that he could not have thought of on his own and which have developed as a result of work experience and scientific research of many generations.

Under the influence of upbringing, a child learns not only individual concepts, but also logical forms developed by mankind, rules of thinking, the truth of which has been verified by centuries of social practice. By imitating adults and following their instructions, the child gradually learns to formulate judgments correctly, correctly relate them to each other, and draw informed conclusions.

A decisive role in the formation of children's first generalizations is played by the assimilation of the names of surrounding objects and phenomena. An adult, in a conversation with a child, calls various tables in the room with the same word “table,” or the same word “fall” for the fall of various objects. Imitating adults, the child himself begins to use words in a generalized meaning, mentally combining a number of similar objects and phenomena.

A young child’s knowledge of the surrounding reality is limited to a rather narrow range of objects and phenomena that he directly encounters at home and in the nursery during his play and practical activities.

In contrast, the area of cognition of a preschool child expands significantly. It goes beyond what happens at home or in kindergarten, and covers a wider range of natural and social phenomena that a child becomes familiar with on walks, during excursions, or from the stories of adults, from a book read to him, etc.

1.4. Features of communication

From one to three years, the baby lays the foundations for the development of speech, cognitive processes: thinking, attention, perception, memory and others, self-care skills, as well as the first steps towards the ability to communicate.

And the primary role in ensuring that the child lives this period fully and gains the maximum for his development is given to the parents, especially the mother, since she is the one who spends most of the time with the baby.

Communication between mother and baby is the key to the comprehensive development of the child. Mom helps him get acquainted with the vast and incomprehensible world around him. This does not happen if the relationship between mother and toddler is limited to meeting such needs as feeding, clothing, putting to bed, washing, and buying educational toys. Of course, this is important, but the warmth of love, care, conversation with the child is necessary for the baby, like air.

Most likely every mother knows this; it’s just that in the hustle and bustle it happens that she begins to forget about communication with the little explorer who has learned to walk and now considers himself incredibly big.

And indeed the baby has matured, and communication is changing. Now his mother is not just a standard of love and tenderness, but his main assistant and partner, organizer and researcher. Such communication in psychology is called situational business communication. .

A child, communicating with adults, feels the need to satisfy activity, both intellectual (mastering everything around him: what is what, reading books, looking at pictures, assembling and disassembling pyramids, etc.) and physical (mastering the coordination of his body, running, jumping, and so on ).

This need can only be realized through joint communication between an adult and a child.

And it is precisely this that is incomprehensible to an adult. The baby is angry, growls, whines, cries. It’s surprising to him: “How is this possible? For a whole long year, my mother understood his crying, but what has changed now? He plays pyramid, and for some reason his parents distract him, lead him, or carry him into the kitchen and start feeding him. All that’s left to do is cry, and how else to show that you’re busy, talking still doesn’t work out very well. And so all the time.”

Our grown-up mischief-maker thinks something like this. It turns out that while the baby has not mastered speech, his sometimes useless behavior is a way of expressing needs (of course, if the child is healthy).

At an early age, especially in the first half, the child is just beginning to enter the world of social relationships. Through communication with mom and dad, grandparents, he constantly masters the norms of behavior, and although this is done under the supervision of an adult, the child cannot immediately learn the attitude towards people and things that is expected of him. The child will tear books, throw things around and will not fulfill all your requests or orders simply because he is still small.

At an early age, speech develops in two ways: the understanding of adult speech is improved and one’s own speech is formed. Just as Adam gave names to animals in paradise, the child begins to understand that the real world of objects and the world of words reflect each other.

After one and a half years, the child becomes more proactive, and he not only constantly demands to name objects, but also makes attempts to pronounce words. The rate of speech development immediately increases. First of all, the child listens to the speech of an adult, therefore, the pronunciation of words by an adult will significantly affect the development of the child’s speech.

Along with the enrichment of vocabulary in early childhood, the grammatical structure of the native language is acquired. By the end of early childhood, children are quite good at coordinating words in sentences.

2. CHARACTERISTICS OF THE CONCEPT OF “ADAPTATION”, FEATURES OF THE ADAPTATION PERIOD

2.1. Relevance of the problem of adaptation

The problem of a child’s adaptation to kindergarten is relevant because this period marks significant new developments in the child’s mental development.

Teachers and parents must remember that what is lost in raising a child cannot be made up for later. “Early childhood is one of the key ages in a child’s life and largely determines his future psychological development,” notes V.S. Mukhina

This problem is not new, and has long been the focus of attention of many researchers. The main circumstance that provokes stress in a child when entering kindergarten is separation from the mother and leaving the child alone with unfamiliar children and strange adults. After all, until now, whenever a child found himself in a new situation, he received the support of his mother; her presence nearby created psychological comfort. It should also be taken into account that a child of primary preschool age has not yet developed the need to communicate with peers and the skills of playing together have not been developed. As a result, the first days in kindergarten leave a negative impression, and as a result, furious refusals of further visits, tears, hysterics, and psychosomatic illnesses follow.

At the level of brain physiology, during adaptation, a desynchronizing effect of the subcortex on the cerebral cortex is noted. There is an activation of that part of the autonomic nervous system that is responsible for the reaction of human behavior in a stressful situation. As a result, the child experiences a reaction of anxious anticipation, nervous tension increases, muscle tone increases, and spasm of peripheral vessels occurs, including the skin and mucous membranes. The body's adaptive forces are strained. Next, self-regulation mechanisms are activated in accordance with changed external conditions. In the first days of their stay in kindergarten, the “new kids” practically do not communicate on their own, observing the behavior of other children and adults. Their activities can be chaotic and unproductive. Most of the time they look and listen, being in a state of some confusion. They speak little, but very clearly perceive what other children and adults tell them. At the same time, children most easily perceive nonverbal signals - the intonation of the speaker, his facial expressions and gestures, rather than verbal instructions.

2.2. Types of adaptation

Not only the psychophysical state of the child and his personal characteristics influence the quality and degree of expression of adaptive processes, but also a whole complex of factors external to the child. For the first time, finding himself in the conditions of organized activity, the child is forced to limit his own needs; he must behave in accordance with the requirements of the teacher and the new team. In addition, the child needs to adapt to a new daily routine, a different nutritional system, a new subject and spatial environment, a forced limitation of physical activity, and much more. Biological risk factors during the adaptation period include hereditary factors (health status of the parents), features of pregnancy and childbirth, and the presence of diseases in the child. In addition, the presence in the family of an organized daily routine that coincides with the routine of a preschool institution, the level of development of self-care skills, etc. have a great influence on adaptation to kindergarten.

There are three degrees of severity of the acute phase of the adaptation period:

1. Easy adaptation

Shifts normalize within 10-15 days, the child gains weight, behaves adequately in a group, and gets sick no more often than usual.

Physiological criteria:

Health

During the adaptation period, illness no more than once for a period of 10 days.

Appetite

In the first days it may be reduced, then it returns to normal. No food refusal is observed.

Dream

In the first week, you may have problems falling asleep, and sleep may not last long. By day 20, sleep returns to normal.

Psycho-emotional criteria:

Emotional background

The mood is cheerful, interested, and can be combined with morning crying. A calm emotional state prevails, but this state is not stable. Any new stimulus entails a return to both positive and negative emotional reactions.

Behavior

In the first days, a manifestation of passive destructive activity is possible, aimed at getting out of the situation; this is an active motor process. The child’s activity is aimed at perceiving and processing information.

Activity can manifest itself both in speech and in action (laughter and vocal reactions).

2. Moderate adaptation

Shifts normalize within a month, while the child loses weight for a short time, an illness lasting 5-7 days may occur, and there are signs of mental stress;

Physiological criteria:

Health

They get sick no more than 2 times during this period for up to 10 days. Changes in the autonomic nervous system are possible.

Weight may decrease, shadows under the eyes, pallor, and sweating may appear. Recovery occurs in 20-40 days.

Appetite

Appetite decreases. In the first days there is a refusal to eat. Appetite is restored after 20-40 days.

Dream

The child does not sleep well. Sleep is short. Screams in his sleep. Wakes up in tears. Sleep is restored after 20-40 days.

Psycho-emotional criteria:

Emotional background

There is depression, tension, passive submission. A rapid transition to negative emotions, frequent crying, or, conversely, lethargy. Gradually, usually by day 20, the emotional state normalizes.

Behavior

Lack of activity. In the future, activity is selective. Refusal to participate in activities is possible; the child does not use acquired skills in play; the game is situational and short-term; the child may not use speech.

3. Difficult adaptation

Lasts from 2 to 6 months, the child often gets sick, loses existing skills, and both physical and mental exhaustion of the body may occur.

Physiological criteria:

Health

They get sick often, more than 3 times per period. Changes in the autonomic nervous system. Signs of neurotic reactions appear. Peeling of the skin, diathesis, pallor, sweating, shadows under the eyes, weight may decrease. Abnormal bowel movements, uncontrolled stools, and neurotic vomiting are possible.

Appetite

Appetite is reduced. Persistent refusal to eat. Has difficulty getting used to new food. May refuse to eat independently. Appetite is restored by day 60.

Dream

Has trouble falling asleep, sleep is short and intermittent. During sleep, sobbing is observed, and they may cry out in their sleep. It recovers by about 60 days.

Psycho-emotional criteria:

Emotional background

Lack of activity with erased negative and emotional reactions (quiet crying, whining, fear, stuporous state without attempts at active resistance) Indifferent mood, crying a lot and for a long time.

Behavior

Passive behavior. No activity. Often denial of any activity.

2.3. Forms and methods of adaptation

When a child enters a preschool educational institution, many changes occur in his life.

All these changes hit the child at the same time, creating a stressful situation for him, which without special organization can lead to neurotic reactions, such as whims, fears, and refusal to eat. Therefore, the principles of work on the adaptation of children in preschool educational institutions are:

1. Careful selection of teachers in the emerging groups.

2.Preliminary familiarization of parents with the working conditions of the preschool educational institution.

3. Gradual filling of groups.

4.Flexible stay for children during the initial period of adaptation, taking into account the individual characteristics of children.

5. Preservation of the children’s existing habits in the first 2-3 weeks.

6. Informing parents about the peculiarities of adaptation of each child based on adaptation cards.

In the process of adaptation of a child in a preschool educational institution, they also use such forms and methods of adaptation of children as: elements of bodily therapy (hug, stroke). In childhood, it is necessary to develop coordination, flexibility and endurance.

A set of special exercises will help the child develop willpower, increase sensitivity and learn a lot of new things about his body. Exercises will strengthen and make muscles more elastic, develop joints, and movements will become more beautiful and flexible. In addition, with the help of body-oriented therapy, internal organs are healed and well-being improves.

The complex ends with relaxation exercises, because relaxation is just as necessary for muscle development as training. The nervous system receives complete rest, blood circulation comes into absolute balance.

Small folklore forms are especially effective during the period of a child’s adaptation to the new conditions of kindergarten. For example, during a difficult separation from parents, switching attention to a bright toy (cat, dog, cockerel, etc.) helps a lot, accompanying the movements of the toy with reading a nursery rhyme.

Songs and nursery rhymes can significantly help the teacher instill a positive attitude towards routine moments: washing, combing one's hair, eating, dressing, etc. These processes, accompanied by refrains and sentences, become more interesting for the child. For example, in my work, when combing girls’ hair in order to evoke a joyful mood, I accompany this process with the words of a nursery rhyme:

Grow your braid to your waist,

Don't lose a hair.

Grow your braid, don’t get confused,

Daughter, listen to your mother.

3. ORGANIZATION OF COMFORTABLE CONDITIONS IN PRESENTER CARE FOR ADAPTATION OF EARLY CHILDREN.

3.1. Taking into account the mental and physical characteristics of the child, taking into account the emotional mood and state of his health

In healthy children, adaptation is relatively easy, while in somatically weakened children this process can occur with complications.

Adaptation to the conditions of an educational institution is most difficult for children of health group 3 (children with a somatic chronic disease): they experience frequent exacerbations of the underlying disease. Such children are more likely to get sick during the adaptation period.

2. Age-related characteristics of adaptation

From 1.5 to 3 years

In the second year of life, the child begins to be less afraid of strangers.

At one and a half years old, it will be more characteristic not to fear, but to wary expectation in relation to an unfamiliar adult, and later on embarrassment, a kind of shyness at the initial acquaintance usually up to two two and a half years.

The optimal option for accepting children is no earlier than 2 years old, when they no longer have fear of strangers, and attachment to their mother is not accompanied by an increased dependence on her.

The more favorable age for adaptation is from 2 years old mainly for girls.

From 3 years

The best age when a child should be sent to kindergarten is 3 - 3.5 years.

Three-year-old children have different adaptation capabilities from two- and four-year-olds.

The two-year-old is strongly attached to his mother; it is difficult for him to get used to the new environment.

It is difficult for four-year-olds to get used to the garden due to the fact that they are accustomed to home conditions.

Nevertheless, both three-year-olds and four-year-olds have a common positive aspect in adapting to preschool educational institutions, which qualitatively distinguishes them from two-year-olds. Children 3-4 years old are able to listen and hear adults.

3. Types of nervous system

Strong balanced type

Children whose processes of excitation and inhibition are balanced are distinguished by calm behavior, cheerful mood, and sociability. If the content of communication that arose in new conditions satisfies them, they get used to it quite easily and quickly.

Strong unbalanced type

Children who are easily excitable vigorously express their attitude towards their surroundings and quickly move from one state to another. In the first days, such children may experience overexcitation of the nervous system.

Strong balanced inert type

Children are characterized by calm, somewhat slow, even inert behavior. They are very inactive in expressing their feelings and seem to be outwardly adapting well, but their inherent inhibition may increase. Slow children often lag behind their peers in the development of motor coordination and mastery of skills.

Weak type

Children with a weakened type of nervous system endure changes in their living conditions and upbringing very painfully. Their emotional state is disrupted at the slightest trouble, although they do not express their feelings violently. Such children should be accustomed to a child care institution gradually, and people close to them should be involved in this.

3.2. Creating an emotionally prosperous atmosphere in the group

Conditions affecting the emotional atmosphere of preschool educational institutions include:

A teacher’s professional attitude toward organizing an emotionally-developing environment in a preschool group an emotionally-supporting component of the environment;

External environment (color scheme, comfort of furniture, etc.) emotional-setting component of the environment;

Regular moments that determine the process of a child’s stay in a kindergarten group emotional-stabilizing component of the environment;

Diversity of children's activities games, activities, surprise moments emotionally activating component of the preschool environment;

And finally, a condition that is not provided for by the norms of organizing the life of a preschool educational institution, but is recommended by psychologists and doctors: conducting psycho-gymnastic exercises with children, or an emotional-training component of the environment.

I will describe each of these conditions in more detail.

Emotionally supportive component of the environment

To create an optimal emotional atmosphere in a group of young children, the teacher needs to learn to correlate the goals and objectives of their pedagogical actions with the focus on emotional development: excitement, relaxation, worry, organizing emotionally rich communication between the child and adults and others, etc.

At the first stage of a child’s adaptation to a preschool educational institution:

Establishing emotional contact with the child;

Involving him in the events happening around him: “(Name), look at me,” “Come to me for a minute,” “Show the toy what it does,” etc.;

Creating a positive emotional mood in a group of children in relation to the admitted child;

Providing an emotionally warm atmosphere in the group;

Formation of a positive attitude in children, acceptance of the situation of being in a preschool group, etc.

In the process of organizing the life activities of children over the subsequent time:

Creating an atmosphere of emotional safety in the preschool group;

Formation of a positive image of one’s self in a child;

Encouraging children to share emotional experiences (joy, surprise, etc.) in outdoor games and fun;

Developing the ability to pay attention and respond to an adult’s facial expressions and gestures, his intonations;

Strengthening the desire and readiness for joint activities with adults;

Teaching children to address each other by name, say hello, say goodbye, show sympathy, sympathy;

Development in children of skills and abilities to expressly reflect their emotional state in actions;

Promoting the optimization of parent-child relationships, maintaining a good attitude towards mom, dad, loved ones, etc.

Emotionally tuning component of the environment

When arranging the emotional-tuning component of the environment, the following circumstances are taken into account.

The color scheme in the group should be calm for perception, but not monotonous. It is imperative to take care of the aesthetics of the environment in the bedrooms, in the dressing room, when eating, etc.

The musical background in the group is created by the corresponding music - not only the usual children's songs, but also classical works and folk music.

Taking care that each child feels comfortable in the atmosphere of the kindergarten, the teacher thinks through the organization of the child’s life: is it convenient to use the locker for undressing, is the tap in the washroom not too tight, are there a variety of toys, etc.

In this case, it is worth keeping two circumstances in mind. The first is the acquisition of equipment for the group that helps optimize the emotional and sensory development of the child. And the second is to review the existing interior and equipment in order to strengthen their emotional and developmental orientation.

3.3. Working with parents

Parents should know that the success of a child’s stay in a preschool institution largely depends on the development of adaptive behavior and self-care skills. The child must know how to say hello to the teacher and other children, how to tactfully attract the attention of an adult, and how to make a request. The nature of a child’s adaptation largely depends on what parents tell them about kindergarten. It is necessary to form in the child ideas about the kindergarten that correspond to the reality that the child will encounter when he comes to kindergarten. The child should be introduced to the preschool before he or she arrives there for the day. It is necessary to introduce your child to kindergarten in advance. You can visit the garden while walking, watch children playing, and meet the teacher. At home, at lunch, or before bed, you need to tell your child about what the children in kindergarten are doing at this time. In some cases, you can play out with your child the situations that he will encounter in the group (lunch, washing, exercise). Even before entering kindergarten, the child should be accustomed to daily water procedures. A long stay in the fresh air and sufficient time for independent, including motor activity, will help normalize the child’s nervous and mental state. Parents need to remember that all vaccinations should be done no later than a month before the child enters kindergarten. Reasonably organized nutrition during the adaptation period is an important condition for the occurrence of this complex process. During the adaptation period, preference should be given to fermented milk products: kefir, yogurt, cottage cheese. The child’s diet during this period should consist of fresh vegetables, fruits, salads, and juices. Products containing large amounts of iron also contribute to easier adaptation.

Protecting and promoting children's health is one of the main tasks facing kindergartens and families. Teachers introduce parents to the daily routine of children in a preschool institution and give recommendations on organizing a routine in the family. It is important not only to communicate the daily routine and demand its implementation, but also to justify the influence of the correct regimen on the physical development and health of the baby.

Teachers explain the need to continue working in the family to develop self-service skills in children, recommend effective methods appropriate to the age of the children: showing, explaining, personal example of loved ones, encouraging imitation, using play techniques. In conversations with parents, educators emphasize the need for them to maintain constant restraint, patience, and respect for the child’s personality.

Each family is recommended to create the conditions necessary for the child’s full development and upbringing, purchase a table and chair according to the child’s height, allocate a place for games and activities, and have a hanger for outerwear and towels. Hangers should be beautifully designed and match the child’s height.

By observing children in kindergarten, in the family, and talking with parents, teachers find out the level of children’s mastery of self-service skills. Taking into account the pedagogical preparedness of parents and their attitude towards raising children, different families are given different advice.

During consultations, educators explain to mothers how to teach their children to dress themselves. You can place in a folder or on a stand a description of the order in which the child should put on and take off clothes, accompanied by drawings and photographs. For example, a teacher can draw clothes and a child under the heading “First... then”. Here you can justify the need to observe the order of dressing and undressing. It is also advisable to place on the stand under the heading “So right and so wrong” photographs reflecting the rules of cultural behavior at the table (how to hold a spoon, cup), washing, dressing.

Different families teach their children the ability to eat independently in different ways. The teacher observes the baby in kindergarten, in the family, talks with the mother, gives advice, trying to find a common solution to the issue.

In each group there are usually two or three children suffering from poor appetite. The teacher looks for reasons, pays attention to these children and recommends that parents do not force-feed their son or daughter, be tolerant of children’s whims, understand that they are caused by illness and therefore are temporary, advises them to contact their pediatrician more often, and create conditions at home for proper rest. kids.

Mothers and grandmothers feed many two-year-old children themselves, entertaining the child while eating with toys, reading, and showing pictures. The teacher must explain the negative impact of such methods on the health and upbringing of the child. Some parents, not understanding the harm of consuming sweets, teach their children to eat a lot of sweets from an early age. The teacher tactfully but persistently presses parents to stop this practice and recommends popular medical and pedagogical literature on this issue.

It is advisable for some mothers to be invited to kindergarten to observe their children during breakfast, lunch, dressing, and to introduce them to the methods that the teacher uses in his work. It is especially important to do this in the first weeks of a child’s stay in a preschool institution.

You should not be afraid that a mother, when she comes to the group, will only care for her baby. The teacher tactfully and politely involves her in caring for all the students, giving precise instructions on what and how to do. At the same time, he invites her to observe how to talk with children, how to educate in the process of caring for a child. This practice is especially useful for young mothers.

Inviting parents to kindergarten is dictated not only by pedagogical necessity. The main thing is to make it easier for the child to adapt, which, as you know, is often accompanied by illness in the child. The teacher, guided by the interests of the child and the preservation of his health, can offer the mother or grandmother to take the baby home for a certain period ahead of schedule in order to give him the opportunity to gradually get used to new living conditions; advise you to bring your favorite toy or book to kindergarten.

If a preschool institution operates a school for young parents, the teacher invites parents to attend it. One of the topics of conversation with parents should be the topic of the child’s adaptation to kindergarten.

First of all, parents must be prepared for their child to attend kindergarten! Emotional worries, a feeling of guilt that you are giving your own child to strangers, domestic disputes between parents “is it time” to go to kindergarten, or can you wait a little longer, upset the mental balance of not only the parents, but also the baby. The decision to entrust a child to public education must be verified and accepted by all family members. It is very important to prepare the child for the meeting with the teacher, and to prepare the parent himself to part with the child. You can entrust the important mission of taking your baby to kindergarten to one of the family members who will calmly and firmly explain to the child the need to attend the group, discuss how the child will spend time in kindergarten, and be sure to remind the baby that he will be taken home and that he will not be left behind. here forever. When picking up your child in the evening, be sure to note how great he is, how proud you are that he goes to kindergarten. Discuss with him how he spent that day, what he liked, what activities await him in the group tomorrow. The opportunity to bring a toy from home significantly speeds up the process of getting used to kindergarten. This “piece of home” plays an important role at first. It reminds you of home, left at the kindergarten overnight, it makes you need to visit it in the morning. This role can also be taken on by a family photograph, a “magic album” drawn at home with mom, or even a mother’s handkerchief containing the smell of her mother’s favorite perfume.

3.4. Building a sense of confidence in children

Self-esteem is one of a person’s social feelings, which is associated with the development of such personal qualities as self-confidence. Both play a significant role in shaping the child’s personality.

They influence his activity in achieving any goals. A self-confident child is internally focused on making significant efforts to achieve high results. If he has low self-esteem, then he is intuitively focused on reducing his efforts and avoids active work because he fears possible failure. Self-confidence/lack of self-confidence actually affects the setting of life goals.

Confident children set goals that are at the upper limit of their capabilities, require significant effort, but are at the same time accessible. They want to do well at school, with A's and B's.

Unconfident guys usually either dream of results that are unattainable for them under existing conditions, or, conversely, do not strive for any significant success. Often such children believe that they will get C grades. And this leads to a complex contradiction: on the one hand, the child was able to accomplish what was planned, and his self-esteem grows, on the other hand, this is a result that is difficult to be proud of, so self-esteem falls. Moreover, such a discrepancy is a source of negative emotional experiences for the preschooler.

Self-esteem and self-confidence also influence the emotional background of any activity, giving it a positive or negative connotation. A self-confident child takes on tasks in a joyful, high spirits, with interest, because he believes in himself. He easily contacts adults and peers, believing that those around him want to communicate with him.

Children who lack self-confidence are afraid that they will not be able to complete tasks well, and this causes them to approach them in a state of anxiety and worry. Considering themselves inferior to others and afraid of being rejected, they have difficulty finding a common language with their peers.

So, if we want our children to set worthy goals for themselves, to put in enough effort to achieve them joyfully and without much difficulty, and as a result to achieve success in many activities, then we should cultivate in them a sense of self-esteem and self-confidence.

The role of the teacher in shaping the child’s personality and instilling self-esteem and self-confidence in him

To cultivate these qualities in a child, a teacher can use various sources and mechanisms.

And first of all, this is feedback from other people - those opinions, attitudes and assessments that other people give to the child. They can be in the form of positive or negative words, for example: What an interesting drawing you have!; or What is this drawn? Is this a house??? either in the form of a look (attentive and approving or inattentive and indifferent), in the form of a movement (joyful, towards the child or indifferently passing by), in the form of an affectionate touch or blow. In other words, words, glances, gestures, movements, intonations directed to the child are all feedback. The child absorbs and appropriates (internalizes) these feedbacks. Using them, he builds his self-esteem. If the feedback is positive, then it ensures the formation of high self-esteem; if it is negative, it leads to low self-esteem. Of all the people surrounding a preschooler, parents, especially the mother, and people with whom he often communicates, including the teacher and other children from the kindergarten group, are of particular importance for the formation of his self-esteem.

CONCLUSION

The problem of adaptation of children of primary preschool age is always relevant. Many teachers and psychologists have been working on this problem for decades, finding more and more new forms of working with children. Their experience is very necessary when working in adaptation groups.

Early age is a special period of formation of the body and systems, the formation of their functions. Therefore, this age is characterized by a number of features:

Rapid pace of development and unevenness. The first year of a child’s life is associated with mastering walking, the second year is associated with a turning point in the development of speech, the beginning of the development of verbal and mental activity, as well as with the development of visual and effective thinking. At three years of age, the child’s self-awareness begins to develop. During critical periods, decreased performance and emotional disorders may be observed.

In the process of writing our work, we came to the following conclusions:

There is a close relationship and interdependence of the health status, physical and neuropsychic development of children.Therefore, it is so necessary to make every effort to ensure that the child’s adaptation process to the conditions of the preschool educational institution goes as smoothly as possible.
A child’s adaptation to a preschool educational institution is directly influenced by his psychological and neurophysical characteristics, i.e. The healthier and more stable the child’s mental state, the easier it is for him to adapt to new conditions, in particular to the conditions in a preschool educational institution.
Parents should not shift all responsibility for the child’s adaptation to preschool educational institutions to teachers. That is why we have developed recommendations for parents that can provide practical assistance in adapting their child to the new conditions of stay in a preschool educational institution.

Thus, we examined the main aspects of the adaptation of a child of primary preschool age to a preschool educational institution and completed all the tasks set for us at the beginning of the study.

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