Asya Kuzmina
Psychologist's consultation for parents: “Is your child ready for school? Let's check!"
Your child will soon be in high school. It is important for every family that their child be interested in learning, that classmates be friends with him, and that teachers rejoice at his curiosity. Therefore, before the new academic year a rare parent doesn't wonder if their child is ready for school.
There are many different feelings behind this question: concern for the child (whether he will be good at school), social fears (whether my child will be worse than others), doubts about the effectiveness of preschool classes (which should be given more attention), worries, related to the characteristics of the physical development of the child (for example, the treatment of chronic diseases, correction of visual acuity) and much more.
It is well known that the admission to school of a child who is not ready for learning has a negative effect on his further development, health, and academic performance.
Is the child really ready for school? There is a list of questions* that will help parents check this for themselves:
1. Does the child have a chronic disease?
If a child often catches colds and catches infectious diseases, then due to frequent absences from classes, it will be difficult for him to master the curriculum. Until September, there is still time to start improving the body, to visit the necessary doctors.
If the child is healthy, then it is also important to pay attention to his physical development. For example, follow his correct posture, walks in the fresh air, teach him to follow the daily routine.
2. The level of speech development is an important foundation for schooling!
For quality formation writing the child should have a well-developed oral language. The absence of diction defects, logoneuroses (stuttering) is also important. If the child is embarrassed to speak, closes in on himself due to pronunciation defects, then a speech therapist should be consulted.
3.Are cognitive processes sufficiently developed?
It is possible to check some HMFs (higher mental functions) at “home conditions”:
To check verbal memory, it is enough to name five words, and ask the child to repeat them.
Test children's ability to hold attention You can use the children's page in the magazine, where mazes are printed. Let the child walk through it from beginning to end.
Check logical thinking Can you ask a future first grader what is the difference, for example, between a cucumber and a tomato or a bird and an airplane?
In addition to these tasks, invite the child to color the picture (without going beyond the outline of the image, draw a pattern of geometric shapes according to your sample.
If the child experiences serious difficulties in completing these tasks or in copying, coloring, then developmental activities are desirable.
4. Have you developed teamwork skills?
Undoubtedly, the child must be adapted to social life, feel confident, being away from home. By the time the child enters school, he should already have learned that society lives according to certain rules that will have to be followed, that there is a concept of discipline. For example, does he know how to eat in the dining room, communicate with adults and children? And how to dress and undress independently, change shoes, tie shoelaces, deal with buttons and zippers on clothes, be able to use a public toilet?
5. Does the child want to go to school?
If not, or if he wants to, but under certain conditions (for example, that they will buy a new gadget for it), then it means that he has not formed both the need to learn new things and the motive for success in school. But without these attitudes, it will be extremely difficult for the child not only to “just sit in the lesson”, but also to listen carefully to the teacher’s tasks and complete them.
It is not scary if one or two answers turn out to be negative. Teachers, speech therapists, psychologists will help to form the necessary qualities and skills. But it is worth thinking about the expediency of studying in the current year if most of the answers to the questions are negative.
What can parents do to prepare their child for school?
Read books to your child, talk about what you read;
Answer the child's questions and ask them yourself;
Get ready for school together: choose pens, notebooks, a satchel, a school uniform;
Teach your child to pack his backpack - tell us what to take with you and where it is better to put it so that it is convenient;
Make and observe the daily routine (close to school);
Prepare at home workplace schoolchild;
Believe in your child, praise even small successes and support in case of failures (but do not do his job for him).
What not to do:
To turn a child ahead of time into a student.
Why?- a large number of classes and less opportunity to play and communicate with peers negatively affects the motivation for learning at school;
Form a negative attitude towards school.
Why?- to scare future difficulties at school is ineffective. How can a first-grader believe in himself if his parents no longer believe in him?;
Why?- it is important to develop speech and fine motor skills of hands, understanding of verbal instructions; that is, it is not the volume that matters, but the quality of knowledge and skills, their comprehension, and not mechanistic memorization;
Punish and report mistakes.
Why?- do not convict of inability, but help to find the right solutions for mistakes;
Make different demands (sometimes even mutually exclusive) to the child (and his schooling) in the family.
Why?- different positions of adults require “adaptation” from the child, which leads to a loss of confidence, fears, health problems and the loss of all family members on the way to an important stage - the transition from preschool to school period of development.
*These questions are not psychological testing. Diagnosis of school readiness ( school maturity) can only be carried out by a psychologist on the basis of validated methods.
Related publications:
Analysis of the parent survey “Is your child ready for school?” Parent survey analysis on the topic “Is your child ready for school?” Date: ___ April 2016 ___ Group: ___ children.
Speech therapist's consultation "Is your child ready for school?" Veremchuk Anna Ivanovna speech therapist-defectologist GBUZ RK "Simferopol City Children's Clinical Hospital" "Is your child ready for school?".
Is your child ready for school? Consultation for teachers and parents How to check if your child is ready for school? Child psychologists identify several criteria for children to be ready for school. Physical readiness.
Consultation for teachers and parents "Is the child ready for school?" Preparing older preschoolers for school is one of the main tasks of educators. Readiness for schooling is not exhausted.
Advice for parents: Is your child ready for school? CONSULTATION for parents "Is your child ready for school?" Developed by the teacher of the MBDOU of the Staroivanovsky kindergarten "Romashka" Shramkova.
The family of the future first-grader is waiting for serious changes - the child is preparing to go to school. And in many respects the success of the child depends on the correct parental position. It is in the first grade that both children and parents take their first exam, which can determine the entire further fate child, because a bad school start often becomes the root cause of all future failures.
Some parents believe that a child can be prepared very quickly before school itself, by working hard. But this decision cannot be considered correct, since such “quick preparation” can contribute to the psychological overload of the child. That is why the task of parents, to the best of their ability and ability, is to try prepare the child for school- in advance, in order to improve his further education and prevent school failure.
It is important that the child goes to school physically ready, but psychological readiness is equally important.
The components of psychological readiness are:
Personal readiness;
Volitional readiness;
Intellectual readiness.
Personal readiness (motivational and communicative) is expressed in the child's attitude to school, to learning, to the teacher and to himself. Children should be positively motivated to study at school. (Motivation is an internal drive to do something)
As a rule, all children want to go to school, hope to be good students, get good grades. But they are attracted by various factors.
Some say: “They will buy me a briefcase, a uniform”, “My friend is studying there” ... However, these are all external manifestations. It is important that the school attracts with its main goal - education, so that the children say: “I want to learn to read”, “I will study well so that when I grow up I will become ...”
You can determine the motivation of the child in learning with the help of exercises - games. In the room where the toys are displayed, invite the child to consider them. Then sit down with your child and read a fairy tale that you have not read before. At the most interesting place, you stop and ask what the child wants: to listen to the fairy tale further or to play with toys. The conclusion is this: if a child wants to go to play, the game motive prevails in him. Children with cognitive interest want to listen to the tale further.
The formation of motivational readiness is facilitated by a variety of games, where children's knowledge about the school is activated. For example: "Collect a briefcase", "I'm going to school", "What's in Dunno's briefcase." So, motivational readiness is the child's desire to accept a new social role for him. To do this, it is important that the school is liked by its main goal - learning.
Personal readiness includes the ability to communicate with peers and teachers and the desire to be friendly, not to show aggression, to work together, to be able to forgive.
Emotional - volitional readiness - includes the child's ability to set a goal, plan their actions, evaluate their results, adequately respond to comments.
The child is waiting for hard hard work. He will be required to do not only what he wants, but also what is necessary: a regimen, a program. Children of 6 years old, who are psychologically ready for school, are able to refuse to play and follow the instructions of an adult.
What is School Readiness?
Send the child to school next fall or wait another year with the start of training? Many parents of six-year-olds and even those who are not yet six are concerned about this issue until the very first of September. The concern of parents is understandable: after all, the success of the child in subsequent years, his attitude to school, education and, ultimately, well-being in his school and adult life depend on how successful the beginning of schooling will be.
“My child from the age of three reads, counts, knows how to write simple words. It will probably not be difficult for him to study in the first grade, ”you can often hear from the parents of six-year-olds. However, the skills acquired by a child in writing, reading and counting do not yet mean that the child is psychologically mature to change activities from play to learning. In addition, the necessary personal qualities and thinking of the baby simply do not have time to develop, there is not enough time or energy.
What is “school readiness”? Usually, when they talk about readiness for schooling, they mean such a level of physical, mental and social (personal) development of the child, which is necessary for successful assimilation school curriculum without prejudice to his health. So, the concept of “readiness for schooling” includes: physiological readiness for schooling, psychological, social or personal readiness for schooling.
All three components school readiness are closely interconnected, and the shortcomings of each of its sides, one way or another, affect school performance.
A child is always, regardless of age, ready to receive new knowledge, that is, ready to learn, even if we do not specifically teach him. Why, then, do some children have problems of various kinds when studying at school? This can be explained by the following reasons:
1. A modern school can not teach all children, but only those who have certain characteristics, although all children are capable of learning.
2. The school, with its own norms, teaching methods and regime, sets quite certain requirements for the first-grader. These requirements are strict, conservative, and children have to adapt to the school without waiting for changes from the school.
3. Different children come to school, but all have the same requirements.
What should a child who is preparing for school know and be able to do?
1 . Surname, first name and parents;
2. Your age (preferably date of birth);
3. Your home address; country, city in which he lives, and main attractions;
4. Seasons (their number, sequence, the main signs of each season; months (their number and names), days of the week (their number, sequence);
5. To be able to identify the essential features of the objects of the surrounding world, and on their basis classify objects into the following categories: animals (domestic and wild), countries (southern and northern); birds, insects, plants (flowers, trees), vegetables, fruits, berries; transport (land, water, air); clothes, shoes and hats; dishes, furniture, and also be able to divide objects into two main categories: living and non-living;
6. Distinguish and correctly name planar geometric figures: circle, square, rectangle, triangle, oval;
7. Handle a pencil: draw vertical and horizontal lines without a ruler, carefully paint over, hatch with a pencil, without going beyond the contours of objects;
8. Freely navigate in space and on a sheet of paper (right - left, top - bottom, etc.);
9. Make a whole out of parts (at least 5-6 parts);
10. Be able to fully and consistently retell the listened or read work, compose a story based on the picture; set the sequence of events;
11. Remember and name 6-8 objects, pictures, words.
Snezhana Emelyanova
Consultation for parents "What is the readiness of the child for school?"
Dear parents! So preschool childhood ends, in four months your children will go to school. Are they school ready and what is a child's school readiness? I will try to answer these questions in this article.
There are several approaches to understanding the psychological readiness of children for school: medical, pedagogical and psychological.
Medical readiness of the child for school le.
At the beginning of school education, the price of his success for the health of the child depends on the degree of formation of the necessary school functions (central nervous processes, speech, motor coordination). It has been established that children who have not reached school maturity either do not cope with the requirements of the school curriculum at all, or achieve success at the cost of a decrease in their health.
Medical criteria for children not being ready for school:
The level of biological development (height below 1 meter, increase in height less than 4 cm, complete absence of permanent teeth, age less than 6 years 6 months at the beginning of training, lag in the development of school necessary functions - speech, motor skills)
Health status (logoneurosis, hypertrophy of the tonsils, abnormal posture, vascular dystonia, chronic diseases of any form)
Morbidity for the previous year (the child was sick more often than 4 times, the duration of the disease was up to 25 days)
Pedagogical Ready st
This is the formation of the child's skills and abilities necessary for schooling. The approach is based on the idea that children aged 5-6 have sufficiently high intellectual, physical and mental capabilities in order to master part of the first grade program (mathematics, literacy, which allows them to be transferred to the preparatory group preschool. This allows them to improve their preparation for schooling.
Psychological ready st.
Psychological readiness child to school is a systemic characteristic mental development older child to school age, which includes the formation of abilities and properties that provide the ability to perform educational activities, as well as the adoption of the social position of the student. This is the level psychological development child (6-7 years old, necessary and sufficient for mastering the school curriculum in the conditions of learning in a peer group.
Psychological readiness for school consists of the following components:
Personal
intellectual
Emotional-volitional
Personal readiness includes:
Motivational readiness, i.e., the child already has learning motivation, consisting of cognitive and social motives for learning and achievement motives. Cognitive motives include cognitive interests and the need for intellectual activity, mastery of new skills and knowledge. To social motives - the child's need for communication with other people, their approval, evaluation, entry into the world of adults. That is, the child has formed an “internal position of a schoolchild”.
The formation of self-esteem and self-concept, i.e., the child's awareness of his physical capabilities, skills, experiences, as well as the ability to evaluate his achievements and personal qualities;
Communicative readiness, i.e., the child’s readiness for arbitrary and productive communication with the teacher and peers, in the context of educational activities. The child is able to hear, understand and follow the instructions of the teacher. Able to consciously subordinate their actions to the rules.
Emotional maturity - the child's mastering of social norms for expressing his feelings, the absence of impulsive reactions, the formation of higher feelings - aesthetic (a sense of beauty, intellectual (the joy of knowledge, moral.
Intellectual readiness
Intellectual readiness is the presence of a child's horizons, a stock of specific knowledge, the required level of development cognitive processes: memory, thinking, imagination. Intellectual readiness implies an appropriate cognitive and speech development, the formation of the child's initial skills in the field of educational activities, in particular, the ability to highlight the learning task.
Cognitive readiness - the development of cognitive processes: perception, attention, imagination, memory, thinking and speech.
The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions.
The attention of children by the time they enter school should become arbitrary, possessing the necessary volume, stability, distribution, and switchability.
Memory must also be arbitrary so that the child can learn the school curriculum well. A child at this age remembers 6-8 words or pictures.
The level of development of verbal-logical thinking should allow the child to generalize, compare objects, classify them, highlight essential features, determine cause-and-effect relationships, and draw conclusions.
The cognitive readiness of the child can be assessed through the development of the program preschool education. Our kindergarten works according to the program of A. N. Veraks "From Birth to School". At the stage of completing the program, the child should know and be able to:
In the field of cognitive development:
Knows the names, patronymics of parents, grandparents. Your name, patronymic, surname
Understands family ties (grandmother is mother's mother, uncle is father's brother)
He orients himself in a familiar microdistrict, recognizes the street, the route.
Knows the name of the time of day, months, days of the week, seasons, holidays of winter, spring.
He remembers the titles of the books that were read to him, can tell where he went in the summer.
Can guess the object by signs (red, round, juicy vegetable)
Compares pairs of words highlighting differences and similarities
Understands complex speech constructions (Sasha went for a walk after having lunch. What did Sasha do before - went for a walk or had lunch?
Establishes cause-and-effect relationships and patterns. (Masha looked out the window and said - it was raining at night. What Masha saw)
Can select words for a certain sound and a certain number of syllables
Knows how to solve indirect problems (Birds were sitting on a branch, 2 more birds flew to them and there were 5 in total. How many birds were on the branch at first)
In the field of speech development:
The child has formed the lexical, phonemic, grammatical, syntactic and semantic aspects of speech
Developed generalizing, planning and regulating functions of speech
The child can retell the content of the viewed cartoon, fairy tale, read book. Can talk about the past day in kindergarten.
Make up a story based on a picture or a series of pictures
Tell a familiar tale, come up with an end to a story begun by an adult
In the field of physical development:
Jumping rope
Hits a ball with a moving object
Connects points 8 cm apart with a straight line.
Gently paints, strokes, can arbitrarily change the force of pressure on the pencil.
Draws on the instructions of sticks of different heights, copies the sample, observing the size.
May continue the ornament.
In the field of social and communicative development:
Follows the rules
Easily joins the game, takes on a role and holds it throughout the game.
Play in Board games, including checkers, dominoes
Can agree with a partner on joint actions
Answers the questions
Executes instructions
Emotional-volitional readiness
Volitional readiness is considered formed if the child is able to set a goal, make a decision, outline a plan of action, make efforts to implement it, and overcome obstacles. The arbitrariness of behavior is manifested in the ability to obey the rules and requirements of an adult, the ability to control oneself, one's behavior. This component is considered the most important for the psychological readiness of preschoolers for school.
By school age, all children come with different baggage of knowledge, skills, habits, habits. The main neoplasms of preschool childhood are the ability to play role-playing, story games and, which is very important for school, games with rules. The most important prerequisite for readiness for school is the exhaustion (completion) of the previous period of development: the child must be able to play. Otherwise (if this stage is completed at school), the burden on the child may be unreasonable, which leads to the appearance of neurotic symptoms in the child (capriciousness, tearfulness, fears, refusal to go to school).
A positive attitude towards school is often associated with the information that we adults provide to children. It is very important to explain and prepare the child for what awaits him at school. Remembering that the leading activity of a preschool child is play, play with your child at school. Let him take the role of the student and you the teacher. Then switch roles. Don't forget to make fun breaks. Openly answer the questions of interest to the child, help to learn some school rules. Play the game: "what will you do if.". This preparation will help to form a positive attitude and interest in the upcoming studies, the right attitude towards the teacher and other students, the ability to quickly and easily establish relationships. In other words, this will help the child adapt, make friends with the new team, learn to work together with other children, give in and, if necessary, defend themselves.
Literature:
Bozhovich L. I. “Personality and its formation in childhood." SPb. : Peter., 2008
Gordiets A. V., Gruzdeva O. V. "Medical and psychological readiness of children for school: problems and solutions." Monograph. Krasnoyarsk 2011
Gutkina N. I. Psychological readiness for school. 4th ed. SPb. : Peter, 2004.
Lyubivaya G.G., teacher-psychologist, kindergarten No. 17
Alekseevka, Belgorod region
For successful learning and personal development of the child, it is important that he goes to school prepared, taking into account his general physical development, motor skills, condition nervous system. And this is far from the only condition. One of the most essential components is psychological readiness.
“Psychological readiness” is a necessary and sufficient level of a child’s mental development for mastering the school curriculum in the conditions of learning in a peer group” (Venerg).
For most children, it develops by the age of seven. The content of psychological readiness includes a certain system of requirements that will be presented to the child during training, and it is important that he is able to cope with them. It must be remembered that “readiness for school” is understood not as separate knowledge and skills, but as a certain set of them, in which all the basic elements must be present, although the level of their development may be different.
The first years of a child's development are of great importance for everything. further development, and from how it is delivered preschool education, the organization of school affairs also depends to a large extent, ”wrote N. A. Krupskaya. Of particular importance is the improvement of all educational work in kindergarten and the improvement of the preparation of preschool children for school. Entering school is a turning point in a child's life, in the formation of his personality. With the transition to systematic education at school, preschool childhood ends and the period of school age begins. With the advent of school, the child's lifestyle changes, new system relations with surrounding people, new tasks are put forward, new forms of activity are formed. If in preschool age the leading type of activity is a game, now educational activity acquires such a role in the life of a child. In order to prepare for a new way of life, for the implementation of new forms of activity, for the successful fulfillment of school duties, it is necessary to organize education in such a way that by the end of preschool age, children have reached a certain level of physical and mental development. Essential for preparing preschool children for school is strengthening their health and increasing their working capacity, developing thinking, curiosity, educating certain moral and volitional qualities, forming elements of educational activity: the ability to focus on a learning task, follow the teacher's instructions, control one's actions in the process of performing tasks.
What components are included in the set of "school readiness"? This is, first of all, motivational readiness, volitional readiness, intellectual readiness.
Motivational readiness is the desire to learn in children. Most parents will almost immediately answer that their children want to go to school and, therefore, they have a motivational readiness. However, this is not quite true. First of all, the desire to go to school and the desire to learn are very different from each other. The school attracts not from the outside (attributes of school life - a portfolio, textbooks, notebooks), but the opportunity to gain new knowledge, which involves the development of cognitive interests.
Volitional readiness is necessary for the normal adaptation of children to school conditions. This is not so much about the ability of children to obey, but about the ability to listen, to delve into the content of what an adult is talking about. The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him.
For this, it is necessary that the child can concentrate on the instructions that he receives from the adult. You can develop this skill at home, giving children different, at first simple tasks. At the same time, be sure to ask the children to repeat your words to make sure that they heard and understood everything correctly. In more complex cases, you can ask the child to explain why he will do this, whether it is possible to complete the assigned task in different ways. In the event that you give several tasks in a row or if the child finds it difficult to complete a complex task, you can resort to a hint scheme, that is, a drawing. Graphic dictations are also good for training volitional readiness, in which children draw circles, squares, triangles and rectangles in a certain sequence according to your dictation or according to a pattern you specify. You can also ask the child to underline or cross out a certain letter or geometric figure in the proposed text. These exercises also develop the attention of children, their ability to focus on the task, as well as their performance. If the child gets tired quickly, forgets the sequence of shapes or letters that need to be crossed out, starts to get distracted, draw something on a piece of paper with the task, you can make it easier for him by saying that he has one or two more lines left to draw (or underline 5-10 more letters). In the event that the activity of your child returns to normal, we can talk about the presence of volitional readiness, although not very well developed. In the same case, if the child is still unable to concentrate, volitional regulation Your child has no behavior and is not ready for school. So, you need to continue the exercises with him, first of all, teach him to listen to your words.
For normal development, children need to understand that there are certain signs (drawings, drawings, letters or numbers), which, as it were, replace real objects. You can explain to the child that in order to count how many cars are in the garage, it is not necessary to sort out the cars themselves, but you can mark them with sticks or circles and count these sticks - substitutes for cars. To solve a more complex problem, you can invite children to build a drawing that would help to present the condition of the problem and solve it based on this graphic image. Gradually, such drawings-drawings become more conditional, since children, remembering this principle, can already draw these symbols. (sticks, schemes) in the mind, in the mind.
Intellectual readiness - many parents believe that it is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the cause of parents' mistakes in preparing children for school, as well as the cause of their disappointment in selecting children for school. In fact, intellectual readiness does not imply that the child has any specific formed knowledge and skills. (e.g. reading), although, of course, the child must have certain skills.
However, the main thing is that the child has a higher psychological development, which ensures the arbitrary regulation of attention, memory, thinking, enables the child to read, count, solve problems "inwardly", that is, in the internal plan.
It turns out that psychological readiness for school is the whole preschool life. But even a few months before school, you can, if necessary, correct something and help the future first grader calmly and joyfully enter the new world.
Dear parents, grandparents!
Your child will soon become a schoolboy, and you began to think about how to make it interesting and joyful to study at school, so that his curiosity knows no bounds. The children in the class loved and respected him, and the teachers gave him only good grades.
If a child comes to the 1st grade prepared: he knows the rules of behavior and he has well-developed cognitive processes (attention, memory, speech, thinking, imagination), then, as a rule, he does not experience learning difficulties. If the child is distracted in the classroom, does not understand the explanations of the teacher, does not know how to communicate with other children, then he has problems. elementary school such children already have problems in knowledge and skills that only accumulate every year. Of course, school success depends not only on how ready the child is for learning. An important role in teaching a child in the 1st grade is played by the help of parents, understanding of his problems that arise in the learning process. If parents competently respond to the requests of the child, and their help is not limited to checking homework It makes it easier for the child to adapt to school. The foundations of the right relationship between parents and a preschool child are best laid in the process of preparing a child for school. Performing various tasks in a playful way, the child does not perceive the parent as a teacher, but begins to see him as an older friend who understands many things and can help. Joint classes improve family relationships, parents and children get to know each other better, they begin to see in their child what may have been hidden from them before: his abilities, interests, anxieties, desires. The systematic conduct of classes at home will contribute to the formation of a child's attitude to learning as a job, and the process of getting used to school will be much easier.
What is diagnostics and why is it needed.
Teachers and school psychologists, in order to identify the causes of difficulties that students have in the learning process, conduct psychological and pedagogical diagnostics. It can be different in form: observation, conversation, questioning, testing, research of children's work (drawings, essays).
To understand the problems of the child, a psychologist or teacher conducts a comprehensive diagnosis, that is, uses all types of diagnostics, on the basis of which recommendations are made regarding the characteristics of the child's learning and development.
Then it turns out that if there is no problem, then it is not necessary to carry out diagnostics? Yes, not really. Since your child is still in school, you may not yet know what difficulties he will face in school. However, you can find out the characteristics of your child: how developed is his memory, attention, speech, thinking, fine motor skills: to reveal how he relates to school, whether he has fears. Whether he is worried, whether he is comfortable at home. Knowing these features, on the one hand, you can help him develop, and on the other hand, you will take them into account in the process of his adaptation to school.
When is the best time to practice.
It is advisable to conduct two classes per week, preferably in the interval from 10.00 to 12.00. It is believed that this is the most suitable time for learning.
Classes cannot be held:
When a child is sick, overworked, overly excited;
When you yourself are in that state when there is no desire, no strength;
When there are no conditions for classes: there is extraneous noise (TV, radio, very cold or hot, insufficient lighting, no workplace;
When a child does not want to engage: he is carried away by toys, watches cartoons, etc. etc.
After meals, water procedures.
How to behave when the child is doing tasks.
1. Be calm, speak in a clear, loud voice.
2. Show that you are interested in working with a child - you do not need to do other things in parallel (read the newspaper, watch TV, talk on the phone);
3. Do not make comments to the child in a categorical form (“No, you are doing it wrong again”, “How many times do you have to repeat how to draw”);
4. Praise the child if he completes the tasks correctly ("Well done, you are doing so well, I could not do it so quickly (correctly"));
5. Do not rush to complete tasks in order to do something on time (for example, before the start of the cartoon). Thinking through classes, plan time with a margin;
6. During the diagnostic tasks, try not to be a tester ("Now I will find out what you can do", but a partner ("Let's see how this task turns out for you");
7. Do not push the child if he works very slowly. It is better to introduce a game competitive moment: each time note how much time the child completes the task of one lesson. If the next lesson took you less time than the previous one, praise the child.
8. If the child is distracted all the time, behaves restlessly - interrupt the lesson, ask what is bothering him.
9. If the child was active at the beginning of the lesson, but after 10 minutes he began to yawn, resting his head on his hand, spend a physical education minute.
10. If a child completes a task with an error, you do not need to immediately correct him, grab a pencil and write for him correctly, and even more so scold him by raising his voice. Let the child finish what he started. Then ask if he did everything right, if he has any doubts. Repeat the task and invite the child to check his work. If the child himself did not find his mistake, indicate what he did wrong.
11. If a child refuses to complete tasks, says that he does not want to study, you do not need to immediately conclude that your child is a lazy person and will be in trouble at school. No! First, you need to understand why he says so. Secondly, never say about your child that he is not like everyone else, bad.
www.maam.ru
Consultation for parents of the preparatory group. How to prepare your child for school.
How to prepare your child for school.
Spring is a time of special troubles for the families of future first-graders. Soon to school.
Preparing for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from the early preschool age. And not only in special classes, but also in the independent activities of the children - in games, in work, in communication with adults and peers.
In kindergartens, children receive counting, reading skills, thinking, memory, attention, perseverance, curiosity, fine motor skills and others develop. important qualities. Children receive concepts of morality, love for work is instilled. Children who do not go to kindergarten, and do not receive appropriate preparation for school, can enroll in the "Why" circle at the Center for Children's Creativity.
Readiness for school is divided into physiological, psychological and cognitive. All types of readiness should be harmoniously combined in the child. If something is not developed or not fully developed, then it can serve as problems in schooling, communicating with peers, acquiring new knowledge, and so on.
Physiological readiness of the child for school.
This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully pass educational program. Physiological readiness implies the development of fine motor skills (fingers, coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering the first grade, the child must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.
Psychological readiness of the child for school.
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
1. Intellectual readiness for school means:
By the first grade, the child should have a stock of certain knowledge (they will be discussed below);
He is supposed to navigate in space, that is, to know how to get to school and back, to the store, and so on;
The child should strive to acquire new knowledge, that is, he should be inquisitive;
The development of memory, speech, thinking should be age-appropriate.
2. Personal and social readiness implies the following:
The child must be sociable, that is, be able to communicate with peers and adults; aggression should not be shown in communication, and when quarreling with another child, he should be able to evaluate and look for a way out of problem situation; the child must understand and recognize the authority of adults;
Tolerance; this means that the child must adequately respond to constructive comments from adults and peers;
Moral development, the child must understand what is good and what is bad;
The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately evaluate his work, admit his mistakes, if any.
3. The emotional-volitional readiness of the child for school involves:
Understanding by the child why he goes to school, the importance of learning;
Interest in learning and acquiring new knowledge;
The ability of the child to perform a task that he does not quite like, but this is required by the curriculum;
Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.
Cognitive readiness of the child for school.
This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six or seven years old know and be able to do?
1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects, pictures.
To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy human movements, and so on.
It is easy to play mindfulness games where quick reaction is required. For example, name a living creature, but discuss the rules before the game: if a child hears a pet, then he should clap his hands, if it is wild, tap his feet, if a bird, wave his arms.
Numbers from 0 to 10.
Arithmetic signs: "", "-", "=".
3) Memory.
Memorization of 10-12 pictures.
Telling from memory rhymes, tongue twisters, proverbs, fairy tales, etc.
4) Thinking.
Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.
5) Fine motor skills.
Run applications.
7) The world around.
We train the child's hand.
It is very important to develop the fine motor skills of the child, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents do big mistake forbidding the child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle scissors, what can and cannot be done, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask the child to carefully cut them out, after which you can make an appliqué out of them. This task is very popular with children, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Teach finger warm-ups with your child - in stores you can easily buy a book with finger warm-ups that are exciting and interesting for the baby. In addition, you can train the hand of a preschooler by drawing, hatching, tying shoelaces, stringing beads.
An important task for parents is to teach the child to bring the work begun to the end, whether it be work or drawing, it does not matter. This requires certain conditions: nothing should distract him. Much depends on how the children have prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, pick up the appropriate sheet, etc. As a result, the child loses interest in the idea, wastes time, or even leaves the case unfinished.
From the moment your child first crosses the threshold of school, new stage his life. Try to start this stage with joy, and so that it continues throughout his schooling. The child should always feel your support, your strong shoulder, which you can lean on in difficult situations. Become a child friend, adviser, wise mentor.
Advice for parents "How to learn to stand up for yourself"
This question also worries moms, but dads, probably still more. Life is cruel - men say, you have to fight your way through it, but we have a growing slobber. And they are indignant about filial slobbering, as a rule, those fathers who themselves did not know how to stand up for themselves in childhood, and even in adulthood they do not painfully resemble Rimbaud or James Bond. However, it is understandable. We all want our children not to repeat our mistakes and to be stronger and happier than us. Let's help them with this. It just needs to be done correctly. Not all children successfully learn self-defense lessons. Many are even more constrained because they cannot overcome fear and, moreover, they are afraid of displeasing the pope. That is why they prefer not to complain to their father about offenders, hide their feelings, stop trusting their parents, alienate from them. This gives rise to even greater problems, because, losing support in the face of adults, the child feels his complete defenselessness. And if he also did not dare by nature, fear of the world can become panicky.
But there is another extreme. There are children who, just a little, are used to throwing their fists at offenders. It can be very difficult for them to get along in a team. The label of a bully quickly sticks to them and a vacuum forms around him. They prefer not to contact him. Rejected children become embittered, their desire for revenge gradually grows. And this generates a response, and so on ad infinitum. By school, a child may develop a strong belief that there are only enemies around, and this is a direct path to depression.
But how to be? Reflecting on this, it is important to separate two points: the attitude towards the situation of the child himself and the attitude of the parents. And ask: are things so dramatic in the eyes of your son or daughter? Are they really offended, humiliated, suppressed? Or is it that some old grievances have stirred up in you yourself, and you involuntarily attribute your ideas about life to children? Unfortunately, this is often the case. Why "Unfortunately? ". Yes, because in the child, thus, an inferiority complex is laid. If an adult did not fix attention on some petty injustice committed in relation to his child, he, perhaps, would not have noticed anything. Well, they pushed ... ., well, they teased ... ., well, they didn’t take it into the game, Who doesn’t happen to? They didn’t accept it now, but in half an hour they will. They pushed him two minutes ago, and two minutes later he will rush headlong somewhere, and also accidentally push someone. Children's grievances are usually unstable and quickly disappear. But when adults fix their attention on the insult, it acquires a different status, as if it receives official recognition. But some parents do not just focus the child's attention on a trifling insult, they try to sort things out in the presence of the child and other parents, and sometimes the conversation takes place in raised tones. And the children hear everything ....
Indeed, quite often, adults inflate an elephant out of a fly, and by this they only harm the child, inflating his pride. And inflated, hypertrophied self-esteem prevents the child from building relationships with others normally. He looks for a catch in everything, flashes like a match, at any careless word spoken to him. But if a child, wherever he goes, turns out to be a victim, then it's not just about the team. Most likely, there is something in him that provokes offenders. After all, weak, but quiet, non-conflict children are usually not offended. Stable aggression is provoked by "splintered" children. The ones who bully themselves and then run to complain. And it is necessary to teach them not so much to fight back as to get along with others: not to be offended, not to claim permanent leadership, to treat the guys kindly, not to be sarcastic, not to tease. After all, adult life can be cruel. This is not a kindergarten where you get off with a couple of bruises ... .
Advice for parents
Topic: “Self-esteem. How to bring him up? »
A high level of self-esteem is a very valuable trait of a child's character. Self-confidence helps him cope with the difficulties of growth. Self-respect is born from the recognition of one's own worth.
If a child does something well, he feels satisfied. When he often succeeds, he develops faith in his abilities. The child wants to learn everything that other children and adults can do. He strives to comprehend ever new and more difficult activities.
A child who lacks a sense of self-confidence should be given the opportunity to show their abilities. Every child is good at something. The question is what exactly. Parents should think: "What is the easiest thing for a child?" Watch the child. See what he likes to do, what kinds he prefers. Most likely, he will choose such things that he succeeds in.
Adults should organize the lives of children in such a way that they can confirm and build on their success. It is very important to keep the children's enthusiasm alive. Sometimes parents need to reconsider their views on what activities are suitable for boys and what for girls. A boy may prefer dancing, and a girl may prefer karate. The main thing is that parents show understanding. Children's interests often change, but the feeling that parents understand them will last a lifetime.
There are other ways to develop children's success. Let the child perform some simple tasks. The child can, for example, arrange the plates on the table, sweep in the kitchen after dinner. A child is very pleased when a picture drawn by him is hung on a wall or a refrigerator. It is important that the child successfully copes with new activities. Success in this case is determined not so much by the end result as by the desire of the child to learn something new. Divide the task for the child into a series of small tasks. When he completes the first, move on to the second, third, etc. Praise him as you go. Do not rush the child and do not rush to do something for him. This will make him feel incompetent. The time and effort you spent will pay off handsomely - the child will respect himself. Spend as much time as possible with your child. He will understand that he is appreciated. He feels his importance when his parents postpone various important "adult" things for him. Listen to the opinion of the child. The girl will feel happy if her mother asks what dish to cook for dinner or what dress to wear on a visit. It is a wonderful experience for a child to be taken seriously by adults.
Praise is the basis for the formation of self-esteem. This is recognition of the dignity of the child. The child needs to be praised. Specific praise is most helpful. It is better to say to a child who rides a bicycle: "You are good for stopping at the corner," than simply to state: "You are well done." You will emphasize the desired behavior, and the child will understand how he should behave, and not just be glad that he is just "well done" and will not know why. It is necessary to teach the child to recognize his own achievements, otherwise he will remain dependent on the opinions of others. Encourage your child to evaluate their own skills. What is he good at? How he does it? If a child brings a drawing from kindergarten, let him tell why he likes it. If he built a house out of blocks, ask how he managed to build them.
The child should strive to assert his authority. Give him the opportunity to "educate" other children.
Advice for parents
Topic: "Children's shyness"
Shyness is a feature common to so many people, both children and adults. Perhaps this trait can be called the most common cause of communication difficulties. Shyness can be a mental illness. As a rule, shyness, as a characteristic of behavior, begins to take shape at preschool age. Over time, its manifestations become more stable and spread to the entire communicative sphere of a person.
Being shy means being afraid of communication. A shy child perceives the surrounding people (especially strangers) as carrying a certain threat.
Today, in psychology, there is a widespread point of view that shyness is formed as a result of negative experiences that arise in a child in the process of communication and are gradually fixed in the mind.
Shyness can be both selective and spread to the entire social environment of the baby. Its occurrence may be due to low self-esteem of the child. Considering himself worse, weaker, uglier than the rest, the child begins to avoid contact with others, subconsciously not wanting to injure his already injured self-esteem.
To help a child overcome shyness, to form in him a desire to communicate is a completely doable task, but it is necessary for all adults who interact with a shy child - parents, educators, psychologists - to solve it.
The sooner we start overcoming shyness, the better. With age, the child develops a stereotype of shy behavior, it is fixed and hard to correct. The child begins to be aware of his “lack”, and this makes it very difficult to work with him, since the preschooler involuntarily fixes attention on his shyness and peculiarities of his character.
Some advice for parents whose children are shy.
Expand your child's social circle, invite your child's friends more often, take your child to visit friends, expand the walking route, teach your child to be calm about new, unfamiliar places.
You should not constantly worry about the child, strive to fully protect him. Give the baby the opportunity to show independence and activity, give him a certain measure of freedom of action. Constantly strengthen your child's self-confidence and their abilities.
Involve your child in a variety of tasks related to communication. Encourage the shy child to contact "stranger adults": ask him to buy bread or ask the library for a book. At the same time, try to be close to the baby so that he feels confident and calm.
Support the child, emphasize his success in business, and also tell the child about how much new and interesting things can be learned by communicating and playing with other children and adults.
Advice for parents
Topic: "The character of your child depends on you"
We often pronounce the word "character" and have become accustomed to it. "That's character," we say with admiration. "Well, character!" - we say when we are indignant. Is it good or bad to have character? Everyone, relying on their experience, understands a certain combination of individual characteristics of a person as a character. The main properties of character are considered to be three groups of qualities that manifest themselves in relation to activities, any assignment (hard work, conscientiousness, perseverance, perseverance, independence); in relation to a person to himself (pride, self-esteem) and to others (caring, responsiveness, kindness, sensitivity). These qualities are equally important and are brought up at the same time. It is possible to instill independence and self-esteem in a child, but at the same time indifference. This combination of qualities is quite common. It also happens that a child who is both sensitive and kind, but not able to complete a single task, cannot set a goal for himself. Parents often object: "Not everything can be educated: character is inherited. There are two twin children in our family. We raise them the same way, but they grow up completely different. What can you do, we were born with different characters". Is this so? Let's figure out how much the character of the child depends on natural features. What is innate in the character, and what is acquired?
Congenital, hereditary are the four properties of the child's nervous system. The first is the strength of the nervous system or performance: some children are hardy, capable of prolonged stress, others get tired quickly. This can be seen in the game, when the child completes the assignment. The second property is balance, or the balance of the processes of excitation and inhibition: in some children, the process of excitation may predominate (noisy, restless children, in others - the process of inhibition (calm children who are almost impossible to piss off). The third feature is
mobility, switchability of nervous processes (one child easily and quickly moves from play to regime moments: waking up, he immediately joins the game). Another tends to get stuck on some kind of experience, a very slow inclusion in the state of wakefulness from sleep). The fourth feature is the dynamism of nervous processes, that is, the ability to generate habitual forms of behavior and the speed of their change. Some children easily get used to the new requirements in kindergarten, willingly obey them, others, willingly following them, get used to them for a long time, with difficulty. The nature of the child is not predetermined by these natural features nervous activity. Observations of the development of twins confirm that there can be no identical conditions for their development even in the same family, circumstances, as it were, force them to act differently. If a mother asks her children to help her, then only one responds first. Another child at this time may stand with his back to his mother and therefore respond later for some fractions of a second. Several similar situations - and there is already a basis for the formation of opposite qualities (passivity and activity) in twin children. Various combinations of properties make it possible to distinguish unequal individual characteristics in the behavior and activities of the child. Features of nervous activity can both make it difficult and help to bring up certain character traits. Thus, it is more difficult to cultivate self-control in a very sensitive child than in a balanced child. It is more difficult to cultivate perseverance in excitable children than in slow children. Remember that all children, regardless of their individual psychological characteristics of development, need the purposeful influence of an adult who consciously uses various methods and techniques for the formation of certain character traits of the child. All preschool children are brought up with stable moral feelings, moral motives of behavior, obedience and
curiosity, activity. However, in the upbringing of children with various individual characteristics, it is important to rely on the positive features of higher nervous activity, while changing their undesirable manifestations. So, in mobile, balanced children, special attention is paid to the upbringing of stable interests, stable moral motives of behavior. If this task of upbringing is solved correctly, then the child will have patience, perseverance, which has not been there until now, and the ability to bring the work begun to the end, even if it is not interesting to him. The education of moral feelings will allow the child to consciously comply with the rules and requirements of adults, and will prevent the development of such qualities as frivolity and self-confidence. In the upbringing of children of a different type - excitable, unbalanced - parents prevent their temper, bring up self-control, perseverance, the ability to correctly assess their strengths, think over decisions and stages of their activities. Adults must be both demanding and patient. Demanding obedience from children and preventing temper and stubbornness, the child is explained the validity of this or that requirement, the need to follow the rules. Adults do not persuade, but explain, remaining demanding. If a child is given an instruction, he says it aloud, explaining what he will do, what he needs to do, what parts of the torch to divide the instruction to make it easier to complete, what difficulties may occur and how to avoid them. Do not forget to approach him sometimes - the child may need your help. Do not be afraid to trust the child, but you should provide him with the necessary assistance. A preschooler can be instructed to set the table when guests arrive; you can ask to go to the neighbors with any request. Such assignments require from the child external and internal composure, restraint, politeness, that is, those qualities that he and
lacks; adults highly appreciate precisely these qualities, shown by an unbalanced child, in order for them to become stable character traits.
In the upbringing of slow children, attention is especially paid to the formation of their activity, initiative, and curiosity. Slow children develop the ability to quickly switch from one thing to another. With such children, they especially often take walks in the park, forest, go to the zoo, circus. The imagination of slow children is constantly awakened, including them in all events. family life. This contributes to the formation of the habit of being always busy, active. If the child does everything very slowly, it is important to be patient and not get irritated. It is useful to do something with him in a race, trying to give him a limited time to complete the task. At the same time, you can count the time (for example, when dressing, or remind the child that they were going to read a book to him, watch a cartoon, but because of his slowness, you may not have time to do this. Children develop accuracy, dexterity, speed of movements. With slow children often play outdoor games that require these qualities.In the upbringing of sensitive, vulnerable children, they strictly observe the daily routine, give the baby only feasible tasks and help him in time.Appeals to the child are distinguished by special sensitivity, gentleness, even, benevolent tone, trust in his strengths and opportunities. If something is entrusted, then it should be remembered that he needs time to prepare the workplace, that the assignment will be carried out very carefully. Therefore, one should not be annoyed if the child pays attention to trifles. Vulnerable children are brought up to believe in their own strength , initiative, independence, sociability.In the presence of strangers, you can not pay attention to manifestations of shyness or incorrect actions of the child. In education, severe punishments or the threat of punishment in response to the child’s uncertainty, incorrect actions are not applied.
You can not intimidate sensitive children - they are already characterized by timidity, fear of the new. They need to be taught how to overcome fear. If the child is afraid of the dark, you should go into a dark room with him and turn on the light. Then the child will do it alone, and the adult will be somewhere nearby. Cultivating courage, you need to teach your child to overcome his fear. If he was afraid of a caterpillar crawling on the ground, take it in your hands, let him touch it in your hands, let him take it in his. Approve his action: "You are well done, you are not afraid, you are brave." You will see the joy of a little person who has overcome his fear, his insecurity. In order for this uncertainty to disappear completely, he must feel that you will be understanding, sensitive to him even if he does something wrong; that you will not scold him and say: "It's always like this with you." If you kindly treat a vulnerable child, his failures, then over time, thanks to the patience and goodwill of an adult, his anticipatory high assessment of the courage, independence of the child, the preschooler develops self-confidence, he becomes sociable and trusting.
Advice for parents
Topic: “How does a preschooler become a schoolchild? »
It would seem that the answer to this question can be simple: goes to school. But this is an illusion of simplicity. There are children who, studying in the first and even in the second and third grades, remain preschoolers. And there are those who, having entered school, lose the features of a preschooler, but they never really turn into schoolchildren. The difference between a preschooler and a schoolchild is not external, but internal, psychological. And it is determined by how the child relates to other people - adults, peers, to the tasks that he performs, and how developed his mental qualities are necessary for the systematic assimilation of knowledge.
To begin with, let's try to sketch a psychological portrait of a younger student, and not just a student, but, so to speak, an ideal student, that is, a child who loves to go to school, studies successfully and, most importantly, under the influence of learning, successfully advances in his mental development. And the first thing that interests us is the child's attitude to school, teaching, teacher, peers, that is, the so-called "student position", as defined by the famous psychologist L. I. Bozhovich. School is a special place where they teach and learn, that is, they do an important, necessary and honorable thing. Learning is not the same as playing. You are always learning something new, getting older and smarter. And everyone understands that your studies are like daddy's work, you need to take it seriously. Therefore, when you were given a lesson, you have the right to ask that the radio and TV be turned off so that they do not interfere with your work. And it's good when the lessons are harder - you feel better that you are taken seriously. The teacher is the most knowledgeable, most respected person. What he says is always correct and binding on everyone. He is fair, loves all children equally. Marks for what you know and how hard you try. It’s very nice to get fives, but if it doesn’t always work out, then you need to try harder and in the end you will definitely succeed. The best children in the class are those who follow the school rules, study hard and help their comrades.
You feel that a certain standard of a “student” has begun to emerge in our country, for which teachers and parents can only pray. Nothing can be done, this is the position of the student in its "pure" form. Indeed, many younger schoolchildren quite clearly adhere to it, often surprising their parents with their pedantry in observing school regulations. But let's go further in drawing up a conceived portrait.
What else should be included in the psychological portrait of an imaginary excellent student? Of course, in the classroom he is all attention. He doesn't fidget, he doesn't chat with his desk mate, and in any case, he doesn't jump up and walk around the classroom. He does not have a beloved hare or a small car in his desk, which from time to time can be slowly rolled back and forth. Indeed, firstly, what could be more important for him than the teacher’s story, and secondly, he has already learned to control himself, to be attentive, not to be distracted, even if something unusual happens nearby (for example, a neighbor crawls under a desk to look for rolled handle). This is random behavior. It affects everything - in the concentration of attention, in the ability to follow the course of reasoning of the teacher and other children, to follow instructions in a timely manner, to act in accordance with the rules, to purposefully memorize the given. But randomness alone is not enough. After all, you need to not only listen, but also understand what the teacher says, not only read the textbook carefully, but also imagine what is written in it, not only memorize the rules, but also think about how they can be applied in one or another case. This means that one cannot do without developed perception, thinking, and imagination, which ensure the conscious assimilation and application of school knowledge. They also need to be included in the portrait, emphasizing logical thinking - the ability to compare facts, reason consistently, and draw conclusions. Perhaps, this could have ended if the child could hold out only on consciousness and voluntariness. In practice, this is impossible, and interest in the very learning material- to how people lived in the old days, how they live in different countries, to the world of animals, to the causes that give rise to natural phenomena, and to the secrets of mathematical calculations.
Now let's turn to a typical preschooler and see to what extent he meets the requirements for an "ideal" student. The position of a preschooler is based on a completely different attitude towards the people around him and his own activities than the position of a schoolchild. Mom and dad love you, forgive you for pranks and whims, and in any case they won’t scold you if you accidentally break a cup. Of course, it happens that they get angry and even punish because they are offended by you, but all this is easy to fix: all you have to do, even if you seriously messed up, is to say: "I won't do it again" to be forgiven. Of course, it’s good for them, adults: everything is possible for them, but for some reason a lot is forbidden to you. Kindergarten is a place where they play. Classes are also a game: Petrushka comes and asks to help him count how many cups are needed to give tea to all the dolls. And if you didn’t understand something, did something wrong, you will still be praised - after all, you tried. Elena Petrovna, a teacher, is like a mother, only it is more difficult for her: there are many children, and she is alone. You can't follow everyone. Therefore, she needs to sympathize, obey, not make too much noise. At the same time, it is quite possible that life has prepared many wonderful surprises for these children, and therefore it would be unfair to doom them to a boring, limited existence, while very little effort on the part of parents, simple special classes, an unexpected approach to this or that or otherwise, they can make the child a multifaceted personality, which in the future will open all possible doors for him.
Advice for parents
Topic: "Mistakes you shouldn't make"
For you parents!
Mistakes that shouldn't be made.
All parents raise their children based on their life experience, understanding of life. Each of us dreams that he will be the best, smartest and kindest in relations with his child. And often it works out. But there are moments when the child's behavior is confusing, annoying; and we do something that makes you feel ashamed, uncomfortable, and you start scolding yourself and swearing to yourself that this will not happen again. So what are the mistakes we make?
The first mistake is indifference
"Do what you want, I don't care"
Parents' opinion:
When I was little, they didn't flirt with me. The child must learn to solve his own problems. And in general, the child must be prepared for adulthood, let him soon become independent.
The opinion of psychologists:
The child, sensing your indifference, will immediately begin to check how "real" it is. The test may be to commit misdemeanours. The child waits to see whether such an act will be criticized or not. It turns out that both of you. Therefore, instead of ostentatious indifference, it is better to try to establish friendly relations with the child, even if his behavior does not suit you at all.
Mistake two - too much rigor
"You have to do what I told you. I'm a mother, I'm the head of the house"
Parents' opinion:
Children should always obey their parents - this is the most important principle in education. Alternatives are not allowed here. It does not matter how old the child is, whether he is a high school student or a preschooler. Children should not be given concessions, otherwise they will finally sit on our necks.
The opinion of psychologists:
Children must understand why and why they do something. Too strict upbringing, based on principles that are not always clear to the child, resembles training. A child can unquestioningly do everything when you are around, and ignore all prohibitions when you are not around. Persuasion is better than rigor. If necessary, you can say this: "You are now doing as I say, and in the evening we will calmly discuss everything - why and why."
Mistake three - children need to be pampered
"Maybe I'll do it myself. My baby can't do it yet."
Parents' opinion:
We are ready to do everything for our baby, because children should always get the best. Childhood is so fleeting, so it must be beautiful. It is so nice to guess and fulfill any desire of the child.
The opinion of psychologists:
Spoiled children have a very hard time in life. Excessive guardianship and care in the future can lead to problems. When parents literally anticipate every move, every breath, the child does not feel any happier. Rather, on the contrary - he feels completely helpless and alone. “Try to do it yourself, and if it doesn’t work out, I’ll be happy to help you,” is one of the options for a wise attitude towards a daughter or son.
Error four - imposed role
"My baby is my best friend"
Parents' opinion:
A child is the main thing in our life, he is so smart, you can talk with him about everything. He understands us, just like a real adult.
The opinion of psychologists
Adult problems should not fall on the shoulders of children. It is unacceptable to draw them into conflicts, interpersonal relationships adult people. Children are designed in such a way that they are interested in everything. Of course, they will listen to you as much as you want. Most likely, they will take your side. Toddlers are ready to plunge into the complex world of adult problems, instead of discussing their interests with their peers. But at the same time, their own problems remain unresolved.
Mistake five - money
"More money - better education"
Parents' opinion:
We have a small salary. There are not enough funds to allow a child to be pampered.
If we had more money, we would give the child everything and make him happier.
The opinion of psychologists:
Money can't buy love - it sounds rather banal, but it's true. It often happens that in families with low incomes, adults do everything so that the child does not need anything. They literally stretch out into a string so that their child is no worse than others. But such parents should not feel remorse for not being able to fulfill all the desires of their child. In fact, attention, affection, joint games and communication are much more important than the contents of the wallet. And, if you look at it, it’s not money that makes a child happy, but the realization that he is the BEST for his parents.
Mistake six - Napoleonic plans
"My child will play music (tennis, figure skating). He should not miss his chance"
Parents' opinion:
Many adults dreamed of doing ballet, learning to play the piano or playing tennis as children, but they never had the opportunity. And now the main goal of dads and moms is to give children the best education. It doesn’t matter if the kids don’t really want this, time will pass, and they will appreciate the efforts of adults.
The opinion of psychologists:
Unfortunately, children do not always appreciate the efforts of their parents. Parents themselves provoke such behavior of children. After all, often a brilliant future, drawn by adults in their imagination, is just the ambition of mom or dad, but not the true desire of the child. While the baby is still small, he obeys adults. Growing up, he wants to break out of parental love, begins to protest in the ways available to him - it can be drug use, or just a hobby for hard rock at night. There is a situation of misunderstanding, alienation, resentment on the part of adults. Therefore, before deciding something for the child, listen to his interests. Observe his behavior and mood, try to understand whether he likes what he does. Do not turn the life of a child into the satisfaction of your own ambitions.
Mistake seven - too little affection
"Kisses, hugs and other tenderness are not so important for a child"
Parents' opinion:
Many adults believe that caresses (kissing mom, hugging dad) in childhood can lead to problems in sexual orientation later on. In short, no hugs or kisses. There are more necessary and serious things.
The opinion of psychologists:
Children of all ages crave affection, it helps them feel loved and gives them self-confidence. It is believed that for the whole day a child should receive at least 10 touches (stroking on the head, hugs, kisses) for good health and good mood. Otherwise, the child may experience emotional hunger and think. That they don't like him.
Eighth mistake - your mood
"Is it possible or not? It depends on the mood"
Parents' opinion:
Troubles at work, bad relationships in the family,. How often do adults "let off steam" on a child! Many people believe that there is nothing to worry about. It is enough then to pretend that nothing happened or buy a long-promised toy, and everything will be in order.
The opinion of psychologists:
Parents should show the kid that they are pleased with his good deeds and upset bad ones. This creates in children a consciousness of the steadfastness of life values. When adults, for the sake of their egoism and mood, allow something today, and prohibit it tomorrow, the child can understand only one thing: it doesn’t matter what I do, the main thing is what mood my mother has. However, if you feel that you cannot change yourself, it is better to agree with the child in advance: "So, when I have good mood you will be allowed to do whatever you want. And if it's bad, try to be lenient with me."
Mistake 9 - too little time to raise a child
"Unfortunately, I don't have time for you at all"
Parents' opinion:
Many adults are very busy at work, but they try to spend every free minute with their children: they take them to the garden and school, cook for them, wash, buy everything they need. Children should themselves understand that parents simply do not have time to play and read with them.
The opinion of psychologists:
Adults often forget a simple truth - if you have already given birth to a child, you need to find time for him. A kid who constantly hears that adults do not have time for him will look for kindred spirits among strangers. Even if your day is scheduled by the minute, find half an hour in the evening (quality is more important than quantity in this matter) to sit by the baby’s bed, talk to him, tell a story or read a book. The little one needs it.
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Memo for parents on preparing children for school
Memo for parents on preparing children for school
School readiness- this is such a level of physical, mental and social development of the child, which is necessary for the successful assimilation of the school curriculum without compromising his health.
Therefore, the concept of “school readiness” includes:
1. physiological readiness - a good level of physical development
2. psychological readiness - sufficient development of cognitive processes (attention, memory, thinking, perception, imagination, sensation, speech), learning ability
3. social readiness- Ability to communicate with peers and adults
All three components of school readiness are closely interrelated, and shortcomings in the formation of any of its aspects in one way or another affect the success of schooling.
Moms and dads of future first graders!
These games you can play with your kids at home:
Call it in one word
The game is played with subject pictures or with toys. The purpose of the exercise is to teach the child to use generalizing words correctly. An adult puts pictures on the table and asks to name them in one word. For example:
1) fox, hare, wolf, bear - animals;
2) bed, chair, sofa, armchair; - furniture;
3) pine, spruce, willow, maple - trees, etc.
name three things
This game develops the child's verbal and logical thinking. The leader (first an adult, and then one of the children) calls a word (for example, furniture) and throws the ball to one of the players, he must name three objects that can be called with this one word (for example, chair, table, bed). Whoever made a mistake pays a fant.
Graphic dictation
For the exercise you need a notebook sheet in a cage and a pencil. At first, it is advisable for the child to put dots so that he knows where to start the pattern. Before starting the exercise, let the child show where his right hand is and where his left hand is.
Explain to the child that you will dictate patterns to him, and he will draw in small cells. Patterns can be anything, but it is advisable to start with a simple one, for example:
One cell up. One cell to the right. One cell down. One to the right.
Invite the child to finish the pattern on their own to the end of the line. Then you can give more difficult tasks, for example, two cells up, one to the left, etc.
Attention task
The child is offered to draw 10 (for starters, fewer) triangles (or any other figures) and paint over, for example, the second, seventh and ninth figures (or any others in order).
What changed?
7 pictures or toys are laid out in front of the child (you can start with 3-4), he must remember how they are located. Then the adult asks the child to close his eyes, at this time he changes 2 (then more) pictures (toys) in places or removes one (or more) of them. The child is asked to open his eyes, he must notice what has changed.
fourth extra
This exercise can be done in several ways:
1) with pictures: an adult lays out 4 pictures depicting objects and says to the child: “Here three pictures fit together, but one does not match them. Show her. Why is she redundant? For example, a cat, a dog, a swallow, a mouse (the swallow is superfluous, because it is a bird, and the rest are animals) or any other pictures
2) with surrounding objects: an adult draws the child's attention to any objects at home or on the street and asks what is superfluous and why. For example, chair, table, cup, bed.
3) with words: an adult names four words and asks the child which word is superfluous and why. For example, nose, ears, glasses, eyes.
Find an object of triangular (square, rectangular, round) shape
The game develops the child's perception of form. The child is offered to find and name objects of a given shape in the environment or in the picture. For example, a triangular shape: a pan stand, cookie cutters, a cap for Parsley, a Christmas tree, a roof for a house.
Whoever names the most objects of a given shape wins.
magic pouch
Small items are placed in the bag various shapes. The child is offered to put his hand into the bag, select an object and identify it by touch. Then he takes the item out of the bag, examines it and talks about it: what figure it looks like.
First, simple geometric shapes are placed in the bag, and then more complex objects and toys that the child guesses by examining their shape by touch.
Hatching
An adult draws any geometric figure (circle, square, triangle, rectangle) and draws 1-2 lines in it (horizontal, vertical or diagonal), at the end of which one arrow is drawn (so that the child understands in which direction to hatch the figure) . The child completes the hatching started by the adult, and the adult at this time makes sure that the child draws in the right direction and that the lines are straight and even.
Sequence of events
The child is offered to tell about an event from the pictures, while asking what happened first, what then and how it all ended. The more detailed the child tells, the better, it is desirable that he speaks in full sentences.
If there are no such pictures at home, you can talk with the child about how his day went in kindergarten, what happened in the morning, afternoon and evening, what they did with the guys, what they ate, what new and interesting things he learned in kindergarten that day .
Wishes to parents
1. Practice with your child systematically (2-3 times a week), it is desirable to conduct classes at the same time.
2. The duration of each lesson for children 6-7 years old is no more than 30 minutes.
4. Do not exercise with your child if he is not feeling well or is actively withdrawing from activities.
5. Start class with favorite or easy-to-do activities. This gives the child self-confidence.
6. Calmly, without irritation, treat the difficulties and failures of the child. Do not scold, do not shame the child for failures.
7. Encourage the child if something does not work out for him. Be patient and explain anything you don't understand.
8. Be sure to find something to praise your child for during each session.
9. Do not force the child to repeat the tasks that do not work out many times. In such cases, you should return to similar, but simpler tasks.
Reciting poems, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling of the text from 4-5 sentences.
3) Thinking.
Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, armchair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events, so that first, and what - then.
Find inconsistencies in drawings, verses-fictions.
Putting together puzzles without the help of an adult.
Fold out of paper together with an adult, a simple object: a boat, a boat.
Make sentences from several words, for example, cat, yard, go, sunbeam, play.
Understand and explain the meaning of proverbs.
Compose a coherent story based on a picture and a series of pictures.
Expressively recite poems with the correct intonation.
Distinguish letters and sounds in words.
5) The world around.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.
Numbers from 0 to 10.
Count up from 1 to 10 and count down from 10 to 1.
Arithmetic signs: "+", "-", "=".
Dividing a circle, a square in half, four parts.
Orientation in space and on a sheet of paper: “to the right, to the left, above, below, above, below, behind, etc.
7) Fine motor skills.
It is correct to hold a pen, pencil, brush in your hand and adjust the force of their pressure when writing and drawing.
Color objects and hatch them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Run applications.
It is very important to develop the fine motor skills of the child, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors.
Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle scissors, what can and cannot be done, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line.
To do this, you can draw geometric shapes and ask the child to carefully cut them out, after which you can make an appliqué out of them. This task is very popular with children, and its benefits are very high.
Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Teach finger warm-ups with your child - in stores you can easily buy a book with finger warm-ups that are exciting and interesting for the baby. In addition, you can train the hand of a preschooler by drawing, hatching, tying shoelaces, stringing beads.
A child should know and be able to do a lot when entering an unfamiliar, but such an attractive school life. Preparing your child for this important point ORIGAMI will help in life - an art that is close to him and accessible.
Do not list all the advantages of origami in the development of the child. The availability of paper as a material, the ease of its processing attract children. They master various methods of working with paper, such as folding, folding, cutting, gluing.
- develops in children the ability to work with their hands under the control of consciousness, they improve fine motor skills, precise finger movements, and the eye develops.
- promotes concentration, as it forces you to focus on the manufacturing process in order to get the desired result.
- is of great importance in the development of constructive thinking of children, their creative imagination, artistic taste.
Origami also stimulates the development of memory, since a child, in order to make a craft, must complete the sequence of its manufacture, techniques and methods of folding.
Origami introduces children to basic geometric concepts (angle, side, square, triangle, etc.), while enriching the dictionary with special terms.
Origami activates thought processes. In the process of construction, the child needs to correlate visual symbols (showing folding techniques) with verbal ones (explaining folding techniques) and translating their meaning into practical activities (independent performance of actions).
Origami improves the labor skills of the child, forms a culture of work.
Origami contributes to the creation of game situations. Having folded animal masks out of paper, the children join in the dramatization game according to a familiar fairy tale, become fairy tale characters, make a trip to the world of flowers, etc.
And this is not all the advantages that the magical art of origami contains.
Systematic origami classes with a child are a guarantee of his comprehensive development and successful preparation for schooling. Only by joint efforts can we achieve good success.
An important task for parents is to teach the child to complete the work that has been started, whether it be work or drawing, it does not matter. This requires certain conditions: nothing should distract him.
Much depends on how the children have prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, pick up the appropriate sheet, etc. As a result, the child loses interest in the idea, wastes time, and even leaves the case unfinished.
The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.
From the moment your child crosses the threshold of school for the first time, a new stage of his life will begin. Try to start this stage with joy, and so that it continues throughout his schooling.
The child should always feel your support, your strong shoulder, which you can lean on in difficult situations. Become a child's friend, adviser, wise mentor, and then your first grader in the future will turn into such a person, into such a person that you can be proud of.