Presentation of advice to parents of first-graders in the period of adaptation. Presentation "difficulties in adapting first-graders to school". Occupies a favorable status position in the class

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Can you be sure that

• The first grader likes school, he goes there with pleasure, willingly talks about his successes and failures.
• The first grader is not too tired.
• The first grader is quite independent
• He made classmates.
• To the question: “Maybe it’s better to return to Kindergarten?" he resolutely replies, "No!"

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Academic success depends

• From the desire and ability to learn
• Ability to see the connection of phenomena, patterns
• From the desire to understand, to understand why, how, why ...

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As well as

• The child must understand the role of the student
• Obey general school and teacher requirements

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• The child must be able to concentrate for a sufficiently long time
• Hold attention, don't get distracted
• Listen to the teacher, be able to sit through the whole lesson
• Find common ground with classmates

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Degree of adaptation

The first group of children adapts during the first two months of training. These children relatively quickly join the team, get used to school, make new friends. They almost always have a good mood, they are calm, benevolent, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime.

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The second group of children has a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school and teacher. "Risk group

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The third group is children whose socio-psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom.

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Difficulties

Chronic failure.
In practice, there are often cases when the difficulties of adapting a child to school are associated with the attitude of parents to school life and the child's school performance. On the one hand, this is the parents' fear of school, the fear that the child will be bad at school. This is often heard in the speech of parents: "If I had my way, I would never send him to school, I still have nightmares about my first teacher."

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Fears that the child will get sick, catch a cold.
On the other hand, this is an expectation from the child of only very good, high achievements and an active demonstration of dissatisfaction with the fact that he cannot cope, that he does not know how to do something. During the period primary education there is a change in the attitude of adults to children, to their successes and failures. A “good” child is one who learns well, knows a lot, easily solves problems and copes with educational tasks. The parents, who did not expect this, have a negative attitude to the inevitable difficulties at the beginning of education (verbally and non-verbally).

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Reasons for failure

Insufficient readiness of the child for school (underdeveloped fine motor skills - a consequence: difficulties in learning to write, unformed voluntary attention - a consequence: it is difficult to work in a lesson, the child does not remember, misses the teacher's tasks).

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The anxiety that developed preschool age under the influence of family relations, family conflicts. In families where there were more conflicts between spouses, the child grows up anxious, nervous, insecure, because. the family cannot satisfy his basic needs for security and love, the consequence: a general lack of self-confidence and a tendency to react in a panic to some difficulties are automatically transferred to school life.

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Parents' high expectations.
The normal average successes of the child are perceived by them as failures. Real achievements are not taken into account, they are rated low. Consequence: anxiety grows, the desire to achieve success, self-confidence decreases, low self-esteem is formed, which is reinforced by the low evaluation of others. Often, parents, trying to overcome difficulties, to achieve better (from their point of view) results, increase the workload, arrange daily additional classes, force them to rewrite tasks several times, and overly control. This leads to even greater inhibition of development.

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Difficulties

Withdrawal from activity.
This is when a child sits in a lesson and at the same time, as it were, is absent, does not hear questions, does not fulfill the tasks of the teacher. This is not due to the increased distractibility of the child to foreign objects and activities. This is withdrawal into oneself, into one's inner world, fantasies. This often happens with children who do not receive enough attention, love and care from parents, adults (often in dysfunctional families).

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Negativistic demonstrativeness.
It is typical for children with a high need for attention from others, adults. Here there will be complaints not about poor study, but about the behavior of the child. He violates the general norms of discipline. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention. Attention in any form is an absolute value for a child, which is deprived of parental affection, love, understanding, acceptance.

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Verbalism.
Children developing according to this type are distinguished by a high level of speech development and delayed thinking. Verbalism is formed at preschool age and is associated primarily with the peculiarities of the development of cognitive processes. Many parents believe that speech is important indicator mental development and make great efforts so that the child learns to speak smartly and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development (the development of abstract, logical, practical thinking - these are role-playing games, drawing, design) are in the background. Thinking, especially figurative thinking, lags behind.

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Ways to solve the problem

It is necessary: ​​to pay more attention to the development of figurative thinking: drawings, design, modeling, appliqué, mosaic. The main tactic: keep the speech flow and stimulate productive activity.

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Difficulties

"The child is lazy" - These are very frequent complaints. Anything can stand behind this.

1. reduced need for cognitive motives;
2. motivation for avoiding failure, failure (“I won’t do it, I won’t succeed, I don’t know how”), that is, the child refuses to do something, because he is not sure of success and knows that for a bad grade, his work will not be praised , and once again accused of incompetence.
3. general slowness of the pace of activity associated with the peculiarities of temperament.

The child works conscientiously, but slowly, and it seems to the parents that he is “too lazy to move”, they begin to push him, get irritated, show dissatisfaction, and the child at this time feels that he is not needed, that he is bad. Anxiety arises, which is the disorganization of activity.

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• High anxiety as a global problem of self-doubt is also sometimes regarded by parents as laziness. The child does not write a phrase, an example, because not sure how and what to write. He begins to evade any action, if he is not convinced that he is doing the right thing, well, because he already knows that his parents will love him if he does everything well, and if not, then he will not receive that "portion" of love necessary for him. Less common is laziness in the proper sense, when a child does only what pleases him. This is spoilage.

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How can I help you adjust to school?

They will help the child quickly adapt to new living conditions.

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What to do?

The most important result of such assistance is to restore a child's positive attitude towards life, including everyday school activities, towards all persons involved in the educational process (child - parents - teachers).

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In no case do not compare its mediocre results with the standard, that is, with the requirements school curriculum, the achievements of other, more successful students. It is best to never compare your child to other children.

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• You can only compare a child with him and praise only for one thing: improving his own results.
• The main reward is kind, loving, open, trusting communication in those moments when the child is calm, balanced, doing something.

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For students who have reached the age of 6.5 by the beginning of training, classes are held only in the first shift, not earlier than 8 am, on a five-day academic week, in compliance with a stepped mode (in the first quarter - 3 lessons of 35 minutes; in the second quarter - 4 lesson for 35 minutes).

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To create such a regime, it is recommended to place the first classes in a separate educational section. The layout of many schools does not allow this; in this case, teachers should be recommended to devote the last 10 minutes of the lesson to quiet games, drawing, watching funny cartoons. From the second half of the year, no more than four lessons of 45 minutes are allowed. After the second or third lesson, a dynamic lesson lasting at least 40 minutes should be organized daily with the organization of outdoor games under the supervision of a teacher in the air or, in case of adverse weather conditions, in recreation.

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Compliance with the norms of physical activity by first-graders is of great importance for facilitating adaptation. To do this, they should be organized at school: gymnastics before classes, physical education in the classroom, outdoor games during breaks, a dynamic pause - daily, physical education lessons - at least twice a week, as well as extracurricular sports activities. Parents are encouraged to walk daily with the child after school and before bedtime.

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Of course, to facilitate the adaptation of first-graders, a rational daily routine should be organized.
In the daily routine of children, it is necessary to provide for a quiet rest after lunch; it is possible to organize daytime sleep for children who do not attend an extended day group. The duration of a night's sleep for first graders should be at least 9.5 hours, and playing games on the computer and watching TV should not exceed 1 hour a day.

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Conclusion

The first grade of school is one of the most difficult periods in the life of children. When entering school, the child is influenced by the class team, the personality of the teacher, and the change in the regimen, and the unusually long restriction of motor activity, and the emergence of new duties. Adapting to the school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation for each individual, so each child needs help and great patience from all the surrounding adults.

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Adaptation of first grade students in the new GEF
Primary school teacher MBOUSOSH No. 16 Dubinevich A.E.

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« The most important task modern system education is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students.

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What is First Grader Adaptation?
"Adaptation" - the term was introduced by A. Ubert (German psychologist), "adaptatio" - adjustment, adaptation. Adaptation to school - "restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling" (Kolominsky Ya.L.)

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The tasks of the school for the child:
Successfully master educational activities; To master school norms of behavior; Join a cool team, adapt.

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Types of adaptation (Dorozhevets T.V.)
Social
Academic
Personal
Characterizing the degree of compliance of the child's behavior with the norms of school life
Characterizing the level of acceptance by the child of himself as a representative of a new social community
Reflecting the success of the child's entry into a new social group

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Academic adaptation
Stage I - indicative. The first 2-3 weeks of training were called "physiological storm". During this period, children spend a significant part of their body's resources. This explains the fact that in September many first graders get sick. Stage II - unstable device. The child's body finds acceptable, close to optimal options for reactions to new conditions. "The storm begins to subside" Stage III - relatively stable adaptation. The body responds to loads with less stress.

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Social (psychological) adaptation
The social status of the former baby is changing - a new social role "student" appears. You can consider this the birth of the social "I" of the child. What entails a reassessment of values. What was significant before becomes secondary, and what is relevant to learning becomes more valuable. The developing ability to generalize entails the generalization of experiences. Thus, a chain of failures (in studies, in communication) can lead to the formation of a stable inferiority complex and low self-esteem.

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Conditions for social adaptation:
the social position changes (from a preschooler he turns into a student. He has new responsibilities) a change in the leading activity (from play to learning) the social environment changes (the success of adaptation depends on the attitude of the teacher, classmates, peers) Restraint of motor activity

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The first group of children adapts to school during the first two months of training. During the same period, the most acute physiological adaptation takes place. These children get used to the new team relatively quickly, find friends, they are almost always in a good mood, they are calm, friendly, affable, communicate well with their peers, and perform school duties.

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Conventionally, according to the degree of adaptation, all children can be divided into three groups:
The second group of children goes through a longer adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed: children cannot accept the situation of learning, communication with the teacher, classmates - they can play in the classroom or sort things out with a friend, do not respond to the teacher's remarks or their reaction is tears , resentment.

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Conventionally, according to the degree of adaptation, all children can be divided into three groups:
The third group is children in whom social and psychological adaptation is associated with significant difficulties: negative forms of behavior and a sharp manifestation of negative emotions are noted. Often they do not master the curriculum, they are characterized by difficulties in learning to write, read, count, etc. Problems, accumulating, become complex.

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School (lack of an individual approach, timely assistance, inadequacy of educational measures) Family (unfavorable material and emotional situation in the family, alcoholism of parents, abandonment of the child or vice versa, hyper-care) Microsocial (negative influence of the environment)

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Factors of school maladaptation:
Macrosocial (deformation of social and moral ideals, propaganda of violence and permissiveness) Somatic (severe chronic and physical diseases) Mental (mental disorders, pathological course of age-related crises, mental retardation)

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Types of maladaptation:
1. Chronic failure. In practice, there are often cases when the difficulties of a child's adaptation at school are associated with the ATTITUDE of parents to school life and the child's school performance. This, on the one hand, is the parents' fear of school, the fear that the child will feel bad at school. Fears that the child will get sick, catch a cold

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Types of maladaptation:
On the other hand, this is an expectation from the child of only very high achievements and an active demonstration of dissatisfaction with the fact that he cannot cope, that he does not know how to do something. Reasons leading to failure: Insufficient readiness of the child for school Anxiety formed at preschool age under the influence of family relationships, family conflicts. Parents' high expectations.

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Types of maladaptation:
2. Withdrawal from activities. This is when a child sits in a lesson and at the same time, as it were, is absent, does not hear questions, does not fulfill the tasks of the teacher. This is not due to the increased distractibility of the child to foreign objects and activities. This is withdrawal into oneself, into one's inner world, fantasies. This often happens with children who do not receive enough attention, love and care from parents, adults

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Types of maladaptation:
3. Negativistic demonstrativeness. It is typical for children with a high need for attention from others, adults. He violates the general norms of discipline. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention.

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Types of maladaptation:
4. Verbalism. These children have a high level of speech development and delayed thinking. Parents make great efforts so that the child learns to speak smartly and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development are in the background. Thinking, especially figurative thinking, lags behind.

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Types of maladaptation:
5. "The child is lazy" - These are very frequent complaints. Anything can be behind this. 1) a reduced need for cognitive motives; 2) motivation to avoid failures, failure 3) a general slowdown in the pace of activity associated with temperamental characteristics.

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MBOU secondary school No. 16
"... the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and assimilation of the world"

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Organization of extracurricular activities for first graders
Organization of health-improving and preventive work
Studying the socio-psychological adaptation of children at school
Organization of educational and cognitive activity in the adaptation period
The activities of the methodological association of teachers MBOU secondary school No. 16

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Organization of the school life of a first grader
Stepped mode of classes 45 min 35-40 min I I half year I half year September-October 3 lessons each (35 min) After 2 lessons - a dynamic pause, mainly for fresh air. The motor mode is also observed in the lessons. Teachers conduct breathing exercises, physical minutes to relieve tension from the muscles of the back, limbs, eye muscles, to strengthen fine motor skills.

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Office for psychological relief

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Health-improving and preventive work

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Health-improving and preventive work
The task of the first year of study is to make sure that parents become like-minded teachers, contribute to the creative and personal development of their children.

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Health-improving and preventive work

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School of the future first-grader "Know-it-alls" Tasks: -introduce the child into a new system of relationships; -introduce future first-graders to new subjects. At this time, the development of organizational skills and abilities for studying at school takes place.

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Educational and cognitive activity
Starting psychological and educational-subject diagnostics. We study: -psychophysiological and intellectual maturity; -the child's learning skills; -individual and personal characteristics of the child; -health status; -family, strategy of parental behavior.

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Diagnosis of first graders
With the help of the following tests and programs: Diagnosis: - Kern-Jerasik test; - test conversation of Bankov; - the program of computer processing of tests of Almatey "Diagnostics of readiness for school training and adaptation of first-graders". Tests: - "Houses" by OA Orekhov based on the test of A. Atkins; - Mood screen.

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Diagnostic results Emotional state of first graders

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Attitude towards school

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Adaptation to school

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Game Educational activity Collective group individual
Learning activities

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Gradeless learning
The main goal of non-marking education is to form and develop the evaluation activity of children, to make the pedagogical process humane and aimed at the development of the child's personality. This is content based learning. Functions of non-grading learning: Health-saving - based on the technology of pedagogical support, based on an emotionally friendly assessment background. Psychological - associated with the development of adequate self-esteem, which contributes to successful adaptation. Dynamic - associated with the formation of a holistic concept of valuation activities.

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Gradeless learning
GRADE 1: STUDENT SELF-ASSESSMENT BEFORE TEACHER'S ASSESSMENT The incompatibility of these two assessments becomes a subject of discussion. In our school, ungraded teaching is carried out only in the 1st grade, although self-assessment techniques are used in all grades of elementary school. It is from the first grade that it is important to teach the child to compare himself with himself.

Difficulties in adapting first-graders to school.

The first academic year is a difficult test, both for the child and for the parents. For a child, this is due to the transition to a new social level, a change in the usual environment, activities, as well as a crisis of 6-7 years.

According to the periodization of mental development proposed by L.S. Vygotsky, the central psychological neoformation of the preschool period of development is imagination.

Many authors rightly point to the imagination as the basis of human creativity, link the development of the imagination with the overall mental development of the child, and believe that the development of the imagination is an indispensable condition for the psychological preparation of children for school.

Thus, the problem of the “crisis of seven years”, or, in other words, the problem of psychological readiness for schooling, gets its concretization as the problem of changing the leading types of activity in a given age period. With regard to the age of interest to us, this problem begins to sound like a problem of transition from a role-playing game to educational activity.

For parents, this is also a challenge:

firstly, it is during this period that maximum participation in the life of the child is required;

secondly, with the beginning of the child's education at school, past shortcomings in education and training become visible;

thirdly, in the presence of good intentions, but the absence of a psychologically competent approach, parents themselves often become the culprits of school stress in children.

Adaptation to school is a process of getting used to new school conditions, which every first grader experiences and realizes in his own way. Its components are physiological

adaptation and social

psychological adaptation

(to teachers and their requirements,

to classmates).

Physiological adaptation

Getting used to new conditions and requirements, the child's body goes through several stages: for the first 2-3 weeks of training, the child's body responds to all new influences with a significant strain on almost all of its systems, that is, children spend a significant part of their body's resources. This explains the fact that in September many first graders get sick. Next is an unstable fixture. The child's body finds acceptable, close to optimal options for reactions to new conditions. This is followed by a period of relatively stable adaptation. The body responds to loads with less stress.

Socio-psychological adaptation

Observation of first-graders showed that their socio-psychological adaptation to school takes place in different ways.

Conventionally, according to the degree of adaptation, all children can be divided into three groups.

The first group of children adapts to school during the first two months of training. These children get used to the new team relatively quickly, find friends, they are almost always in a good mood, they are calm, friendly, affable, communicate well with their peers, fulfill school duties with desire and without apparent tension.

The second group of children undergoes a longer adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed: children cannot accept the situation of learning, communication with the teacher, classmates - they can play in the classroom or sort things out with a friend, do not respond to the teacher's remarks or their reaction - tears, resentment. As a rule, these children also experience difficulties in mastering the curriculum. Only by the end of the first half of the year, the reactions of these students become adequate to the requirements of the school and the teacher.

The third group - children in whom social and psychological adaptation is associated with significant difficulties: there are negative forms of behavior, a sharp manifestation of negative emotions. Often they do not master the curriculum, they are characterized by difficulties in learning to write, read, count, etc. It is precisely these children that teachers, classmates, and parents complain about: they often "treat children", "interfere with work in the classroom", their reactions are unpredictable. Problems accumulate and become complex.

The duration of the entire period of adaptation of a first-grader varies from 2 to 6 months, depending on the individual characteristics of the student.

The main indicators of a favorable socio-psychological adaptation of the child:

• formation of adequate behavior;
• establishing contacts with students and the teacher;
• mastering the skills of educational activity.

Eight Terrible Parenting Mistakes People Make

parents and teachers.

Mistake #1. Compulsion

Mistake #2. shame

Mistake #3. Punishment

Mistake #4. Threats

Mistake #5. Criticism

Mistake #6. Humiliation, abuse

Mistake #7. Praise

Mistake #8. Ignoring