Presentation on the topic "Child's adaptation to kindergarten." Presentation on the topic “Adaptation of a child to kindergarten” Factors influencing the process of adaptation of a child to the conditions of a preschool educational institution
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
Adaptation of children to kindergarten Early preschool age
What happiness! Your baby has grown up! And he already knows a lot himself. Plays, walks, talks and thinks. It's time to send your child to kindergarten! 2
Adaptation is the process of entering a new environment and adapting to its conditions. Kindergarten is a new period in a child’s life. When children enter a preschool institution, their stereotypes are broken: from a familiar family environment, the child finds himself in the unusual environment of a kindergarten. A clear daily routine, new requirements, a different style of communication, constant contact with peers become a source of stressful situations for him. A sudden presentation of a new room, new toys, new people, new rules of life, separation from home and loved ones can become a serious psychological trauma for a child. 3
Portrait of a child admitted to kindergarten During the adaptation period, children may experience disturbances in their appetite, sleep, and emotional state. Instability and disturbances in the emotional state (tension, anxiety or lethargy). Phlegmatic children behave inhibited, choleric children are overly excited and often cry. Increased body temperature. Decreased level of speech activity. Some children experience a loss of already established positive habits and skills. For example, at home he asked to use the potty, but in kindergarten he doesn’t, at home he ate on his own, but in kindergarten he refuses. Decreased appetite, sleep, and emotional state lead to decreased immunity, deterioration in physical development, weight loss, and sometimes illness 4
There are three degrees of adaptation. Severe Moderate Light
With easy adaptation, the negative emotional state does not last long. At this time, the baby sleeps poorly, loses appetite, and is reluctant to play with children. But during the first month after entering kindergarten, as you get used to the new conditions, everything returns to normal. The child usually does not get sick during the adaptation period. 6
With moderate adaptation, the child’s emotional state normalizes more slowly and during the first month after admission, he usually suffers from acute respiratory infections. The disease lasts 7-10 days and ends without any complications. 7
The most undesirable is difficult adaptation, when the child’s emotional state normalizes very slowly (sometimes this process lasts several months). During this period, the child either suffers repeated illnesses, often with complications, or exhibits persistent behavioral disorders. Severe adaptation negatively affects both the health and development of children. 8
What determines the nature and duration of the adaptation period? Research by teachers and doctors shows that the nature of adaptation depends on the following factors: the age of the child. It is more difficult for children aged 10-11 months to 2 years to adapt to new conditions. After 2 years, children can adapt to new living conditions much easier. This is explained by the fact that by this age they become more inquisitive, understand adult speech well, and have richer experience of behavior in different conditions. state of health and level of development of the child. A healthy, well-developed child can more easily endure the difficulties of social adaptation. formation of objective activity. Such a child can be interested in a new toy or activity. individual characteristics. Children of the same age behave differently in the first days of kindergarten. Some children cry, refuse to eat or sleep, and react to every suggestion from an adult with violent protest. But several days pass, and the child’s behavior changes: appetite and sleep are restored, the child watches his friends’ play with interest. Others, on the contrary, are outwardly calm on the first day. They fulfill the teacher’s demands without objection, and in the following days they part with their parents crying, eat poorly, sleep poorly, and do not take part in games. This behavior may continue for several weeks. 9
What determines the nature and duration of the adaptation period? family living conditions. This is the creation of a daily routine in accordance with age and individual characteristics, the formation of children's skills and abilities, as well as personal qualities (the ability to play with toys, communicate with adults and children, take care of themselves, etc.). If a child comes from a family where conditions for his proper development have not been created, then, naturally, it will be very difficult for him to get used to the conditions of a preschool institution. level of training of adaptation mechanisms, experience of communication with peers and adults. Training mechanisms does not happen on its own. It is necessary to create conditions that require new forms of behavior from the child. Children who, before entering kindergarten, were repeatedly exposed to different conditions (visiting relatives, acquaintances, going to the country, etc.) get used to preschool more easily. It is important that the child develops trusting relationships with adults in the family and has the ability to respond positively to the demands of adults. 10
To reduce stress, it is necessary to switch the baby’s attention to activities that bring him pleasure. This is, first and foremost, a game. Game “Pour, pour, compare” Toys, foam sponges, tubes, bottles with holes are lowered into a basin of water. You can fill a bowl of water with buttons, small cubes, etc. and play with them: take as many objects as possible in one hand and pour them into the other; collect, for example, beads with one hand and pebbles with the other; lift as many objects as possible on your palms. After completing each task, the child relaxes his hands by holding them in the water. The duration of the exercise is about five minutes, until the water cools down. At the end of the game, the child’s hands should be rubbed with a towel for one minute. Game “Drawings on the Sand” Scatter the semolina on a tray. You can pour it in a slide or smooth it out. Bunnies will jump along the tray, elephants will stomp, and rain will fall. The sun's rays will warm it, and a pattern will appear on it. And what kind of drawing will be told to you by a child who will be happy to join this game. It is useful to perform movements with both hands. Game “Conversation with a toy” Put a glove toy on your hand. There is also a glove toy on the child’s hand. You touch it, you can stroke it and tickle it, while asking: “Why is my... sad, his eyes are wet; who he became friends with in kindergarten, what are the names of his friends, what games did they play,” etc. Talk to each other, say hello with your fingers. Using the image of a toy, transferring his experiences and moods onto it, the child will tell you what worries him and share what is difficult to express. eleven
Advice for parents To make getting used to preschool education as painless as possible for the child, you need to make it gradual (it happens individually for each child); During the 1st week, the child attends kindergarten for 1-2 hours; Subsequent increases by 1-1.5 hours. Full adaptation - 10-12 weeks. In case of pronounced negative emotional states of the child, it is advisable to refrain from visiting kindergarten for 2-3 days; Tell your family and friends in the presence of your child that you are already going to kindergarten. What a great guy he is. After all, he is now an adult, just like mom and dad go to work. In kindergarten you will be interested, you will meet and make friends with other children and adults. In the morning I will take you to kindergarten and pick you up in the evening. You will tell me what was interesting, what you learned new. 12
Tips for parents Come up with a tradition - farewells or greetings (shakes of hands, kisses on the nose, “Bye, see you soon”), these simple but regularly repeated little things will allow the baby to predict the situation (mom always comes for me. When she says: “Bye, see you soon! ") Parting should not be delayed; say goodbye easily and quickly. Don't make your child anxious. Your calmness, confidence, smile tell your baby that everything is fine and you can safely go to the group. Try to pick up your child from kindergarten early, he is very bored. 09/19/2014 13
Advice for parents Don't make mistakes! Unfortunately, sometimes parents make serious mistakes that make it difficult for their child to adapt. What you should not do under any circumstances: You should not punish or get angry with your baby because he cries when parting or at home when the need to go to kindergarten is mentioned! Remember, he has the right to such a reaction. A stern reminder that “he promised not to cry” is also absolutely ineffective. Children of this age do not yet know how to “keep their word.” It’s better to remind you again that you will definitely come. You can’t scare them with kindergarten (“If you behave badly, you’ll go to kindergarten again!”). A place that is feared will never be loved or safe. You cannot speak badly about the teachers and the kindergarten in front of your child. This may lead the child to think that the garden is a bad place and he is surrounded by bad people. Then the anxiety will not go away at all. You cannot deceive the child by saying that you will come very soon if the baby, for example, has to stay in kindergarten for half a day or even a full day. Let him know better that his mother will not come soon than to wait for her all day and may lose trust in the person closest to him. 14
Advice for parents The child's adaptive system is strong enough to withstand this test, even if the tears flow like a river. It’s paradoxical, but true: it’s good that the baby is crying! Believe me, he has real grief, because he is breaking up with the person he loves most - you! He doesn’t yet know that you will definitely come; a routine has not yet been established. But you know what is happening, and you are sure that you will pick up the baby from the kindergarten. It is worse when the child is so caught in the grip of stress that he cannot cry. Crying is an assistant to the nervous system; it prevents it from being overloaded. Therefore, do not be afraid of the child’s crying, do not be angry with the child for “whining.” Of course, children's tears make you worry, but you will definitely get through it too. 15
Make sure that kindergarten is necessary for your family now, since parents' hesitations are passed on to children. It is necessary to bring the daily routine at home closer to the kindergarten routine. If your child falls asleep only with the help of an adult, try to change this habit (it is better to do this at home long before entering kindergarten). Teach your children to eat a variety of dishes and consume soups and cereals daily. It is advisable to teach your child to eat, undress and dress independently, wash his hands, etc. by the time he enters kindergarten. The child will feel more confident. It is necessary to send a child to kindergarten only if he is healthy. Prepare your baby to communicate with other children, visit playgrounds, parks, and go on visits. Teach how to communicate with others (how to ask something, get acquainted, ask, etc.) Prepare the child for temporary separation from family, instill in him that kindergarten is fun and interesting. It is advisable to get to know the children of the group and teachers in advance. Do not send your child to kindergarten during the “three-year crisis.” “How to prepare a child for entering kindergarten”
“Rules of behavior for adults during the adaptation period” Useful recommendations: In the presence of a child, avoid making critical remarks about the kindergarten and its employees. Try not to be nervous and not to show your anxiety. On weekends, do not suddenly change your child’s daily routine. Constantly pay attention to deviations in the baby’s behavior and health. Do not wean yourself from bad habits during the adaptation period. Create a calm, conflict-free environment in the family. Dress your child neatly in kindergarten, in accordance with the air temperature in the group. Support your baby emotionally: hug, stroke, and call him affectionate names more often. Be more tolerant of whims. Don’t punish, don’t “scare” with kindergarten, pick up on time. When the child gets used to the new conditions, do not take his tears when parting seriously - this may simply be caused by a bad mood
“Rules of behavior for adults during the adaptation period” Do not discuss problems related to kindergarten that concern you in front of your baby. Send your child to kindergarten only if he is healthy. Find out in advance all the new moments in the daily routine in kindergarten and introduce them into the child’s daily routine at home. Increase the role of hardening activities. Enroll in a kindergarten at your place of residence. Set up your child as positively as possible before he enters kindergarten. “Reveal the secrets” to the child of possible communication skills with children and adults. Do not threaten your child with kindergarten as a punishment for childhood sins, as well as for disobedience. Prepare your child for temporary separation from you and let him understand that this is inevitable just because he is already big. Do not be nervous and do not show your anxiety on the eve of your child entering kindergarten. Plan your vacation so that during the first month of your child’s visit to a new organized group, you have the opportunity to leave him there for more than a whole day. Explain to your child all the time that he is as dear and loved to you as before.
How best to say goodbye Let's try to find a recipe for a good and healthy goodbye for a child. To do this, let’s remember what we know about the baby’s desires and decide what the adult wants. So, the child wants: - to know where mom is going; - know when she will come; - be sure that nothing will happen to him; - be sure that nothing will happen to her; - be sure that she enjoys what she does, and she is no worse off there (although not better) than here. At the same time, the adult wants to: - ensure the safety of the child; - don’t be late where you are going; - leave the child in a fairly good mood; - when you return, you see the joy of meeting in the eyes of your baby. We will try to combine these wishes in one strategy. - In order not to be late and have the opportunity to say goodbye to your child, get ready 5-10 minutes earlier (no longer necessary, so as not to turn farewell into an independent event of the day).
Tell your child honestly where and why you are going (just very simply, for example: “I’m going to the hairdresser to get my hair cut,” or “I’m going to work to type on the computer,” or “I’m going to Aunt Lena’s for tea”). Don’t be afraid that the child won’t understand the words: a calm, open intonation will tell him that the place where mom is going is quite good, and the thing she will do is useful and pleasant. - Tell the baby exactly when you will return. To do this, you do not need to tell the time by the clock (this may not be entirely convenient and understandable for a small child). You can say: “I’ll come when you eat, take a walk, or sleep.” The child understands more clearly specific descriptions of events, by which he will determine the time. - Tell your son or daughter who he will stay with and, most importantly, what he will do: “You will be with your grandmother. You will eat, then take a walk, then play, and then you will meet me together.” - Do not promise your child “prizes” for letting you go, but if he asks you to bring him something, do not refuse. If it is impossible to fulfill his request, immediately tell him about it: “Well, no, I can’t bring you a live chicken...” Even if the child does not ask for anything, bring him from time to time some small pleasant thing ( cookies, candy, apple, notebook) so that he feels that somewhere far away from him you remember him and are preparing for the meeting
1. easy adaptation: -temporary sleep disturbance (normalizes within 7-10 days); -appetite (normal after 10 days); -inadequate emotional reactions (whims, isolation, aggression, depression, etc.), changes in speech, orientation and play activity return to normal within days; - the nature of relationships with adults and physical activity practically do not change; -functional disorders are practically not expressed, normalize in 2-4 weeks, no diseases occur. The main symptoms disappear within a month (2-3 weeks is normal). There are different degrees of severity of adaptation to kindergarten:
2. Average adaptation: all disorders are more pronounced and last for a long time: sleep, appetite are restored within days, orientation activity (20 days), speech activity (30-40 days), emotional state (30 days), motor activity undergoing significant changes, returns to normal within days. Interaction with adults and peers is not impaired. Functional changes are clearly expressed, diseases are recorded (for example, acute respiratory infection). 3. Severe adaptation (from 2 to 6 months) is accompanied by a gross violation of all manifestations and reactions of the child. This type of adaptation is characterized by a decrease in appetite (sometimes vomiting occurs during feeding), severe sleep disturbances, the child often avoids contact with peers, tries to retire, there is a manifestation of aggression, a depressed state for a long time (the child cries, is passive, sometimes there are wave-like changes in mood) . Usually visible changes occur in speech and motor activity, and a temporary delay in mental development is possible. With severe adaptation, as a rule, children get sick during the first 10 days and continue to get sick again throughout the entire period of getting used to a group of peers.
4. Very difficult adaptation: about six months or more. The question arises whether the child should stay in kindergarten; perhaps he is a “non-kindergarten” child. However, no matter how a child is prepared for preschool education, he is still, especially in the first days, in a state of stress. The child's temperament type influences adaptation. It has been noticed that sanguine and choleric people quickly get used to new conditions. But phlegmatic and melancholic people have a hard time. They are slow and therefore cannot keep up with the pace of life in kindergarten: they cannot quickly get dressed, get ready for a walk, eat, or complete a task. They are often pushed on, not only in kindergarten, but also at home, without giving them the opportunity to be with themselves. Practice shows that the main reasons for difficult adaptation to the conditions of a preschool educational institution are: - the absence in the family of a regime that coincides with the regime of a preschool institution, - the presence of peculiar habits in the child, - the inability to occupy oneself with a toy, - the lack of basic cultural and hygienic skills, - the lack of communication skills with strangers.
Don't make mistakes Unfortunately, sometimes parents make serious mistakes that make it difficult for their child to adapt. What you should not do under any circumstances: You should not punish or get angry with your baby because he cries when parting or at home when the need to go to kindergarten is mentioned! Remember, he has the right to such a reaction. A stern reminder that “he promised not to cry” is also absolutely ineffective. Children of this age do not yet know how to “keep their word.” It’s better to remind you again that you will definitely come. You can’t scare them with kindergarten (“If you behave badly, you’ll go to kindergarten again!”). A place that is feared will never be loved or safe. You cannot speak badly about the teachers and the kindergarten in front of your child. This may lead the child to think that the garden is a bad place and he is surrounded by bad people. Then the anxiety will not go away at all. You cannot deceive the child by saying that you will come very soon if the baby, for example, has to stay in kindergarten for half a day or even a full day. Let him know better that his mother will not come soon than to wait for her all day and may lose trust in the person closest to him.
Mom also needs help! When it comes to adapting a child to kindergarten, a lot is said about how difficult it is for the baby and what help he needs. But “behind the scenes” there remains one very important person - my mother, who is in no less stress and worry! She also desperately needs help and almost never receives it. Often mothers do not understand what is happening to them and try to ignore their emotions. But you shouldn't do this. You are entitled to all your feelings, and in this case they are natural. Entering kindergarten is the moment when mother and child separate, and this is a test for both. The mother’s heart also “breaks” when she sees how the baby is worried, but at first he may cry only at the mere mention that tomorrow he will have to go to the garden.
To help yourself, you need to: Be sure that visiting the garden is really necessary for the family. For example, when a mother simply needs to work in order to make her contribution (sometimes the only one) to the family income. Sometimes mothers send their child to kindergarten earlier than they go to work to help him adapt, picking him up early if necessary. The fewer doubts a mother has about the advisability of visiting the kindergarten, the more confidence that the child will sooner or later cope. And the baby, reacting precisely to this confident position of the mother, adapts much faster. to believe that the baby is in fact not a “weak” creature at all.
The child’s adaptation system is strong enough to withstand this test, even if the tears flow like a river. It’s paradoxical, but true: it’s good that the baby is crying! Believe me, he has real grief, because he is breaking up with the person he loves most - you! He doesn’t yet know that you will definitely come; a routine has not yet been established. But you know what is happening, and you are sure that you will pick up the baby from the kindergarten. It is worse when the child is so caught in the grip of stress that he cannot cry. Crying is an assistant to the nervous system; it prevents it from being overloaded. Therefore, do not be afraid of the child’s crying, do not be angry with the child for “whining.” Of course, children's tears make you worry, but you will definitely get through it too.
Borodinova Zinaida Grigorievna
Presentation “Adaptation of young children in preschool settings”
This year I released a group. 27 children went to school. It was so sad to leave. But what can you do, such is fate teacher: in a few years, raise a future schoolboy from a little prince and princess. I hope they will not forget my instructions and will grow up to be worthy citizens of our country.
The time has come to recruit new students. This year I will have 23 of them so far.
How will your relationship with your parents be? What children will come? I’ve been thinking about this for two months now and making plans. When preparing for the first parent-teacher meeting, I re-read literature, magazines, and programs. Prepared presentation for parents. The meeting was held with active participation parents: almost everyone came, except those who are absent from the city - it’s summer. I liked that the parents immediately offered their help in decorating the group, walking area and veranda. I hope that I will maintain such friendships and participation for all the years until graduation.
Publications on the topic:
Adaptation of young children to kindergarten Goal: Formation of common views of parents on the adaptation process. Objectives: - increase the competence of parents on the problem of adaptation of children.
“Report on summer health work in kindergarten” Completed by teacher Vlasova. S. A During my summer job I worked on a project.
Adaptation of young children to preschool conditions Dear Colleagues! 1 SLIDE I, Evgenia Aleksandrovna Antonova, present to your attention the project “Adaptation of young children to conditions.
"Good morning, baby!" Methodological recommendations for the adaptation of young children in preschool settings Anzhero - Sudzhensk The work of a preschool teacher covers the issue of the child’s adaptation period in a preschool institution. She pays attention to the main things.
Emotional development of young children in preschool settings“Emotional development of young children in preschool settings” Emotions (from the Latin emovere - shock, worry) are part of the psyche.
Adaptation of young children to preschool conditions Workshop for educators. “Adaptation of a young child to a preschool educational institution.” Goal: To assist educators in the effectiveness of methods.
Consultation for parents “Adaptation of young children to preschool conditions” Kindergarten maladjustment is more common than school maladaptation, but parents pay less attention to it, considering it almost the norm every morning.
Work experience “Adaptation of young children to the conditions of preschool educational institutions” Introduction Traditionally, adaptation is understood as the process of a person entering a new environment and adapting to its conditions. It's universal.
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
Adaptation of children to preschool institution Teacher-psychologist MADOU kindergarten No. 5 Oksana Vladimirovna Angolenko
Peculiarities of socio-psychological adaptation of children to preschool educational institutions When a child arrives at a preschool institution, his life changes significantly: a strict daily routine, the absence of parents or other close adults, new requirements for behavior, constant contact with peers, a new room fraught with many unknowns, different communication style. Adaptation in a preschool setting must consider the process of a child entering a new environment and painful adaptation to its conditions.
One of the most important tasks facing a psychologist is the adaptation of children to kindergarten. In order for the adaptation to take place painlessly, you need to prepare your baby for attending kindergarten in advance. During individual meetings with parents and their child, the psychologist forms an initial idea of the child’s readiness for kindergarten and gives parents appropriate recommendations.
Psychological and pedagogical parameters for determining the readiness of a child to enter a preschool educational institution
Psychological and pedagogical parameters for determining a child’s readiness to enter a preschool educational institution Adaptation forecast (based on the average number of points): 2.6 – 3 points – ready to enter a preschool educational institution; 2 – 2.5 points – conditionally ready; 1 – 1.9 points – not ready.
The work of a psychologist takes place in close collaboration with teachers and parents. As soon as the child enters kindergarten, the teacher, together with the psychologist, begins to monitor the progress of his adaptation. An adaptation sheet is filled out based on the results of observing the child’s behavior.
Signs of a child’s successful adaptation to preschool: good appetite; restful sleep; willing communication with other children; adequate reaction to any proposal from the teacher; normal emotional state.
Adaptation of children to a preschool institution: easy adaptation is limited to 20 days in kindergarten, average – 30 days, severe adaptation takes more than 30 days. Children who have difficulty adapting require special attention from a psychologist.
Parents, when sending their child to kindergarten, are very worried about him. The psychologist’s task is to calm them down, instill confidence and establish a trusting relationship with them. During the first days of your child's visit to preschool, you can ask them to fill out a questionnaire.
In some cases, adaptation difficulties are associated with the characteristics of the child’s family environment: excessive guardianship (at home the child gets everything he wants, but in kindergarten he is required to be independent and is encouraged to take into account other children); in the presence of a child, parents scold teachers or speak unflatteringly about the preschool institution (such situations are unacceptable, since the parent is the unconditional authority); parents believe that the child is too small and does not demonstrate an example of the necessary social behavior.
Advice for parents during the adaptation period in a preschool institution: prepare your child to communicate with other children and adults; teach basic self-care skills; accustom your child to kindergarten gradually; bring your home routine closer to the daycare routine; create a positive image of the teacher and kindergarten; do not give in to provocations from the child, be consistent and confident in what you are doing; give your child his favorite toy to kindergarten.
On the topic: methodological developments, presentations and notes
Adaptation of children to preschool in the process of play activities
The material will help both beginning teachers and educators with experience to make the process of children’s adaptation to preschool educational institutions easy and fun....
The most essential thing in the education of moral feelings is their direct manifestation in real practical actions....
Organization of the regime of children's stay in a preschool institution
This material was developed according to the grid of direct educational activities of an adult with children of a preparatory group for school, taking into account the regional component and additional educational...
Modern forms of interaction between a preschool educational institution and the family, as a means of facilitating adaptation when children enter a preschool institution through the introduction of project activities
Modern preschool education involves the creation of new alternative forms of work with preschool children. It is undeniable that early ages from one to three years require the most...
Work program for psychological and pedagogical support for preschool children during the period of children’s adaptation to a preschool institution for the 2014-2015 academic year
Work program for psychological and pedagogical support for preschool children during the period of children’s adaptation to a preschool institution for the 2014-2015 school year...
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
Adaptation of children to preschool educational institutions
The process of a person entering a new environment and adapting to its conditions. Adaptation (adjustment)
Degrees of adaptation Adaptation Light Moderate Severe
With easy adaptation within a month, the child’s behavior normalizes, he begins to calmly or joyfully relate to the new children’s team. Appetite decreases, but not much, and by the end of the first week it reaches its normal level, sleep improves within one to two weeks. By the end of the month, the baby regains speech, play, and interest in the world around him. With easy adaptation, the child’s relationships with loved ones are not disturbed; he is quite active, but not agitated. The decrease in the body's defenses is slight and is restored by the end of the 2-3rd week. There are no acute diseases. During adaptation of moderate severity, disturbances in the child’s behavior and general condition are more pronounced and last longer. Sleep and appetite are restored only after 20-40 days, mood is unstable for a month, activity decreases significantly: the baby becomes whiny, inactive, does not strive to explore a new environment, and does not use previously acquired speech skills. All these changes last up to one and a half months. Changes in the activity of the autonomic nervous system are clearly expressed: this may be a functional disorder of the stool, pallor, sweating, “shadows” under the eyes, “flaming” cheeks. These manifestations are especially pronounced before the onset of the disease, which, as a rule, occurs in the form of an acute respiratory infection. The state of severe adaptation is of particular concern. The child begins to be seriously ill for a long time, one disease replaces another almost without a break, the body’s defenses are undermined and no longer fulfill their role - they do not protect the body from the numerous infectious agents that it constantly has to deal with. This adversely affects the physical and mental development of the baby. Another variant of the course of severe adaptation: the child’s inappropriate behavior is so severe that it borders on a neurotic state. Appetite decreases greatly and for a long time; the child may experience persistent refusal to eat or neurotic vomiting when trying to feed him. The baby has trouble falling asleep, screams and cries in his sleep, and wakes up with tears. Light sleep, short. While awake, the child is depressed, uninterested in others, avoids other children or is aggressive towards them; constantly crying or indifferent, uninterested in anything, frantically clenching his favorite home toy or handkerchief in his fist. The general condition of the body suffers: there is weight loss, defenselessness against infections. Improvement occurs extremely slowly, over several months. The pace of development slows down, and there is a lag in speech, play, and communication.
Factors that determine the success of a child’s adaptation to kindergarten. Firstly, this is the state of health and level of development. A healthy baby, developed for his age, has better capabilities of the system of adaptation mechanisms; he copes better with difficulties. The state of his health is influenced by the course of pregnancy and childbirth in the mother, diseases during the neonatal period and in the first months of life, and the frequency of morbidity in the period before admission to a child care institution. Toxicoses and diseases of the mother during pregnancy cause unfavorable maturation of the complex systems of the child’s body that are responsible for adapting to changing environmental conditions. Subsequent diseases adversely affect the immune system and can inhibit mental development. The lack of a proper routine and sufficient sleep leads to chronic fatigue and exhaustion of the nervous system. Such a child copes worse with the difficulties of the adaptation period, he develops a stressful state, and, as a result, gets sick.
Factors that determine the success of a child’s adaptation to kindergarten. The second factor is the age at which the baby enters the child care facility. As the child grows and develops, the degree and form of his attachment to a permanent adult changes. In the first half of the year, the baby gets used to the person who feeds him, puts him to bed, and takes care of him; in the second half of the year, the need for active knowledge of the world around him intensifies, his capabilities expand - he can already move independently in space, he can use his hands more freely. But the child is still very dependent on the adult who cares for him; the baby develops a strong emotional attachment to the person who is constantly nearby, usually to the mother. At the age of nine to ten months to one and a half years, this attachment is most strongly expressed. Afterwards, the child has the opportunity for verbal communication, free movement in space, he actively strives for everything new, and dependence on the adult is gradually weakened. But the baby still urgently needs the feeling of security and support that a loved one gives him. A small child's need for safety is as great as food, sleep, and warm clothing.
Factors that determine the success of a child’s adaptation to kindergarten. The third factor, a purely psychological one, is the degree to which the child’s communication with others is developed. At an early age, situational-personal communication is replaced by situational-business communication, the center of which becomes the child’s mastery, together with the adult world, of objects, the purpose of which the child himself is not able to discover. An adult becomes a role model for him, a person who can evaluate his actions and come to the rescue. Emotional relationships are selective relationships. They are built on the basis of the experience of personal communication with the closest people. If a baby in the first months of life is equally friendly towards any adult, the simplest signs of attention from the latter are enough for him to respond to them with a joyful smile, humming, stretching out his arms, then already from the second half of life, babies begin to clearly distinguish between their own and strangers. At about eight months, all children develop fear or discomfort at the sight of strangers. The child avoids them, clings to the mother, and sometimes cries. Parting with the mother, which until this age could have happened painlessly, suddenly begins to lead the baby into despair, he refuses to communicate with other people, from toys, loses appetite, and sleep. Adults should take these symptoms seriously. If a child becomes fixated on personal communication with his mother alone, this will create difficulties in establishing contacts with other people. It has been established that children who have difficulty getting used to a child care facility most often have close emotional contacts with adults at home. They play with them little, and if they do, they do not greatly activate the children’s initiative and independence. Among these children, many are spoiled and caressed.
Signs of psycho-emotional stress: Difficulty falling asleep and restless sleep. Fatigue after an activity that recently did not tire the child. Unreasonable touchiness, tearfulness, or, conversely, increased aggressiveness. Absent-mindedness, inattention. Restlessness, restlessness. Lack of self-confidence, which is expressed in the fact that the child increasingly seeks approval from adults, literally clings to them. Showing stubbornness. Constantly sucks a finger, chews something, eats too greedily, indiscriminately, while swallowing food (sometimes, on the contrary, there is a persistent disturbance of appetite). Fear of contacts, desire for solitude, refusal to participate in games of peers (often the child wanders aimlessly around the group room, unable to find something to do). Playing with the genitals. Shoulder twitching, head shaking, trembling. Loss of body weight or, conversely, the manifestation of symptoms of obesity. Increased anxiety. Daytime and nighttime urinary incontinence, which was not previously observed.
Memo for parents: Your baby has arrived in kindergarten. A new life began for him. In order for the child to enter it joyful, sociable, and matured, we would like to offer several recommendations. Try to create a calm, friendly atmosphere in the family. Set clear requirements for your child and be consistent in presenting them. Be patient. Develop self-care and personal hygiene skills in children. Encourage games with other children and expand your social circle with adults. When your child talks to you, listen carefully. If you see a child doing something, start a “parallel conversation” (comment on his actions). Speak to your baby in short phrases, slowly; in a conversation, name as many objects as possible.
Give simple, clear explanations. Ask your child: “What are you doing?” To the question: “Why are you doing this?” he will answer when he grows up. Read to your baby every day. Make sure your child has new experiences. Engage in creative activities with your baby: play, sculpt, draw... Encourage curiosity. Don't be stingy with praise. Enjoy your baby!
Dear parents! If your child still has difficulty leaving you in the morning and experiences negative experiences, we offer you some tips on how to leave your baby in the group in the morning as painlessly as possible: tell your child in a confident, friendly tone that it’s time for you to go; kiss him as if nothing is happening and leave without stopping; demonstrate your confidence in the teacher by addressing him with words like: “I see you are having a fun day today”; tell your child how he can determine the time when you should come for him (for example, right after lunch), but then be specific; Having said goodbye, leave without looking back. You will definitely notice within a few days how the emotional stress during morning separations from your child will decrease. Good luck to you! Teacher-psychologist MBDOU TsRR d/s No. 51 “Rostok”, Stavropol Kulinskaya Svetlana Vladimirovna
