Work plan on the topic of self-education in the second junior group “Speech development in preschool children through non-traditional drawing techniques.”

Registration of a self-education plan for a teacher

How to properly organize the independent activities of a teacher? We offer the following plan as an example:

1. Front page. On the first page the title is indicated: “Self-education of a teacher in a preschool educational institution (junior group 2)”, the name of the teacher, education, work experience, length of service, category and more.
2. The topic, goals and objectives of the work are indicated.
3. The forms of work with parents, children, and teachers are determined.
4. A list of literature is prepared.
5. The specific practical activities of the teacher on the chosen topic are described, indicating dates.
6. Acquired materials are included: children’s crafts, research results, own methodological developments, and more.
7. The forms for presenting the results are indicated.

The self-education plan of a preschool teacher in the younger group involves carrying out creative work, educational activities, as well as involving parents and other members of the child’s family in the work.

Self-education of a teacher in a preschool educational institution (junior group): topics of work

As noted above, the topic of pedagogical activity is determined in each specific case, taking into account the individual characteristics of the children's team and the teacher himself (his priorities, views and methods of work, as well as the relevance of the problem in a particular preschool educational institution). We offer only approximate topics that can be used to plan teacher self-development activities:

1. Using interactive teaching and education methods in kindergarten.
2. Modern methods of early development: forms, types, effectiveness.
3. Integrated classes for children of the younger group: preparation and implementation.

You can choose a topic for self-education within the framework of the preschool educational institution’s annual plan; it is also recommended to consult with the educational institution’s methodologist. It is important that the question is relevant and corresponds to the general focus of the kindergarten’s activities.

Forms of work

Self-education of a teacher in a preschool educational institution (junior group) involves working directly independently, with parents, children and colleagues. It is important to think through the expected forms of work. Thus, the independent work of a teacher consists of:

• analysis of methodological literature;
• exchange of teaching experience;
• implementation of acquired theoretical knowledge in practice;
• performance evaluation;
• drawing up the results.

When working with parents, you can use such forms of work as consultations, round tables, pedagogical trainings and others.

Working with children is also varied. Activities on a topic chosen by the teacher can be carried out directly during the educational process, as well as when organizing children’s leisure time. It is important to take into account the age of the pupils when planning the self-education of a teacher in a preschool educational institution: the 2nd younger group is only a year or even six months older than the first, but the older pupils have already adapted to kindergarten and managed to gain a certain amount of knowledge and skills according to the program. While 1 younger group is just adapting to new conditions.

Work on self-education in the first junior group during the adaptation period “Hello, kindergarten!”

Lesson 1

Psychologist: Hello, my dear kids! We will say hello in our classes in a special way. “Palm” The psychologist introduces the children to the “Top and Slap” palms, who came to visit the children and want to get to know them. Reads the verse: Give me your palm, my little one. (children offer their palm to the psychologist). I will stroke your palm. (pats the children’s palm). On the palm of your hand, my little one. (offers his palm to the children). You stroke my palm. (children stroke the psychologist’s palm and say their name). “Drip-drip-drip” (1) Drip-drip-drip - the rain started dripping. (2) Top quickly opened his umbrella: (3) One, two, three, four, five - (4) The rain can’t reach us. While reading the 1st and 2nd lines, we knock alternately with all the fingers of both hands on the knees, the 3rd line – we connect the fingertips of the right and left hands, the 4th line – we raise the “umbrella” made from our palms above our heads. “Draw the rain” On the tables for each child there is a sheet with a picture of a cloud. You need to draw rain from a cloud Psychologist: And now your palms want to play with you! “Do as I do” The psychologist shows different movements and invites the children to repeat them, addressing each other: “Watch carefully what I will do and repeat after me.” The adult comments on each movement, reminding the children of the sequence of actions: “Now I’m smiling. Now you will smile at me. Well done. And now to each other." You can frown your eyebrows, touch your nose, “look through a telescope”, fold your hands like a tube, stick out your tongue, puff out your cheeks, etc. Psychologist: And now I will teach you how we will say goodbye. “Goodbye” Reads the verse: They clapped their hands together (everyone claps) They stamped their feet together (everyone stomps) They said goodbye to everyone, come see us again (everyone waves) During repeated lessons you can draw grass after the rain, the sun (with a large brush or foam swab).

Lesson 2

“Palms” (lesson 1) Psychologist: Palms Top and Shlyop came to visit us again and want to play with you. “Thump and splash” Top and Slap were walking together: Slap-slap-slap, They counted all the crows: Slap-slap-slap. The top stumbled - we hear: “Thump!”, A Slap fell under a loud “Plop!” During this funny game, with the index and middle fingers of both hands we imitate running across the knees, saying “top-top” and “slap-slap”, for “thump” we knock on the knees with our fists, and for “splash” we knock with our palms on the knees. Psychologist: Let's imagine that we are going for a walk in the autumn forest. Children walk along a balancing path - an imitation of walking through different seasons. They stop near autumn and explain by what signs they determined that autumn is depicted. Psychologist: Well, here we are in the forest. A hedgehog meets us. Where is he? The psychologist examines the toy with the children and offers to touch it. Reads a poem by B. Zakhoder: “Why are you so prickly, hedgehog?” - This is me just in case. Do you know who my neighbors are? Foxes, wolves and bears. The psychologist explains how the hedgehog defends itself from “its neighbors” and invites the children to play. “Hedgehog” Children, pretending to be hedgehogs, crawl on all fours around the group. When the psychologist shows a toy (fox, wolf or bear), children should group and sit still. The game is repeated 2-3 times. Psychologist: The hedgehog collected maple leaves in the forest. He asks you to help him correctly arrange the leaves in the baskets (Appendix 2). “Find a basket” Each child is given a set of maple leaves, three baskets are displayed - red, yellow and green. Children place the leaves in baskets of the appropriate color. Psychologist: Well done guys! And now it's time to say goodbye! “Goodbye” (lesson 1) During repeated lessons, you can draw the hedgehog’s spines (a sheet with a picture of a hedgehog), the grass on which he walks (Appendix 3).

Lesson 3

“Palms” (lesson 1) Psychologist: Palms Top and Slap and want to play with you. “Koloboks” A fist is like a kolobok. We'll squeeze it once. One hand is clenched into a fist - a “bun”, the other child strokes the fist, squeezes it with his hand several times, then the position of the hands changes. Psychologist: Let's imagine that we are going for a walk in the forest. Children line up in a column. Reads the verse: The legs walked: stamp, stamp, stamp, Straight along the path: stamp, stamp, stamp. Come on, more fun: stomp, stomp, stomp, That's how we do it: stomp, stomp, stomp. (children follow each other) The legs ran along the level path, They run away, they run away, Only their heels sparkle (they run, trying not to overtake each other). “Sun and Rain” Children walk around the group, basking in the sun. As soon as the psychologist turns on a cassette with the sounds of rain or gives the command “Rain!”, the children run under a large umbrella held by the psychologist and hide under it. The sound of rain stops or the command “Sunshine!” sounds. — children run out from under the umbrella. The game is repeated 3-4 times. The children sit at the tables. On the tables for each child there is a sheet with an image of an autumn landscape (the psychologist suggests drawing leaves). The psychologist praises the children for their work. And now it's time to say goodbye! “Goodbye” (lesson 1) During repeated lessons, you can finish painting the leaves (with a large brush or foam swab), dip maple leaves in a plate of paint and make prints with them on a large sheet of whatman paper. Make koloboks from plasticine or dough.

Lesson 4 “Palm” (lesson 1) Psychologist: Guys, the jumping bunny is coming to visit us. The whistle of a steam locomotive is heard and the group includes a psychologist who is carrying a bunny on a toy steam locomotive. The bunny addresses the children: Hello! You recognized me? (Children can indicate the signs by which they guessed that it was a hare.) Correct! Do you want to play with me? Who wants to take a ride on my locomotive? Children stand one after another, take hold of the ribbon tied to the locomotive with one hand, walk and sing a song. “Song” Steam locomotive, small shiny locomotive, It pulled the carriages as if it were real. Who's on the train? Teddy bears, fluffy bunnies, cats and monkeys! Psychologist: so we have arrived in the land of games. Stand in a circle. Let's play with our hands. “Bunny” Bunny Bunny (children jump with their hands folded, imitating a bunny) Little Bunny (squat down) Long ears (put their palms to their heads) Quick legs (run) Bunny Bunny, little bunny (movements are repeated) Are you afraid of children, Bunny - coward (they wrap their arms around themselves, feigning fear). Psychologist: and now the bunny invites us to the puppet theater! Do you have tickets? Get: girls yellow, boys blue. "Bunny" distributes tickets to children. Children independently attach clothespins to the bunny's clothes. The bunny asks: “What color is your ticket? Why?" Children answer: I have yellow, I’m a girl. Children sit on chairs and watch the performances. “Puppet theater” The psychologist shows a house and says that a little girl Olya lives in it (shows a doll). Geese walk by and scream. Geese. Ga-ga-ga. Let's go swimming and diving. Psychologist. How do geese call? Where are they calling Olya? (children repeat) Olya. Don't go swimming or diving, stay with me. Psychologist. But the geese are leaving. Ducks walk by, talking quietly. Ducks. Quack-quack-quack. Let's go swimming and diving. Psychologist. How do ducks call? Where are they calling Olya? Olya. Don't go swimming and diving, stay with me. Psychologist. The ducks don’t understand Olya and leave. Then the turkey appeared. Turkey. I'll play with you. Psychologist. But the girl was scared of the turkey and refused to play with him. Olya. I don't want to play with you, you're angry. Psychologist. The turkey got angry and screamed loudly. Turkey. Ball-ball-ball. Ball-ball-ball. Psychologist. The turkey left. How did the turkey cry? Psychologist. It’s sad for Olya to be alone. Suddenly a puppy barked nearby. Puppy. Bang-bang-bang. Let's play with you, little girl. Psychologist. Olya was delighted. They played hide and seek. We got tired, sat down next to each other, and the puppy decided to stay with Olya forever. Psychologist: guys, your toys also wanted to play. Children take a toy and approach a psychologist. "Toys" Jump, jump more fun! Jump, jump quickly! (jumping with toys) Up, down, up, down! (raise the toy above their head, squat, place the toy on the floor) And spin a little! (spin in place) The game is repeated 2-3 times. The locomotive whistle sounds. Psychologist: children, the locomotive says it’s time for us to return. Hurry up and get into the carriages. Go. Children stand one after another, take hold of the ribbon tied to the locomotive with one hand, walk and sing a song to the Bunny. “Song” Here is our train, the wheels are knocking, and the guys are sitting on this train. “Tut-tu-tu, tu-tu-tu,” the locomotive calls, He took the guys far, far away! (after walking two circles, they stop) Look here, everyone, there’s a problem! The locomotive is standing. “Help!” he says. “I was running along the rails and lost the wheels.” The children sit at the tables. Each has a sheet of carriages in red, green, yellow and blue (with outlines of wheels), two covers of each of these colors. Children match wheels of the same color to each carriage. Name the color of the carriage and wheels (Appendix 5). Psychologist: Well done guys, now Bunny can move on. The bunny gets on the locomotive, says goodbye until the next meeting and leaves. During repeated lessons, you can choose wheels of different colors for each carriage, draw windows in the carriages, or decorate the carriages and finish drawing the wheels. “Goodbye” (lesson 1)

Lesson 5 “Palm” (lesson 1) Psychologist: shows the children a toy Santa Claus. Santa Claus greets the children and asks their names. Santa Claus asks the children if they know what time of year it is now, what holiday will be celebrated soon. The children answer. The grandfather praises the children and invites them to dance around the Christmas tree. Everyone stands in a circle. “Round dance” Children walked through the forest, admired the spruce (they walk around the tree) What kind of spruce, what kind of spruce (hands up) What kind of bumps are on it (make “flashlights” movements with your hands) Stamp your foot: stomp-stomp-stomp (stomp with your feet) A into your palms: clap-clap-clap (clap your hands) Step here and step here, (steps forward and back) Turn around yourself (spinning in place). Psychologist: Santa Claus, the children danced so much that they felt hot. Cool them a little. “Snowflakes” The psychologist shows a piece of cotton wool and says: The weather outside is wonderful today. The snow is falling! Santa Claus went for a walk. A large and beautiful snowflake landed on his mitten. He blew on a snowflake (blows on a piece of cotton wool) and it flew. Do you want to blow on a snowflake? Each child is given small loose pieces of cotton wool and shown how to blow. The game is repeated 2-3 times. Psychologist: our palms are frozen. Let's warm them up. “Kind palms” One - of course, you are good, Two - of course, you are handsome, Three - of course, you are beautiful, And four - you are happy, Five - of course, you are loved! Let's repeat with the other pen (children bend their fingers). Psychologist: Well done, sit down at the tables, Santa Claus has prepared a surprise for us. On the tables are sheets depicting a Christmas tree with the contours of Christmas balls. The psychologist says: The holiday is approaching, the Christmas tree is decorated with beads and balls. Admire for yourself. Children put covers of the same color on the outline images of the balls and name it (Appendix 6). Santa Claus praises the children and invites each child to take a gift out of the bag (there are Kinder Surprise toys in the bag). Psychologist: let's say thank you and goodbye to Santa Claus. “Goodbye” (lesson 1) During repeated lessons, you can color the balls on the Christmas tree and make a collective applique. A Christmas tree is drawn on a piece of whatman paper, and the children must glue pre-cut colored paper balls onto it. You can construct Christmas trees from triangles (pre-prepared triangles from green cardboard, of different sizes). For each child there is a sheet with a contour image of a Christmas tree and a trunk.

Lesson 6 “Palm” (lesson 1) Psychologist: what time of year is it now? That's right winter. And in winter we go sledding and make snowmen. Do you know how to sculpt bunnies? I'll teach you. Let's collect a lot of snow and start sculpting. They pretend to shovel snow with their palms. The psychologist reads the poem, and the children repeat the movements after him. “Snow Bunny” We made a snowball (imitate modeling) We made the ears later (put hands to the head) And just instead of eyes we found coals (make binoculars from fingers) The bunny came out as if alive (clap their hands) He has a tail and head (squat, shake head). Psychologist: now let's clap our hands three times and say One, two, three, bring the bunny to life! The bunny has come to life and wants to play with you. “The Fox and the Hare” Shows a toy fox. While the music is playing, you jump, but as soon as the music stops and you hear the words: “The fox is coming,” immediately squat down and sit quietly. Whoever moves, the fox will see him. The game is repeated 2-3 times. Psychologist: what vegetable does the bunny like most? That's right, carrots. Shows the carrot and lets the children touch it. Now let's feed our bunny and make him some carrots. Children sit at tables and sculpt carrots (sausages) from plasticine. Then they treat the bunny. Psychologist: Thank you, our bunny has eaten enough and now wants to dance in a circle with you. “Winter round dance” Children with a psychologist walk in a circle and perform movements. Now winter-winter, winter-winter, winter has come (move to the right) White snow has fallen, cold snow has fallen (they lower their arms, slowly spin, then squat slightly) There is snow on the paths, snow hanging on the trees (they show with their hands how the snow is spread around ) The roofs turned white (they put their hands together above their heads, depicting the roofs) That's how white they turned (they spin around in place) They need to put on their fur coats (they put on and button up their fur coats while standing still) And put on their boots (they pull on their boots) It became cold, oh, how cold (they spin around, clap their hands). Psychologist: the bunny needs to return to the forest, let's say goodbye to him, come to us again! “Goodbye” (lesson 1) During repeated lessons, you can make gifts for the bunny. The outline of a snowman, head, nose, eyes, and bucket hat are drawn on the sheet. You need to make a snowman out of cotton pads and glue it to the contours of the circles. The middle disk needs to be reduced by cutting off the edges. Roll up cotton balls and glue them onto the picture as if it were snowing (Appendix 7).

Lesson 8 “Palm” (lesson 1) “This finger” This finger is grandma, This finger is grandfather, This finger is daddy, This finger is mommy, This finger is me, That’s my whole family! (children bend and straighten their fingers alternately on their right and left hands). Psychologist: guys, now is the time of year - spring, and in the spring our mothers have a holiday - March 8! Your mothers love you very much, and do you love your mothers? (children's answers) Now we will look at photographs of your mothers, everyone will say where his mother is and what her name is (children take turns showing their mothers and saying what her name is). Guys, do your mothers like to dress up, dress beautifully? Yes? Then let's go get some beads for moms. The psychologist gives the children teddy bears, and they stand one after another and march in a circle. “Teddy Bear” My bear is always with me, Always goes with me! He doesn't overtake me and doesn't lag behind. It’s good for me and the bear to travel together: We don’t care about frost and strong wind! Psychologist: kids, look, while you and I were marching, our beads fell apart! We all need to bring them together to make mothers happy! “Beads for mothers” On the table there are large wooden and plastic beads of different colors, a cord or a string. The psychologist takes the bead and puts it on the cord. Then he invites the children to do the same. The kids take turns taking beads and stringing them on a cord held by a psychologist. He looks at the beads with the children and praises them for their work. Psychologist: Well done! Are our bears feeling sad? Let's dance for them! “Round dance” Children hold hands and walk in a circle, bears sit in the center. Around the rose bushes, Among the grass and flowers, We circle and circle in a round dance. We were so dizzy that we fell to the ground. WHAM! Psychologist: guys, now let's make gifts for moms! “Sun” Children sit at tables and draw the sun. Psychologist: Well, we got beautiful gifts for mothers. It's time for us to say goodbye to the bears. Let's say goodbye! “Goodbye” (lesson 1)

Lesson 7 “Palm” (lesson 1) “Slap and splash” (1) In the morning Top with some water (2) Wash hands and face: (3) Slap and splash, splash and splash - (4) Run away, dirt, from the cleaners! Under the 1st, 2nd, 3rd lines we rub our palms, simulating hand washing, and pretend to wash ourselves; under the 4th line we threaten with a stick. Psychologist: musicians will come to visit us today. Do you know who they are? What musical instruments do they play? A hare with a drum appears from behind the screen. “Guess the instrument” A hare with a drum appears from behind the screen. Guys, who came to us? What musical instrument did the hare bring? The hare pretends to play the drum. Psychologist: rudely addresses the hare - Come on, Hare, give me a drum! "Hare" does not give up the drum. Guys, the hare doesn't want to give me the drum! Perhaps I forgot to say the magic word? Who can politely ask for a bunny? The children politely ask the hare for a drum and take turns trying to play it. Similarly, the psychologist introduces children to other musicians: a bear-accordion, an elephant-trumpet, a cat-harp, a doll-piano. Psychologist: let's politely ask Mishka for an accordion and play a game. “Antoshka” The child imitates Antoshka and takes the accordion. The rest of the children stand around him. Start a round dance around the accordion, Look how our Antoshka plays (they walk in a circle) Top-top, legs (stomp their feet) Clap-clap, palms (clap their hands) Higher legs, higher legs (raise their knees high) Hit your palms louder ( clap their hands). The game is repeated 2-3 times. Psychologist: our musicians are tired of playing, now we will sing to them. “Song-song” The psychologist accompanies his story by showing toys-characters, clearly pronounces onomatopoeia and achieves this from the child. The girl sang a song. She sang and sang and finished singing. - Now you, little dog, sing! - Woof woof woof! - Sing, pig! - Oink oink oink! - Now it’s your turn, little sheep! - Be-be-be! - And you, cow? - Moo-moo-moo! - You, mouse, sing! - Pee-pee-pee! - And you, doll, what will you sing? - Ma-ma, A-ma! Folding song! Then the children are asked questions: how does the pig sing? How does a mouse sing? Toy musicians applaud, praise the children and say goodbye. “Goodbye” (lesson 1) During repeated lessons, instead of the game “Song-song”, you can play the game “magic chest”. The musicians brought a magic chest. The box contains squares of different fabrics. Children choose a square for themselves, throw them as high as possible and blow on them.

Lesson 9 “Palm” (lesson 1) The psychologist shows the children a drawn butterfly and says: A butterfly has come to visit us. Look how beautiful she is! Let's say hello to her. Children look at the butterfly and greet it. The psychologist offers to determine the color, size and, together with the children, count the circles (pattern) on the wings of the butterfly. “Palms” Palms up, palms down, Palms on the side - and clenched into a fist (children perform the movements according to the nursery rhyme). Psychologist: Our butterfly is frozen and cannot fly. Let's warm her with our breath. Children breathe into their palms (when teaching this breathing exercise, a psychologist can ask children to open their mouths wide and pronounce the sound “A” for a long time). Our butterfly has warmed up, let's blow it off our palms. Children blow on their palms (you can invite children to pronounce the sound “U” for a long time while exhaling). Now, guys, let's turn into butterflies. “Butterfly” We circled around ourselves and turned into butterflies (circling). Butterflies, show me your Voices, noses, mouths, winged arms, legs, tummies (show the named parts of the body). Psychologist: wonderful! Now let's play the game "Ball". “Ball” The psychologist sits on the carpet and invites the children to sit in a circle next to him. He takes the ball, rolls it towards the child and says cheerfully - The ball has rolled to visit Petya, catch it quickly! After the child catches the ball, the psychologist invites him to roll the ball to another child - Petya, who does the ball want to visit now? If the child doubts his choice, the psychologist helps him - Roll the ball to Ole! All children must take part in the game. The psychologist puts in front of the children paired toys that differ in size (large and small cars, nesting dolls, etc.) and says: “Guys, the butterfly wanted to play with your toys.” Help her choose small toys. Children complete the task. Psychologist: children, sit down at the tables. There are sheets of paper with a picture of a butterfly on the tables. Children draw circle patterns on the wings of butterflies. Psychologist: the butterfly really liked it, but it’s time to say goodbye. Goodbye! During repeated lessons, you can use the caps to make patterns on the wings of butterflies, name the color and shape.

Lesson 10 “Palm” (lesson 1) Psychologist: guys, today I want to invite you to become little mice. Do you agree? I clap my hands, and you are already little mice. Let's play. “Hands” On our knees and in our palms, We’ll play a little (children knock on their knees with their palms). Let's have fun, have fun! Together the hands showed (show palms) The hands danced merrily (twirl with raised palms). We danced, and then together we will all relax (put hands on knees). Psychologist: little mouse children, come to me, we will play, jump, run and jump. “Little mice” Oh, how mischievous, and how beautiful. Stomp your feet (stomp), Clap your hands (clap), Nod your head (nod), Play with me. Psychologist: look, a cat came to visit us and brought with her the gentle sun. What color is our sun? That's right yellow. “Sunny Bunny” Children sit at tables and sculpt a sun from yellow plasticine according to the model (make a circle and sausage rays in advance and show them to the children). "Cat and Mice" Let's play a game of cat and mouse. I will be a cat, and you will be mice. Each mouse should have its own hole, these are chairs. Take chairs and sit on them. Now the little mice are in their holes. The psychologist walks with a toy cat and says: The cat is walking around the yard, Vaska the cat is looking for mice, The cat is looking for mice. The mouse sits quietly, She looks at the cat, She looks at the cat. (E. Tikheeva) Then he sits down on a chair, Vaska the cat is tired and falls asleep, and the little mice run out of their holes, begin to run and jump around the cat. The cat wakes up and catches the mice, which run into their holes. The game is repeated 2-3 times. Psychologist: Well done, little mice! And now it's time to say goodbye!

Parent meeting in the nursery group

Goal: Create conditions for parents to get to know each other. Introduce parents to the child development program, the tasks of development and upbringing of children.

Enrolling a child in kindergarten is the first step into independent life, which is not easy for all children.

Our task is to do so. So that the adaptation period passes painlessly for the child. To do this, friendly, partnership relations must be established between us. Every child sooner or later has to socialize, that is, becomes able to live among other people. This is a necessary stage for everyone.

Adaptation is the adaptation of the body to a new environment, and for a child, kindergarten is undoubtedly a new, still unknown space, with a new environment and new relationships. Adaptation depends on the psychophysiological and personal characteristics of the child, on existing family relationships, and on the conditions of stay in a preschool institution. That is, each child gets used to it in his own way. However, there are some regularities that I would like to tell you about. There are certain reasons that cause tears in a child: - Anxiety associated with a change in environment (a child under 3 years of age still needs increased attention. At the same time, from a familiar, calm home atmosphere, where the mother is nearby and can come to the rescue at any time, he moves into an unfamiliar space, meets even benevolent, but strangers) and regime (it can be difficult for a child to accept the norms and rules of life of the group in which he finds himself. In kindergarten, they are taught a certain discipline, but at home it was not so important. In addition, the child’s personal daily routine is disrupted, this can provoke hysterics and reluctance to go to preschool). Children 2-3 years old experience fears of strangers and new communication situations, which manifests itself fully in preschool educational institutions. These fears are one of the reasons for the child’s difficulty adapting to the nursery. Often, fear of new people and situations in the garden leads to the child becoming more excitable, vulnerable, touchy, whiny, he gets sick more often, because stress depletes the body's defenses. - Lack of self-care skills. This greatly complicates the child’s stay in kindergarten. - Excess of impressions. At the preschool educational institution, the child experiences many new positive and

negative experiences, he may become overtired and, as a result, become nervous, cry, and be capricious. Based on how children adapt to kindergarten, they can be divided into three main groups.

Easy adaptation - almost half of the children make up the most prosperous group - they attend kindergarten without any special losses, more or less with desire. Typically the adaptation period is 3-4 weeks. There is almost no hassle with such a child, and the changes that you see in his behavior are usually short-term and insignificant, so the child does not get sick. The child calmly enters the group, looks around carefully before focusing his attention on anything. The child makes contact on his own initiative and may ask for help. Knows how to keep himself busy, adheres to established rules of behavior, and responds adequately to remark and approval. He knows how to play next to other children and is friendly towards them. Average degree of adaptation - children without nervous disorders fall into this group - in kindergarten they “only” begin to get sick often. With this type of adaptation, the child’s morbidity can be reduced by a doctor. The sooner he prescribes corrective measures for the child, the less likely it is that your baby will get sick. Child's behavior: The child makes contact by observing the attractive actions of the teacher, or through the inclusion of bodily sensations. He reacts adequately to comments and encouragement, and may violate established rules and norms of behavior (social experimentation). With this type of adaptation, on average, a child adapts to a new organized team for more than a month and often falls ill during adaptation. Moreover, as a rule, the disease proceeds without any complications. Severe degree of adaptation - children who react to a change in environment with a nervous breakdown, and colds are also added to this. Regression (reverse development), urinary incontinence, short bursts of temperature (adaptation suppositories) may occur; There are complex mental reactions of the body (for example, false croup, fainting, rash). This is the most unfavorable option. Child's behavior: Contact with the child can only be established through the parents (in the worst case, contact with the child cannot be established at all). The child may fall into a stupor like a mannequin, emerging only when the front door is opened. Or, on the contrary, react violently and aggressively to any attempt at contact. The teacher's remark or praise leaves the child either indifferent or afraid. There are cases of obsessive behavior. So the baby can constantly follow the nanny or teacher, constantly asking with tears: “Is mommy coming?”, or rock on the chair, falling into a state. But, gradually everything can work out, and this largely depends on the situation at home and the correct behavior of the parents. Remember that a child with difficult adaptation, in addition to you and the teachers, can only be helped by a pediatrician or psychologist! Therefore, it is advisable not to send children with severe adaptation, which is usually predicted for a child in a children’s clinic, to kindergarten at two or three years of age, but, if possible, a little later, as their adaptation mechanisms improve. Boys are more vulnerable to adaptation than girls, since during this period they are more attached to their mother and react more painfully to separation from her. In order for your child to get used to kindergarten as quickly and easily as possible, you need to adhere to the following recommendations. Recommendations for parents. • Set the child in a positive mood. Instill in him that it is very cool that he has grown to the garden and become so big. Do not leave him in the preschool group for the whole day right away, take him home as early as possible. Start visiting the preschool educational institution according to the algorithm proposed by experts. • Create a calm, conflict-free climate for him in the family. Spare his weakened nervous system. • Do not increase, but decrease the load on the nervous system. Stop going to public places and visiting for a while. Significantly reduce your television viewing. • Inform the doctor and caregivers about the baby’s personal characteristics as early as possible. • Do not bundle up your child, but dress him as necessary in accordance with the temperature in the group. Consult with the teachers, they will tell you how best to dress your child. • Create a routine for him on Sundays at home the same as in a child care facility. • Do not react to the child’s antics and do not punish him for his childish whims. • If a change in the child’s usual behavior is detected, contact a pediatrician or psychologist as soon as possible. • In case of severe neurotic reactions, leave the baby at home for several days and follow all the specialist’s instructions. Dear Parents! Concluding my recommendations, I would like to draw your attention to a few points.

Full adaptation of a child to kindergarten is possible no earlier than after 2-3 months. And during this entire period, care must be taken to ensure that the child does not feel too keenly the gap between his previous and present life. For example, try to dress him in familiar clothes for the first time, and give him his favorite toy to kindergarten. If a child is very bored, a photograph of his mother in the clothes closet or under the pillow of his crib can ease his condition; some small thing from his mother, for example, her scarf or handkerchief, can do the same.

Show as much interest as possible in his activities in kindergarten, listen carefully to his stories, save the drawings and applications that he brings; curiosity and the desire for action arise and develop (like the ability to speak or walk) with the benevolent and patient participation of adults, thanks to their constant encouragement.

At first, a child may be very tired in kindergarten: new impressions, new friends, new activities, a large number of people. If a child comes home exhausted and nervous, this does not mean that his adaptation is difficult. It just takes time for the baby to get used to the new regime.

Maintain relationships with your teacher and other parents. Be interested in who your baby is friends with, welcome and encourage friendship. Take part in your child’s life, rejoice in his successes and creativity.

Remember that when a child begins attending kindergarten, he is temporarily deprived of physical contact with his mother. It is important for small children to continue to be held, hugged, and put to sleep. Therefore, try to pay more attention to your child at home, read, play, watch cartoons together, do homework. Emphasize how big and skillful your baby has become, how he entered kindergarten, how strong, brave and smart he has become, how much he learns every day in kindergarten. Be gentle, patient and kind. And, most likely, the stress associated with entering kindergarten will be avoided. Good luck to you!