A child does not eat anything or behaves poorly at the table... - these are almost the most discussed topics in conversations between mothers and grandmothers.
10 tips from psychologists on what to do with the most common “table” problems.
1. Why do we care so much about how he eats? Most often, those mothers and fathers for whom food was also a stumbling block in childhood, who were force-fed, are fixated on nutrition problems. Not wanting to reproduce their own experience and refusing to force-feed, they still retain very high anxiety as soon as it comes to feeding the child. They are prepared in advance for the fact that the baby will have problems with nutrition. And if you wait for something, it will definitely appear - even the healthiest baby will quickly understand what is expected of him, and will begin to surprise mom and dad with table tricks. The only thing that can be advised to parents in this situation is to relax and convince themselves, as well as their loved ones, that not a single child in the world voluntarily starved himself to death. For reference: “According to the Montessori method, children are motivated to self-regulate from an early age. In the case of breakfasts and afternoon snacks, when children get hungry, they themselves recognize the feeling of hunger and eat food on their own in order to satisfy the feeling of hunger.” Based on the above, children do not want to eat because they do not know how to “hear” their body and understand their needs. This can also happen when parents “stuff” food into the child and do not give him the opportunity to feel hunger.
2. How to deal with hooliganism at the table? Hooliganism at the table is a great way to influence a mother. To attract attention, the baby just needs to throw a spoon on the floor, throw a piece of cutlet to the other end of the kitchen, spit out lovingly prepared mashed potatoes onto the table... He does this because he knows that mom will react to this (get upset, angry, scream...). A mother’s simple task in such a situation is not to react. And so that the baby is not forced to seek maternal attention through ugly behavior at the table, it is necessary that he can get this attention in other ways. If a child knows that after eating his mother will read to him and play with him, then he will not waste time, sitting over the plate for hours, and will not spit and throw food. The ritual of spoon-feeding “big” children is a kind of “I don’t want to grow up” game.
3. How to teach a child to eat carefully? Don’t be afraid to let your baby eat with his hands and push food around the table—he won’t eat like this his whole life. When he eats with his hands, tastes food by touch, and gets to know it, then, firstly, he does not lose interest in food, and secondly, he develops normal coordination, which will help him later easily learn to eat beautifully, with the help of cutlery. It’s good to seat your baby at the table with the whole family - firstly, shared meals bring the family together, and secondly, he should see how adults eat. Children literally “take these skills off their hands.” You can specifically show an older child how you hold a fork, knife, or how you use a napkin. But, of course, if no one in the family uses a table knife, and the soup is grabbed on the go directly from the saucepan, then you shouldn’t expect the child to learn to eat beautifully.
4. What if he takes food from other children? When visiting, does your baby unceremoniously snatch all the delicious things from other children, sometimes even from parents at home? Often, only children in a family behave this way, growing up among a large number of loving adults who are ready to sacrifice everything for the sake of the baby. The kid is accustomed to the rule “all the best goes to the children,” and “children” is, of course, him. If you have already encountered such a situation, this is an important signal: it’s time to help your child overcome infantile egocentrism. In order not to blush for your child at a party in the future, stop giving your baby all the tasty morsels. Start distributing food equitably at home by explaining, “We only have one apple left. I love apples very much, dad too. Let’s divide it into three equal parts so that no one will be offended.” It will be more difficult to get grandparents to comply with these rules, but it is also possible.
5. Is it possible to force a child to eat? No you can not. Violence is violence, even if it is disguised as good intentions. In any case, there will be more problems from force-feeding (starting with excess weight, which a daughter or son will painfully struggle with all their lives). Surely you have friends who cannot stop at the table in time and overeat to the point of complete exhaustion? Their natural feelings of hunger and satiety are simply “recaptured” - after all, their need for food was satisfied even before the desire to eat arose. Excess weight is something that immediately catches the eye, but it is only a small part of the problems of victims of parental food abuse. Someone who was fed against their will does not know their desires, has a poor sense of the boundaries of their body and their personality, and can easily become a victim of all types of violence (physical, sexual, psychological).
6. How to feed a conservative? Children have their own quirks, and that’s normal. The baby may demand pasta for breakfast, lunch and dinner and refuse all other dishes. If you don’t make a tragedy out of it and cook him this pasta three times a day, then after 1-2 weeks even the most stubborn will get tired of his favorite dish. And a new passion appears, and there is nothing wrong with that: the child most often knows what his body needs at the moment. If you are very worried that such a “mono-diet” will harm your health, you can give your baby vitamins at this time. It also makes sense to always put small portions of other foods on his plate, but under no circumstances force him to eat them (and no persuasion “Just try it!”). You can distract him with something while eating, then he may forget about the “unloved” dish.
7. Is vomiting at the table dangerous? Vomiting at the table (if the child is healthy and we are not talking about an upset stomach) is of a psychogenic nature. Usually this mechanism is activated as a reaction to force feeding. The child was forced to eat, and one day he vomited. Naturally, the parents became worried and stopped feeding. The child concludes: it turns out that vomiting is a good way to get rid of torment at the table! Then he begins to deliberately induce vomiting in response to “table violence”, and then to other unpleasant parental demands or prohibitions. But very quickly psychogenic vomiting becomes involuntary. It turns into a reflex - a child’s usual reaction to any uncomfortable situation. This is a serious problem; the help of a child psychologist, and possibly a child psychiatrist, is needed here. Of course, if a child refuses to eat, then we have the power to somehow influence him: we can put on a wonderful show (mom reads fairy tales, grandfather makes the family dog jump through a hoop, dad dances in red shorts) and feed the child what we want . But food fed to a child using such manipulations will not benefit him. A child never refuses food just like that: his instincts are not yet suppressed, he knows what he needs. What is eaten with appetite and pleasure will be used for future use. Never with violence (and persuasion and manipulation are also hidden violence). We will get allergies, gastritis, ulcers, intestinal problems - and psychological problems to boot. You can often hear mothers being given advice: to interest a child in an unloved dish, decorate the plate, feed from unusual dishes, decorate the food beautifully and unexpectedly... But anything that requires such sophistication and such work is most likely not worth the effort. And I would advise mothers to relax about what and how much their children eat, and switch their creative energy in some other direction.
8. The child does not eat in the kindergarten, but eats well at home or begins to be capricious at the table after visiting kindergarten. If a child does not want to eat not only in kindergarten but also at home, you should definitely consult a pediatrician. This may be a “symptomatic” harbinger of a certain disease. If a child does not want to eat certain dishes, simply because he does not like them, you can tell the teacher IN FRONT OF THE CHILD that your child does not have to eat everything. You understand for yourself that feeding “under pressure” will definitely lead to psychological problems both today and in the future. And don’t worry that your child will go hungry! Better a little hunger that you satisfy at home than child abuse! You should also focus on the fact that you should not bring your own food into the garden (exception: allergies, medical diet). Kindergarten is a group education, so it will be difficult for teachers to explain to the other children what he can do, but we can’t. Such a situation is more likely to provoke envy, a sense of injustice, etc. Consider whether something traumatic is happening to your child. Children, so to speak, intuitively sense the ongoing conflicts and discord between their parents. And this can also be reflected as symptomatic behavior in the form of “sabotaging” food in the garden. It also happens that a child begins to act up at the table after visiting kindergarten. In most cases, this happens due to his natural inclination to imitate children and adults from his environment. Therefore, it is not surprising that in your child’s voice you hear notes that are completely unusual for him. In other words, if you see that a child refuses to eat not due to poor health or any serious reasons, but only because of imitation of someone from the group, do not be afraid to leave him without lunch or dinner. Surely your baby will quickly understand his mistake and try to correct it.
9. Nutrition of children during the period of adaptation to a preschool institution. Admission to a preschool institution for each child is accompanied by certain psychological difficulties associated with the transition from the usual home environment to the environment of a children's group. The younger the child, the harder he endures this transition. The period of adaptation to preschool for different children lasts from 3 weeks to 2-3 months and is often accompanied by various disorders in their health. When considering the organization of children's nutrition, we especially pay attention to the child's nutritional characteristics during the adaptation period. The transition of a child from home education to education in a group of children is almost always accompanied by certain psychological difficulties. The younger the child, the more difficult it is for him to adapt to the team. Often at this time, sleep is disturbed, appetite worsens, and the body’s overall resistance to disease decreases. Proper organization of nutrition during this period helps to accelerate the child’s adaptation to the team. We have made it a rule that we always hold parent meetings for future pupils, where one of the topics is the organization of routine moments and the organization of meals. We talk with parents about what needs to be taught, firstly, to the meal schedule, and secondly, to those dishes that are often given in kindergarten. Children who are not accustomed to eating on their own need to be fed, and vice versa, if a child refuses food during this period, under no circumstances should you be force-fed, this will further strengthen the negative attitude towards kindergarten. In the first days of a child’s stay in a child care institution, one should not sharply change the pattern of his behavior, including his established eating habits. The child should not be offered dishes that are unusual for him. If he has any special eating habits (even negative ones), there is no need to try to change them right away. If a child does not know how or does not want to eat on his own, the teacher or junior teacher feeds him for the first time. Some children who find it difficult to get used to being in a group environment can be fed at a separate table or after the other children have finished eating. If a child refuses to eat, under no circumstances should you force feed him: this will further worsen the child’s negative attitude towards the team. To increase the body's defenses, children during the adaptation period are given lighter, but more complete food enriched with vitamins and minerals, offered juices or fruit purees during meals, and more often use fermented milk drinks. You can mask some dishes with foods that your child eats more readily. From a conversation with parents, the teacher finds out what food the child eats most willingly.
10. Junk food. Today we talk a lot about introducing children to a healthy lifestyle, and in particular about a balanced diet. Why have food stereotypes changed so much? Why do children prefer potato chips instead of regular potatoes, and crackers from a bag instead of bread? Undoubtedly, advertising plays a huge role in shaping the image of a modern child in both the child and his parent. In addition, the feeling of herding is triggered. The child’s desire to be “like everyone else” in most cases suppresses the voice of reason. The problem is that he gets used to them and instead of drinking a glass of milk, eating a cutlet or meat, fish, potatoes with vegetables, he snacks on chips, disrupting his appetite. Chips are quite high in calories, due to which they suppress the activity of the food center, and the child does not want to eat the main dish. This is precisely the harmfulness of so-called junk food. Therefore, with properly organized nutrition for children at home, it is possible to limit the child’s consumption of “harmful” foods. Many children refuse meat - for example, homemade cutlets, but they are ready to eat sausages three times a day. Why do children have such a love for these products? Children love extreme taste sensations - sweet and salty; they would happily eat herring and snack on cake or chocolate. The sausages are soft, salty, and don’t need to be chewed—that’s what captivates children. On average, a preschooler needs one and a half liters of liquid per day, including juices, tea and soups. Can children have carbonated drinks? Carbonated drinks in large quantities are not beneficial not only for children, but also for adults, gastroenterologists, nutritionists, dentists and others insist on this. What is the cause of poor appetite and what to do if a child refuses to eat? If a preschooler refuses a dish, then he probably simply hasn’t tried it. Please suggest another time. Do not forget that taste preferences and food culture are formed gradually. If we are talking about the fact that the child refuses food at all, then this is a really serious problem that requires urgent intervention from doctors, including a psychologist. What if in a family a child who is prone to obesity has a good appetite? But in many families, the tradition of preparing the most delicious and nutritious food in the evening has taken root. The constant inclusion in the menu of such products and dishes as pasta, fatty meat, sour cream, baked goods, and sweets can also lead to obesity. Prevention of obesity should be carried out from early childhood. A balanced diet should exclude both hunger and overeating. To reduce appetite, obese children should be fed 6-7 times a day, so that the breaks between meals are no more than 2.5-3 hours, and it is necessary to comply with the daily and one-time meals indicated by age. To prevent your child from feeling hungry, you can offer him a large portion of low-calorie food. Rational nutrition for obese children involves reducing the calorie content of the daily diet, in which the proportion of vegetable salads and side dishes, protein dishes from lean meat, poultry, fish, and low-fat cottage cheese increases. It is better to replace milk with kefir. Limit the consumption of sour cream, fatty cheeses, as well as cereals and pasta. Of the first courses, preference should be given to vegetable ones (borscht, vegetable soups, etc.). You can prepare milk soup with a small amount of buckwheat and oatmeal. Breakfast and dinner for obese children should consist of vegetables prepared in various culinary ways.
Foreign scientists involved in research on food additives have found that many of them affect not only the receptors of the tongue, but also the taste perception centers in the brain, forming a persistent craving. And this is much more serious than we tend to think. Because a child who is often bought chips, chocolate bars, hamburgers or highly carbonated drinks develops an addiction that can be partly compared to the alcohol or nicotine addiction of “adults.” A couple of years ago, school cafeterias banned the sale of chips, highly carbonated drinks, crackers, nuts and other products that contain synthetic colors, flavors, sweeteners, flavor enhancers and preservatives. But, in essence, this changes little: children who are hooked on the “igloo” of tasty treats are now buying the same things in stalls and stores. Preschool children also do not want to lag behind their older sisters and brothers, extorting their favorite “goodies” from their parents, and we often follow our own children’s lead, brushing off annoying warnings with a counterargument: everyone eats - and nothing. Not a good company. Nothing really. Nothing good. But the minuses are overwhelming. For example, food dyes, which are added to many sweets and soda, sometimes provoke the development of hyperactivity in children. Highly carbonated drinks often contain phosphoric acid, which can cause microburns of the gastric mucosa. Not to mention the fact that the abundance of sugar in them provokes not only caries, but also obesity. Flavorings are added to chips with cheese, bacon, etc. flavors, although manufacturers modestly write on the packets “identical to natural”
Nutrition games for children and parents.
Play is the most effective way for a child to learn and interact with the world around him. So, let's play.
Game “We need different porridges.” The adult invites the child to remember what cereals he knows and answer, what will the delicious porridges made from these cereals be called? (Buckwheat porridge - buckwheat; rice porridge - rice, etc.)
Game “Healthy Products Store”. “The buyer thinks of any useful product, then, without naming it, describes it (names its properties, qualities, what can be prepared from it, how it is useful) so that the seller immediately guesses what product we are talking about. For example: Buyer. Give me a white liquid, which is very beneficial for human bones and teeth. You can drink it just like that or cook porridge with it. Salesman. It's milk! Next, the “seller-buyer” pairs change roles and the game continues.
Riddle games.
• Think of fruits (vegetables) starting with the given letter. • Name only red vegetables. • Count the fruits (vegetables) (one apple, two apples...five apples...). • What products will be needed to cook... (borscht, mashed potatoes, casserole, omelet, compote...). • Name 5 healthy foods and 5 unhealthy foods. Explain what their benefits are and what their harm is. • Remember and name 5 different... (vegetables, fruits, cereals, dairy products, baked goods, etc.) • Name what dishes can be prepared from... (blueberries, apples, cabbage...). For example: blueberries can be used to make blueberry pie, blueberry jam, blueberry juice.
Game “Vitamin Treat” Purpose: Using taste sensations, determine the name of the product. Equipment: blindfolds, saucers with cut pieces: apple, lemon, orange. Rules of the game: Fruits are cut on saucers. Each child is blindfolded and asked to open his mouth. A piece of apple is placed in the mouth, then a piece of lemon, then a piece of orange. Children must guess the fruit and explain how they guessed. Speech with the Vinaigrette movement. We bought vegetables. The child extends both hands forward, showing vegetables. For everyone to enjoy. Let's prepare the vinaigrette - Strokes the stomach clockwise. Simply delicious. Let's cook beets and potatoes. One hand represents a saucepan. Let's cook sweet carrots. When naming the vegetables, the child puts them in the pan. We quickly peel and cut the onion, imitates the movements. So that I don't have to cry. Shakes his head. And a pickled cucumber imitates movements. We'll cut it at the end. We pour the vinaigrette with oil and bring it to the table. Finger gymnastics “Cooking cabbage soup.” Now let's pick some vegetables for cabbage soup in the garden. The child taps his fingers on the table. Here are the cabbage and potatoes. He bends (unbends) his fingers on his hand, listing the vegetables. Here are carrots, onions, tomatoes. Mine, Imitates movements or bends (unbends) the fingers on the hand. We clean, cut, cook and pour into a plate. Our dad is happy with the delicious cabbage soup! Game “I love - I don’t love” Goal: development of imagination and facial movements. Description of the game: The teacher and then the children name a variety of foods; the rest react with mimicry, showing their attitude towards this product or dish. Didactic game “Setting the table” The game is played in a doll’s corner. The speech therapist invites the children to set the table for lunch: - Cabbage soup smells very tasty, Who will have lunch with us? The doll Katya, the bear and the bunny are having lunch. Children carry out the instructions of the speech therapist: - Put a plate (put a spoon) on the doll Katya (bear, bunny). - Cut the bread with a knife. - Pour cabbage soup into the plates. — Lay out the napkins. — Distribute bread to the guests. Then the children remember who did what: - I poured cabbage soup into the plates. — I cut bread with a knife. — I put the plate on Katya. And so on. Breathing exercise “Hot soup” Each child has a tablespoon. Children imitate the process of eating. Before “eating” the soup from a spoon, children blow on it.
Breathing exercise “Delicious smell” An adult gives each child a piece of orange to smell. As you exhale, the child says: “What a smell!”
Consultation for teachers “How to teach a child to eat in kindergarten”
Consultation for teachers “How to teach a child to eat in kindergarten”
Developed by teacher Borisova E.N.
“I won’t, I don’t want, I don’t like it!”
- children say through tears when it comes to eating in
kindergarten
.
Too often, educators have to deal with the reluctance of children to eat dishes prepared by experienced professional chefs. And the reason for this is not the cooks at all. The reason, perhaps, should be sought in the child’s
.
Most often, the situation turns out to be banal simple - the fact is that homemade food is very different from the food that children are fed in kindergartens
. It can be difficult for kids to switch from grandma's chicken breast chops to fish cutlets and a side dish of boiled carrots, and therefore they refuse to eat.
Some children are only in kindergarten
learn the taste of millet and oatmeal porridge, bean and pea soup.
Such dishes simply are not prepared at home. Some children even develop a gag reflex to some dish. You can even compile statistics about what kind of food children eat in the garden
, and what kind of food remains untouched for almost everyone.
In this case, it is worth having a conversation with the parents if they are interested in the child
At least he ate something, they will listen.
Parents can be advised to include in the menu only those dishes that children eat in kindergarten
, because in most cases, homemade food is very different from
kindergarten food
.
If at one time a child
eats borscht, casserole and jelly at home, then most likely he will
eat
it with pleasure in
kindergarten
.
The method of cooking is also important. In kindergartens
, food does not contain a large amount of seasonings, fats and various spices. Therefore, parents should prepare such food, especially since the abundance of herbs and spices does not have the best effect on the digestive system.
Eat
a few more reasons why
a child does not eat in kindergarten
.
This may be a hidden protest against the teacher (whom he does not like, against peers (with whom the child cannot find a common language)
and even against parents
(who force their child to go to kindergarten )
.
The reason may be simple stubbornness. The more you persuade a child
, the more opposite the result; if you don’t pay attention, he starts
eating
.
One of the reasons may be imitation, when for some reason one of the children is allowed not to sit at the table.
Very often parents say in front of their child
so that
the child is not forced to eat
, which
the child
understands as approval of his poor appetite.
It happens that the baby refuses to eat
due to the unappetizing appearance of the dish, for example, pea porridge, a stained tablecloth.
Examples of table setting and food decoration. (Presentation for consultation )
Under no circumstances should children focus their attention on their lack of appetite or talk about it in their presence. You should not beg, cajole or persuade to eat
. It is necessary to influence the emotions of children, using encouragement, suggestion, example of peers, and gaming techniques.
But in the desire of the teacher and parents to feed the child
It is very important not to harm
the child
, not to cross the fine line when care turns into violence.
Should you force your child to eat?
?
Parents strive to feed their child
the contents of the plate in any way: from the soft “For mom, for dad, for grandma. ” to the harsh “Until you eat everything, you won’t leave the table.” And if the hated porridge and cutlet are still eaten, mom and dad believe that the goal has been achieved and everything is in order. And then.
— The parents of six-year-old Andryusha came to the consultation in complete confusion
, says
child psychologist
, candidate of psychological sciences Elena Anatolyevna Smirnova. — Their son recently ran away from home. He was quickly found and returned, but the boy snapped, cried and threatened to run away again.
The shocked parents could not understand anything. They swore and swore that they loved their child
more than anything else in the world, they were kind to him and never laid a hand on him.
But during a detailed conversation, one problem emerged: from an early age Andryusha had a poor appetite, and he was forced to eat
.
So family relationships turned out to be seriously damaged. taught me nothing
these seemingly reasonable and prosperous parents.
A few years later they came back for a consultation with their second child
. Protesting against parental pressure, the seven-year-old girl completely stopped obeying and hid her school grades. All this also turned out to be the result of many years of “war at the table.”
Of course, not all children are capable of open protest. A quiet, obedient girl who was also constantly forced to eat
, did not run away from home herself, but all the characters in her games did. Then she invented a fairy-tale land where homeless children-toys found a new home and lived in it without any adults at all.
This girl was forced to eat not only at home
, but also in
kindergarten
, and then at school. When their entire first class filed into the cafeteria to have breakfast during the big break, the little girl’s teeth began to chatter - out of fear of another “food torture.” It seemed to those around her that the girl was simply frozen, and she was ashamed to tell anyone about what was really happening to her.
Doctors and psychologists already classify this condition as neurosis. Often, children who are force-fed exhibit other behavioral changes—they become overly stubborn, aggressive, or whiny.
Alas! Even if obvious alarming symptoms are not noticeable, violence cannot pass without leaving a trace on the child’s
and his relationship with his parents.
As he gets older, the child
will most likely forgive mom and dad for their excessive zeal in matters of nutrition. But on a subconscious level, he will still remember that these people are capable of committing violence, regardless of his needs and feelings. And it will be very difficult to build truly close, trusting relationships in such a family.
There are also no health benefits from force feeding. Studies have shown that children who are force-fed subsequently suffer significantly more often from disorders of the gastrointestinal tract and thyroid gland, not to mention fears and neuroses.
In fact, the human body is a self-regulating system that can adapt well to a wide variety of conditions. One of these adaptive reactions is a decrease in appetite during illness, under severe stress, during a sudden change in environment, climate, etc. Force the child to eat
at such moments means harming his health, preventing the body from adapting to a difficult situation.
In any case, educators in this matter must take an individual approach to each child
, together with parents, identifying the cause of poor appetite and reluctance
to eat
.
Examples of game options.
"The Queen of the Table and the King"
.
The crown is given to the child
who has eaten the best.
"Table of Honor"
This table should have a more elegant tablecloth and beautiful dishes.
Medal "For the Cleanest Plate"
Game "Restaurant"
You can agree with your baby on a simple rule: “If you don’t feel like eating
“You eat as many spoons as you are.”
Some children only learn the taste of millet and oatmeal porridge, bean and pea soup in kindergarten. Such dishes simply are not prepared at home. What else are they not cooking at home, what other healthy food have modern children not tried?
Most children who enter kindergarten can feed themselves. But there are also children who sit helplessly at the dinner table, not knowing which hand to take a spoon into. They look with resentment at the teacher and nanny who are in no hurry to spoon feed them. At first you have to spoon feed these newbies. Teachers work separately with such children, gradually teaching them how to hold a spoon. Kids quickly learn the skills of eating independently by watching their peers. Words of approval from educators speed up this process.
The biggest nutritional problem for newly arrived children in kindergarten is the problem of refusing healthy food. Children are not accustomed to eating it. Some kids even develop a gag reflex to a new dish. If a child refuses a dish, do not insist on eating it right away. You can offer to look at the children who eat the dish well. Invite him to eat this product too, but only a very small portion. Gradually the child will get used to the food and will eat the full portion. But this will take time.
Everything starts in the family. Parents should teach their child to use a spoon, teach them to eat independently, and diversify their diet at home. If at home the baby eats healthy food on his own, then in kindergarten there will never be a problem with nutrition.
Training for teachers of early age groups “Adaptation of young children” - presentation
Training for teachers of early age groups “Adaptation of young children”
What is adaptation?
Solving problem situations and tasks. Task: determine the degree of adaptation in these children. Task 1 Maxim (2 years old), having arrived in the group, walked up to the cars and began rolling them on the floor. When the teacher suggested sitting down at the table to have breakfast, he refused; he would eat at home. This situation lasted for a week. A week later, Maxim sat down at the table himself and ate with appetite. He stayed asleep on the 5th day, the teacher sat with him and stroked his back. When he left home, he said that he would come tomorrow.
Solving problem situations and tasks. Task: determine the degree of adaptation in these children. Problem 2 Alexandra (2y. 3m.) cried a lot at first and didn’t want to play with the children. All the time she held on to the teacher and asked: “Where is mom?” She sat down at the table, but refused to eat herself; the teachers fed her. In the morning I didn’t want to let my mother go. A week later, she began to approach the children and observe what they were doing, but did not play with them. After 3 weeks, she began to feed herself and play with dolls. At 4 weeks I got sick and was absent for 8 days, without complications.
Solving problem situations and tasks. Task: determine the degree of adaptation in these children. Task 3 Lena (2y.5m) cries a lot when parting with her mother, and cannot calm down for a long time. Refuses to eat. Doesn't play with children. He won’t get out of the teacher’s hands, and if you put him on his feet he starts crying. On the 10th day they began to leave her to sleep and rocked her to sleep. By the end of 4 weeks, she began to eat - the teachers feed her, her sleep is shallow, and she cries when she wakes up. Within a month I was sick twice, with complications. Throughout the day he periodically whines.
Solving problem situations Problem situation 1 Masha (1 year 8 months) and Anya (2 year 9 months) are playing nearby. Masha reaches for the tumbler, Anya immediately snatches the toy from Masha’s hands. Some time passes, Masha, leaving the toys, takes the paper and wants to draw. Anya immediately drops her business and snatches the paper from the hands of the crying Masha. Why does Anya do this and what can be done in this situation?
Solving problem situations. Problem situation 2 Misha (2 years 4 months) is trying to put on tights on his own. He can't do it. The teacher intervenes. “I myself!” - the child protests. We are facing a crisis of two years: stubbornness, negativism, the desire to be like an adult, to do everything our own way. Since this is inevitable, it remains to benefit the child from this - he will learn something, for you, with the right influence, the child will begin to listen more to your opinion consciously, since his rights will be respected.
Solving problem situations. Problem situation 3 The child had difficulty tearing himself away from his mother and was crying loudly.
Solving problem situations. Problem situation 4 Tanya’s parents often ask not to take the girl for a walk, fearing a cold
Possible measures to ease the adaptation period: Attractive and neat appearance of the teacher, eliminate the white coat. The teacher should be friendly, patient, and smile depending on the situation. Call your child by an affectionate name, just like at home. Use distractions when breaking up or crying. Use fun toys (soap bubbles, musical, luminous, wind-up, etc.). When going to bed, use physical contact (stroking, patting), sing lullabies or listen to a soundtrack, and allow them to take their favorite toy to bed. During the adaptation period, do not wean yourself from bad habits (pacifier, pacifier, diaper, bottle :). Use elements of bodily therapy (hugging and stroking the child, playing with touch). On the recommendation of a doctor, you can hang a bag of calming herbs over the crib of an excitable child. Aromatherapy - provided that children do not have allergies. Using games to bring children closer to each other. Games aimed at mastering the environment and getting to know kindergarten staff and peers.
My kindergarten
Author: Maria Sergeevna Shpet , teacher-psychologist, MAOU Secondary School No. 30 DO, Tomsk.
Explanatory note
Relevance
Group cohesion is a necessary condition for creating a comfortable microclimate in the team. Group cohesion is promoted by: a positive emotional state of teachers, a friendly, inviting atmosphere in the group; positive relationships and sympathy between participants, mutual understanding. Thus, when a comfortable microclimate is created in a group, its participants gain confidence and strive to work and create. Team building training is one of the effective ways to create such an atmosphere.
Program goal: increasing team cohesion
Tasks:
- Improving the emotional state of teachers
- Promote positive relationships and mutual understanding between teachers
- Relieving emotional stress of teachers
Progress of the training
Teacher-psychologist: Good afternoon! I am glad to welcome you to our training! Today we have the opportunity to relax a little, relax, play, learn a little more about ourselves and our colleagues, and most importantly, become a little closer to each other.
Exercise "Let's say hello"
Psychologist: At the beginning of our meeting, I propose to say hello, but we will do it in an unusual way. First of all, we need to break into pairs (teachers form pairs). If you hear 1 clap, we shake hands, 2 claps, we shake shoulders, 3 claps, we shake our backs. During the task we remain silent, only parts of our body say hello. When I ring the bell, your task is to find a new partner.
Game "Magic Hat"
Psychologist: What can make a meeting pleasant? (statements from teachers). A compliment will make any meeting pleasant. We will pass the hat around in a circle while the music is playing, when the music stops, the one who still has it puts it on himself and pays a compliment to the person sitting on the right. It is necessary not only to receive a compliment, but also to return it. A compliment is accepted in a certain form: Yes, it is! And I…(a positive quality is added) and the compliment is returned to the speaker.
Exercise “Recognize the drawing”
Teacher-psychologist:
Each of us received a compliment. A compliment improves your mood and allows you to look at yourself differently. Please draw in 5 (10) minutes a portrait of yourself, how you see yourself in the team or want to see yourself. There is no need to sign the drawings.”
After completing the work, the trainer collects the drawings into a common pile. Then he takes each drawing out of the pack, attaches it to the board or flipchart (you can first pass the drawing around so that everyone can take a closer look at it) and discusses it with the group on the following questions:
- What is this person like?
- Who could it be?
Participants guess the author of the drawing. After the group has found out who the author of the drawing was, the coach asks him to pick a flower and finish the sentence he started.
Exercise "Flower"
Each flower has a saying written on it that needs to be completed: I am proud... The thing I want most... The person I admire is... The thing I love the most... I dream... Three places I've lived.. Three things I like... Three things that I don't like... My hobby... You don't know about me yet that I...
Exercise "I'm just like you"
Teacher-psychologist: The previous exercise led me to the idea that we are all different, but in some ways we are similar. I have a ball in my hands. The one who gets this ball throws it to any teacher and, calling him by name, explains why he is the same: I am the same as you, because...”. The one to whom the ball was thrown expresses agreement or disagreement and throws the ball to the next person.
Exercise “Learn through touch”
Psychologist: Do you think we have learned enough about each other to recognize each other without words? (statements from teachers) I suggest one of you now enter the center of the circle, sit on a chair, put your hands on your knees, palms up, and close your eyes. We will all, in no particular order, come up to him and put our hands on his palms. The person sitting on the chair must understand whose hands these are. Every time we will clap our hands if the person who comes up is named correctly, and “no if there is a mistake.”
Exercise “Heart of the Team”
Teacher-psychologist: Each team has its own heart. I propose to create the heart of our team. To do this, write your name on a piece of paper and fold it. This is necessary so that each of you can draw lots with someone’s name. Come up with a friendly, pleasant phrase addressed to the person whose name you drew by lot. Take a small heart and write down what you came up with on it. Now, look what a big heart I brought. It will become the heart of our team after we glue all the small hearts onto our big heart (teachers glue small hearts to music)
Exercise “What I Learned”
Teacher-psychologist: Our training today is coming to an end. I'd really like to get feedback. Let's light a candle and pass it around. Whoever holds the candle in his hands says that he liked it, what he was surprised by, what he learned, what was most important to him.
List of used literature:
- Aralova M. A. Formation of a preschool educational institution team. Psychological support - Moscow: Sfera, 2005. - 60 p.
- Vachkov, I.V. Basics of group training. – M.: Os-89, 2000.
- Monina, G.B., Lyutova-Roberts, E.K. Communication training (teachers, psychologists, parents). - St. Petersburg: Rech, 2007. - 224 p.
- Psychological training in a group: Games and exercises: Textbook / Author-comp. T.L. Buka, M.L. Mitrofanova. – 2nd ed. – M.: Psychotherapy, 2008. – 144 p.
- Samukina, N.V. "Games that are played..." Psychological workshop. – Dubna: Phoenix+, 2000.
- 18 training programs. Guide for professionals / Scientifically ed. V.A. Chicker. - (Psychological training) - M.: Rech, 2008. - 368 p.
