Vychugzhanina I.D.

Asbestovsky urban district

Methods of adaptation of children of early age.

Introduction

Chapter II. Features of adaptation of young children to a preschool educational institution.

Conclusion

Appendix

List of used literature

Introduction.

Adaptation is the process of developing adaptive reactions of the body in response to new conditions for it.

The purpose of this process is an adequate response to fluctuations of various environmental factors

Proper upbringing increases the ability of the child's body to respond appropriately to a change in the environment. Favorable living conditions, adherence to diet, sleep, calm relationships between family members and much more - all this is not only good for health, but also is the basis for the normal adaptation of the child when entering kindergarten.

The topic “Techniques for adapting young children” is relevant, since the problem of adapting children of 2-3 years of age to the conditions of a kindergarten is of great importance. How the child gets used to the new regimen, to strangers depends on his physical and mental development, helps to prevent or reduce morbidity, as well as further well-being, existence in kindergarten and family.

The course of the adaptation period and its further development depend on how well the child is prepared in the family for the transition to a children's institution. To make the period of adaptation of children easier, professional help is needed for the family. The kindergarten should come to the aid of the family. Kindergarten should become "open" on all issues of development and education.

In the pedagogical literature, to a greater extent, the issues of adaptation to preschool institutions for young children are covered (A.I. Zhukova, N.I. Dobreytser, R.V. Tonkova-Yampolskaya, N.D. Vatutina, etc.). Adaptation is defined primarily as a medical and pedagogical problem, the solution of which requires the creation of conditions that meet the needs of children in communication, close interaction between the family and public education, good medical care for children and the correct organization of the educational process (N.M. Aksarina, A.I. Myshkis).

Considerable attention is paid to the problem of adapting children to the conditions of public education in modern studies of scientists from Western and Eastern Europe (K. Grosh, M. Seidel, A. Atanasova-Vukova, V. Manova-Tomova, E. Khabinakov). It has been proven that admission to a preschool institution is associated with significant adverse emotional and psychological changes in the personality, the correction of which requires a targeted educational impact.

When considering theoretical problems related to the psychology and pedagogy of personality development, adaptation is considered as a phase of the personal formation of an individual entering a relatively stable social community (E.V. Ilyenkov, A.V. Petrovsky, L.S. Vygotsky, D.I. Feldstein). The development of the personality here is presented as a process of its entry into a new social environment, adaptation and, in the end, integration with it.

Target: consider techniques, ways of adapting young children in a children's educational institution.

Tasks:

1. Explore age features young children in preschool.

2. Features of the adaptation of young children to a preschool educational institution.

An object: adaptation of young children.

Subject: methods of adaptation of young children in a children's educational institution.

Chapter I. Age and individual characteristics of young children.

Adaptation of the child should be based on knowledge of mental, age and individual characteristics.

In domestic pedagogy and developmental psychology, the process early development a child from birth to 3 years is divided into two main periods: infancy (from birth to 12 months) and pre-preschool childhood (from 12 to 36 months).

At an early age, intensive mental development occurs, the main components of which are:

Subject activity and business communication with an adult;

active speech;

Arbitrary behavior;

Formation of the need for communication with peers;

The beginning of the symbolic game;

Self-awareness and independence.

Early age has great opportunities for forming the foundations of a future adult personality, especially its intellectual development. At this time, there is such an intensive development of the brain, which will not be in any of the subsequent periods of life. By 7 months the brain of a child increases by 2 times, by 1.5 years - by 3 times, and by the 3rd it is already 3/4 of the mass of the brain of an adult.

It is in this sensitive period that the foundations of intellect, thinking, and high mental activity are laid. Underestimation of the possibilities of early age leads to the fact that many of its reserves remain undiscovered, and subsequently the lag is compensated with difficulty and not completely.

At an early age, there is a very special attitude of the child to reality, this feature is usually called situationality. Situation is the dependence of the child's behavior and psyche on the perceived situation. Perception and feeling are not yet separated from each other and represent an inseparable unity that causes direct action in a situation. Things have a special attraction for the child. The child perceives the thing directly here and now, without bringing into the situation his own intention and knowledge about

The age of 1-3 years is a period of significant changes in the life of a small child. First of all, the child begins to walk. Having got the opportunity to move independently, he masters the far space, independently comes into contact with a mass of objects, many of which previously remained inaccessible to him.

By the end of the second year of life, children's coordination of movements improves, they master more and more complex sets of actions. A child of this age knows how to wash, climb onto a chair to get a toy, loves to climb, jump, and overcome obstacles. He feels the rhythm of the movements well. Communication between children and adults at an early age is an indispensable condition for the development of objective activity, the leading activity of children of this age.

A child of the second year of life actively learns actions with such tool objects as a cup, spoon, scoop, etc. At the first stage of mastering the instrumental action, he uses the tools as an extension of the hand, and therefore this action was called manual (for example, a baby uses a spatula to get a ball that has rolled under a cabinet). At the next stage, the child learns to correlate tools with the object to which the action is directed (sand, snow, earth are collected with a spatula, water with a bucket).

Thus, it adapts to the properties of the tool. The mastery of objects-tools leads to the assimilation by the child of the social way of using things and has a decisive influence on the development of the initial forms of thinking.

As a result of such a “liberation” of the child, a decrease in his dependence on an adult, cognitive activity and objective actions are rapidly developing. In the second year of life, the child develops objective actions; in the third year of life, objective activity becomes the leading one. By the age of three, the leading hand is determined in him and the coordination of the actions of both hands begins to form.

With the emergence of objective activity based on the assimilation of precisely those modes of action with an object that ensure its intended use, the child's attitude to surrounding objects changes, the type of orientation in the objective world changes. Instead of asking "what is this?" - when confronted with a new object, the child has a question: “what can be done with this?” (R.Ya. Lekhtman-Abramovich, D.B. Elkonin).

At the same time, this interest is expanding enormously. So, with a free choice of objects and toys, he seeks to get to know as many of them as possible, involving objects in his activity.

In close connection with the development of objective actions, the child’s perception develops, since in the process of actions with objects, the child gets acquainted not only with the ways of using them, but also with their properties - shape, size, color, mass, material, etc.

The practical objective activity of children is an important stage in the transition from practical mediation to mental mediation; it creates conditions for the subsequent development of conceptual, verbal thinking. In the process of performing actions with objects and designating actions with words, the child's thought processes are formed. The most important among them at an early age is generalization. Children develop simple forms of visual-active thinking, the most primary generalizations, directly related to the selection of certain external and internal features of objects.

At the beginning of early childhood, the perception of the child is still extremely poorly developed, although in everyday life the child looks quite oriented. Orientation occurs rather on the basis of recognition of objects than on the basis of true perception. Recognition itself is associated with the selection of random, conspicuous landmarks.

The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activity, especially instrumental and correlative actions, during which he is forced to focus on different properties of objects (size, shape, color) and brings them into line according to a given attribute. First, the correlation of objects and their properties occurs practically. This practical correlation then leads to perceptual correlations. The development of perceptual actions begins.

The formation of perceptual actions in relation to different content and different conditions in which this content is embodied does not occur simultaneously. In relation to more difficult tasks, a young child may remain at the level of chaotic actions, without any regard for the properties of the objects with which he acts, at the level of actions with the use of force, which do not lead him to a positive result. In relation to tasks that are more accessible in content and closer to the child's experience, he can move on to practical orientation - to problems that in some cases can provide a positive result of his activity. In a number of tasks, he moves on to a proper perceptual orientation.

Although a child at this age rarely uses visual correlation, but uses extended "trying on", however, it provides a better account of the properties and relations of objects, provides more opportunities for a positive solution to the problem. Mastering "trying on" and visual correlation allows young children not only to differentiate the properties of objects at the "signal" level, i.e. to search, detect, distinguish and identify objects, but also to display the properties of objects, their true perception based on the image. This finds its expression in the ability to make choices according to a model.

The close connection between the development of perception and activity is manifested in the fact that the child begins to make a choice according to the model in relation to form and size, i.e. in relation to the properties that must be taken into account in practical action, and only then - in relation to color (L.A. Venger, V.S. Mukhina).

The development of speech during this period is especially intensive. Mastering speech is one of the main achievements of a child of the second or third year of life. If by the age of 1 year the child comes almost completely without speech, having 10-20 babble words in the dictionary, then by the age of 3 his dictionary has more than 400 words. Throughout the early years, speech becomes more and more important to everything. mental development child. It becomes the most important means of transferring social experience to the child. Naturally, adults, guiding the perception of the child, actively use the name of the properties of objects.

By the end of the second year, the child begins to use two-word sentences in his speech. The fact of intensive assimilation of speech by him is explained by the fact that babies like to pronounce the same word repeatedly. They kind of play with it. As a result, the child learns to correctly understand and pronounce words, as well as build sentences. This is the period of his increased susceptibility to the speech of others. Therefore, this period is called sensitive (favorable for the development of the child's speech).

The formation of speech at this age is the basis of all mental development. If for some reason (illness, lack of communication) the baby's speech capabilities are not used sufficiently, then his further general development begins to be delayed. At the end of the first and beginning of the second year of life, some rudiments of play activity are observed. Children perform with objects the actions of adults they observe (imitate adults). At this age, they prefer a real object to a toy: a bowl, a cup, a spoon, etc., since it is still difficult for them to use substitute objects due to the insufficient development of their imagination.

The emergence of speech is closely related to the activity of communication, it appears for the purposes of communication and develops in its context. The need for communication is formed with the active influence of an adult on a child. A change in the forms of communication also occurs with the initiative influence of an adult on a child.

In infancy, the manifestation of one child's interest in another is dictated by the need for new impressions, interest in a living object. At an early age, a peer acts as an interaction partner. The development of the need to communicate with peers goes through a number of stages:

Attention and interest in peers (second year of life);

The desire to attract the attention of a peer and demonstrate their success (end of the second year of life);

The emergence of sensitivity to the attitude of a peer and his influences (third year of life).

Children's communication with each other at an early age has the form of emotional and practical impact, the characteristic features of which are immediacy, lack of subject content, irregularity, mirror reflection of the partner's actions and movements. Through a peer, the child distinguishes himself, realizes his individual characteristics. At the same time, adults play a decisive role in organizing interaction between children.

The child of the second year is very emotional. But throughout early childhood, children's emotions are unstable.

At an early age, the beginnings of moral feelings begin to form. This happens if adults teach the baby to reckon with other people. “Don’t make noise, dad is tired, he is sleeping”, “Give grandfather shoes”, etc. In the second year of life, the child has positive feelings for the comrades with whom he plays. Forms of expression of sympathy are becoming more diverse. This is a smile and sweet word, and sympathy, and showing attention to other people, and, finally, the desire to share joy with another person. If in the first year the feeling of sympathy is still involuntary, unconscious, unstable, then in the second year it becomes more conscious.

In the process of communicating with adults in the second year of life, a child develops an emotional reaction to praise (R.Kh. Shakurov). The emergence of an emotional reaction to praise creates internal conditions for the development of self-esteem, self-love, for the formation of a stable positive-emotional attitude of the baby to himself and to his qualities.

The study of the individual characteristics of children requires considerable time and systematic observations. To this end, the teacher needs to keep a diary, recording in it the peculiarities of the behavior of the pupils, making periodically brief generalizations of the results of the observation.

The individual characteristics of the child are also related to the type of nervous activity which is hereditary. I.P. Pavlov in his doctrine of higher nervous activity revealed the main properties of nervous processes:

The strength of arousal and imbalance;

Balance and imbalance of these processes;

their mobility.

Based on the study of the course of these processes, he identified 4 types of higher nervous activity:

Strong, unbalanced, characterized by strong excitation and less strong inhibition, corresponds to the choleric temperament. For a child of choleric temperament, increased excitability, activity, and distractibility are characteristic. He takes care of everything with passion. Not measuring his strength, he often loses interest in the work he has begun, does not bring it to the end. This can lead to frivolity, quarrelsomeness. Therefore, in such a child it is necessary to strengthen the processes of inhibition, and the activity that goes beyond the limits should be switched to useful and feasible activity. It is necessary to control the execution of tasks, to demand to bring the work begun to the end. In the classroom, you need to direct such children to comprehend the material, set them more complex tasks, skillfully rely on their interests.

Strong balanced (the process of excitation is balanced by the process of inhibition), mobile, corresponds to the sanguine temperament. Children of sanguine temperament are active, sociable, easily adapt to changing conditions. The characteristics of children of this type of higher nervous activity are clearly manifested when they enter kindergarten: they are cheerful, immediately find comrades for themselves, delve into all aspects of the life of the group, with great interest and actively participate in classes and games.

Strong, balanced, inert, (corresponds to phlegmatic temperament). Phlegmatic children are calm, patient, they bring a solid matter to an end, they treat others evenly. The disadvantage of the phlegmatic is his inertia, his inactivity, he cannot immediately concentrate, direct attention. In general, these children do not cause trouble.

Of course, such traits as restraint, prudence are positive, but they can be confused with indifference, apathy, lack of initiative, laziness. It is necessary to carefully study these features of the child in various situations, in various activities, not to be hasty in their conclusions, to check and compare the results of their observations with the observations of colleagues and family members of the child.

Weak, characterized by weakness of both excitation and inhibition with increased inhibition or low mobility (corresponds to melancholic temperament). Children of a melancholy temperament are unsociable, withdrawn, very impressionable and touchy. When entering a kindergarten, school for a long time they can not get used to the new environment, the team of children yearn, feel sad. In some cases, experiences respond even to the physical condition of the child: he loses weight, his appetite and sleep are disturbed. Not only educators, but also medical staff and families should give such children Special attention, take care of creating conditions that cause them as many positive emotions as possible.

The property of the nervous system of each person does not fit into any one "pure" type of higher nervous activity. As a rule, the individual psyche reflects a mixture of types or manifests itself as an intermediate type (for example, between a sanguine person and a phlegmatic person, between a melancholic person and a phlegmatic person, between a choleric person and a melancholic person).

When taking into account the age-related characteristics of the development of children, the teacher largely relies on the generalized data of pedagogy and developmental psychology. As for the individual differences and peculiarities of the upbringing of individual children, here he has to rely only on this material, which he receives in the process of personal study of the pupils.

Thus, early age covers the period from 1 year to 3 years. During this period, changes social situation child development. By the beginning of an early age, the child, acquiring a desire for independence and independence from an adult, remains connected with an adult, because he needs his practical help, evaluation and attention. This contradiction is resolved in the new social situation of the child's development, which is the cooperation or joint activity of the child and the adult.

The leading activity of the child also changes. If the infant does not yet single out the method of action with the object and its purpose, then already in the second year of life, the content of the child's objective cooperation with the adult becomes the assimilation of socially developed methods of using objects. The adult not only puts an object into the child's hands, but together with the object "transmits" the mode of action with it.

In such cooperation, communication ceases to be a leading activity, it becomes a means of mastering social ways of using objects.

In early childhood, one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres. In the speech development of a young child, the main thing is to stimulate his active speech. This is achieved by enriching the vocabulary, intensive work to improve articulation apparatus, as well as expanding the zone of communication with adults.

Chapter II. Features of adaptation of young children to a preschool educational institution

2.1. Forms and methods of adaptation of young children

With the admission of a child to a preschool educational institution, many changes take place in his life: a strict daily routine, the absence of parents for 9 hours or more, new requirements, constant contact with children, a new room, fraught with a lot of unknown.

All these changes hit the child at the same time, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions, such as whims, fears, refusal to eat. Therefore, the principles of work on the adaptation of children in preschool educational institutions are:

1. Careful selection of teachers in emerging groups.

2. Preliminary familiarization of parents with the working conditions of the preschool educational institution.

3. Gradual filling of groups.

4. Flexible mode of stay for children in the initial period of adaptation, taking into account the individual characteristics of children.

5. Preservation in the first 2-3 weeks of habits existing in babies.

6. Informing parents about the peculiarities of adaptation of each child on the basis of adaptation cards.

In the process of adapting a child to a preschool educational institution, they also use such forms and methods of adapting children as:

1. elements of bodily therapy (hug, stroke). IN childhood it is necessary to develop coordination, flexibility and endurance.

A set of special exercises will help the child develop willpower, increase sensitivity and learn a lot about his body. Classes will strengthen and make muscles more elastic, develop joints, and movements will become more beautiful and plastic. In addition, with the help of body-oriented therapy, internal organs are healed and well-being improves.

The complex ends with relaxation exercises, because relaxation is as necessary for muscle development as training. The nervous system receives a good rest, blood circulation comes into absolute balance.

1. performance of lullabies before going to bed - lullabies - the first lessons of the native language for a child. Songs help the baby remember words, their meanings, word order in a sentence. Reading poetry to a child has the same effect. Unlike ordinary speech, poetry has a rhythm, the beneficial effect of which on a growing organism has already been mentioned. Accompany the reading of poetry with a rhythmic pat of the tummy, and if the baby likes the verses, you will notice the rhythmic tapping of your intelligent baby in response.

Lullabies relieve anxiety, excitement, have a calming effect on the child. This is facilitated by a smooth melody, a rhythmic combination of words and movement (slight swaying, but not shaking).

When mothers sing lullabies, babies fall asleep faster. The child becomes calmer, and he has good dreams, the child quickly forgets his troubles, he is put to bed with affection, it is affection that is transmitted with a lullaby, even if the child does not hear yet, but feels the love, affection, tenderness of his mother. Children who are sung songs in childhood grow up more gentle, kind.

The nature of the little person, his physical health, and the degree of development depend on what songs the mother sang to the child, and whether she sang them at all.

Listening to lullabies, the baby protects his psyche from stress and emotional instability.

In addition, recent studies have shown that with the help of melodious lullabies, a child gradually forms a phonetic map of the language, he perceives and remembers emotionally charged words and phrases better, which means that he will start talking earlier.

Through a lullaby, a child develops a need for an artistic word, music. Gradually getting used to repetitive intonations, the child begins to distinguish individual words, which helps him master speech, understand its content. With a lullaby, the child receives the first ideas about the world around him: animals, birds, objects.

The lullaby carries light and warmth, is a talisman for the baby.

1. Relaxation games (sand, water) - relaxation is stress relief, relaxation, rest.

The relaxation exercises are based on breathing exercises, muscle and emotional relaxation techniques.

Relaxation exercises are a method of preventing stress in children and have a positive effect on their health. They teach children to relieve tension, not to focus on their problems, and through role-playing games to be able to find the causes of this condition. Exercises should be in an accessible form.

1. Fairy tale therapy is the process of raising the Inner Child, developing the soul, raising the level of awareness of events, acquiring knowledge about the laws of life and ways of social manifestation of creative creative power.

The method of fairy tale therapy is aimed at developing perception, bodily sensations, motor coordination of children, the ability to recognize and control their experiences, to understand their own emotional state.

Classes introduce the child into the complex world of human emotions, help him live a certain emotional state, create his own "emotional background", with which he can navigate in his own feelings and in the feelings of the people around him. We do not just focus on working out emotions at the level of their recognition by facial expressions, gestures, behavior, words of people and fairy-tale characters. In these activities, it is important that the child experiences each emotion at the bodily level, observes and evaluates his bodily sensations. Thus, voluntary capture of sensations of heat, cold, tension and relaxation of the muscles of the body develops. All activities are play, since play is the main activity of the child, in which he first emotionally and then intellectually masters the system of human relations.

1. Music lessons and movement development - music begins to attract the attention of children early and arouses a constant interest in most of them. They are looking for a sound source, waiting for the sounds of music at the sight of a metallophone, triode or other musical instruments. Songs of different nature evoke different emotional responses in children. For some, this emotional state in connection with music manifests itself especially clearly.

It is important that children not only get acquainted with peppy, cheerful and affectionate, calm songs and plays, but also learn to more accurately perceive the features of musical sound, namely pitch, timbre, strength, duration. The perception of these properties of musical sound is associated with the development of musical and sensory abilities in children.

Performing simple tasks in the process of playing with sounding toys, children's musical instruments, children distinguish sounds by height: guess who is screaming - a cow or a kitten, a chicken calls chickens or they answer her. By repeating tapping on the tambourine to the music, they master the rhythm. They listen to the sound of children's musical instruments of different timbres, they themselves clap softly and loudly according to the music.

1. Game methods of interaction with the child. At the end of the first year, the child will acquire the desire for self-reliance and independence. In the second year of life, an adult becomes for the child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human objective actions. Communication with an adult is no longer limited to direct help or to the demonstration of objects. Now you need the complicity of an adult, the performance of the same thing. In the course of such cooperation, the child simultaneously receives both the attention of an adult and his participation in the actions of the child, and, most importantly, new ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the method of action with it. Communication with an adult proceeds, as it were, against the background of practical interaction with objects.

A new type of leading activity of the child arises. These are no longer just non-specific manipulations with things, but objective activity associated with the mastery of cultural ways of acting with objects. Objective activity is leading because it ensures the development of all other aspects of a child's life: attention, memory of speech, visual-effective and visual-figurative thinking. All these important abilities at this age are best developed in the process of practical objective actions.

In addition, acting with objects, the child feels his independence, independence, self-confidence, which is very important for the development of his personality.

Obviously, special toys are needed for such activities. Toys that contribute to the cognitive development of the child

Objective activity, in which the mental and technical development of the child occurs at an early age, has several lines of development, including:

1. formation of gun actions;
2. development of visual-effective thinking;
3. development of cognitive activity;
4. formation of purposefulness of the child's actions.

Each of these areas involves special play materials and special characteristics of toys.

Proper organization during the adaptation period of gaming activities aimed at the formation of emotional contacts "child - adult" and "child - child" and necessarily including games and exercises.

The main task of games during this period is the formation of emotional contact, children's trust in the teacher. The child should see in the teacher a kind, always ready to help person (like a mother) and an interesting partner in the game. Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, and a manifestation of care for each baby. The first games should be frontal so that no child feels left out. The initiator of games is always an adult. Games are selected taking into account the capabilities of children, the venue.

The program of classes in the group is drawn up taking into account the characteristics of young children who do not attend kindergarten, contributes to successful adaptation and a more comfortable further stay of the child in kindergarten.

Consultations are being held with parents to reduce the incidence during the period of adaptation.

The adaptation period is considered complete if the child eats with appetite, quickly falls asleep and wakes up in a cheerful mood, plays with peers. The duration of adaptation depends on the level of development of the child.

It is very important that parents during this period treat the child very carefully and attentively, strive to help him survive this difficult moment of life, and not persist in their educational plans, do not fight whims.

The nurse of the preschool educational institution should analyze the adaptation sheets on a weekly basis and single out children who have deviations according to the above criteria. These children are consulted by a pediatrician and a psychologist, and, if indicated, by other specialists. Assessment of the course of adaptation of children in preschool educational institutions is carried out by a pediatrician. Adaptation is considered favorable if emotional-behavioral reactions were mild and normalized within 30 days - in toddlers; neurotic reactions were not observed or they were mild and disappeared within 1-2 weeks without special correction, no weight loss was observed; during the adaptation period, a young child suffered no more than one cold in a mild form.

Conditionally favorable is adaptation with moderately pronounced emotional-behavioral reactions and symptoms of neuroticism that required correction, with a weight loss of up to 150 g, a drop in hemoglobin to 115 g/l, 1-2 colds in a mild form. In young children, a temporary regression of neuropsychic development is allowed for no more than 1 epicrisis period. The duration of the adaptation period is 75 days for young children. In the case of more pronounced changes or a delay in the timing of adaptation, its course is assessed as unfavorable.

Medical-psychological-pedagogical correction of adaptation disorders is always individual and should be prescribed by a pediatrician and a psychologist, and, if necessary, by other specialists to whom the child is referred for consultation.

The use of such physiotherapeutic procedures as massage and ultraviolet irradiation (UVR) is recommended in the autumn-winter period. If there is a physiotherapy room in a preschool educational institution, the range of preventive procedures can be significantly expanded (galvanization, inductothermy, UHF, ultrasound, drug electrophoresis, paraffin and ozocerite applications). Physical education classes should include elements of exercise therapy (breathing exercises, postural drainage, vibration massage of the chest).

Prevention of violations of the adaptation of children to stay in a preschool educational institution is an important measure for preserving and strengthening the health of children, their socialization, and is possible only with the joint participation in this work of the administration of the preschool educational institution, medical and pedagogical personnel, as well as parents.

2.2. Organization of conditions for the adaptation of young children

In order for the process of getting used to kindergarten not delayed, the following is necessary:

1. Creating an emotionally favorable atmosphere in the group. It is necessary to form a positive attitude in the child, a desire to go to kindergarten. It depends primarily on the ability and efforts of educators to create an atmosphere of warmth, comfort and benevolence in the group. If a child feels this warmth from the first days, his worries and fears will disappear, adaptation will be much easier. To make it pleasant for the child to come to kindergarten, you need to “domesticate” the group.

Furniture is best placed in such a way that it forms small rooms in which children will feel comfortable. It is good if there is a small “house” in the group, where the child can be alone, play or relax. You can make such a “house”, for example, from a crib, covering it with a beautiful fabric and removing the bottom board from it.

It is advisable to place a living corner next to the “house”. Plants and green color in general have a positive effect on the emotional state of a person.

The group also needs a sports corner that would satisfy the needs of children 2-3 years old in movement. The corner should be designed so that the child has a desire to study in it.

Babies are not yet fluent enough to express their feelings and emotions clearly. Unexpressed emotions (especially negative ones) accumulate and eventually burst into tears, which look incomprehensible from the outside, because there are no external reasons for such a manifestation of emotions.

Psychologists and physiologists have established that visual activity for a child is not so much an artistic and aesthetic action as an opportunity to throw out his feelings on paper. An art corner with free access for children to pencils and paper will help solve this problem at any time, as soon as the baby has a need to express himself. Children especially enjoy drawing with felt-tip markers that leave thick lines on a sheet of paper attached to the wall.

Games with sand and water have a calming effect on children. Such games have great developmental opportunities, but during the adaptation period, their calming and relaxing effect is the main thing.

In summer, such games are easy to organize on the street. In autumn and winter, it is desirable to have a corner of sand and water indoors. Unbreakable vessels of different configurations and volumes, spoons, sieves, funnels, molds, rubber tubes are used for various and exciting games. Children can bathe rubber dolls in water, fill rubber toys with water and push it out with a jet, launch boats on the water, etc.

As children get used to new conditions, their appetite is first restored, sleep is more difficult to normalize (from 2 weeks to 2-3 months).

Sleep problems are caused not only by internal stress, but also by the environment, which is different from home. The child feels uncomfortable in a large room. Something as simple as a bedside curtain can solve a number of problems: create a sense of psychological comfort, security, give the bedroom a more comfortable look, and most importantly, this curtain, which was sewn and hung by his mother, becomes for him a symbol and a part of the house, like his favorite toy with which he goes to bed.

It is necessary in every possible way to satisfy the extremely acute need of children in emotional contact with an adult during the period of adaptation.

Affectionate treatment of the child, the periodic stay of the baby in the arms of an adult give him a sense of security, help to adapt faster.

Young children are very attached to their mother. The child wants his mother to be with him all the time. Therefore, it is very good to have a “family” album in the group with photographs of all the children of the group and parents. In this case, the baby at any time will be able to see his loved ones and no longer yearn so far from home.

2. Work with parents, which is desirable to start even before the child enters kindergarten. A necessary condition for successful adaptation is the coordination of the actions of parents and educators, the convergence of approaches to the individual characteristics of the child in the family and kindergarten.

It is advisable to recommend to parents in the early days to bring the child only for a walk - this way it is easier for him to get to know the teachers and other children. Moreover, it is advisable to bring the baby not only for a morning walk, but also for an evening walk, when you can draw his attention to how moms and dads come for children, how they happily meet. In the early days, it is worth bringing the child to the group later than 8 o'clock so that he does not witness the tears and negative emotions of other children when parting with their mothers.

The task of the educator is to calm adults first of all: invite them to inspect the group rooms, show the locker, bed, toys, tell what the child will do, what to play, introduce the daily routine, and discuss together how to facilitate the adaptation period.

In turn, parents should carefully listen to the advice of the teacher, take into account his advice, observations and wishes. If a child sees a good, friendly relationship between his parents and caregivers, he will adapt much faster to a new environment.

3. Formation of a child's sense of confidence. One of the tasks of the adaptation period is to help the child get used to the new situation as quickly and painlessly as possible, to feel more confident, the master of the situation. And the kid will be confident if he finds out and understands what kind of people surround him; in what room does he live, etc. The solution of this problem, starting from the first day of being in the garden, is devoted to the entire first half of the year (until January).

To develop a sense of confidence in the environment, it is necessary:

1. acquaintance, rapprochement of children among themselves;
2. acquaintance with educators, establishing open, trusting relationships between educators and children;
3. acquaintance with the group (game, bedroom, etc. rooms);
4. familiarity with the kindergarten (music room, medical room, etc.);
5. acquaintance with teachers and staff of the kindergarten;

Rule 1. The first and most important rule is that participation in the game is voluntary. It is necessary to ensure that the child wants to take part in the proposed game. By forcing, we can evoke in the baby a feeling of protest, negativism, and in this case, the effect of the game should not be expected. On the contrary, when he sees how others play, being carried away, the child himself joins the game. In order for the game to really captivate children and personally affect each of them, it is necessary to perform

Rule 2. An adult must become a direct participant in the game. By his actions, emotional communication with children, he involves them in play activities, makes it important and meaningful for them. It becomes, as it were, the center of attraction in the game. This is especially important in the early stages of getting to know new game. At the same time, the adult organizes and directs the play. Thus, the second rule is that an adult combines two roles - a participant and an organizer. Moreover, an adult should combine these roles in the future.

Rule 3. Multiple repetition of games, which is a necessary condition for the developmental effect. Pupils accept and learn new things in different ways and at different paces. By systematically participating in a particular game, children begin to understand its content, better fulfill the conditions that games create for mastering and applying new experience. And so that when you repeat the game does not get tired, you need to perform

Rule 4. Visual material (certain toys, various objects, etc.) must be protected, it cannot be turned into ordinary, always available. Firstly, this way it will last longer, and secondly, this material will remain unusual for children for a long time.

Rule 5. An adult should not evaluate the actions of the child: words like “Wrong, wrong” or “Well done, right” are not used in this case. Give the child the opportunity to show, express himself, do not drive him into your own, even the best, framework. He sees the world in his own way, he has his own view of things, help him express all this!

At what age the child does not come to kindergarten for the first time, for him this is a strong stressful experience that needs to be mitigated.

The most important thing is a positive attitude towards kindergarten, if you believe that kindergarten is the most the best place on earth for your child, your child will also count, albeit at the level of internal sensations. If you don’t think so, do auto-training - take a piece of paper and write in response to the question “Why do I need a kindergarten?” everything positive that you know about this (for example, “My child’s social circle will expand, and this is very useful for his development” - yes, even negative experience is useful, since the child develops only overcoming obstacles, as, however, and any person, or "I can safely go to the store without tearing the screaming child from the bright boxes", etc.

Take a walk with your child on the playground more often, do not rush to intervene in any conflict, give the child the opportunity to learn how to find a way out of the situation, and give yourself the opportunity to be proud of the child.

At least once a week, change a place for walking with your child - it can be a neighbor's yard (and how many are around?), a park, a zoo, a city center, just drive 2 stops by transport, and return back on foot or vice versa, etc.

Go with your child to visit and invite guests to your place, preferably with children of different ages - teach your child to communicate, play together, let your toys play, ask for strangers, etc. - show how to do it.

Play with your child at home in kindergarten, ranging from household processes (feeding, dressing, sleeping) to games and activities. The role of the child can be played by the child himself or some kind of toy. “This is how Sasha eats neatly, like the guys in kindergarten”, “All the guys went to sleep in their beds and Tanechka will also go to sleep in her bed.”

If you have decided on the choice of a preschool institution, start exploring its territory, come for morning and evening walks (which will also help you and your child get used to the kindergarten regime), get to know the teachers, play with the children, memorize their names in order to remind their child later . Visit a kindergarten psychologist, consult a nurse or a doctor, i.e. Get yourself as much variety of information about the place where your child will spend most of his time. The most important thing is your trust and faith that everything will be fine.

Be sure to follow the onboarding schedule, i.e. the mode of short-term stay of the child in kindergarten, starting from 2 hours. A medical worker or kindergarten psychologist will acquaint you with the schedule. Give the child the opportunity to gradually get used to the new conditions, to new people, to new rules, to the absence of a mother.

You can give your child a toy or a book with you, the word “piece” at home.

Communicate daily with the teacher, but not in order to ask who pushed and who took away the toy, but in order to find out how you can adjust your relationship with the child at home so that he gets used to new living conditions more easily and quickly. Let the teacher be your assistant in the upbringing of the child.

Support the child during the adaptation period, pay less attention to his whims, give him your warmth and love. Try not to change anything in the child's life during this period (do not wean from the nipple, breast - it is better to do this in advance, do not go to visit for a long time, do not invite people unfamiliar to the baby, etc.). Take care of the child's nervous system!

Patience and optimism!

Watch your child, listen to him and he will tell you the most optimal educational methods and techniques for him!

Conclusion

The process of a child's transition from a family to a preschool institution is difficult for both the child and the parents. The child will have to adapt to completely different conditions than those to which he is accustomed in the family. And it's not easy at all. There is a need to overcome psychological barriers. The three most significant problems with which kids come from home to preschool have been identified. They are as follows:

The first problem is that children entering kindergarten have a rather low level of neuropsychic development. This is due both to the peculiarities of upbringing in the family, and to biological factors (the course of pregnancy, childbirth). The greatest delay is manifested in the skills of active speech, in sensory development, which negatively affects the further development of a small person. At preschool age, there is a slow development of thinking and speech, attention and memory, low indicators of intellectual readiness for school are revealed.

The second problem is related to various deviations in the behavior of children. It concerns sleep, appetite of babies, hyperexcitable or low-emotional, non-contact children, children with manifestations of fears, enuresis, tics, etc. Therefore, it is important that the educator has the opportunity to get to know each child, to find out his developmental and behavioral features.

Purposeful training of parents and educators gives its positive results, even with severe adaptation, it facilitates getting used to new conditions. First of all it is:

1.Positive-emotional attitude towards the child (affectionate communication)

2. Satisfaction of his physiological and cognitive needs.

3. Individual approach to the child.

4. The maximum approximation of the conditions of the kindergarten to home.

Objective indicators of the end of the adaptation period are:

Deep dream;

A good appetite;

Cheerful emotional state;

Full restoration of existing skills;

Active behavior and appropriate weight gain for age.

Educators inform parents about the course of adaptation in order to relieve anxiety for the baby, using adaptive developing games in their work, and also, if necessary, consult with specialists from preschool educational institutions.

Applications.

Results of observations taken over 5 years

(based on a group of 20 people)

Adaptation forecast	Number of children					The course of adaptation	Number of children
	2005	2006	2008	2009	2010		2005	2006	2008	2009	2010
Ready to go						Easy adaptation
Conditionally ready						Moderate adaptation
Not ready						Severe adaptation

Easy adaptation

Average adaptation

Severe adaptation

Questionnaire for parents:

Is your child ready for kindergarten?

F.I. child ________________________________________________________________________

1. What mood prevails in the child?

A) cheerful, balanced

B) irritable, unstable

B) depressed

2. How does the baby fall asleep?

A) fast (up to 10 minutes)

B) slowly

B) calmly

D) not calm

3. What do you do to make the child fall asleep?

A) additional impacts ______________________________________________

(what kind?)

B) without additional influences

4. How long does the baby sleep?

A) 2 hours

B) less than an hour

5. What is your child's appetite?

A) good

B) electoral

B) unstable

D) bad

6. How does your child feel about potty training?

A) positive

B) negative

C) not asked, but sometimes dry

D) does not ask and walks wet

7. Does your child have negative habits?

A) sucks a pacifier, sucks a finger, sways, others ____________________

(specify)

B) no negative habits

8. Is your child interested in toys, objects at home and in a new environment?

A) yes

B) no

B) sometimes

9. Does the child show interest in the actions of adults?

A) yes

B) no

B) sometimes

10. How does your child play?

A) can play alone

B) not always

B) does not play alone

11. Relationships with adults:

A) easy to get in touch with

B) selectively

B) difficult

12. Relationship with children:

A) easy to get in touch with

B) selectively

B) difficult

13. Attitude towards classes (attentive, diligent, active)?

A) yes

B) no

B) not always

14. Does the child experience separation from loved ones?

A) yes

B) no

C) endured separation easily

D) hard

15. Is there an affective attachment to any of the adults?

A) yes

B) no

Thanks!

Questionnaire for parents.

Dear parents!

We invite you to take part in a questionnaire survey. Your answers will help the kindergarten staff to get to know your child's characteristics and desires better in order to create favorable conditions for his development.

Child:

Full name ___________________________________________________________________________________________

Date of Birth________________________________________________________________________________

Home address, phone number ________________________________________________________________________

Mother:

Father:

FULL NAME._______________________________________________________________________________________

Year of birth_________________________________________________________________________________

Education, specialty, place of work ____________________________________________________________

_____________________________________________________________________________________________

Composition of the family (who lives permanently with the child) _______________________________________________

Are there other children in the family, their age, what is the relationship with them _________________________________________________________________________________

_____________________________________________________________________________________________

To which family member is the child most attached?

_____________________________________________________________________________________________

Does the child often get sick, what serious illnesses, injuries did he suffer

__________________________________________________________________________________________________________________________________________________________________________________________

The main types of games and activities at home ________________________________________________________

_____________________________________________________________________________________________

9. What toys do you like, who cleans them up?

_____________________________________________________________________________________________

Does he willingly enter into contacts, communication (underline as appropriate):

With children of the same age yes no

With older children yes no

With unfamiliar adults yes no

With family yes no

11. How do you consider your child (underline):

Calm; unemotional; very emotional

12. What can the child do independently __________________________________________________

_________________________________________________________________________________________

What routine moments do you find most difficult to do at home (underline as appropriate): getting up, washing, feeding, putting to bed, other (fill in) __________________________________________________________________________

What appetite does your baby have (underline as appropriate): good; eats everything; bad and little; depending on what's in the bowl.

How do you feed him at home (underline as appropriate): he eats himself; first he eats himself, then we feed him; more often it is spoon-fed by adults; eats carefully; not very neat; we get him to eat whatever they give him; we allow not to eat what he does not want; let him eat as much as he wants; the plate must be clean.

How the child falls asleep at home (underline as appropriate): quickly; slowly; myself; one of the adults is sitting next to him; sometimes urinates in sleep; undresses himself before going to bed; dresses himself after sleep; it is undressed and dressed by adults.

Thanks!

Bibliography

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3. Barkan A. I. Practical psychology for parents, or how to learn to understand your child. - M.: AST-PRESS, 2007. - 417 p.

4. Varpakhovskaya O. “Green Door”: first steps into society / Child in kindergarten. - 2005. - No. 1. - pp. 30 - 35.

5. Vygotsky L.S. Questions of child psychology. - St. Petersburg: SOYUZ, 2007. - 224 p.

6. Davydova O.I., Mayer A.A. Adaptation groups in the preschool educational institution: Methodological guide - M .: TC Sphere, 2005. - 25 p.

7. Diagnostics in kindergarten. Under the editorship of Nichiporyuk E.A. Posevina G.D. - Rostov - on - Don, Phoenix, 2004. - 275 p.

8. Zavodchikova O. G. Adaptation of the child in kindergarten: the interaction of doshk. educate. institutions and families: a guide for educators / O. G. Zavodchikova. - M.: Enlightenment, 2007. - 79 p.

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10. Kiryukhina, N. V. Organization and content of work on the adaptation of children in preschool educational institutions: pract. allowance / N. V. Kiryukhina. - M.: Iris-press, 2006. - 112 p.

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15. Nemov R.S. Psychology. – M.: Humanit. ed. center VLADOS, 2007. - Book. 2: Educational psychology. – 608 p.

16. Obukhova L.F. Child psychology. – M.: Vlados, 2007. – 530 p.

17. Pavlova L.N., Volosova E.B., Pilyugina E.G. Early childhood: cognitive development– M.: Mosaic Sintez, 2004. – 415 p.

18. Pavlova L. Early childhood, family or society? / Hoop. - 2007. - No. 2. - S. 7-10.

19. Pyzhyanova L. How to help a child during the adaptation period / Preschool education. - 2003. - No. 2. - S. 5-7

20. Ronzhina A.S. Psychologist's classes with children 2-4 years old during the period of adaptation to a preschool institution - M .: Knigolyub, 2003. - 350 p.

21. Sevostyanova E.O. Friendly family - M .: TC Sphere, 2006. - 235 p.

22. Semenaka S.I. Socio-psychological adaptation of the child in society - M .: ARKTI, 2006. - 275 p.

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State educational institution of additional professional education (advanced training) of specialists

"Kuzbass Regional Institute for Advanced Studies

and retraining of educators”

Faculty of advanced training

Department of preschool education

"Adaptation of young children to the conditions of a preschool educational institution"

Executor:

Shtenina Tatyana Nikolaevna

Educator MBDOU, Yashkinsky kindergarten, Yashkino village

Kemerovo 2017

Introduction……………………………………………………………………………3 1 Theoretical aspects of the organization……………………………………….4 The concept, adaptation, young children in the preschool educational institution……………………4 Adaptation of the child to the conditions of the kindergarten………………………………5 Communication of the educator during the period of adaptation……………………………...12 Dynamics of adaptation…………………………………………………………15 The main forms of work of a kindergarten with a family during the period of adaptation..17 Conclusion………………………………………………………………...19 References………………………………………………………..20 Applications………………………………………………………………..24

INTRODUCTION

Goal and tasks:

Define the essence of the concept of "adaptation".

To study the theoretical foundations of the adaptation of children to a preschool educational institution.

To analyze the directions of joint activities of educators and parents to optimize the process of adaptation of young children.

To analyze the psychological and pedagogical literature on the problem of adaptation of young children.

Reveal the psychological pedagogical conditions successful adaptation of young children to a preschool educational institution.

The relevance of the chosen topic lies in the fact that it is very difficult for children of any age to start attending kindergarten. There are also worries and anxieties among parents - How will the child be received in the children's team? What kind of relationship does he have with his teacher? Will the baby get sick often? How quickly will he get used to, adapt to the new environment?

The same problems arise before the educator who accepts newcomers into his group. And they are quite justified, because it is known that changes in the social environment affect both the mental and physical health of children. From this point of view, babies require special attention, since at this age adaptation takes longer and is more difficult, often accompanied by diseases.The problem of social adaptation is not new, but it still remains one of the most relevant due to the transformation of certain value orientations both in the social policy of the state and in the process of raising children. The social adaptation of the child is no longer considered in the biological aspect of the adaptation of the individual to new environmental conditions. Outgrowing the framework of the problem of the child's adaptation to a new social situation in a preschool educational institution,

it enters a completely different plane of study.

How to maximally adapt a preschool educational institution to

the needs and interests of the individual child?

How to organize the pedagogical process in a preschool educational institution in the course of a child's adaptation to new conditions?

These and a number of other questions mark a new field of problems - the formation

adaptability of a preschool child as the ability to independently achieve a dynamic balance with the world.

The problem of adaptability in modern society is very relevant and significant. At the early stages of personality development, the main mechanisms of socialization and life fulfillment are based on the psychophysiological capabilities of the child's body and are integrated into the context of a certain social situation of development. Defining social adaptation as a process of active adaptation of an individual to the conditions of the social environment, the researchers emphasize that the essence of a person is such that he takes an active position in relation to the situation and transforms the conditions to a greater extent than his own nature. The significance of the issues being developed is associated with the new needs of preschool education. The departure from the child's own biological adaptation as a process of passive adaptation to new environmental conditions allows us to designate a different approach to research.

organization of the process of social adaptation of the child by means of social and pedagogical activity. One of the most urgent tasks facing the preschool today is the organization of work with the family in a real social

economic conditions. About the difficulties of this work, most PEI specialists know firsthand. Parents have become not only educated, mobile, but also more demanding of the services of a preschool institution. Often, when they come to kindergarten, they correctly formulate questions about what exactly they will do with their child.

teachers. Currently, preschool institutions are becoming those centers that can really help parents in raising a child.

1 Theoretical aspects of organization

1.1 The concept of "adaptation" of young children in preschool.

Traditionally, adaptation is understood as the process of a person entering a new environment and adapting to conditions. This is a universal phenomenon of all living things, which can be observed both in the plant and animal kingdoms.

Adaptation - from the Latin "I adapt" - this is a complex process of adaptation of the body that occurs at different levels: physiological, social, psychological. Adaptation of the body to the new conditions of social existence, to the new regime is accompanied by changes in the child's behavior, sleep disorders, and appetite.

Adaptation is an active process that leads either to positive (adaptation, i.e. the totality of all beneficial changes in the body and mind) results, or negative (stress). At the same time, 2 main criteria for successful adaptation are distinguished: internal comfort (emotional satisfaction) and external adequacy of behavior (the ability to easily and accurately fulfill new requirements). With the advent of the nursery, the child begins a new stage in his life.

Social adaptation is the process of mastering the system of knowledge, norms, values, attitudes, patterns of behavior cultivated by a particular society, social community, group.

The admission of a young child to a preschool educational institution is accompanied by the problem of his adaptation to new conditions, tk. adaptability is limited. The emergence of the so-called "adaptation syndrome" in a child is a direct consequence of his psychological unpreparedness to leave the family. A feature of early age is the interconnection of psychophysical development. Any changes in the health of the baby affect his psyche and nervous system. Young children are characterized by instability of the emotional state. Separation from loved ones and a change in the usual way of life cause negative emotions in children and

fears. A long stay of a child in a stressful state can lead to development, neurosis, and a slowdown in the pace of psychophysical development. The course of the adaptation period and its further development depend on how well the child is prepared in the family for the transition to a children's institution. To make the period of adaptation of children easier, professional help is needed for the family. The kindergarten comes to the aid of the family. Kindergarten becomes "open" on all issues of development and education.

1.2 Adaptation of the child to the conditions of the kindergarten

At whatever age a child comes to kindergarten for the first time, for him this is a strong stressful experience that needs to be mitigated. This is not difficult to understand - after all, the usual stereotype of life is breaking down, in which the child felt calm and confident, as he managed to adapt to it and already knew approximately what would follow during the day and how it would happen.

The second extreme psychotraumatic fact is separation from the mother and other close adults who took care of the child from birth. This gives rise to a feeling of anxiety, insecurity, insecurity, which is often mixed with a feeling of abandonment, abandonment. It should be noted that in most cases, neither teachers nor parents are aware of how responsible the moment the child enters kindergarten, how serious the consequences it can have.

It is very important that parents during this period treat the child very carefully and carefully seek to help him survive this difficult moment of life, and not persist in their educational plans, do not fight whims.

The nature of the adaptation period also depends on the previous experience of the baby, that is, on the presence or absence of training of his nervous system in adapting to changing living conditions. Children who live in families with many children, in families with numerous relatives, get used to new conditions much faster than children whose life proceeded in a monotonous environment was limited to a small circle of adults.

Under adaptation (from Latin adaptatio - adaptation, adjustment) it is customary to understand the body's ability to adapt to various environmental conditions. Social adaptation - the adaptation of a person to the conditions of a new social environment; one of the socio-psychological mechanisms of personality socialization.

The problem of adaptation of a young child remains practically undeveloped. Until now, it has not been specifically studied how a small child is included in a new reality, what psychological difficulties he experiences in the process of adaptation, how to assess his emotional state during this period, what are the psychological criteria for the adaptive capabilities of a young child and what are the ways to establish contact with adults.

In order to truly manage the behavior of children (and not just guide them) during the period of adaptation, a system of work thought out in all details is needed, built on the knowledge of the child in the process of getting used to the conditions of public education.

It has been established that at an early age, adaptation takes longer and is more difficult, often accompanied by diseases. The fact is that during this period the body develops intensively physically, mental processes mature. And at the stage of formation, children are most susceptible to fluctuations and even breakdowns. New conditions and, as a response, new forms of behavior require certain efforts and skills on the part of the child.

The course of the adaptation period (which can sometimes last six months, and its further development) also depends on how the baby is prepared in the family for the transition to a children's institution.

During the adaptation period, it is especially important to create an atmosphere of friendly interaction that enriches the sensual sphere, to provide each child with emotional comfort.

Considering that during the adaptation period of a child in a preschool educational institution, communication with adults and peers is a necessary condition for emotional and social development, educators try to enrich the child’s positive experience of communicating with other people so that the child strives for communication, play, acquires flexibility and plasticity in social behavior and development .

Object-playing activity of children develops approximately in the following stages: manipulation with objects; individual subject actions and observation of the actions of others; inclusion in role-playing games. In the process of cooperation with adults, the child first masters individual actions with objects, and later, with repeated exercise in them under the guidance of an adult, an independent objective activity is formed. Mastering objective activity contributes to the development of an extra-situational-speech form of communication, the development of a special experience of the environment.

Almost all children who come to kindergarten for the first time come to the early age group. Working educators in the early age group, like none of the teachers, know what an adaptation period is for a child, because for a newly enrolled baby, a kindergarten is undoubtedly a new, still unknown space, with a new environment and new relationships.

However, in the process of adaptation, some regularities can be noted.

Firstly, until the age of 2-3 years, the child does not feel the need to communicate with peers, it has not yet formed. At this age, an adult acts for the child as a partner in the game, a role model and satisfies the child's need for benevolent attention and cooperation.

Peers cannot give this, because they themselves need the same. Therefore, a normal child cannot quickly adapt to preschool, because he is strongly attached to his mother, and her disappearance causes a violent protest of the child, especially if he is impressionable and emotionally sensitive. Children 2-3 years old experience fears of strangers and new situations of communication, which is exactly what is fully manifested in the preschool educational institution.

These fears are one of the reasons for the difficult adaptation of the child to the preschool educational institution. Often, the fear of new people and situations in the nursery leads to the fact that the child becomes more excitable, vulnerable, touchy, tearful, he gets sick more often, because stress depletes the body's defenses.

The analysis shows that already at an early age (the second or third years of life), the level of socialization, in particular, the presence or absence of a child's communication with peers, is of the greatest importance during the period of adaptation. An important role is played by the formation of such personality traits as initiative, independence, the ability to solve "problems" in the game.

By the way, boys of 3-5 years old are more vulnerable in terms of adaptation than girls, since during this period they are more attached to their mother and react more painfully to separation from her. For emotionally undeveloped children, adaptation, on the contrary, is easy - they do not have a formed attachment to their mother.

At three years old, the baby usually already likes to contact people. He can even choose the occasion for contact. The sociability of the child is a blessing for the successful outcome of the adaptation process. However, in the first days of being in a preschool institution, some kids lose this property.

Such children are closed and unsociable, spending all the time only in “proud loneliness”. This “proud non-contact” is being replaced by “compromising contact”, which means that the child suddenly began to take the initiative to make contact with adults. However, this initiative is imaginary. The child needs it only as a way out of the current situation and is not aimed at improving communication with people, especially with peers. At such a moment, the baby usually, crying, runs up to the teacher, grabs her by the hand, tries to pull her to the front door and begs her to take him home. As soon as the baby is able to finally establish the necessary contacts in the group, all the shifts in the adaptation period will subside - and this will be an important step towards completing the entire process of adaptation in the child.

At three years old cognitive activity closely related to the game. Therefore, the baby, when he first came to kindergarten, is often not interested in toys and does not want to be interested in them. He does not want to get acquainted with his peers, to understand what is happening next to him. His cognitive activity is inhibited. But, as soon as interest in the new awakens, stress activity will become minimal and will soon disappear forever.

Under the pressure of stress, the child usually changes so much that he can forget almost all the self-care skills that he has long learned and successfully used at home. He has to be spoon-fed and washed like a baby. He "does not know how" to dress, undress and use a handkerchief. Doesn't know when to say thank you. However, as the child adapts to the conditions of an organized team, he “remembers” the skills he suddenly forgot, additionally easily acquiring new ones.

In some babies, against the background of stress, with a severe degree of adaptation, speech also changes, regressing. The baby's vocabulary is depleted, and he suddenly sinks a few steps, using infantile or lightened words when talking. Sentences become monosyllabic, and consist mainly of verbs. With a mild degree of adaptation, speech either does not change at all, or the described changes concern it a little.

However, at this time, in any case, the replenishment of his active vocabulary, necessary for the age of the child, is difficult.

During the adaptation process, it rarely remains within the normal range. The child is severely retarded or uncontrollably hyperactive.

At first, there is no sleep at all, and at a quiet hour, the baby constantly jumps up on the bed. As you get used to kindergarten, the child begins to fall asleep. But this sleep is restless, interrupted by sobbing or sudden awakening.

And only when the child adapts to the garden, he, in fact, will be able to quietly spend his quiet time and sleep peacefully.

The less favorably the child adapts, the worse his appetite, sometimes completely absent, as if the child were on a hunger strike. Much less often, the baby suddenly falls into the other extreme, and eats a lot.

Normalization of reduced or increased appetite, as a rule, signals to all of us that the negative shifts in the adaptation process are not increasing, but are declining, and all other indicators of the emotional portrait described above will soon normalize. Against the background of stress, your child may lose weight, but, having adapted, he will easily and quickly not only restore his original weight, but also begin to recover in the future.

In the course of research carried out by scientists R. Kalinina, L. Semenova, G. Yakovleva, three phases of the adaptation process were identified:

) an acute phase, which is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbance, loss of appetite, regression in speech development (lasts an average of one month);

) the subacute phase is characterized by adequate behavior of the child, i.e. all shifts decrease and are registered only for certain parameters against the background of a slow pace of development, especially mental, compared with the average age norms (lasts 3-5 months);

) the compensation phase is characterized by an acceleration in the rate of development; as a result, by the end of the school year, children overcome the above-mentioned delay in the rate of development.

Most often, the period of adaptation is called the acute phase of the general adaptation process. According to the observations of psychologists, the average period of this period is normally:

In the nursery - 7-10 days

In kindergarten at 3 years - 2-3 weeks

At senior preschool age - 1 month

According to how children adapt to the kindergarten, what is the severity of the passage of the acute phase of the adaptation period, they can be divided into three main groups.

The first group is children who react to a change in the situation with a nervous breakdown, and colds are also added to this. This is the most unfavorable option. But gradually everything can be settled, and this largely depends on the situation at home.

Children without nervous disorders fall into the second group - they “just” start to get sick often in kindergarten. Still, there is an "exchange" of all kinds of infections. Far from all children can withstand such a “vaccination” - many develop acute respiratory infections and other troubles.

Finally, almost half of the children make up the most prosperous group - they attend kindergarten without much loss, more or less with desire. If more than a month has passed, and the child is not used to kindergarten, then you need to think and take a closer look at what worries him, why he is so capricious and irritable.

Of course, each child reacts differently to a new situation, however, there are common features. It is always difficult for the only children in the family to get used to kindergarten or nursery, especially those who are overprotected, dependent on their mother, accustomed to exclusive attention, and unsure of themselves.

Children with a phlegmatic temperament feel worse than others in preschool institutions. They do not keep up with the pace of kindergarten life: they cannot quickly get dressed, get ready for a walk, eat. And if the teacher does not understand the problems of such a child, then he begins to spur him on even more, while emotional stress acts in such a way that the child slows down even more, becomes even more lethargic, indifferent.

Many psychologists, for example, A.I. Barkan, B.S. Volkova, N.V. Volkova offer certain indicators, they are also called indicators that allow you to predict the severity of the adaptation period in advance.

This enables the staff of the preschool institution to take appropriate measures in a timely manner. Such indicators are anamnesis data, that is, the history of the development of the child, indicating all the diseases he has suffered and pronounced developmental deviations. At the same time, special attention should be paid to perinatal factors, in other words, to the course of the prenatal, birth and postpartum periods. In addition, social risk factors (family composition, nature and characteristics of family upbringing) are of great prognostic value.

There is a huge amount of reliable data confirming the fact that children of the second and third health groups adapt worse to new living conditions than practically healthy children with the first health group. In this regard, it is necessary to take into account what diseases the child had before entering kindergarten, how often and how long, on average, these diseases lasted.

An important indicator that allows you to make a correct prediction is the nature and severity of this child's adaptation in the past, for example, when entering a nursery or during any other changes in the child's life.

For the correct construction of the prognosis, it should be taken into account whether the parents have alcohol dependence, hereditary diseases, whether the mother had toxicosis of pregnancy, birth trauma in the child, diseases of the neonatal period and the first three months of life.

Very often, the pathology of pregnancy and childbirth, as well as the condition of the child in the first months of life, are reflected in his physical condition, slowing down the rate of development of the functional activity of all systems. It should be clarified whether there was a delay in locomotor reactions when the child began to sit, stand, crawl, walk independently.

When studying social factors, one should take into account the living conditions of the child, the composition of his family - complete, incomplete, large, and so on, as well as the features of educational influences: the style and nature of communication with the child, adherence to the daily routine and feeding, the organization of wakefulness, that is, the main points on which the development of the functional activity of the child's brain depends. After all, it is well known that children with biological and social problems are most difficult to adapt.

In order to identify all risk factors and build a correct prognosis for the further stay of a child in a preschool institution, when enrolling, parents are usually surveyed and also talk with them about their child.

Today developed a large number of variants of questionnaires for parents, with the help of which you can get the necessary information about the features of the early development of the child, his habits and inclinations. This information can help the medical and pedagogical team to properly organize the life of a child in a kindergarten group, to find an individual approach to him.

There are factors that no one can change. For example, everything that was connected with pregnancy or childbirth. However, among the many problems affecting the adaptation of the child and identified after childbirth, there is a group of factors (social) that can be eliminated and even necessary, such as passive smoking, the lack of hardening measures, the inconsistency of the home regime with the regime in a new preschool institution for the child, deprivation of communication with peers and strangers, conflict relationships in the family, wrong upbringing child, etc.

In order for the child to adapt to the kindergarten faster and easier than he should adapt according to the forecast, it is necessary to eliminate as soon as possible everything that can be eliminated from this set of troubles of various factors in the child's history.

V.A. Sukhomlinsky wrote: ... I am firmly convinced that there are qualities of the soul, without which a person cannot become a real educator, and among these qualities in the first place is the ability to penetrate the child's spiritual world "

In order to manage the adaptation process, the educator needs to know the age characteristics of children well and take them into account in their work. Caring for the health of children, its strengthening is one of the main tasks of the children's institution.

A necessary condition for the effective management of the process of children getting used to the children's institution is a well-thought-out system of pedagogical influences, in which the main place is occupied by the organization of the child's activities that meets the needs that determine his behavior.

1.3. Communication between the teacher and the child during the adaptation period

The most difficult moment for a child and mother is parting in the early days

nursery visits. If the mother cannot stay with the baby, his transition to

group in any case should be gradual. caregiver affectionately

talks to the baby in the presence of the mother, helps to change clothes,

offers him an interesting toy, convinces his mother to play a little with

child, he plays with them. After the baby calms down, mom

tells him that she will leave for a short time, but will definitely return soon.

For a small child, the constancy of the environment is very important. He feels

feel calmer when he is surrounded by familiar things. The task of adults

make the first days of the child's stay in the nursery as comfortable as possible,

favorable to his emotional well-being. lighten

experience of loneliness, reduce the fear of separation from parents will help

favorite toy, a bottle with a nipple from which the child drinks at home, some

something that belongs to mom or dad, a small family album. The child can store these things on his bed and play with them when he wants, fall asleep next to them. You can advise parents to bring a blanket from home for a child, to cover his bed with them. You can also attach a photo of your mother to the back of the crib.

Very often, in the first days of visiting a nursery, a child tends to

constant physical contact with the teacher, does not let him go.

This seriously complicates the work of an adult who must pay attention to all children, organize regime moments, etc. The problem can become even more complicated if several new children enter the group at once.

Therefore, the reception of such children should be carried out gradually, no more than 2-3 children per week.

The most important thing for the educator is to win the trust of the baby, his

attachment. You need to make him feel that he is understood and accepted for who he is. In order to better understand the child, the educator himself needs to remember his childhood experience of separation from loved ones, his experiences and fears more often. This will help with great patience to endure fatigue or irritation from a child who is constantly crying and clinging to clothes.

If the child does not let the teacher go away from him, he constantly calls his mother,

- Do not ignore the child's words. When he endlessly repeats "mother will come"

He's not really sure about it, he's afraid that mom will never come and

seeks confirmation from an adult of his greatest desire. That's why

for each such request of the child, answer in the affirmative, helping him

believe that he will soon see his mother.

Having encouraged the baby, try to switch his attention to toys,

go around the room with him, consider what is in it. If

the child will be interested in some toy, play with it together, and

then try to leave him alone for a while, explaining, for example, that

you need to wash your hands, and promise to return quickly. Get off on

a few minutes and then return to the child. He will learn to understand

that you are always there.

If the child continues to constantly follow you, connect it to

to their affairs. Sit next to you on a chair if you wash dishes,

ask for help putting toys away, offer to bring a book to

establish some distance between yourself and the child and at the same time

you will be with him.

Pay attention not only to those children who clearly require it, but also to those who

who at first glance feel calm. Don't leave the child

indifferent. Indifference, apathy is one of the signs of psychological

discomfort, emotional distress. If a child

looks around blankly, clutching a toy, and refuses to

play, start playing yourself near him. It's best if it's

a story game in which you can invent dialogues

characters, sometimes turning to the child and gradually drawing him into the game.

Such a game can be deployed with one of the well-playing children.

Perhaps such a game will interest the baby more.

Don't forget to play with your child emotional games, such as

"Magpie-crow", "catch-up", "hide and seek". The game of hide and seek has a special

importance for young children, performs a certain

didactic function. It allows the child to practice mastering

phenomena such as disappearance and appearance, which can make it easier for him

waiting for the arrival of mom or dad.

Organize the same games between several children. You will be

still in the center of the situation, but with your help, the children will be able to have fun

play with each other.

During security procedures, individual

characteristics of children, their habits and preferences. For example, if a child

used to at home, before falling asleep, listen to a lullaby, sing it,

put a soft toy next to the baby, caress him. If

a small child is accustomed to drinking water from a bottle with a pacifier at home, and this

reassures him - let him do as he used to. Gradually,

looking at other children, he himself will want to drink from a cup. If the child is ill and

eats too slowly, put him in front of a baby who eats quickly

and with appetite. Draw the child's attention to it. Possibly imitating

peer, the child will begin to eat more willingly.

2 Dynamics of adaptation

Doctors and psychologists distinguish three degrees of adaptation: mild, moderate and

heavy. The main indicators of severity are the timing

normalization of the emotional self-awareness of the baby, his attitude to

adults and peers, the objective world, the frequency and duration of acute

diseases.

Easy adaptation lasts 1-2 weeks. The child gradually

sleep and appetite are normalized, the emotional state is restored and

interest in the outside world, relationships with adults and

peers. Relationships with loved ones are not violated, child

quite active, but not excited. Decreased body defenses

expressed slightly and by the end of 2-3 weeks they are restored. Acute

disease does not occur.

During adaptation of moderate severity, disturbances in behavior and general

the state of the child are more pronounced, getting used to the nursery lasts longer. Sleep and

appetite is restored only after 30-40 days, the mood is unstable, in

within a month, the activity of the baby is significantly reduced: he often cries,

sedentary, shows no interest in toys, refuses to exercise,

practically does not speak. These changes last up to one and a half months.

Clearly expressed changes in the activity of the autonomic nervous

systems: it can be a functional disorder of the stool, pallor, 167

sweating, shadows under the eyes, burning cheeks, manifestations may increase

exudative diathesis. These manifestations are especially pronounced before

the onset of the disease, which proceeds, as a rule, in the form of acute

respiratory infection.

Of particular concern to parents and educators is the state of severe

adaptation. The child begins to get sick for a long time and seriously, one disease

almost without interruption replaces another, the body's defenses are undermined and already

do not fulfill their role - do not protect it from infectious agents, with

with which he has to face; this adversely affects

physical and mental development of the child. Another version of the heavy

the course of the adaptation period - inappropriate behavior of the child

so pronounced that it borders on a neurotic state. Appetite

decreases strongly and for a long time, there may be a persistent refusal to eat or

neurotic vomiting when trying to feed the child. The child does not sleep well

cries and cries in sleep, wakes up with tears; sleep is light and short.

During wakefulness, the child is depressed, not interested in others,

avoids other children or behaves aggressively. Improving his condition

happens very slowly, over several months. The pace of its development

slow down in all directions.

3. The main forms of kindergarten work with the family during the period

adaptation

When organizing the reception of newly arriving children, we adhere to the following system:

Schedule appointments for children. The best time period is from April to August. Reception of children should be rhythmic, coordinated with parents. It is desirable that the beginning of the visit to the kindergarten does not fall on epicrisis dates: 1 year 3 years, 1 year 6 months, 1 year 9 months, 2 years 3 years, 2 years 6 months, 2 years 9 months, and 3 years;

Prepare in advance for the reception of newcomers, think over where he will undress, where to sit at the table, where to sleep.

Invite parents to meet the group. Show lockers, game room, bedroom, bathroom. Tell about the daily routine, explain the need to approach them to the conditions of upbringing in the family (mode, nature of nutrition, upbringing methods), ask about worries due to the fact that the child will go to kindergarten.

Before the first visit to the kindergarten, convince them to choose a convenient time to visit the group, kindergarten area with the child, advise to bring the child fed during the first days, corresponding to the end of breakfast;

Discuss the question of who will bring the child to kindergarten for the first time, it is desirable that it be one person all the time, perhaps dad or grandmother (grandfather);

Help parents plan their schedule, as the time spent by the child in the group will increase gradually, and perhaps the reaction to addiction will be the child's illness on the fifth to seventh day of being in the group;

Together with parents, determine the readiness of the child to attend kindergarten;

With the help of a questionnaire, discuss how you can make it easier for a child to get used to a new environment;

To provide the child with one of his basic needs - the need for the constancy of the environment. Bring the environmental conditions as close as possible to home conditions (sit next to a falling asleep child, do not take away your favorite pacifier, do not force you to eat unloved food, etc.) Maintain the habitual care methods for the child during the addiction period, even if they contradict the teacher’s settings: shake him in your arms before going to bed, give a pacifier if he is used to it. You can't force someone to do something differently;

Explain that whims, stubbornness, deterioration of sleep and appetite are temporary reactions that can be overcome with special attention and sensitivity, but not flattering, help in everything that he asks, compensation for possible lack of sleep and malnutrition, providing peace, during the adaptation period must be taken into account all individual habits of the child, including harmful ones, and in no case re-educate him. It is necessary to accept the child as he is, without showing displeasure from inappropriate behavior, lack of independence, and so on;

Maintain adaptation sheets that will help track the course of the child's adaptation, and take timely measures to facilitate this process;

Upon admission of a newcomer to the nursery, we must strictly follow the instructions: now all the problems of the child are our problems, and not shift the blame on the parents if they do not

managed to properly prepare him for life in an organized children's team.

Proper organization of play activities during the adaptation period, aimed at the formation of emotional contacts "child-adult", "child-child" and necessarily including games and exercises. Forming a positive attitude in the child, the desire to go to kindergarten. Making every effort and skill to create an atmosphere of warmth, comfort and goodwill in the group, so that children can find activities for themselves. To mitigate the adaptation period, various forms of educational work are also used. Our kids are full participants in all activities of the kindergarten. They participate in various competitions together with their parents, and in holidays. When tracking the course of adaptation of each child and taking timely measures to facilitate this process, corrected educational influences, it is possible to achieve certain results.

Conclusion

Based on the results of the work done, the following conclusions can be drawn: Adaptation of young children to a preschool institution goes through 4 stages. At the first stage, all children show signs of trouble in the emotional sphere, psychological discomfort. Kids refuse to communicate with other people, from toys, react painfully to parting with their parents, behave restlessly in a group, often act up, cry, constantly ask about their mother, ask to go home. Peers and educators are treated with indifference or shunned. At the next stage, children from a variety of unfamiliar adults select a teacher for themselves. They are

they begin to respond to his appeal by name, respond to affection and offers to play, turn to him for help and support if there are difficulties in observing regime procedures and if something does not work out. The kids try to find solace in their caregiver in their homesickness and separation from their mother. At the third stage, children begin to actively use the toys that are in the group, explore unfamiliar objects and the environment of the group. At the last fourth stage, babies show an interest in other children, a need to communicate with them. Children seek to attract the attention of a friend, smile, laugh when meeting with a peer, look into the eyes, offer toys in an effort to keep his attention. Children begin to be interested in joint games with peers, selective sympathies for some children appear. These stages of addiction go through all the kids who come to kindergarten, but their duration is different for all children. This determines the features of adaptation.

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Applications

Algorithm for passing adaptation

First week

The child is in kindergarten with his mother 2 - 3 hours (9.00 - 11.00).

Goals: lay the foundations for a trusting relationship with strangers, sympathy for the educator; to promote emotional perception of peers; to acquaint with the location of the rooms in the group in detail.

Second week

The child is in kindergarten for 2 - 3 hours without a mother (9.00 - 11.00).

Goals: establish individual emotional contact with the child

(the child himself goes on his hands, on his knees, accepts the caress of the educator, boldly asks for help); to lay the foundations for a friendly relationship with peers, to promote the development of the game "next to"; to encourage independent actions in a group, to consolidate the ability to navigate in a group room, to find items for personal use (with the help of an adult, based on an individual picture).

Third week

visit preschool child in the first half of the day (7.00 - 12.00). By the end of the week, the child, if desired, remains for daytime sleep.

Goals: accustom the child to eating in the preschool educational institution (getting used to a new range of dishes, their taste); involve them in joint games like “Walked, walked, found something ...”; to teach to hear the voice of the educator, to respond to his call, request; to form self-service skills in children, encourage them to perform hygiene procedures with the help of an adult.

Fourth week

Children attend kindergarten throughout the day.

Goals: organize a rational day regimen in a group that provides physical and mental comfort; develop the child's confidence in himself and his abilities, awaken activity, independence, initiative; to develop a sense of empathy, a desire to help and comfort newly arrived children, to establish unshakable rules of the hostel; prepare the child to expand the circle of communication with other employees of the preschool educational institution, with older children; to encourage cultural and hygienic skills.

Questionnaire for parents

on the problem of adaptation of the child to the conditions of preschool

1. Name, surname of the child, date of birth ________________________________________________

2. What daily routine is your child used to?

Wakes up at … hours;

daytime sleep (one, two): from ... to ...; from ... to ...;

laying down for the night at ... hours.

3. What is the nature of the child falling asleep?

slow;

fast;

calm;

restless: ________________________________________________________________ (specify).

4. Specify how the child is used to falling asleep:

Falls asleep on his own;

falls asleep with the help of an adult:

a) an adult is motion sick;

b) sings songs;

c) just sitting next to;

d) _________________________________________________________________ (other features).

5. Is it necessary to lift the baby during the day during sleep?

Yes;

no.

6. What is the child's appetite?

Good;

unstable;

bad.

7. What kind of food does your child prefer?

Diverse;

selective in food;

almost any, except ... _______________________________________________________________;

prefers ________________________________________________________________________.

8. Can the child independently (specify):

dress _____________________________________________________________________________;

undress ___________________________________________________________________________;

wash ____________________________________________________________________________;

take food _______________________________________________________________________;

play ________________________________________________________________________________.

9. What is the child's usual wakefulness pattern?

He is active;

inactive;

balanced;

passive.

10. In what mood does the child wake up more often?

He is usually cheerful;

calm;

sad;

irritable;

whiny;

inhibited. 11. Is the child prone to colds?

Yes, this is due to the fact that ... ______________________________________________________________;

No;

I find it difficult to answer.

12. Does the child want to communicate with other children:

Yes, he is proactive;

no, avoids communication;

waiting to be spoken to;

__________________________________________________________________ (another answer).

13. What is the child like in the process of communicating with peers?

Calm, balanced;

compliant;

responsive;

hot-tempered;

inclined to be a leader;

inclined to obey other children;

_______________________________________________________________ (another answer).

14. Are children willing to communicate with your child?

Yes, willingly;

not really;

No;

I find it difficult to answer this question.

15. Does the child have a favorite toy?

Yes it … ____________________________________________________________________________;

No;

Do not know.

16. Does the child have a favorite game (activity)?

Yes, ________________________________________________________________ (specify which one);

No;

Do not know.

17. How do adults affectionately call a baby at home? ___________________________.

18. Is there a main caregiver in the family?

Yes it … _____________________________________________________________________________;

no, all family members are involved in raising a child;

I find it difficult to answer.

19. What forms of encouragement are used at home? ___________________________________________

20. What types of punishment are used at home? ___________________________________________

______________________________________________________________________________________.

21. Do you talk to your child about upcoming preschool visits?

Yes;

no.

22. Do you think your child wants to attend preschool?

Yes;

No;

not really.

Reminder for parents

"Adaptation of the child to preschool"

Your child is in kindergarten. It started for him new life. In order for the child to enter it joyful, sociable, matured, we want to offer several recommendations.

• Try to create a calm, friendly atmosphere in the family.
• Set clear requirements for the child, be consistent in their presentation.
• Be patient.
• Develop self care and personal hygiene skills in children.
• Encourage play with other children, expand social circle with adults
• When your child is talking to you, listen carefully.
• If you see that the child is doing something, start a "parallel conversation" (comment on his actions).
• Speak to your baby in short phrases, slowly; name as many things as you can in a conversation. Give simple, understandable explanations.
• Ask your child: “What are you doing?” He will answer the question "Why are you doing this" when he grows up.
• Read to your child every day.
• Make sure your child has new experiences.
• Engage in joint creative activities with the baby: play, sculpt, draw ....
• Encourage curiosity.
• Don't skimp on praise.

Rejoice in your baby!

Reminder for parents

"Psychological characteristics of young children"

At an early age, the most important changes occur in the mental development of children - thinking is formed, the motor sphere is actively developing, the first stable qualities of the personality appear.

An important characteristic of this age stage is the instability of the emotional sphere of the child. His emotions, feelings that are formed at this time, reflecting the attitude towards objects and people, are not yet fixed and can be changed in accordance with the situation. In this regard, a soft, calm style of communication with a child, a careful attitude to any manifestations of his emotionality is preferable.

At an early age, the leading activity is objective, it has an impact on all areas of the psyche of children, largely determining the specifics of their communication with others. There is a development of children's perception, determined by three main parameters: examination of objects, familiarization with sensory standards, comparison of objects with them.

Of great importance for the development of the personality of a young child is communication with an adult. Parents need to remember that the self-image, the first self-esteem of the baby at this time is identical to the assessment that adults give him. Therefore, one should not constantly make comments to the child, reproach, because. underestimating efforts can lead to self-doubt and a decrease in the desire to carry out any activity.

• 
  Try not to be nervous, not to show your anxiety on the eve of visiting kindergarten
• 
  On weekends, do not drastically change the child's daily routine.
• 
  Do not wean the child from bad habits during the adaptation period.
• 
  Create a calm, conflict-free environment in the family.
• 
  For a while, stop visiting crowded places with your child, reduce TV viewing, try to spare his weakened nervous system.
• 
  Emotionally support the baby: hug, stroke, call affectionate names more often.
• 
  Be tolerant of his whims.
• 
  Follow the advice and recommendations of the teacher.
• 
  Do not punish, "do not scare" kindergarten, take home on time.
• 
  When the child gets used to the new conditions, do not take his tears at parting seriously - this can simply be caused by a bad mood.

NON-STATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION

PROFESSIONAL EDUCATION

EASTERN ECONOMIC AND LEGAL HUMANITARIAN

ACADEMY (VEGU Academy)
Specialty 050707 Pedagogy and methods of preschool education

Specialization - Logopedic work in preschool educational institutions
Makshanova Galina Mikhailovna
COURSE WORK
Age features and education of young children.

Adaptation of children to the conditions of life and education in preschool institutions.

INTRODUCTION…………………………………………………………………...3

1.

1.1 Age periodization and characteristics of early age .............................. 8

1.2 Dynamics of the anatomical and physiological development of young children…………..……………………………………………………………...15

1.3 Development of speech and thinking of young children…………………..20

2. ADAPTATION OF EARLY CHILDREN TO THE CONDITIONS OF A PRESCHOOL EDUCATIONAL INSTITUTION

2.1 Characteristics of the concept of "adaptation" and factors influencing it .... 29

2.2 Features of the behavior of children during the period of adaptation ……..…….……...33

2.3 Forms of work on organizing the process of adapting the child to new conditions.…………………………………………..……………….....…...…...38

3. PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR ORGANIZING SUCCESSFUL ADAPTATION OF CHILDREN TO A PRESCHOOL EDUCATIONAL INSTITUTION

3.1 Description of the preschool educational institution MADOU CRR - Kindergarten No. 28 "Rodnichok" ……………………………………….……..43

3.2 Characteristics of adaptation to preschool children MADOU CRR - kindergarten No. 28 "Spring" of the first junior group………………………………………………………………….……. .….44

3.3 Directions of psychological and pedagogical activities to optimize the process of successful adaptation of children to the conditions of a preschool educational institution ....………………………………………...….46

CONCLUSION………………………..…………….……………………...49

BIBLIOGRAPHY…………….…………….……………………..51

APPS…………………………………………………………….53

INTRODUCTION
Early age is the most crucial period of a person's life, when the most fundamental abilities are formed that determine the further development of a person. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative opportunities, general vital activity and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influence from adults, certain forms of communication and joint activities with the child. The origins of many problems that parents and teachers face (reduced cognitive activity, communication disorders, isolation and increased shyness, or vice versa, aggressiveness and hyperactivity of children, etc.) lie precisely in early childhood. A preschool educational institution is the first and most responsible link in the general system of public education. Possessing high plasticity of brain and psyche functions, the child has great potential for development, the realization of which depends on the direct influence of surrounding adults, on education and training, which makes the chosen topic particularly relevant.

IN last years psychologists are increasingly drawing the attention of preschool teachers and parents to the importance of the problem of development, upbringing and education of a child from birth to 3 years. Domestic and foreign scientists come to a common opinion about the presence of a special sensitivity of children of this age to speech, sensory, mental, physical, aesthetic, patriotic and other areas of personality development. Early age is seen as unique in terms of solving educators,

Developmental and educational tasks. In the first years of life, it is important to ensure the physical, mental, moral and aesthetic development of children. Of great importance in the upbringing of healthy and well-developed children is the correct organization of their lives during the period of getting used to (adaptation) to a children's institution. The process of getting used to new conditions is difficult for the developing nervous system of the child. During this period, it is necessary to ensure the unity of educational methods used in the family and the children's institution. One of the conditions for the timely and full development of children is their good, balanced mood. It is supported by the right organization of life.

It is this period - the age of early childhood, the time of maturation of all fundamental functions, that is the most favorable for the upbringing and education of the child. An educational program that takes into account the psychophysiological characteristics of a child aged 1 to 3 years is the basis for the development of the child's intellectual potential. Education immerses the child in the world of information on all sections of human knowledge in the optimal age period (from 1 to 3 years). Only as a result of direct training in the period from 1 to 3 years does it become possible to harmoniously influence mental maturation through classes in the following areas:

sensory development,

The development of all mental processes (memory, attention, thinking, perception, imagination and speech),

Formation of elementary mathematical representations,

Formation of speech development,

Development of fine and gross motor skills,

Physical development,

musical development,

Creative development (teaching modeling, drawing, designing).

Children involved in preschool educational programs from an early age form aesthetic measures as a result of mastering the norms and rules of behavior, reflecting their attitude to universal human values. Children are becoming more independent, independent of adults. Their social experience is enriched, relationships with others become more complicated, as they form an independent idea of ​​themselves, an assessment of themselves, their actions and external qualities. In the process of learning under the preschool educational program, children have an important new formation - awareness of their social "I". Children who receive tasks from a teacher unobtrusively learn organization from an early age, which leads to the absence of complexes, to overcoming excessive shyness. A properly constructed upbringing and educational program teaches children self-organization - a prerequisite is formed for life to organize their activities, study, work.

The relevance of the topic under study is also connected with the fact that today there are quite a lot of different methods and pedagogical schools, both continuing traditions and based on new teaching technologies. The successful implementation of the tasks of educational work depends on the pedagogically sound choice of its forms and methods, on the correct organization of the entire life of children.

The purpose of the study: to study the age characteristics of the development of young children and the adaptation of children to the conditions of life and education in kindergarten.

Object of study: the process of development of young children and their adaptation to the conditions of preschool educational institutions.

Subject of study: preschool educational institution and psychological and pedagogical conditions for optimizing the process of adaptation of young children to it.

The analysis of the collected materials allowed us to formulate a general hypothesis of the study: successful adaptation of young children to the conditions of the preschool educational institution will be in the event that:

A conversation will be held with the parents of future kindergarten students;

A map of the neuropsychic development of the child will be drawn up, in which the answers of the parents during the conversation are recorded;

The mental and physical characteristics of the child will be taken into account, taking into account the emotional mood and state of his health;

Favorable conditions will be created for a comfortable stay of the child in kindergarten.

In accordance with the purpose and hypothesis of the study, the following research objectives were identified:

Consider the psychological, pedagogical, methodological aspects of the upbringing and learning of young children;

To study the age periodization and characteristics of the early age of children;

Consider the dynamics of the anatomical and physiological development of young children;

To analyze the pedagogical conditions in the adaptation of young children to the conditions in the preschool educational institution.

In the course of the work, the following research methods were applied:

Analysis of psychological, pedagogical, methodical works;

Selection and compilation of methods for the educational process.

The course work consists of an introduction, 3 chapters, a conclusion, a list of references and applications.

The work used books, textbooks and teaching aids, methodological literature, articles and publications on the topic under study.

The methodological basis and theoretical basis for the study of this work are the works of L.S. Vygotsky, M.A. Kholodny, N.N. Pospelova, D.B. Elkonin, L.F. Tikhomirova, J. Piaget, I.A. Bartashnikova, L.A. Bartashnikova and others.

To solve the tasks and test the hypothesis, the following research methods were used: theoretical analysis and generalization of psychological and pedagogical literature on the research problem, observation of the educational process, pedagogical experiment, method of analyzing the pedagogical experiment, statistical methods of data processing.

Experimental research base: the study was conducted on the basis of MADOU CRR kindergarten No. 28 "Rodnichok" of the city of Ishimbay.

The practical significance of the study lies in the possibility of applying its results in the system of preschool education. The results obtained in the course of the study are of practical importance for kindergarten teachers.

Approbation and implementation of the results of the study were carried out during all its stages in the MADOU CRR kindergarten No. 28 "Rodnichok" of the city of Ishimbay.

THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF EARLY CHILDREN
--PAGE_BREAK--Age periodization and early age characteristics
Physiologists and doctors have long tried to identify several age periods to establish the characteristics of the development of the child's body at each stage of its life. The division was based on such signs as teething, the timing of ossification of individual parts of the skeleton, features of growth, mental development, etc. The most common classification, which is currently accepted by pediatrics, is the classification of N. P. Gundobin.

It is based on some biological features of the growing organism of the child. The following periods are distinguished:

Neonatal period (before the umbilical cord falls off);

Breast age (up to one year);

The period of milk teeth (from one year to 6-7 years);

The period of older childhood (from 8 to 11 years);

Puberty (12-17 years).

There are age periods:

Neonatal period (first two to three weeks of life);

Breast age (up to a year);

Pre-preschool, or toddler, age (from 1 to 3 years);

Preschool age (from 3 to 7 years);

School age:

Junior (from 7 to 10 years old),

Intermediate (from 11 to 14 years old),

Senior - teenage (from 14 to 18 years).

The age of 1 - 3 years is a period of significant changes in the life of a small child. First of all, the child begins to walk. Having got the opportunity to move independently, he masters the far space, independently comes into contact with a mass of objects, many of which previously remained inaccessible to him.

As a result of this “liberation” of the child, the reduction of his dependence on the adult, cognitive activity and objective actions rapidly develop. In the second year of life, the child develops objective actions; in the third year of life, objective activity becomes the leading one. By the age of three, the leading hand is determined in him and the coordination of the actions of both hands begins to form.

With the emergence of objective activity based on the assimilation of precisely those modes of action with an object that ensure its intended use, the child's attitude to surrounding objects changes, the type of orientation in the objective world changes. Instead of asking "what is this?" - when confronted with a new object, the child has a question: “what can be done with this?” (R.Ya. Lekhtman-Abramovich, D.B. Elkonin). At the same time, this interest is expanding enormously. So, with a free choice of objects and toys, he seeks to get to know as many of them as possible, involving objects in his activity.

In close connection with the development of objective actions, the child’s perception develops, since in the process of actions with objects, the child gets acquainted not only with the ways of using them, but also with their properties - shape, size, color, mass, material, etc.

Children develop simple forms of visual-active thinking, the most primary generalizations, directly related to the selection of certain external and internal features of objects.

At the beginning of early childhood, the perception of the child is still extremely poorly developed, although in everyday life the child looks quite oriented. Orientation occurs rather on the basis of recognition of objects than on the basis of true perception. Recognition itself is associated with the selection of random, conspicuous landmarks.

The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activity, especially instrumental and correlative actions, during which he is forced to focus on different properties of objects (size, shape, color) and brings them into line according to a given attribute. First, the correlation of objects and their properties occurs practically. This practical correlation then leads to perceptual correlations. The development of perceptual actions begins.

The formation of perceptual actions in relation to different content and different conditions in which this content is embodied does not occur simultaneously. In relation to more difficult tasks, a young child may remain at the level of chaotic actions, without any regard for the properties of the objects with which he acts, at the level of actions with the use of force, which do not lead him to a positive result. In relation to tasks that are more accessible in content and closer to the experience of the child, he can move on to practical orientation - to problems that in some cases can provide a positive result of his activity. In a number of tasks, he moves on to a proper perceptual orientation.
The development of speech during this period is especially intensive. Mastering speech is one of the main achievements of a child of the second or third year of life. If by the age of 1 year the child comes almost completely without

Speeches, having 10-20 babble words in the dictionary, then by the age of 3 his dictionary has more than 400 words. Throughout the early years, speech becomes increasingly important for the entire mental development of the child. It becomes the most important means of transferring social experience to the child. Naturally, adults, guiding the perception of the child, actively use the name of the properties of objects.

The emergence of speech is closely related to the activity of communication, it appears for the purposes of communication and develops in its context. The need for communication is formed with the active influence of an adult on a child. A change in the forms of communication also occurs with the initiative influence of an adult on a child.

Thus, in early childhood, one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres.

The implementation of the regime in the group of the second year has its own difficulties, so it is very important to clearly allocate responsibilities between the teacher and the nanny.

All regime processes should be carried out taking into account the principle of gradualness. This means that the teacher or nanny includes in the process as many children as they can serve at the same time, and each child must spend as much time on the regime process as it takes for him alone, and not for the whole group of children. The rest of the time he has to play.

Babies up to 1.5 years old are raised and fed gradually as they wake up, 3-4 people each. Children after 1.5 years have breakfast, lunch and dinner all together.

During feeding, dressing, toileting, children are attracted to feasible independence. By 1 year 3 months they begin to use a spoon, at 1.5 years old they eat on their own, at the reminder of the educator they wipe their mouths with a napkin, push the chair back when leaving the table, etc.

Children are taught to put their hands under the stream of water when washing, to take part in wiping their faces and hands, to be active when dressing and undressing.

By the age of two, children should be able to eat all kinds of food on their own, know their place at the table, use a napkin correctly, move and push a chair when leaving the table. While changing, children take off their tights, pants, and boots. They carry out these actions under the guidance and with the help of an adult.

By the end of the first year of life, the child begins to walk, talk, act with objects. These prerequisites determine its development in the second year of life. Therefore, the leading skills are: improving walking, developing actions with objects, the emergence of a plot game, the formation of speech and, on its basis, the formation of relationships with adults, then with peers.

An important role in the development of movements in children of the second year of life is played by the organization of special conditions for wakefulness, outdoor games, and gymnastic exercises.

The leading type of movement at this time is independent walking. The child feels a great need for it, so it causes positive emotions in him. Walking gives the baby the opportunity to better navigate the world of objects, learn their properties, relationships, etc.

The active movements of the child, expanding his orientation in the environment, stimulate the development of mental functions (sensations, perception, memory, attention, visual-effective thinking).
As the child's walking becomes more and more automated, the prerequisites for the active activity of the hands are created. He can, without fear of losing his balance and falling, carry in his hands

Items, carry them. By the end of the second year, walking becomes so automated that the child speeds up his steps, freely overcomes the obstacles that he encounters, and runs.

The educator, leading the independent activities of children, is obliged to ensure that they are all active, active. It is important to ensure a change of movements in children, preventing possible fatigue during monotonous manipulations. The regulation of motor activity, the motivation for children not only to walk, but also to perform other movements (sitting down, climbing a hill, etc.), is an important condition for their physical development.

In order to prevent the exhaustion of scattered children, it is necessary to seat some of them at tables for quiet games.

It is mandatory to conduct outdoor games that are of great pedagogical value. Emotions of surprise, joy experienced by children during outdoor games contribute to better assimilation of movements. So, in games of hide and seek, children, looking for hidden toys, perform a wide variety of movements: they stand on their toes to look at a shelf suspended from the wall, bend down and look under furniture, etc. When organizing outdoor games, children should not be obliged to walk in pairs or formation. The level of development of voluntary movements is still low, and they cannot move in an organized manner, for example, holding hands, go in one direction.

Outdoor games with musical accompaniment are of significant value for the overall development of children: stomping, squatting, etc. to the beat of music help to develop a sense of rhythm and harmony of movements.

Gymnastics plays an important role in shaping the motor activity of a child of the second year of life. They are carried out with the use of special equipment (ladders for climbing, benches for walking, etc.). This equipment is used

Only in class and not available for children to use on their own.

Teaching new actions, their complication, switching to other types of activities are the main points of the organization by the educator of the subject activity of children.
At the end of the second year of life, elements of the plot game can be noticed in the actions of children. They perform game actions in a logical sequence; communicating with each other, they reproduce the actions that an adult usually does with them: feed, treat, comb. In the game, they begin to use not only toys, but also substitutes for real objects (a cube instead of soap).

The development of children in the third year of life is determined by what they have acquired earlier, as well as by new tasks and conditions of education.

The most elementary manifestations of independence in 2-3-year-old children are closely related to the content of their activities. They are expressed in actions independent of the adult, aimed at performing a specific task.

The independence of babies is manifested in regime processes, where self-service skills are improved; in the game, when the child independently, without the prompting of an adult, reproduces one or two episodes from life. In the classroom, children independently invent and carry out construction; when performing labor assignments, they help the teacher to take toys to the site, arrange plates of bread before dinner, feed fish, birds, etc. Independence is also manifested in relationships between children. The child, on his own initiative, expresses attention to his peers: he regrets, provides assistance.

Thus, in all types of activities and in different life situations, children's independence is manifested and formed - an important and complex quality of personality.

One of the conditions for the timely and full development of children is their good, balanced mood. It is supported by the right organization of life.

Pedagogy of early childhood, the foundations of which were developed by N. M. Shchelovanov, N. M. Aksarina and their students, outlines specific tasks and methods for the comprehensive education of children.

Compliance with the day regimen established for young children, i.e. the correct distribution during the day and a clear sequence of sleep, feeding, wakefulness, change different types activities;

Proper conduct of regime processes: feeding, hygienic care, putting to bed, dousing, etc .;

Conducting individual and group classes, games, entertainment;

Creation of conditions for active and varied independent activities of children.

The successful implementation of the tasks of educational work depends on the pedagogically sound choice of its forms and methods, on the correct organization of the entire life of children.
continuation
--PAGE_BREAK--Dynamics of anatomical and physiological development of young children
Early age is a period of rapid formation of all psychophysiological processes characteristic of a person. In a timely manner

Started and correctly carried out education of young children is an important condition for their full development.

Early childhood age - from one to three years - is called pre-preschool, or nursery. At this age, the rate of growth and development of the child slows down somewhat. The increase in height is 8-10 cm, weight - 4-6 kg per year. The proportions of the body change, the size of the head decreases relatively: from 1/4 of the body length in a newborn to 1/5 in a 3-year-old child. The presence of teeth (there should be 8 by the end of the year), an increase in the amount of digestive juices and an increase in their concentration serve as the basis for transferring a child from breastfeeding to a common table.

In children of the second year of life, there is an intensive growth and formation of the musculoskeletal system. The nervous system and sense organs develop rapidly, coordination of movements improves, children begin to walk and run independently, which allows them to communicate more widely with the outside world. The child masters speech (the vocabulary of children at this age reaches 200-300, they pronounce not only individual words, but also entire phrases).

Under conditions of proper hygienic care, nutrition and educational activities, children of the second year of life gain 170-190 g in weight every month, grow by 1 cm. By the age of two, the weight of a child reaches an average of 12-12. see. A two-year-old child has 20 milk teeth. The efficiency of the nervous system increases: in the first half of the year, children can be actively awake for 3-4 hours, in the second - 4-5 hours. Accordingly, the daily sleep time decreases - from 14 to 12.5 hours.

Development at an early age occurs against such an unfavorable background as the increased vulnerability of the body - its low resistance to diseases. Each disease suffered negatively affects the overall development of children. Therefore, concern for

Protecting and strengthening the health of the child is one of the most important tasks of education in early childhood.

In the first years of life, the relationship between physical and mental development is especially great. A strong, physically healthy child is not only less susceptible to diseases, but also develops better mentally. At the same time, cheerful, mobile, active children are physically more resilient. Minor health disorders cause changes in their general well-being- they become irritable and lethargic, play poorly, get tired quickly.

Wider communication with the outside world also creates a greater opportunity for healthy children to come into contact with children with infectious diseases. In addition, with age, passive immunity, transmitted to the child by the mother, weakens, the threat of infections in children (measles, whooping cough, chicken pox, dysentery, etc.) increases. At the same time, acute and chronic disorders of digestion and nutrition at this age are less common than in children of the first year of life.

The tissues of young children are still very delicate and easily vulnerable; during this period, the child still needs good care. In the period of pre-preschool childhood, the need for thoughtful and systematic educational work with children increases.

The most important innovation of this age period is bipedalism, which significantly expands the possibilities of self-acquaintance of the child with the environment. Further development of motor actions complicates the child's manipulations with objects, the child learns to put objects one into another, to string. The implementation of voluntary motor actions is based on the development of the motor cortical zone, the neural apparatus of which at this age reaches a significant degree of maturity, and the frontal regions, where from 12 months of age to three

Years, the intercalary neurons differentiate, the length and branching of the dendritic plexuses increase. The maturation of the apparatus of intercalary neurons leads to the complication of the ensemble organization and the improvement of information processing and organization of activities. All this ensures the development of initiative substantive actions. The variety of manipulations increases and constructive activity with cubes, a pyramid, pencils, household items (a cup, a spoon, shoes) becomes more complicated, the child gradually learns to use them for their intended purpose. If at first constructive actions are imitative, then gradually, through trial and error, the use of one's own methods of design begins. At the same time, not only objects as such are known, but also their various properties, including relative characteristics - for example, the size of the pyramid rings (more / less), with the correct use of these properties. In expanding the possibilities of the cognitive sphere, an important role belongs to the system of visual perception. Further maturation of posterior associative and, in particular, anterior associative structures involved in the implementation of the visual function contributes to the development of operations for identifying and imprinting objects. A child of this age is able to recognize not only familiar real objects, but also their images in the picture. If a child of the first year of life needed direct contact with an object and integration of information coming through different sensory channels (tactile, sound, olfactory) to recognize a holistic image, then at the stage of ontogenesis under consideration, on the basis of an already formed standard, identification can be carried out only through visual information. This ensures the further development of non-verbal forms of categorization.

Naming leads to the development of the nominative function of the word. Initially, it is associated with a certain specific subject. Then, in the second year of life, the word designation extends to homogeneous objects (not a specific doll or car, but dolls and cars in general). The child learns to identify various objects denoted by one word, and to operate with them as intended.

During the first years of life, both the understanding of speech and the child's own active speech are improved. These processes are stimulated by the communication of an adult (especially a mother) with him. Speech begins to include the expression of relationships between people, between people and objects. Understanding of speech is ahead of the development of active speech function. At 1.5 years old, a child learns about 100 words; since that time, the initiative of verbal communication has increased dramatically. The child constantly requires the names of objects and tries to use them actively, his vocabulary by the age of 2 is up to 300 words, by 3 - up to 1500. At the same time, the child's speech is characterized by pronounced word creation (the use of modified sound forms of the word, inventing autonomous words). With normal verbal communication, autonomous speech gradually disappears, the child begins to speak correctly and use grammatical forms, and a sense of language is formed.

At this stage, further development of the regulatory function of speech takes place. The child is able to understand and implement a fairly large number of instruction commands, including generalized ones such as “put away the toys”.

Based on the development of speech and its internalization, the verbal intelligence of the child begins to form.

The rapid development of speech activity in early childhood and the deficiency of its formation in the absence of speech communication allow us to regard this period of ontogenesis as sensitive and critical for the development of speech function.
continuation
--PAGE_BREAK--The development of speech and thinking in young children
At an early age, active mastery of active speech (its grammatical, lexical, and other aspects) takes place, which becomes the most important means of communication. Within the framework of objective activity, which is the leading one at this age, all the main mental processes and new types of activity develop: procedural play, purposefulness, independence, Creative skills and others. The mental development of young children was most successfully studied in the works of L.S. Vygotsky, A.V. Zaporozhets, A.R. Luria, D.B. Elkonin.

Early age is an extremely important and responsible period of a child's mental development. This is the age when everything is for the first time, everything is just beginning - speech, play, communication with peers, the first ideas about oneself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid - cognitive activity, curiosity, self-confidence and trust in other people, purposefulness and perseverance, imagination, creative position and many others. Moreover, all these abilities do not arise by themselves, as a result of the small age of the child, but require the indispensable participation of an adult and forms of activity appropriate for the age.

Communication and cooperation between a child and an adult

At an early age, the content of the joint activity of a child and an adult becomes the assimilation of cultural ways of using objects. An adult becomes for a child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human actions with objects. Such cooperation is no longer limited to direct assistance or to the demonstration of objects. Now the complicity of an adult is needed, simultaneous

Practical activities with him, doing the same thing. In the course of such cooperation, the child simultaneously receives the attention of an adult, and his participation in the actions of the child, and, most importantly, new, adequate ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the method of action with it. In joint activities with a child, an adult performs several functions at once:

First, the adult gives the child the meaning of actions with the object, its social function;

Secondly, he organizes the actions and movements of the child, transfers to him the technical methods for carrying out the action;

Thirdly, he controls the progress of the child's actions through encouragement and censure.

Early age is the period of the most intensive assimilation of methods of action with objects. By the end of this period, thanks to cooperation with an adult, the child is basically able to use household items and play with toys.

Subject activity and its role in the development of the baby

The new social situation of development also corresponds to a new type of the child's leading activity—objective activity.

Objective activity is leading because it is in it that the development of all aspects of the psyche and personality of the child takes place. First of all, it must be emphasized that in the objective activity of the baby, perception develops, and the behavior and consciousness of children of this age is entirely determined by perception. Thus, memory at an early age exists in the form of recognition, i.e. perception of familiar objects. The thinking of a child under 3 years of age is predominantly direct in nature - the child establishes connections between perceived objects. He can only pay attention to

To what is in the field of his perception. All experiences of the child are also focused on perceived objects and phenomena.

Since actions with objects are mainly aimed at their properties such as shape and size, it is these signs that are the main ones for the child. Color at the beginning of early childhood does not have much significance for the recognition of objects. The kid recognizes painted and unpainted images in the same way, as well as images painted in the most unusual colors (for example, a green cat remains a cat). He focuses primarily on the form, on the general contour of the images. This does not mean that the child does not distinguish colors. However, color has not yet become a feature that characterizes an object and does not determine its recognition.

Of particular importance are actions that are called correlative. These are actions with two or more objects, in which it is necessary to take into account and correlate the properties of different objects - their shape, size, hardness, location, etc. does not try to arrange them in a certain order. Correlating actions require taking into account the size, shape, location of various objects. It is characteristic that the majority of toys intended for young children (pyramids, simple cubes, inserts, nesting dolls) involve precisely correlating actions. When the child tries to perform such an action, he picks up and connects objects or their parts according to their shape or size. So, to fold the pyramid, you need to hit the hole of the rings with a stick and take into account the ratio of the rings in size. When assembling a nesting doll, you need to select halves of the same size and perform actions in a certain order - first collect the smallest one, and then put it into the larger one.

Initially, the baby can perform these actions only through practical trials, because he still does not know how to visually compare

The size and shape of objects. For example, when putting the bottom half of a matryoshka to the top, he discovers that it does not fit and starts trying another. Sometimes he tries to achieve a result by force - to squeeze in unsuitable parts, but soon becomes convinced of the failure of these attempts and proceeds to trying on and trying out different parts until he finds the right part.

From external orienting actions, the baby moves to the visual correlation of the properties of objects. This ability is manifested in the fact that the child selects the necessary details by eye and performs the correct action immediately, without preliminary practical tests. He can, for example, pick up rings or cups of the same or different sizes.

Perception throughout early childhood is closely connected with objective actions. The child can accurately determine the shape, size or color of an object, if it is necessary to perform the desired and accessible action. In other cases, perception can be very vague and inaccurate.

In the third year of life, ideas about the properties of things are formed and these ideas are assigned to specific objects. To enrich the child's ideas about the properties of objects, it is necessary that he gets acquainted with the various characteristics and signs of things in specific practical actions. A rich and varied sensory environment, with which the baby actively operates, is the most important prerequisite for the formation of an internal plan of action and mental development.

By the beginning of an early age, the child has separate actions that can be considered manifestations of thinking. These are the actions in which the child discovers a connection between individual objects or phenomena - for example, pulls a string to bring a toy closer to him. But in the process of assimilation of correlative actions, the child

Begins to focus not just on individual things, but on the relationship between objects, which further contributes to the solution of practical problems. The transition from using ready-made connections shown by adults to establishing them independently is an important step in the development of thinking.

First, the establishment of such links occurs through practical trials. He tries different ways opening a box, taking out an attractive toy, or getting new experiences, and as a result of his trials, accidentally gets an effect. For example, by accidentally pressing the nipple from a water bottle, he discovers a splashing jet, or, by sliding the lid of the pencil box, he opens it and takes out a hidden object. The child's thinking, which is carried out in the form of external orienting actions, is called visual-effective. It is this form of thinking that is characteristic of young children. Toddlers actively use visual-effective thinking to discover and discover a wide variety of connections between things and phenomena in the objective world around them. Persistent reproduction of the same simple actions and obtaining the expected effect (opening and closing boxes, extracting sounds from sounding toys, comparing different objects, the action of some objects on others, etc.) give the baby an extremely important sensory experience that forms the basis of more complex , internal forms of thinking.

Cognitive activity and the development of thinking at an early age is manifested not only and not so much in the success of solving practical problems, but, above all, in emotional involvement in such experimentation, in perseverance and in the pleasure that the child receives from his research activities. Such knowledge captures the baby and brings him new, cognitive emotions - interest, curiosity, surprise, the joy of discovery.

Speech acquisition

One of the main events in the development of a young child is the acquisition of speech. The situation in which speech arises does not come down to direct copying of speech sounds, but should represent substantive cooperation between the child and the adult. Behind each word should be what it means, i.e. its meaning, any subject. If there is no such object, the first words may not appear, no matter how much the mother talks to the child, and no matter how well he reproduces her words. In the event that the child enthusiastically plays with objects, but prefers to do it alone, the active words of the child are also delayed: he does not have the need to name the object, ask someone to ask, or express his impressions. The need and need to speak involves two main conditions: the need to communicate with an adult and the need for an object to be named. Neither one nor the other individually leads to the word yet. And only the situation of substantive cooperation between a child and an adult creates the need to name an object and, therefore, to pronounce one's own word.

In such substantive cooperation, an adult sets a speech task for the child, which requires a restructuring of his entire behavior: in order to be understood, he must pronounce a completely specific word. And this means that he must turn away from the desired object, turn to an adult, single out the word he is pronouncing, and use this artificial sign of a sociohistorical nature (which is always the word) to influence those around him.

The first active words of the child appear in the second half of the second year of life. In the middle of the second year, a “speech explosion” occurs, which manifests itself in a sharp increase in the vocabulary and the child’s increased interest in speech. The third year of life is characterized by a sharply increasing speech activity of the child. Children can now listen and

Understand not only the speech addressed to them, but also listen to the words that are not addressed to them. They already understand the content of simple fairy tales and poems and love to listen to them performed by adults. They easily memorize small poems and fairy tales and reproduce them with great accuracy. They are already trying to tell adults about their impressions and about those objects that are not in the immediate vicinity. This means that speech begins to separate from the visual situation and becomes an independent means of communication and thinking of the child.

All these achievements become possible due to the fact that the child masters the grammatical form of speech, which allows you to connect individual words, regardless of the real position of the objects that they designate.

Mastering speech opens up the possibility of arbitrary behavior of the child. The first step to voluntary behavior is to follow the adult's verbal instructions. When performing verbal instructions, the child's behavior is determined not by the perceived situation, but by the word of an adult. At the same time, the speech of an adult, even if the child understands it well, does not immediately become a regulator of the child's behavior. It is important to emphasize that at an early age the word is a weaker stimulus and regulator of behavior than the child's motor stereotypes and the directly perceived situation. Therefore, verbal instructions, calls or rules of behavior at an early age do not determine the actions of the child.

The development of speech as a means of communication and as a means of self-regulation are closely related: the lag in the development of communicative speech is accompanied by an underdevelopment of its regulatory function. Mastering the word and separating it from a specific adult at an early age can be considered as the first stage in the development of arbitrariness.

A child who overcomes situationality and takes a new step towards freedom from direct perception.

Communication of young children can be called emotional and practical interaction. The main characteristics of such interaction are: immediacy, lack of substantive content; looseness, emotional intensity, non-standard means of communication, mirror reflection of the actions and movements of the partner. Children demonstrate and reproduce emotionally colored game actions in front of each other. They run, squeal, take bizarre poses, make unexpected sound combinations, etc. The commonality of actions and emotional expressions gives them self-confidence and brings vivid emotional experiences. Apparently, such interaction gives the child a sense of his resemblance to another being equal to him, which causes intense joy. Receiving a response and support from a peer in their games and undertakings, the child realizes his originality and uniqueness, which stimulates the most unpredictable initiative of the child.

The development of the need to communicate with a peer goes through a number of stages. At first, children show attention and interest in each other; by the end of the second year of life, there is a desire to attract the attention of a peer and demonstrate to him his successes; in the third year of life, the sensitivity of children to the attitude of their peers appears. The transition of children to subjective, actually communicative interaction becomes possible to a decisive extent thanks to the adult. It is the adult who helps the child to single out a peer and see in him the same creature as himself. The most effective way for this is to organize the subject interaction of children, when an adult draws the attention of children to each other, emphasizes their commonality, their attractiveness, etc.

For children of this age, it prevents the child from "seeing" his peers. The toy, as it were, closes the human qualities of another child. A child can open them only with the help of an adult.

The child's serious successes in objective actions, in speech development, in play and in other spheres of his life, achieved during early childhood, qualitatively change his entire behavior. By the end of early childhood, there is a rapidly growing tendency towards independence, the desire to act independently of adults and without them. Towards the end of infancy, this finds its expression in the words "I myself", which are evidence of the crisis of 3 years.

ADAPTATION OF EARLY CHILDREN TO THE CONDITIONS OF A PRESCHOOL EDUCATIONAL INSTITUTION

2.1 Characteristics of the concept of "adaptation" and factors influencing it
With the admission of a young child to a preschool institution, many changes take place in his life: a strict daily routine, the absence of parents for nine or more hours, new behavioral requirements, constant contact with peers, a new room, fraught with a lot of unknown, which means and dangerous, a different style of communication. All these changes hit the child at the same time, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions, such as whims, fears, refusal to eat, frequent illnesses, etc. These difficulties arise due to the fact that the baby moves from a familiar and usual family environment to the environment of a preschool institution.

The child must adapt to new conditions, i.e. adapt. The term "adaptation" means adaptation.

The complexity of adapting the body to new conditions and new activities and the high price paid by the child's body for the successes achieved determine the need to take into account all the factors that contribute to the adaptation of the child to the preschool institution or, on the contrary, slow it down, preventing adequate adaptation.

How are adaptive abilities developed in children? The very birth of a child is a vivid manifestation of biological adaptation. The transition from intrauterine to extrauterine existence requires a radical restructuring in the activities of all the main body systems - blood circulation, respiration, digestion. By the time of birth, these systems must be able to carry out a functional restructuring, i.e. there must be an appropriate innate level of readiness for these

adaptation mechanisms. A healthy newborn has this level of readiness and quickly adapts to existence in external conditions.

Nevertheless, these changes fall on the child at the same time, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions.

So, in order to avoid stressful situations, it is necessary to competently approach one of the problems of a preschool institution - the problem of adaptation of children. The common task of educators and parents is to help the child, as painlessly as possible, enter the life of the kindergarten. This requires preparatory work in the family. The development of uniform requirements for the behavior of the child, the coordination of influences on him at home and in kindergarten is the most important condition that facilitates his adaptation.

Age features, the capabilities of children, indicators that determine, you need to know. But the individual characteristics of the child should also be taken into account.

Often the reason for the unbalanced behavior of children is the incorrect organization of the child's activity: when his physical activity is not satisfied, the child does not receive enough impressions, he experiences a deficit in communication with adults. Disruptions in the behavior of children can also occur as a result of the fact that his organic needs are not satisfied in a timely manner - inconvenience in clothing, the child is not fed in time, has not slept. Therefore, the regime of the day, careful hygienic care, methodically correct conduct of all routine processes - sleep, feeding, toilet, timely organization of independent activities of children, classes, implementation of the correct educational approaches to them is the key to the formation of the correct behavior of the child, creating a balanced mood in him.

As a rule, weakened children are more difficult to adapt to new conditions. They get sick more often, it is more difficult to experience separation from loved ones. It happens that the child does not cry, does not express outwardly negative manifestations, but loses weight, does not play, is depressed. His condition should worry the educators no less than those children who cry, the names of their parents.

Also, special attention is required for children with a weak type of nervous system. These children are painfully endure any changes in their lives. At the slightest trouble, their emotional state is disturbed, although they do not violently express their feelings. They are afraid of everything new and it is given with great difficulty. In their movements and actions with objects, they are not confident, slow. Such children should be accustomed to kindergarten gradually, and people close to them should be involved in this. The educator should encourage, encourage and help them.

Ignoring by the educator the characteristics of the types of the child's nervous system during the period of adaptation to a preschool institution can lead to complications in his behavior. For example, strictness towards children who are not confident, uncommunicative causes tears in them, unwillingness to be in kindergarten. The sharp tone of the appeal causes excessive excitement and disobedience in easily excitable children.

In different situations, the same baby can behave differently, especially during the adaptation period. Sometimes even calm and sociable child when parting with loved ones, she begins to cry and ask to go home, it is not easy to get used to new requirements.

The behavior of the child under the influence of established habits also acquires an individual character. If he does not know how to eat on his own, then in kindergarten he refuses to eat, waiting to be fed. Also, if he does not know how to wash his hands in a new environment, he immediately cries; if he does not know where to get a toy, he also cries; not used to

Sleep without motion sickness - crying, etc. therefore it is very important to know the habits of the child, to reckon with them.

At home, the child gets used to the nature of the applied pedagogical influences, expressed not only in a calm, even tone, but also in a tone of strict exactingness. However, the strict tone of the caregiver or nanny can cause fear. Conversely, a child who is accustomed to loud, irritated instructions will not always follow the quiet, calm instructions of the teacher.

Despite the fact that the daily routines for children of different ages recommended by the Kindergarten Education Program are scientifically substantiated, nevertheless, the so-called age-specific daily routine of individual children needs to be changed. An indicator of this is the behavior and well-being of the baby.

As already mentioned, the individual characteristics of children in the field of communication are of particular importance during the period of adaptation. There are children who confidently and with dignity enter the new kindergarten environment for them: they turn to the teacher, to the assistant teacher, to find out about something. Others shy away from other people's adults, are shy, lower their eyes. And there are also children who are afraid of communication with the teacher. Such a child tries to retire, turns his face to the wall, so as not to see strangers with whom he does not know how to make contact.

The experience of a child's communication with others, received by him before coming to kindergarten, determines the nature of his adaptation to the conditions of kindergarten. Therefore, it is the knowledge of the content of the child's needs in communication that is the key with which you can determine the nature of pedagogical influences on him in the adaptation period.

Those parents who, already in the first year of a child's life, do not limit his communication in a narrow circle of the family, do the right thing.

Observing the necessary hygiene requirements, it is advisable already at this age to expand the child's social circle. For example, you can allow a new person for him to hold him in his arms for a while, or even leave them alone.

The teacher must establish contact with the child on the first day. But if the child has not formed the experience of communicating with strangers, he reacts negatively to all the actions of the educator: he cries, breaks out of his hands, seeks to move away, and not get closer to the educator. He needs a longer time to get used to, to stop being afraid of the teacher. Nervousness, tears prevent him from correctly and quickly perceive the interested, kind attitude of the educator.

In this case, it is advisable to allow the mother to stay in the group. In her presence, the child calms down, the fear of an unfamiliar adult disappears, the child begins to show interest in toys. The mother should encourage him to turn to the teacher, ask for a toy, say what a good, kind aunt, how she loves children, plays with them, feeds them. The teacher confirms this with his actions: affectionately addresses the baby, gives a toy, praises his costume, shows something interesting in the group, etc. .

Consequently, the nature of the child's addiction to the conditions of a preschool institution is influenced by a number of factors: the age of the child, the state of health, the formation of communication experience, and the degree of parental care.
2.2 Features of the behavior of children in the period of adaptation
Not all children cry when they enter the group. Many come to the group confidently, carefully consider the environment, independently find something to do. Others do it with less

Confidence, but also not showing much concern. They carefully observe the teacher, perform the actions proposed by her. Both those and other children calmly say goodbye to their relatives, who bring them to kindergarten, and go to the group. For example, a child, parting with his mother, looking into her eyes, asks: “Do you love me?” After receiving the answer, he goes to the group. He approaches the teacher, looks into her eyes, but does not dare to ask a question. The teacher gently strokes his head, smiles, shows attention, then the child feels happy. He relentlessly follows the teacher, imitates his actions. The behavior of the child shows that he feels the need to communicate with adults, to receive affection and attention from him. And this need is satisfied by the educator, in whom the child finds a kind close person.

Some children, quickly accustomed to the new environment of the group, are able to occupy themselves. They do not constantly follow the teacher, but if necessary, they calmly and confidently turn to him. Only in the first days in their behavior is noticeable some confusion, anxiety.

If a child who was first brought to a kindergarten does not want to stay in a group without a mother, then the teacher offers the mother to stay with the child in the group. Feeling that the mother is not going to leave, the child begins to pay attention to the environment. After a long observation, he plays with toys, examines beautiful dolls, and finally decides to take one himself. In a close person, he sees support, protection from the unknown and at the same time the opportunity to get to know others with his help.

As you can see, children entering a children's institution behave differently. The features of their behavior are largely determined by the needs that have developed by the time they join the group.

Approximately three groups of children can be distinguished according to their inherent differences in behavior and communication needs (in accordance with this, adaptation groups will be determined further).

The first group consists of children who have a predominant need for communication with close adults, waiting only for their attention, affection, kindness, and information about the environment.

The second group is children who have already formed a need to communicate not only with relatives, but also with other adults, in joint actions with them and getting information about the environment from them.

The third group is children who feel the need for active independent actions. If, before entering kindergarten, the child was constantly with his mother or grandmother, then in the morning, when he is taken to kindergarten, he hardly parted with his relatives. Then he waits all day for their arrival, cries, refuses any offers of the teacher, does not want to play with the children. He does not sit down at the table, he protests against food, against going to bed, and this is repeated day after day.

Crying when a loved one leaves, exclamations like: “I want to go home!”, “Where is my mother?”, Negative attitude towards the staff, to the children of the group, to offers to play - and stormy joy when the mother (grandmother or other family member) returns, are bright an indicator that the child has not developed the need to communicate with strangers.

When entering a children's institution, it is mainly children who cry, which can be conditionally attributed to the first group (the need to communicate only with close people).

They are deeply worried about parting with loved ones, because. they have no experience of communicating with outsiders, they are not ready to make contact with them.

As a rule, the narrower the social circle in the family, the longer it takes the child to adapt to kindergarten.

Children conditionally assigned to the second group, before entering kindergarten, gained experience in communicating with adults who are not family members. This is the experience of communicating with distant relatives, with neighbors. Having come to the group, they constantly observe the teacher, imitate his actions, ask questions. While the teacher is nearby, the child is calm, but he is afraid of children and keeps his distance from them. Such children, in case of inattention to them on the part of the educator, may be at a loss, they have tears and memories of loved ones.

In children of the third group, the need for active independent actions and communication with adults is clearly revealed.

In practice, it is not uncommon for a child to come to the group calmly in the first days, choose toys on his own and start playing with them. But, having received, for example, a remark from the educator for this, he sharply and negatively changes his behavior.

The teacher needs to know that the content of the children's need for communication in the process of getting used to the kindergarten changes qualitatively. Children conditionally assigned to the first group can, under favorable conditions, quickly reach the level of communication characteristic of children in the second and even third groups, and so on.

In the process of the child getting used to the conditions of the kindergarten, the content and communication skills expand. The change in the content of the need for communication during the period of habituation proceeds approximately within the framework of three stages:

Stage I - the need to communicate with close adults as a need to receive affection, attention and information about the environment from them;

Stage II - the need to communicate with adults as a need for cooperation and obtaining new information about the environment;

Stage III - the need to communicate with adults on educational topics and in active independent actions.

Children of the first group practically have to go through all three stages. Their need at the first stage for affection, attention, a request to be picked up, etc. difficult to satisfy in a group setting. Therefore, the adaptation of such children takes a long time, with complications (from 20 days to 2-3 months).

The task of the educator is to create maximum conditions in order to bring the child to the second stage of addiction.

With the transition to the second stage, the need for cooperation with an adult and receiving information about the environment from him will become more characteristic. The duration of this stage also depends on how fully and timely this need will be satisfied.

The third stage of addiction for children of the first group is characterized by the fact that communication takes on an initiative character. The child constantly turns to an adult, independently chooses toys and plays with them. At this point, the period of adaptation of the child to the conditions of public education ends.

Children of the second group go through two stages in the process of habituation (from 7 to 10–20 days). And for children of the third group, who from the first days feel the need for active independent actions and communication with an adult on educational topics, the final stage is the first, and therefore they get used faster than others (from 2-3 to 7-10).

If there is no appropriately organized communication and play activity of the newly arrived child, his addiction will not only be delayed, but also complicated. That is why the educator needs to know the characteristic features of children, the stages of their addiction. The nature and duration of the child's adaptation will depend on how correctly the educator determines the need that determines the child's behavior, creates the necessary conditions that contribute to the satisfaction of the need. Unfortunately, the teacher sometimes

Does not attach importance to the organization of communication, so it often proceeds spontaneously. Educators teach the child to play, learn, work and very rarely teach him to communicate.

So, a necessary condition for the effective management of the process of children getting used to the children's institution is a well-thought-out system of pedagogical influences, in which the main place is occupied by the organization of the child's activities that meets the needs that determine his behavior.
2.3 Forms of work to organize the process of adaptation of the child to new conditions
In order for the child to be able to adapt as quickly and painlessly as possible to the conditions of public education, the family must prepare him for entering kindergarten.

Many parents strive to properly raise their children, but they do not always have enough knowledge and experience for this. In some families, children are overprotected, believing that at an early age a child cannot do anything on his own. Parents warn his every action, any attempt at independence, indulge any whim. In other families, there is an opinion that it is simply too early to raise a child, only care is needed. There are parents who treat young children like small adults, making great and often unbearable demands on them. Finally, there are also parents who believe that the main role in upbringing belongs to the nursery, the garden, and they can only evaluate whether the educators work well or badly.

Successful adaptation of the child to the conditions of the kindergarten largely depends on the mutual attitudes of the family and the kindergarten. They develop most optimally if both parties are aware of

The need for targeted impact on the child and trust each other. It is important that parents are confident in the good attitude of the teacher to the child; felt the competence of the teacher in matters of education; but most importantly, they appreciated his personal qualities (caring, attention to people, kindness).

Kindergarten is the pedagogical institution that can and should give parents qualified advice on how to prepare the child for the conditions of public education. But, unfortunately, often parents meet with kindergarten staff only when they bring their child to the group for the first time. Preparing a child for a family is sometimes limited to the words: “You will be fine there!”. Parents do not always fully realize that when they come to kindergarten, the child finds himself in other conditions that are significantly different from family ones.

In the family, the parents of the child are permanent educators. In kindergarten, educators replace one another, they can be different in character, requirements, and tone of communication.

If a child is naughty at home, commits undesirable acts, some parents forgive everything, others punish, and still others carefully analyze the reasons for such behavior. At the same time, everyone is happy and ready to forget all the sins of the child if he shows some new skill, skill, although this is natural for the development of the baby.

When a child enters kindergarten, his physical fitness is of particular importance. The body of children in the first years of life is more prone to diseases than in older age, parents must harden them. It is necessary to ensure that the baby stays in the fresh air at any time of the year, to do gymnastics with the child, to teach them to perform physical exercises, to develop walking, running, climbing skills. An important means of hardening are air baths and

Water procedures, but they must be performed in accordance with existing rules.

Attention should also be paid to the child's clothing. If it is unnecessarily wrapped up, then due to the imperfection of thermoregulation, the baby can easily sweat, and this leads to cooling of the body and colds. Too light clothing can also cause disease.

One of the factors that is very important for the process of addiction is the daily routine of the child in the family. If children in the family sleep, eat, walk in different time, then they hardly get used to the daily routine of the kindergarten. Discrepancies between the home regimen and the regimen of a children's institution negatively affect the child's condition, he becomes lethargic, capricious, indifferent to what is happening.

For the well-being of the child during the adaptation period, it is of great importance to what extent he has formed the necessary cultural and hygienic skills and habits, self-service skills (dressing, eating, etc.), meanwhile, not all families pay sufficient attention to the formation of these skills and habits. . Often, children of two and three years of age come to kindergarten without being able to eat on their own, do not ask for a potty, do not know how to dress and undress.

Conducting conversations with the parents of future kindergarten students, the teacher should draw their attention to this side of education, reveal the main patterns of the formation of skills and habits, their sequence. He can show typical mistakes, give advice on how to wean the baby from unwanted habits, reveal the importance of the timely formation of the necessary skills and good habits for the overall development of the child and for his well-being during the adaptation period.

Teaching a child to communicate with adults and children is one of the main tasks of parents when preparing a child for admission to a child care institution. This should be the focus of the work of the kindergarten with the family.

During the period of a child's adaptation to new living conditions, a kind of breakdown occurs, a reworking of previously formed dynamic stereotypes regarding a certain regimen: bedding, feeding, etc., as well as communication stereotypes.

Dynamic stereotypes arise from the first months of a child's life and, forming in a family environment, leave an imprint on his behavior.

Therefore, getting acquainted with each child in his group before he enters kindergarten, the teacher learns the features of his development and behavior, and, if necessary, makes appropriate adjustments in the form of advice and persuasion from parents.

To determine the readiness of children to enter kindergarten and predict adaptation, psychological and pedagogical parameters are used, which are combined into three blocks:

Behavior of children associated with the satisfaction of organic needs;

neuropsychic development;

personality traits

Based on these blocks, a map of the child's readiness to enter kindergarten is compiled, in which the answers of the parents are recorded during the conversation (Appendix A).

Analyzing the answers of parents, and using the diagnostic method, a forecast is made of the child's adaptation to new living conditions in a preschool institution, problems that may arise during the adaptation period are identified, and recommendations are given for preparing children.

Parents have time to help the baby move from one life situation to another without much difficulty.

Parents are invited to visit the kindergarten with the child to see what conditions he will be in, introduce the baby to the children, give him the opportunity to get acquainted with the premises of the group, toys, a place for walking, physical education, etc. are shown. At the same time, the educator tries, as much as possible more attention to give to a new child, tries to “fall in love” with the baby, so that he understands that if there is no mother nearby, then an attentive and kind “aunt” will replace her for a while. Advice is given to mothers so that they teach the baby independence and self-service accessible to his age. Parents are reminded that when playing with other children, it is necessary to teach him to share toys, to wait his turn on a swing or to ride a bicycle, etc.

To successfully pass the adaptation, poems, songs, nursery rhymes are used. While laying down, be sure to sing a lullaby. Sometimes while laying down, the same calm music can sound. This helps especially whiny children to relax faster. Children also sleep better with their favorite toy brought by their parents.

Thus, the trust of the baby and his parents in the educator does not come by itself: the educator wins him with a kind, indifferent attitude towards the child, the ability to cultivate good things in him, generosity and mercy. Add to this the culture of communication, tact and mutual understanding - and the picture of the psychology of trust will be quite complete.

3. PSYCHOLOGICAL - PEDAGOGICAL CONDITIONS FOR ORGANIZING SUCCESSFUL ADAPTATION OF CHILDREN TO A PRESCHOOL EDUCATIONAL INSTITUTION
3.1 Description of the preschool educational institution MADOU CRR - kindergarten No. 28 "Rodnichok"
MADOU CRR - Kindergarten No. 28 "Rodnichok" works according to a standard program edited by M. A. Vasilyeva.

The priority direction in the work of the teaching staff is the preservation of the mental and physical health of children, intellectual and personal development each child, assisting the family in the upbringing, the implementation of the necessary correction of deviations in the development of the child, adaptation to life in society.

The duration of the educational process is carried out from 2 to 7 years of age of the child.

There are 12 groups in MADOU CRR - kindergarten No. 28 "Rodnichok". On the territory of the kindergarten are:

A gym equipped with a Swedish wall, gymnastic rings, foot massagers, balls of various sizes, jump ropes, hoops and other sports equipment;

A music hall with a piano, next to it is a dressing room with various costumes of fairy-tale characters, children's musical instruments, various decorations made of cardboard and fabric;

Sensory room, where children are engaged in relaxation, auto-training;

Psychologist's office, where children play games with a teacher - a psychologist, undergo various forms of testing;

Logopoints;

Cabinet of fine arts;

Physiotherapy room equipped with massage table, ultraviolet lamp;

A sports ground, on the territory of which there is a football, volleyball field, a health treadmill, horizontal bars, a sand pit for jumping and other sports equipment.

Educational and educational work with children, under the guidance of the head and the senior educator, is carried out by 22 highly qualified educators, as well as 3 speech therapists, 2 music directors, a psychologist, an ecologist, an English teacher, a teacher of the Bashkir language and a teacher of additional education.
3.2 Characteristics of adaptation to preschool children MADOU CRR - kindergarten No. 28 "Spring" of the first junior group
Purpose: to determine the peculiarities of children getting used to the conditions of a preschool educational institution; define an adaptation group.

Organization of the study: the work was carried out on the basis of MADOU CRR - kindergarten No. 28 "Rodnichok". The pedagogical process is organized in accordance with the model program, ed. M.A. Vasilyeva, tutors Romanova N.I. work with children. and Kukleva Yu.V.

There are 28 children in the first junior group, enrollment in the group began on 01.06.10. A subgroup of children was selected for the study:

Belaya Daria, 2 years 5 months

Kozenov Daniil, 2 years old

Musina Elizaveta, 2 years 6 months

Cremezion Zhanna, 2 years 3 months

Tarasova Sofia, 2 years old

Khodokovsky Tikhon, 2 years 5 months

Ardimeev Vadim, 2 years 2 months

Makurin Oleg, 2 years 6 months

In the course of the study, the behavior of children during the period of adaptation, conversations with educators, parents, a psychologist, and a nurse were observed.

Characteristics of children's behavior:

Dasha B. The emotional state is stable, the skills of objective activity are formed, in relationships with adults she takes the initiative. Fits in well with the team.

Daniil K. Speech is less active, imitates adults in activities, does not show initiative in communication with adults. Not active with children.

Lisa M. The emotional state is stable, the skills of objective activity are formed; takes initiative with adults; active speech. In relationships with children, she takes the initiative herself.

Zhanna K. The emotional state is unstable, the skills of objective activity are formed; does not always come into contact with adults, active speech. Not sociable with peers.

Sonya T. The emotional state is unstable, speech is passive, in her activity she observes the actions of adults and peers.

Tikhon H. The emotional state is stable, not sociable with children, often next to the teacher, speech is poorly developed.

Vadim A. The emotional state is stable, speech is active, objective activity is poorly developed, in relations with adults - a response, with children - takes the initiative.

Oleg M. The emotional state is stable, speech is active, the skills of objective activity are formed, in relationship with

Shows initiative as an adult. Reluctant to interact with peers.

In general, the adaptation of the children went well. Evaluation of the emotional state, activities of children, skills of relationships with adults and peers, sleep, speech of children made it possible to determine adaptation groups:

- the first group (difficult adaptation) includes 2 people;

- the second group (average adaptation) includes 3 people;

- the third group (easy adaptation) includes 3 people.

These results of the adaptation groups of children MADOU CRR - kindergarten

No. 28 "Spring" of the first junior group are listed in the table (Appendix B)
3.3 Directions of psychological and pedagogical activities to optimize the process of successful adaptation of children to the conditions of a preschool educational institution
Purpose: to design psychological and pedagogical work to optimize the process of adaptation of children MADOU CRR - kindergarten No. 28 "Rodnichok" of the first junior group

To the conditions of a preschool educational institution.

To optimize the process of adaptation to the conditions of a preschool institution, clear and consistent work of all employees of the educational institution with the involvement of the parents of their pupils is necessary.

The first priority is to collect information about the child, the family. To do this, parents are offered questionnaires (Appendix A), where parents, answering the proposed questions, give an exhaustive description of their child. In turn, the employees of the preschool educational institution analyze these materials, draw conclusions about the features

The behavior of the child, the formation of his skills, about interests, etc. This helps educators to communicate correctly with children during the adaptation period, to help children get used to new conditions more easily.

To optimize the process of successful adaptation to the conditions of a preschool institution, it is also necessary to work with the family - to give qualification recommendations for preparing the child for the conditions of public education (observance of the daily routine in the family, the formation of the necessary cultural and hygienic skills, self-service skills, the child's ability to communicate with adults and children). Conducting conversations with parents of future kindergarten students, the main patterns of the formation of skills and habits, their sequence are revealed; the importance of the timely formation of the necessary skills for the overall development of the child and for his well-being during the adaptation period. Educators introduce parents to the maps of the neuropsychic development of children, explaining what a child of this age should be able to do (Appendix B, Appendix D).

Before accepting children into a group, it is necessary to hold a parent meeting, in which the head of the kindergarten, methodologist, psychologist, doctors and, of course, educators of groups of young children take part. Specialists reveal the features of the work of a kindergarten, groups of young children, introduce them to the areas of pedagogical activity of an educational institution, and answer questions from parents.

To organize the successful adaptation of young children, educators draw up a plan for the educational and educational activities of educators of the MADOU CRR - kindergarten No. 28 "Rodnichok" of the first junior group (Appendix D). At the same time, they choose a variety of areas of work: entertainment, consultations for

Parents, memos, interesting for children didactic games, outdoor games that contribute to the emergence of positive emotions in children, elements of oral folk art. Various methods, techniques and forms of organizing children were used, both in the group room and in the open air.

And also in order for the successful adaptation of young children, it is necessary to follow the following recommendations for educators and parents:

In their work, educators should use questionnaires, visits to the child at home, sliding folders, visual forms of pedagogical propaganda (stands), consultations for parents, conversations with parents, parent meetings.

Thus, the joint activity of teachers of a preschool educational institution and parents is the key to the successful adaptation of a child to the conditions of a preschool institution. continuation
--PAGE_BREAK--

CONCLUSION

Based on the results of the study, the following conclusions can be drawn.

Early age is the most crucial period of a person's life, when the most fundamental abilities are formed that determine the further development of a person. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative opportunities, general vital activity and much more are formed. However, these qualities and abilities do not arise automatically as a result of physiological maturation. Their formation requires adequate influence from adults, certain forms of communication and joint activities with the child. The origins of many problems that parents and teachers face (reduced cognitive activity, communication disorders, isolation and increased shyness, or vice versa, aggressiveness and hyperactivity of children, etc.) lie precisely in early childhood. Correction and compensation of these deformities at preschool and school age presents significant difficulties and requires much more effort and expense than their prevention.

The goals of the educational process in the preschool educational institution are to comprehensively educate the child on the basis of a harmonious combination of intellectual and physical development, the formation of social contacts in children and the ability to work together in conditions of developmental education and upbringing.

The full development of a young child requires adequate and qualified psychological and pedagogical support from professionals with appropriate qualifications.

In the course of the study, I came to the conclusion that an important role in the period of adaptation is given to the educator, his work with the child's family.

Carrying out complex medical and pedagogical measures before the child enters the nursery and during the period of adaptation to the children's institution contributes to easier adaptation to new conditions.

The considered aspects in the course of the course work prove that there are many conditions that influence the adaptation of a young child to a preschool institution.

An important factor influencing the nature of the child's behavior in the process of addiction is the personality of the educator himself, who must love children, be attentive and responsive to each child, and be able to attract his attention. The teacher must be able to observe and analyze the level of development of children and take it into account when organizing pedagogical influences, must be able to control the behavior of children in a difficult period for them to get used to the conditions of a children's institution.

The adaptation period is a difficult time for the baby. But at this time it is difficult not only for children, but also for their parents. Therefore it is very important teamwork educator with parents.

Thus, we can say that the purpose of the study: to study the age characteristics of the development of young children and the adaptation of children to the conditions of life and education in kindergarten, has been achieved, the tasks have been implemented.

This course work has practical and theoretical significance for kindergarten teachers.

BIBLIOGRAPHY

Alyamovskaya VG How to raise a healthy child. - M., 1993.

Alyamovskaya V. G. Nursery - this is serious. - M., 1999.

Borodich A.M. Methods for the development of children's speech. -M.: Enlightenment, 1981.

Vavilova N.D. The child enters kindergarten. - M., 1983.

Volkova-Gasparova E. Features of the work of psychologists with children and their parents // Preschool education. - 1999 - No. 3.

The upbringing of young children. Moscow, Enlightenment, 1996

Galanov A.S. Mental and physical development of a child from 1 year to 3 years. – M.: Arkti. – 2006.

Gvozdev A.N. From first words to first class: Diary of scientific observations. Saratov: Sarat Publishing House. un-ta, 1981.

Childhood: A program for the development and education of children in kindergarten / Ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich. – St. Petersburg: Accident, 1996.

Teacher's diary: development of preschool children / Ed. O.M. Dyachenko, T.V. Lavrentiev. –M.: GNOM i D, 2001.

Classes for the development of speech in kindergarten. Program and synopsis / Ed. O.S. Ushakova. –M.: Perfection, 2001.

Kalinina R., Semyonova L., Yakovleva G. The child went to kindergarten // Preschool education. - 1998 - No. 4.

Karpinskaya N.S. Artistic word in the upbringing of children (early and preschool age). –M.: Pedagogy, 1972.

Kononova I.M. Seminars and practical classes in preschool pedagogy. - M. Dis. – 2004.

Luria A. R. The theory of development of higher mental functions in Soviet psychology. Questions of Philosophy, 2003

Methodology for the development of speech in preschool children / edited by O. S. Ushakova, E. M. Strunina; M., "Vlados", 2003.

Pavlova L.N. Organization of life and culture of raising children in early age groups. Practical guide. – M.: Iris-press. 2006.

Pavlova L.N. Early childhood: the development of speech and thinking. - M.: Mosaic-Synthesis, 2005.

Pechora K.L. Monitoring the development and behavior of children, planning activities with young children: guidelines/ K.L. Pechora, V.M. Sotnikova. – M.: Mir. – 2000.

Rainbow. Program and guidance for teachers of the first junior group of kindergarten. - M., 1993

Development and education of young children in the preschool educational institution: Educational and methodological manual / comp. E.S. Demina. - M .: TC Sphere, 2006.

The development of speech in preschool children / Ed. F. Sokhina -M.: Enlightenment, 1984.

Romanenko L. Oral folk art in the development of children's speech activity // Doshk. education.-1990.-№7.

Smirnova E.O., Galiguzova L.N., Ermolova T.V., Meshcheryakova S.Yu. Diagnosis of the mental development of children from birth to 3 years. Publishing house MGPPU, 2003

Solovieva O.I. Methodology for the development of speech and teaching the native language in kindergarten. –M.: Enlightenment, 1966.

Social adaptation of children in the preschool educational institution / Ed. R. V. Tonkova-Yampolskaya and others - M., 1992.

Tiheeva E.I. Development of speech of children (early and preschool age). –M.: Enlightenment, 1981.

Ushakova O.S. The development of speech of preschoolers. - M., 2001.

Fedorenko L.P., Fomicheva G.A., Lotarev V.K. Methodology for the development of speech in preschool children. –M.: Enlightenment, 1977.

Elkonin D.B. Child psychology: development from birth to seven years. –M.: Enlightenment, 1960.

Annex A
Questionnaire for parents
Dear parents, we will be grateful if you answer these questions.

Your answers will help us get to know your little ones better and make life easier for them during the adjustment period.

Behavior

1 Your child's predominant mood (cheerful; balanced or irritable; unstable; depressed).

2 The nature of falling asleep (quickly; within 10 minutes; very slow; slow).

3 The nature of sleep (calm; restless).

4 Your child's appetite (good; selective; erratic; poor)

5 Your child's attitude towards potty training (positive; negative).

6 Neatness skills (asking for a potty; not asking, but sometimes dry; not asking; walks wet).

7 Undesirable habits for this age (sucks a finger or a pacifier; sways when sleeping or sitting).

Personality

The manifestation of cognitive needs in everyday life and in learning.

1 Does the child show interest in toys, objects at home and in a new, unfamiliar environment?

2 Is he interested in the actions of adults? _____________________

3 Is he attentive at the same time, is he active, assiduous?__________

4 Initiative in play activities (may or cannot find an activity without outside help; may or cannot prepare for the game on their own)? ______________________________

5 Initiative in relationships with adults (comes into contact on his own initiative; does not make contact)? ___________

6 Initiative in relations with children (comes into contact on his own initiative; does not make contact)? _____________________

7 Independence in the game (is able to play independently in the absence of an adult; does not know how to play independently)? _______________

APPENDIX B
Map of the neuropsychic development of a child of the second year of life

Analysis______________________________________________

State of the art

Activity

Relationship Skills

Passive

Active

Inactivity

observation, imitation

subject activity

with adults

With peers

Missing

Reciprocal

proactive

Missing

Reciprocal

proactive

1 year 3 months

1 year 6 months

1 year 9 months

Map of the neuropsychic development of a child of the third year of life

Date of Birth ______________________________________

Receipt date____________________________________

Analysis_____________________________________________

Level of neuropsychic development

active speech

touch

Development

Design-

Inventive activity

Motion

APPENDIX B
The results of the adaptation groups of children MADOU CRR - kindergarten

No. 28 "Spring" of the first junior group

I. heavy adaptation

II. average adaptation

III. easy adaptation

First Name Last Name

Date of Birth

Date of admission to the DOE

adaptation group

Belaya Daria

Kozenov Daniil

Musina Elizabeth

Cremeison Jeanne

Tarasova Sofia

Khodokovsky Tikhon

Ardimeev Vadim

Makurin Oleg

APPENDIX D
Plan of educational work
Days of the week

Type of work

MONDAY

I half of the day (morning)

Y/n “What has changed?”

The development of attention, the correct pronunciation of the name of objects.

day walk

P / and "Who will hit?"

The development of dexterity, tenacity, the development of the ability to play the ball.

II half of the day

Entertainment "Grandma Arina came to visit us!"

Create an atmosphere of joyful mood; teach children to guess riddles, read poetry

Consultation with parents "Individual approach to the child"

To draw the attention of parents to the formation of certain character traits of the child

I half of the day (morning)

Y/and “What else is the same shape?”

Teach children to find objects of the same shape.

day walk

P / and "Soap bubbles!"

Learn to name the shape, size; develop the speed of reaction; ability to pop bubbles

II half of the day

Reading A. Barto's poem "The Ball"

Learn to listen carefully to the poem, understand the content; to encourage the kids to help read the poem, and to arouse sympathy for the girl Tanya.

Conversation with parents "Your child"

Identification of negative character traits and individual characteristics of the child

I half of the day

1. Repeating the nursery rhyme “Like our cat”

2. Finger game for nursery rhymes "Like our cat"

Repeat a familiar nursery rhyme, create a joyful mood

Develop fine motor skills.

day walk

P / and "Jump up to the palm of your hand"

Development of dexterity, speed of reaction and movements

II half of the day

Table theater "Teremok"

Teach kids to listen to a fairy tale, create a joyful mood

Conversation with Sonya T.'s parents about the conditions of upbringing in the family

Facilitate adaptation of Sony

I half of the day

1. Reading a poem by B. Zakhoder "Hedgehog"

Introduce a new poem to help understand the content
2. Sculpting "Let's make a bowl and treat the hedgehog with milk"

Encourage accessible techniques (rolling, flattening) to make a bowl for a hedgehog.

day walk

P / and the game "Who will get into the basket?"

The development of dexterity, the development of the ability to play the ball.

II half of the day

Game-staging "About the girl Masha and Bunny - Long Ear"

With the help of a dramatization, tell the kids how to say goodbye to their mother in the morning - do not cry when parting, so as not to upset her.

Group parent meeting on the topic: "Education of independence in self-service in children"

Show the importance of self-reliance in self-care in raising children

I half of the day

1. Reading the story of L.N. Tolstoy “There was a squirrel in the forest”

2. Drawing "Nuts for squirrels"

1. Introduce kids to the squirrel and her children, learn to listen to the story, understand the content, answer questions

2.Teach kids

Draw round nuts with pencils; to promote the manifestation of care, sensitivity to squirrels

day walk

P / and "The cat is sneaking"

Training of the vestibular apparatus.

II half of the day

Rhyme "Pussy, kitty scat!"

Repetition of previously learned nursery rhymes.

APPENDIX D
Tips for parents during the adaptation period

1. Start taking the child to the nursery a month before the mother goes to work.

2. The first time to bring the child for 2-3 hours.

3. If it is difficult for a child to get used to kindergarten (adaptation group 1), then the mother can be in a group with the child to acquaint the child with his environment and “fall in love” with the teacher.

4. Sleeping and eating are stressful situations for children, therefore, in the first days of your child's stay in kindergarten, do not leave him to sleep and eat.

6. During the adaptation period, due to nervous tension, the child is weakened and is largely susceptible to diseases. Therefore, his diet should contain vitamins, fresh vegetables and fruits.

7. Carefully dress the child for a walk so that he does not sweat or freeze, so that the clothes do not hamper the child's movements and match the weather.

8. Remember that the adaptation period is a strong stress for the child, so you need to accept the child as he is, show more love, affection, attention.

9. If the child has a favorite toy, let him take it with him to kindergarten, the baby will be calmer with it.

10. Be interested in the behavior of the child in kindergarten. Consult with the educator, physicians, psychologist, to exclude certain negative manifestations.

11. Do not discuss with the baby the problems that concern you related to kindergarten.

Love children and treat them like your own;

Remember the individual psychological characteristics of the development of each child;

Introduce the child in an accessible form to social and moral norms;

It is necessary to establish contact with the parents of children entering preschool;

Conduct consultations and conversations with parents, familiarize them with the daily routine of the kindergarten, with the requirements for the child;

If possible, visit the child's family, learn about the habits and interests of children;

Hold parent-teacher conferences before children enter kindergarten.
Recommendations for parents:

Love your child for who he is;

Rejoice in your child;

Talk to your child in a caring, encouraging tone;

Listen to the child without interrupting;

Set clear and specific requirements for the child;

Don't make a lot of rules for a child;

Be patient;

Read to your child every day and discuss what you read;

In a conversation with a child, name as many objects as possible, their signs;

Encourage play with other children;

Be interested in the life and activities of your child in kindergarten;

Do not allow yourself to behave inappropriately in the presence of a child;

Listen to the advice of teachers during the period of adaptation of children to the conditions of the preschool educational institution;

Attend group meetings.

Department of Philosophy

COURSE WORK

by discipline: social pedagogy

on the topic: Adaptation of young children to the conditions of a preschool educational institution

Completed by a student of the SGF, group 06-ZG-STs1

Kraysvitnaya Yana Alexandrovna

Admitted to the defense "______" __________________ 2008.

Supervisor of the course work ___________ Ph.D., Assoc. Kabanova S.V.

Comptroller _______________ Ph.D., Assoc. Kornilova L.A.

Protection "______" ________________ 2008 Evaluation ________________

Commission members: ________________ Ph.D. n., prof. Khakuz P.M.

PhD, Assoc. Kornilova L.A.

PhD, Assoc. Kabanova S.V.

State educational institution

higher professional education

Kuban State Technological University

Faculty of Social Sciences and Humanities

Department of Philosophy

APPROVE

Head philosophy department

D. f. n., prof. Khakuz P.M.

"_____" __________________ 2008

THE TASK

for term paper

SGF student, group 06-ZG-STs1

Kraysvitney Yana Alexandrovna

Theme of the course work: Adaptation of young children to the conditions of a preschool educational institution

Workload:

a) Introduction page 3

b) Main part 25 p.

1) Theoretical 17 pages

2) Practical 8 pages

c) Conclusion 2 p.

d) Appendix 5 pcs.

Term of protection: "_____" ____________ 2008

Date of delivery of work: "_____" ____________ 2008

Supervisor of the course work ______________ Ph.D., Assoc. Kabanova S.V.

Coursework 41 pages, 14 sources of literature, 5 applications

ADAPTATION, FACTORS AFFECTING ADAPTATION, STAGES OF ADDITION, TEACHER'S TASKS, KINDERGARTEN, DYNAMIC STERIOTYPES, PSYCHOLOGICAL PARAMETERS, STEREATIPES, PHYSICAL FITNESS.

The purpose of the course work: psychological and pedagogical optimization of the successful adaptation of young children to the conditions of a preschool educational institution.

The results of the study showed that if:

Favorable conditions will be created for a comfortable stay of the child in the children's soda, then the successful adaptation of young children to the conditions of the preschool educational institution will take place. This confirms the hypothesis of our study.

Practical significance: the results obtained during the study have practical significance for kindergarten teachers.

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . five

1 Adaptation of young children to the conditions of a preschool educational institution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.1 Characteristics of the concept of "adaptation" and factors influencing it. . . . . . 8

1.2 Features of the behavior of children in the period of adaptation. . . . . . . . . . . . . . . .fourteen

1.3 Forms of work to organize the process of adaptation of the child to new conditions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2 Psychological and pedagogical conditions for the organization of successful adaptation of children to a preschool educational institution. . . . . . . . . . . . . . . . . . 25

2.1 Description of the preschool educational institution MDOU "TsRR - kindergarten No. 221". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

2.2 Characteristics of adaptation to preschool children MDOU "TsRR - Kindergarten No. 221" 1st ml. gr. . . . . . . . . . . . . . . . . . . . . . . . . . 27

2.3 Directions of psychological and pedagogical activities to optimize the process of successful adaptation of children to the conditions of a preschool educational institution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

List of used sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Annex A Questionnaire for parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Appendix B Map of the neuropsychic development of a child of the second and third years of life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Appendix B The results of the adaptation groups of children of the MDOU “TsRR - Kindergarten No. 221” 1st ml.gr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendix D Plan of educational activities. . . . . . . 39

Appendix E Tips for parents during the adaptation period. . . . . . . . . . . . . 41

INTRODUCTION

Early age is a period of rapid formation of all psychophysiological processes characteristic of a person. Modernly begun and correctly carried out education of children of early age is an important condition for their full development. Development at an early age occurs against such an unfavorable background as an increased vulnerability of the body, its low resistance to diseases. Each disease suffered negatively affects the overall development of children. Therefore, during the period of adaptation to kindergarten, it is important to create favorable conditions for a comfortable stay of the child in kindergarten.

Admission of a child to a nursery causes, as a rule, serious anxiety in adults. A child in the family gets used to a certain regimen, to the way of feeding, laying down, he forms certain relationships with his parents, attachment to them.

How the child gets used to the new daily routine, to unfamiliar adults and peers, depends on the further development of the baby and a prosperous existence in kindergarten and in the family.

And therefore, the topic of cooperation between educators and parents during the period of adaptation of the child to a preschool institution is so relevant today. If educators and parents join their efforts and provide the baby with protection, emotional comfort, an interesting and meaningful life in kindergarten and at home, then this will be the key to the optimal course of adaptation of young children to kindergarten.

A great contribution to the study of the problems of adaptation of young children to the conditions of preschool educational institutions has been made in the domestic literature. In recent years, issues of social adaptation have been increasingly considered in pedagogical work Sh.A. Amonashvili, G.F. Kumarina, A.V. Mudrik, etc.

N.D. Vatutina in her manual considers the optimization of conditions for the successful adaptation of children in kindergarten, reveals the characteristics of children's behavior and, accordingly, the methods of pedagogical influence on them during this period, the requirements for preparing children in the family for kindergarten.

T.V. Backbone considers features psychological adaptation children of early age to kindergarten, as well as the factors of the psychological well-being of the child and the main patterns of his mental development in preschool age.

An analysis of the pedagogical literature and the needs of practice allowed us to formulate the problem of our study as follows: what are the psychological and pedagogical optimizations for the successful adaptation of young children to the conditions of the preschool educational institution?

Its solution was the goal of our work. The object of the study is the process of adaptation of young children to the conditions of the preschool educational institution. The subject of the study is the preschool educational institution and the psychological and pedagogical conditions for optimizing the process of adaptation of young children to it.

The problem, purpose and subject of the study predetermined the following tasks:

To study the theoretical foundations of the adaptation of children to a preschool educational institution.

Characteristics of a preschool educational institution

To analyze the directions of joint activities of educators and parents to optimize the process of adaptation of children of early school age.

To identify the psychological and pedagogical conditions for the successful adaptation of young children to a preschool educational institution.

The tasks that we solved in the course of the study required the use of appropriate methods. It was an analysis of theoretical and factual material (analysis of adaptation sheets), questioning, observation and conversation.

The analysis of the collected materials allowed us to formulate a general hypothesis of the study: successful adaptation of young children to the conditions of the preschool educational institution will be in the event that:

A conversation will be held with the parents of future kindergarten students;

A map of the neuropsychic development of the child will be drawn up, in which the answers of the parents during the conversation are recorded;

The mental and physical characteristics of the child will be taken into account, taking into account the emotional mood and state of his health;

Favorable conditions will be created for a comfortable stay of the child in the nursery.

The novelty of the course work lies in the fact that the study was conducted on the basis of the MDOU "TsRR - Kindergarten No. 221" of the city of Krasnodar in the 1st junior group.

The results obtained in the course of the study are of practical importance for kindergarten teachers.

The structure of the work: the work consists of a title page, assignment, abstract, content, introduction, two sections (the first section contains 4 subsections, the second section contains 3 subsections), conclusion, list of sources used, 5 applications.

The study was conducted on the basis of the MDOU "TsRR - Kindergarten No. 221" of the city of Krasnodar in the 1st junior group.

1 Adaptation of young children to the conditions of a preschool educational institution

1.1 Characteristics of the concept of "adaptation" and factors influencing it

With the admission of a child of three or four years of age to a preschool institution, many changes take place in his life: a strict daily routine, the absence of parents for nine or more hours, new requirements for behavior, constant contact with peers, a new room, fraught with a lot of unknown, and therefore dangerous, a different style of communication. All these changes hit the child at the same time, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions, such as whims, fears, refusal to eat, frequent illnesses, etc. These difficulties arise due to the fact that the baby moves from a familiar and usual family environment to the environment of a preschool institution.

The child must adapt to new conditions, i.e. adapt. The term "adaptation" means adaptation.

The complexity of adapting the body to new conditions and new activities and the high price paid by the child's body for the successes achieved determine the need to take into account all the factors that contribute to the adaptation of the child to the preschool institution or, on the contrary, slow it down, preventing adequate adaptation.

Adaptation is inevitable in situations where there is a contradiction between our capabilities and the requirements of the environment.

There are three styles by which a person can adapt to the environment:

a) creative style, when a person tries to actively change the conditions of the environment, adapting it to himself, and thus adapts himself;

b) conformal style, when a person simply gets used to, passively accepting all the requirements and circumstances of the environment;

c) avoidant style, when a person tries to ignore the requirements of the environment, does not want or cannot adapt to them.

The most optimal is the creative style, the least optimal is the avoiding one.

How are adaptive abilities developed in children? The very birth of a child is a vivid manifestation of biological adaptation. The transition from intrauterine to extrauterine existence requires a radical restructuring in the activities of all the main body systems - blood circulation, respiration, digestion. By the time of birth, these systems must be able to carry out a functional restructuring, i.e. there must be an appropriate innate level of readiness for these adaptation mechanisms. A healthy newborn has this level of readiness and quickly adapts to existence in external conditions.

Like other functional systems, the system of adaptive mechanisms continues its maturation and improvement over a number of years of postnatal ontogenesis. Within the framework of this system, already after birth, the child develops the opportunity for social adaptation as the child masters the social environment around him. This occurs simultaneously with the formation of the entire system of higher nervous activity.

Nevertheless, these changes fall on the child at the same time, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions.

So, in order to avoid stressful situations, it is necessary to competently approach one of the problems of a preschool institution - the problem of adaptation of children. The common task of educators and parents is to help the child, as painlessly as possible, enter the life of the kindergarten. This requires preparatory work in the family. The development of uniform requirements for the behavior of the child, the coordination of influences on him at home and in kindergarten is the most important condition that facilitates his adaptation.

Age features, the capabilities of children, indicators that determine, you need to know. But the individual characteristics of the child should also be taken into account.

Often the reason for the unbalanced behavior of children is the incorrect organization of the child's activity: when his physical activity is not satisfied, the child does not receive enough impressions, he experiences a deficit in communication with adults. Disruptions in the behavior of children can also occur as a result of the fact that his organic needs are not satisfied in a timely manner - inconvenience in clothing, the child is not fed in time, has not slept. Therefore, the regime of the day, careful hygienic care, methodically correct conduct of all routine processes - sleep, feeding, toilet, timely organization of independent activities of children, classes, implementation of the correct educational approaches to them is the key to the formation of the correct behavior of the child, creating a balanced mood in him.

As a rule, weakened children are more difficult to adapt to new conditions. They get sick more often, it is more difficult to experience separation from loved ones. It happens that the child does not cry, does not express outwardly negative manifestations, but loses weight, does not play, is depressed. His condition should worry the educators no less than those children who cry, the names of their parents.

Also, special attention is required for children with a weak type of nervous system. These children are painfully endure any changes in their lives. At the slightest trouble, their emotional state is disturbed, although they do not violently express their feelings. They are afraid of everything new and it is given with great difficulty. In their movements and actions with objects, they are not confident, slow. Such children should be accustomed to kindergarten gradually, and people close to them should be involved in this. The educator should encourage, encourage and help them.

Ignoring by the educator the characteristics of the types of the child's nervous system during the period of adaptation to a preschool institution can lead to complications in his behavior. For example, strictness towards children who are not confident, uncommunicative causes tears in them, unwillingness to be in kindergarten. The sharp tone of the appeal causes excessive excitement and disobedience in easily excitable children.

In different situations, the same baby can behave differently, especially during the adaptation period. It happens that even a calm and sociable child, when parting with loved ones, begins to cry and ask to go home, it is not easy to get used to new requirements.

The behavior of the child under the influence of established habits also acquires an individual character. If he does not know how to eat on his own, then in kindergarten he refuses to eat, waiting to be fed. Also, if he does not know how to wash his hands in a new environment, he immediately cries; if he does not know where to get a toy, he also cries; not used to sleeping without motion sickness - crying, etc. therefore it is very important to know the habits of the child, to reckon with them.

Ignorance of the habits of the child greatly complicates the work of the educator. His pedagogical influences become spontaneous, unfocused and often do not give the desired result. It is difficult to immediately recognize all the habits and skills of each newly admitted child, and they do not always manifest themselves in new conditions. The educator needs to remember that a young child who has the necessary skills cannot always transfer them to a new environment, he needs the help of an adult.

At home, the child gets used to the nature of the applied pedagogical influences, expressed not only in a calm, even tone, but also in a tone of strict exactingness. However, the strict tone of the caregiver or nanny can cause fear. Conversely, a child who is accustomed to loud, irritated instructions will not always follow the quiet, calm instructions of the teacher.

Although the daily routines for children of different ages recommended by the Kindergarten Education Program are scientifically sound, the so-called age-specific daily routines of individual children still need to be changed. An indicator of this is the behavior and well-being of the baby.

As already mentioned, the individual characteristics of children in the field of communication are of particular importance during the period of adaptation. There are children who confidently and with dignity enter the new kindergarten environment for them: they turn to the teacher, to the assistant teacher, to find out about something. Others shy away from other people's adults, are shy, lower their eyes. And there are also children who are afraid of communication with the teacher. Such a child tries to retire, turns his face to the wall, so as not to see strangers with whom he does not know how to make contact.

The experience of a child's communication with others, received by him before coming to kindergarten, determines the nature of his adaptation to the conditions of kindergarten. Therefore, it is the knowledge of the content of the child's needs in communication that is the key with which you can determine the nature of pedagogical influences on him in the adaptation period.

Direct emotional contact between a child and an adult is established from the end of the first - the beginning of the second month of life.

Those parents who, already in the first year of a child's life, do not limit his communication in a narrow circle of the family, do the right thing.

Observing the necessary hygiene requirements, it is advisable already at this age to expand the child's social circle. For example, you can allow a new person for him to hold him in his arms for a while, or even leave them alone.

The teacher must establish contact with the child on the first day. But if the child has not formed the experience of communicating with strangers, he reacts negatively to all the actions of the educator: he cries, breaks out of his hands, seeks to move away, and not get closer to the educator. He needs a longer time to get used to, to stop being afraid of the teacher. Nervousness, tears prevent him from correctly and quickly perceive the interested, kind attitude of the educator.

In this case, it is advisable to allow the mother to stay in the group. In her presence, the child calms down, the fear of an unfamiliar adult disappears, the child begins to show interest in toys. The mother should encourage him to turn to the teacher, ask for a toy, say what a good, kind aunt, how she loves children, plays with them, feeds them. The teacher confirms this with his actions: affectionately addresses the baby, gives a toy, praises his costume, shows something interesting in the group, etc. .

Consequently, the nature of the child's addiction to the conditions of a preschool institution is influenced by a number of factors: the age of the child, the state of health, the formation of communication experience, and the degree of parental care.

1.2 Features of the behavior of children in the period of adaptation

Not all children cry when they enter the group. Many come to the group confidently, carefully consider the environment, independently find something to do. Others do it with less confidence, but also do not show much concern. They carefully observe the teacher, perform the actions proposed by her. Both those and other children calmly say goodbye to their relatives, who bring them to kindergarten, and go to the group. For example, a child, parting with his mother, looking into her eyes, asks: “Do you love me?” After receiving the answer, he goes to the group. He approaches the teacher, looks into her eyes, but does not dare to ask a question. The teacher gently strokes his head, smiles, shows attention, then the child feels happy. He relentlessly follows the teacher, imitates his actions. The behavior of the child shows that he feels the need to communicate with adults, to receive affection and attention from him. And this need is satisfied by the educator, in whom the child finds a kind close person.

Some children, quickly accustomed to the new environment of the group, are able to occupy themselves. They do not constantly follow the teacher, but if necessary, they calmly and confidently turn to him. Only in the first days in their behavior is noticeable some confusion, anxiety.

If a child who was first brought to a kindergarten does not want to stay in a group without a mother, then the teacher offers the mother to stay with the child in the group. Feeling that the mother is not going to leave, the child begins to pay attention to the environment. After a long observation, he plays with toys, examines beautiful dolls, and finally decides to take one himself. In a close person, he sees support, protection from the unknown and at the same time the opportunity to get to know others with his help.

As you can see, children entering a children's institution behave differently. The features of their behavior are largely determined by the needs that have developed by the time they join the group.

Approximately three groups of children can be distinguished according to their inherent differences in behavior and communication needs (in accordance with this, adaptation groups will be determined further).

The first group consists of children who have a predominant need for communication with close adults, waiting only for their attention, affection, kindness, and information about the environment.

The second group is children who have already formed a need to communicate not only with relatives, but also with other adults, in joint actions with them and getting information about the environment from them.

The third group is children who feel the need for active independent actions. If, before entering kindergarten, the child was constantly with his mother or grandmother, then in the morning, when he is taken to kindergarten, he hardly parted with his relatives. Then he waits all day for their arrival, cries, refuses any offers of the teacher, does not want to play with the children. He does not sit down at the table, he protests against food, against going to bed, and this is repeated day after day.

Crying when a loved one leaves, exclamations like: “I want to go home!”, “Where is my mother?”, Negative attitude towards the staff, to the children of the group, to offers to play - and stormy joy when the mother (grandmother or other family member) returns, are bright an indicator that the child has not developed the need to communicate with strangers.

When entering a children's institution, it is mainly children who cry, which can be conditionally attributed to the first group (the need to communicate only with close people).

They are deeply worried about parting with loved ones, because. they have no experience of communicating with outsiders, they are not ready to make contact with them.

As a rule, the narrower the social circle in the family, the longer it takes the child to adapt to kindergarten.

Children conditionally assigned to the second group, before entering kindergarten, gained experience in communicating with adults who are not family members. This is the experience of communicating with distant relatives, with neighbors. Having come to the group, they constantly observe the teacher, imitate his actions, ask questions. While the teacher is nearby, the child is calm, but he is afraid of children and keeps his distance from them. Such children, in case of inattention to them on the part of the educator, may be at a loss, they have tears and memories of loved ones.

In children of the third group, the need for active independent actions and communication with adults is clearly revealed.

In practice, it is not uncommon for a child to come to the group calmly in the first days, choose toys on his own and start playing with them. But, having received, for example, a remark from the educator for this, he sharply and negatively changes his behavior.

Consequently, when the content of the teacher's communication with the child satisfies the needs for it, this communication is formed successfully, the child painlessly gets used to the conditions of life in kindergarten. Difficulties in adaptation arise in cases where the child encounters misunderstanding, they try to involve him in communication, the content of which does not meet his interests, desires, and experience.

The teacher needs to know that the content of the children's need for communication in the process of getting used to the kindergarten changes qualitatively. Children conditionally assigned to the first group can, under favorable conditions, quickly reach the level of communication characteristic of children in the second and even third groups, and so on.

In the process of the child getting used to the conditions of the kindergarten, the content and communication skills expand. The change in the content of the need for communication during the period of habituation proceeds approximately within the framework of three stages:

Stage I - the need to communicate with close adults as a need to receive affection, attention and information about the environment from them;

Stage II - the need to communicate with adults as a need for cooperation and obtaining new information about the environment;

Stage III - the need to communicate with adults on cognitive topics and in active independent actions.

Children of the first group practically have to go through all three stages. Their need at the first stage for affection, attention, a request to be picked up, etc. difficult to satisfy in a group setting. Therefore, the adaptation of such children takes a long time, with complications (from 20 days to 2-3 months).

The task of the educator is to create maximum conditions in order to bring the child to the second stage of addiction.

With the transition to the second stage, the need for cooperation with an adult and receiving information about the environment from him will become more characteristic. The duration of this stage also depends on how fully and timely this need will be satisfied.

The third stage of addiction for children of the first group is characterized by the fact that communication takes on an initiative character. The child constantly turns to an adult, independently chooses toys and plays with them. At this point, the period of adaptation of the child to the conditions of public education ends.

Children of the second group go through two stages in the process of habituation (from 7 to 10–20 days). And for children of the third group, who from the first days feel the need for active independent actions and communication with an adult on educational topics, the final stage is the first, and therefore they get used faster than others (from 2-3 to 7-10).

If there is no appropriately organized communication and play activity of the newly arrived child, his addiction will not only be delayed, but also complicated. That is why the educator needs to know the characteristic features of children, the stages of their addiction. The nature and duration of the child's adaptation will depend on how correctly the educator determines the need that determines the child's behavior, creates the necessary conditions that contribute to the satisfaction of the need. If the educator does not take into account what needs determine the child's behavior, his pedagogical influences will be unsystematic, random in nature.

Unfortunately, the educator sometimes does not attach importance to the organization of communication, so it often proceeds spontaneously. Educators teach the child to play, learn, work and very rarely teach him to communicate.

As noted, the activity of communication has its own content and stages of development. However, in the process of habituation, it is not age that is decisive, but the development of forms of communication. So, children of the first group, regardless of age, at the first stage of habituation certainly need direct-emotional communication, and only at the second stage of habituation - in situationally effective communication. Therefore, the teacher should also choose the appropriate means of communication: smile, affection, attention, gesture, facial expressions, etc. - at the first stage. Demonstration of an action, exercise in it, joint actions with a child, instructions, etc. - at the second stage

The expansion of the content of communication is closely connected with the development of subject-play activity in children. In the process of cooperation with an adult, the child first masters individual actions with objects, and later, with repeated exercise in them under the guidance of an adult, an independent objective activity is formed. Thus, the educator must take into account the level of formation of children's object-play actions, as well as their readiness to communicate in action with adults and with children in a group.

So, a necessary condition for the effective management of the process of children getting used to the children's institution is a well-thought-out system of pedagogical influences, in which the main place is occupied by the organization of the child's activities that meets the needs that determine his behavior.

1.3 Forms of work to organize the process of adaptation of the child to new conditions

In order for the child to be able to adapt as quickly and painlessly as possible to the conditions of public education, the family must prepare him for entering kindergarten.

Many parents strive to properly raise their children, but they do not always have enough knowledge and experience for this. In some families, children are overprotected, believing that at an early age a child cannot do anything on his own. Parents warn his every action, any attempt at independence, indulge any whim. In other families, there is an opinion that it is simply too early to raise a child, only care is needed. There are parents who treat young children like small adults, making great and often unbearable demands on them. Finally, there are also parents who believe that the main role in upbringing belongs to the nursery, the garden, and they can only evaluate whether the educators work well or badly.

Successful adaptation of the child to the conditions of the kindergarten largely depends on the mutual attitudes of the family and the kindergarten. They develop most optimally if both parties are aware of the need for a targeted impact on the child and trust each other. It is important that parents are confident in the good attitude of the teacher to the child; felt the competence of the teacher in matters of education; but most importantly, they appreciated his personal qualities (caring, attention to people, kindness).

Kindergarten is the pedagogical institution that can and should give parents qualified advice on how to prepare the child for the conditions of public education. But, unfortunately, often parents meet with kindergarten staff only when they bring their child to the group for the first time. Preparing a child for a family is sometimes limited to the words: “You will be fine there!”. Parents do not always fully realize that when they come to kindergarten, the child finds himself in other conditions that are significantly different from family ones.

In the family, the parents of the child are permanent educators. In kindergarten, educators replace one another, they can be different in character, requirements, and tone of communication.

If a child is naughty at home, commits undesirable acts, some parents forgive everything, others punish, and still others carefully analyze the reasons for such behavior. At the same time, everyone is happy and ready to forget all the sins of the child if he shows some new skill, skill, although this is natural for the development of the baby.

In the conditions of raising young children in a preschool educational institution, an individual approach to a child is determined, on the one hand, by knowledge of his mental and physical characteristics, and taking into account his emotional mood at a given time, state of health. On the other hand, the educator strictly coordinates his actions with the program objectives of the upbringing and development of the baby. The different nature of the response to the actions of the child is also an important feature that distinguishes the conditions of upbringing in the family from the conditions in kindergarten.

Often a young child cannot quickly and painlessly get used to changes, especially if adults do not help him in this.

Indeed, in a group, as a rule, there are 20 or more people, and he is used to seeing no more than 5-6 people. in your family. Therefore, an indispensable condition for the successful adaptation of the child is the unity of requirements, techniques and methods of influence, the coordination of tactics for introducing the child into the system of public education.

When a child enters kindergarten, his physical fitness is of particular importance. The body of children in the first years of life is more prone to diseases than in older age, parents must harden them. It is necessary to ensure that the baby stays in the fresh air at any time of the year, to do gymnastics with the child, to teach them to perform physical exercises, to develop walking, running, climbing skills. An important means of hardening are air baths and water procedures, but they must be carried out in accordance with existing rules.

Attention should also be paid to the child's clothing. If it is unnecessarily wrapped up, then due to the imperfection of thermoregulation, the baby can easily sweat, and this leads to cooling of the body and colds. Too light clothing can also cause disease.

One of the factors that is very important for the process of addiction is the daily routine of the child in the family. If children in the family sleep, eat, walk at different times, then they hardly get used to the daily routine of the kindergarten. Discrepancies between the home regimen and the regimen of a children's institution negatively affect the child's condition, he becomes lethargic, capricious, indifferent to what is happening.

For the well-being of the child during the adaptation period, it is of great importance to what extent he has formed the necessary cultural and hygienic skills and habits, self-service skills (dressing, eating, etc.), meanwhile, not all families pay sufficient attention to the formation of these skills and habits. . Often, children of two and three years of age come to kindergarten without being able to eat on their own, do not ask for a potty, do not know how to dress and undress.

Conducting conversations with the parents of future kindergarten students, the teacher should draw their attention to this side of education, reveal the main patterns of the formation of skills and habits, their sequence. He can show typical mistakes, give advice on how to wean the baby from unwanted habits, reveal the importance of the timely formation of the necessary skills and good habits for the overall development of the child and for his well-being during the adaptation period.

The educator himself must show patience and perseverance in cultivating skills and habits. But you can not demand from the child that he immediately gave up this or that habit, it takes time.

It is necessary to develop cultural and hygienic skills in children patiently, calmly, gradually complicating the requirements. Otherwise, the child may develop a negative attitude towards all regime processes.

The adult must first show the child where and how to do something, exercise him in action, and then give instructions.

Teaching a child to communicate with adults and children is one of the main tasks of parents when preparing a child for admission to a child care institution. This should be the focus of the work of the kindergarten with the family.

During the period of a child's adaptation to new living conditions, a kind of breakdown occurs, a reworking of previously formed dynamic stereotypes regarding a certain regimen: bedding, feeding, etc., as well as communication stereotypes.

Dynamic stereotypes arise from the first months of a child's life and, forming in a family environment, leave an imprint on his behavior.

Therefore, getting acquainted with each child in his group before he enters kindergarten, the teacher learns the features of his development and behavior, and, if necessary, makes appropriate adjustments in the form of advice and persuasion from parents.

To determine the readiness of children to enter kindergarten and predict adaptation, psychological and pedagogical parameters are used, which are combined into three blocks:

Behavior of children associated with the satisfaction of organic needs;

neuropsychic development;

personality traits

Based on these blocks, a map of the child's readiness to enter kindergarten is compiled, in which the answers of the parents are recorded during the conversation (Appendix A).

Analyzing the answers of parents, and using the diagnostic method, a forecast is made of the child's adaptation to new living conditions in a preschool institution, problems that may arise during the adaptation period are identified, and recommendations are given for preparing children.

Parents have time to help the baby move from one life situation to another without much difficulty.

Parents are invited to visit the kindergarten with the child to see what conditions he will be in, introduce the baby to the children, give him the opportunity to get acquainted with the premises of the group, toys, a place for walking, physical education, etc. are shown. At the same time, the teacher tries to pay as much attention as possible to the new child, tries to “fall in love” with the baby, so that he understands that if there is no mother nearby, then an attentive and kind “aunt” will replace her for a while. Advice is given to mothers so that they teach the baby independence and self-service accessible to his age. Parents are reminded that when playing with other children, it is necessary to teach him to share toys, to wait his turn on a swing or to ride a bicycle, etc.

To successfully pass the adaptation, poems, songs, nursery rhymes are used. While laying down, be sure to sing a lullaby. Sometimes while laying down, the same calm music can sound. This helps especially whiny children to relax faster. Children also sleep better with their favorite toy brought by their parents.

Thus, the trust of the baby and his parents in the educator does not come by itself: the educator wins him with a kind, indifferent attitude towards the child, the ability to cultivate good things in him, generosity and mercy. Add to this the culture of communication, tact and mutual understanding - and the picture of the psychology of trust will be quite complete.

2 Psychological and pedagogical conditions for the organization of successful adaptation of children to a preschool educational institution

2.1 Description of the preschool educational institution MDOU “TsRR - Kindergarten No. 221”

MDOU "Child Development Center - Kindergarten No. 221" of a general developmental type works according to the "Rainbow" program, operates in accordance with the Constitution of the Russian Federation, the Civil Code of the Russian Federation, the Federal Law on Non-Profit Organizations, the Law of the Russian Federation "On Education and other legal acts".

Financing of the MDOU "TsRR - Kindergarten No. 221" is carried out from the district budget in accordance with the current regulations, has its own funds, as well as budgetary and additionally allocated.

The priority direction in the work of the teaching staff is the preservation of the mental and physical health of children, the intellectual and personal development of each child, the provision of assistance to the family in education, the implementation of the necessary correction of deviations in the development of the child, adaptation to life in society.

The duration of the educational process is carried out from 2 to 7 years of age of the child.

There are 12 groups in the MDEI "CRR - Kindergarten No. 221", of which 3 groups are for children with speech disorders, 2 groups are for children with diseases of the gastrointestinal tract, 1 group is for children with a delay in the pace of neuropsychic development, Group 1 - for children with impaired immune systems.

On the territory of the kindergarten are:

A gym equipped with a Swedish wall, gymnastic rings, foot massagers, balls of various sizes, jump ropes, hoops and other sports equipment;

A music hall with a piano, next to it is a dressing room with various costumes of fairy-tale characters, children's musical instruments, various decorations made of cardboard and fabric;

Sensory room, where children are engaged in relaxation, auto-training;

Psychologist's office, where children play games with a teacher - a psychologist, undergo various forms of testing;

Speech therapist's office;

Cabinet of fine arts;

Physiotherapy room equipped with massage table, ultraviolet lamp;

2 canteens, where middle-aged and older children eat;

A sports ground, on the territory of which there is a football, volleyball field, a health treadmill, horizontal bars, a sand pit for jumping and other sports equipment.

Educational work with children, under the guidance of the head, deputy head and methodologist, is carried out by 13 highly qualified educators, as well as 3 speech therapists, 2 music directors, a psychologist, a teacher of additional education.

2.2 Characteristics of adaptation to preschool children MDOU "TsRR - Kindergarten No. 221" 1st ml.gr.

Purpose: to determine the peculiarities of children getting used to the conditions of a preschool educational institution; define an adaptation group.

Organization of the study: the work was carried out on the basis of the MDOU "CRR - Kindergarten No. 221" in 1 ml.gr. The pedagogical process is organized in accordance with the program of T.N. Doronova “Rainbow”, educators Belasova N.I. work with children. and Zelenina Yu.V.

In the 1st ml.gr. 28 children, enrollment in the group began on 01.08.08. A subgroup of children was selected for the study:

Belaya Daria, 2 years 5 months

Kozenov Daniil, 2 years old

Musina Elizaveta, 2 years 6 months

Cremezion Zhanna, 2 years 3 months

Tarasova Sofia, 2 years old

Khodokovsky Tikhon, 2 years 5 months

Ardimeev Vadim, 2 years 2 months

Makurin Oleg, 2 years 6 months

In the course of the study, the behavior of children during the period of adaptation, conversations with educators, parents, a psychologist, and a nurse were observed.

Characteristics of children's behavior:

Dasha B. The emotional state is stable, the skills of objective activity are formed, in relationships with adults she takes the initiative. Fits in well with the team.

Daniil K. Speech is less active, imitates adults in activities, does not show initiative in communication with adults. Not active with children.

Lisa M. The emotional state is stable, the skills of objective activity are formed; takes initiative with adults; active speech. In relationships with children, she takes the initiative herself.

Zhanna K. The emotional state is unstable, the skills of objective activity are formed; does not always come into contact with adults, active speech. Not sociable with peers.

Sonya T. The emotional state is unstable, speech is passive, in her activity she observes the actions of adults and peers.

Tikhon H. The emotional state is stable, not sociable with children, often next to the teacher, speech is poorly developed.

Vadim A. The emotional state is stable, speech is active, objective activity is poorly developed, in relations with adults - a response, with children - takes the initiative.

Oleg M. The emotional state is stable, the speech is active, the skills of objective activity are formed, in relationships with adults it takes the initiative. Reluctant to interact with peers.

In general, the adaptation of the children went well. Evaluation of the emotional state, activities of children, skills of relationships with adults and peers, sleep, speech of children made it possible to determine adaptation groups:

- the first group (difficult adaptation) includes 2 people;

- the second group (average adaptation) includes 3 people;

- the third group (easy adaptation) includes 3 people.

These results of the adaptation groups of children of the MDOU "CRR - Kindergarten No. 221" in the 1st ml.gr. listed in the table (Appendix B)

2.3 Directions of psychological and pedagogical activities to optimize the process of successful adaptation of children to the conditions of a preschool educational institution

Purpose: to design psychological and pedagogical work to optimize the process of adaptation of children of the MDOU “CRR - Kindergarten No. 221” 1st ml.gr. to the conditions of a preschool educational institution.

To optimize the process of adaptation to the conditions of a preschool institution, clear and consistent work of all employees of the educational institution with the involvement of the parents of their pupils is necessary.

The first priority is to collect information about the child, the family. To do this, parents are offered questionnaires (Appendix A), where parents, answering the proposed questions, give an exhaustive description of their child. In turn, the employees of the preschool educational institution analyze these materials, draw conclusions about the characteristics of the child's behavior, the formation of his skills, interests, etc. This helps educators to communicate correctly with children during the adaptation period, to help children get used to new conditions more easily.

To optimize the process of successful adaptation to the conditions of a preschool institution, it is also necessary to work with the family - to give qualification recommendations for preparing the child for the conditions of public education (observance of the daily routine in the family, the formation of the necessary cultural and hygienic skills, self-service skills, the child's ability to communicate with adults and children). Conducting conversations with parents of future kindergarten students, the main patterns of the formation of skills and habits, their sequence are revealed; the importance of the timely formation of the necessary skills for the overall development of the child and for his well-being during the adaptation period. Educators introduce parents to the maps of the neuropsychic development of children, explaining what a child of this age should be able to do (Appendix B, Appendix D).

Before accepting children into a group, it is necessary to hold a parent meeting, in which the head of the kindergarten, methodologist, psychologist, doctors and, of course, educators of groups of young children take part. Specialists reveal the features of the work of a kindergarten, groups of young children, introduce them to the areas of pedagogical activity of an educational institution, and answer questions from parents.

To organize the successful adaptation of young children, educators draw up a plan for the educational and educational activities of educators 1 ml.gr. MDOU "TsRR - Kindergarten No. 221" (Appendix G). At the same time, various areas of work are chosen: entertainment, consultations for parents, memos, didactic games that are interesting for children, outdoor games that contribute to the emergence of positive emotions in children, elements of oral folk art. Various methods, techniques and forms of organizing children were used, both in the group room and in the open air.

And also in order for the successful adaptation of young children, it is necessary to follow the following recommendations for educators and parents:

Love children and treat them like your own;

Remember the individual psychological characteristics of the development of each child;

Introduce the child in an accessible form to social and moral norms;

It is necessary to establish contact with the parents of children entering preschool;

Conduct consultations and conversations with parents, familiarize them with the daily routine of the kindergarten, with the requirements for the child;

If possible, visit the child's family, learn about the habits and interests of children;

Hold parent-teacher conferences before children enter kindergarten.

In their work, educators should use questionnaires, visits to the child at home, sliding folders, visual forms of pedagogical propaganda (stands), consultations for parents, conversations with parents, parent meetings.

Love your child for who he is;

Rejoice in your child;

Talk to your child in a caring, encouraging tone;

Listen to the child without interrupting;

Set clear and specific requirements for the child;

Don't make a lot of rules for a child;

Be patient;

Read to your child every day and discuss what you read;

In a conversation with a child, name as many objects as possible, their signs, actions with them;

Encourage your child to ask questions;

Praise your child more often;

Encourage play with other children;

Be interested in the life and activities of your child in kindergarten;

Do not allow yourself to behave inappropriately in the presence of a child;

Listen to the advice of teachers during the period of adaptation of children to the conditions of the preschool educational institution;

Attend group meetings.

Thus, the joint activity of teachers of a preschool educational institution and parents is the key to the successful adaptation of a child to the conditions of a preschool institution.

Conclusion

The family is a social community that lays the foundation for the child's personal qualities. When living in certain, stable conditions, the child gradually adapts to the influences of the environment: to a certain room temperature, to the surrounding microclimate, to the nature of food, etc. Admission to kindergarten changes almost all the conditions of a small child's life. It is the kindergarten staff and parents who, by combining their efforts, provide the baby with emotional comfort.

Therefore, today the topic of adaptation of young children to the conditions of a preschool educational institution is relevant.

The problem of adaptation was given special attention by such teachers as N.D. Vatutina, N.F. Vinogradova, T.A. Kulikova, S.A. Kozlova, M.L. Pechora, R.V. Tonkova-Yampolskaya, V.A. Sukhomlinsky.

Carrying out complex medical and pedagogical measures before the child enters the nursery and during the period of adaptation to the children's institution contributes to easier adaptation to new conditions.

The considered aspects in the course of the course work prove that there are many conditions that influence the adaptation of a young child to a preschool institution.

An important factor influencing the nature of the child's behavior in the process of addiction is the personality of the educator himself, who must love children, be attentive and responsive to each child, and be able to attract his attention. The teacher must be able to observe and analyze the level of development of children and take it into account when organizing pedagogical influences, must be able to control the behavior of children in a difficult period for them to get used to the conditions of a children's institution.

The adaptation period is a difficult time for the baby. But at this time it is difficult not only for children, but also for their parents. Therefore, the collaboration between the teacher and parents is very important.

Thus, we can say that the purpose of the study: the psychological and pedagogical optimization of the successful adaptation of young children to the conditions of a preschool educational institution, has been achieved, the tasks have been implemented.

This course work has practical and theoretical significance for kindergarten teachers.

List of sources used

1 Avanesova V.N. Teaching the little ones in kindergarten. - M: Enlightenment, 2005. - 176s. ill.

2 Aksarina M.N. The upbringing of young children. - M.: Medecina 2007. - 304 p.

3 Alyamovskaya V.G. A nursery is serious. - M .: LINKA-PRESS, 1999.

4 Belkina L.V. Adaptation of young children to the conditions of the preschool educational institution. - Voronezh: Teacher, 2006, - 236 p.

5 Vatutina N.D. The child enters kindergarten: A manual for kindergarten teachers / - M .: Education, 2003. - No. 3. - 104s, ill.

6. Volkov B.S., Volkova N.V. Psychology of communication in childhood. - M.: Pedobschestvo, 2003, 240s.

7 Zh-l No. 4. Child in kindergarten.-2001.

8 Kovalchuk Ya.I. Individual approach to raising a child - M .: Education, 1985. - 112 p.

9. Pechora K.L., Pantyukhina G.V. Young children in preschool institutions - M .: Vlados, 2007, - 176s.

10 Ronzhina A.S. Psychologist's classes with children 2-4 years old during the period of adaptation to a preschool institution - M .: Knigolyub, 2000. - 72p.

11 Smirnova E.O. First steps. The program of education and development of children of early age. - M.: Mosaic-Synthesis, 1996. - 160s.

12 Stolyarenko L.D. Psychology. Rostov-on-Don: Unity, 2003. - 382p.

13 Stages of communication: from one to seven years / Edited by L.N. Galiguzova, E.O. Smirnova. - M., 1992.

14 Tonkova-Yampolskaya R.V. “Fundamentals of medical knowledge” - M .: Education, 1986. - 320s. ill.

Annex A

Questionnaire for parents

1 Dear parents, we will be grateful if you answer these questions.

Your answers will help us get to know your little ones better and make life easier for them during the adjustment period.

Behavior

1 Your child's predominant mood (cheerful; balanced or irritable; unstable; depressed).

2 The nature of falling asleep (quickly; within 10 minutes; very slow; slow).

3 The nature of sleep (calm; restless).

4 Your child's appetite (good; selective; erratic; poor)

5 Your child's attitude towards potty training (positive; negative).

6 Neatness skills (asking for a potty; not asking, but sometimes dry; not asking; walks wet).

7 Undesirable habits for this age (sucks a finger or a pacifier; sways when sleeping or sitting).

Personality

The manifestation of cognitive needs in everyday life and in learning.

1 Does the child show interest in toys, objects at home and in a new, unfamiliar environment?

2 Is he interested in the actions of adults?

3 Is he attentive at the same time, is he active, diligent? ______

4 Initiative in play activities (may or cannot find an occupation without outside help; may or cannot prepare for the game on their own)? ________________________________________________

5 Initiative in relationships with adults (makes contact on his own initiative; does not make contact)?_________

6 Initiative in relations with children (comes into contact on his own initiative; does not make contact)? ____________________________

7 Independence in the game (is able to play independently in the absence of an adult; does not know how to play independently)? ____________________________

Annex B

Map of the neuropsychic development of a child of the second year of life

Analysis______________________________________________

Map of the neuropsychic development of a child of the third year of life

Date of Birth ______________________________________

Receipt date____________________________________

Analysis_____________________________________________

Annex B

Results of children's adaptation groups

MDOU "TsRR - Kindergarten No. 221" 1st ml.gr.

Annex D

Plan of educational and educational activities

Days of the week	Type of work	Target
MONDAY
I half of the day (morning)	Y/n “What has changed?”	The development of attention, the correct pronunciation of the name of objects.
day walk	P / and "Who will hit?"	The development of dexterity, tenacity, the development of the ability to play the ball.
II half of the day	Entertainment "Grandma Arina came to visit us!"	Create an atmosphere of joyful mood; teach children to guess riddles, read poetry
Evening	Consultation with parents “Individual approach to the child”	To draw the attention of parents to the formation of certain character traits of the child
TUESDAY
I half of the day (morning)	Y/and “What else is the same shape?”	Teach children to find objects of the same shape.
day walk	P / and "Soap bubbles!"	Learn to name the shape, size; develop the speed of reaction; ability to pop bubbles with both hands.
II half of the day	Reading A. Barto's poem "The Ball"	Learn to listen carefully to the poem, understand the content; to encourage the kids to help read the poem, and to arouse sympathy for the girl Tanya.
Evening	Conversation with parents “Your child”	Identification of negative character traits and individual characteristics of the child
WEDNESDAY
I half of the day	1. Repeating the nursery rhyme “Like our cat” 2. Finger game for nursery rhymes "Like our cat"	Repeat a familiar nursery rhyme, create a joyful mood Develop fine motor skills.
day walk	P / and "Jump up to the palm of your hand"	Development of dexterity, speed of reaction and movements
II half of the day	Table theater "Teremok"	Teach kids to listen to a fairy tale, create a joyful mood
Evening	Conversation with Sonya T.'s parents about the conditions of upbringing in the family	Facilitate adaptation of Sony
THURSDAY
I half of the day	1. Reading a poem by B. Zakhoder "Hedgehog"	Introduce a new poem to help understand the content
2. Sculpting "Let's make a bowl and treat the hedgehog with milk"	Encourage accessible techniques (rolling, flattening) to make a bowl for a hedgehog.
day walk	P / and the game "Who will get into the basket?"	The development of dexterity, the development of the ability to play the ball.
II half of the day	Game-staging "About the girl Masha and Bunny - Long Ear"	With the help of a dramatization, tell the kids how to say goodbye to their mother in the morning - do not cry when parting, so as not to upset her.
Evening	Group parent meeting “Education of independence in self-service in children”	Show the importance of self-reliance in self-care in raising children
FRIDAY
I half of the day	1. Reading the story of L.N. Tolstoy “There was a squirrel in the forest” 2. Drawing "Nuts for squirrels"	1. Introduce kids to the squirrel and her children, learn to listen to the story, understand the content, answer questions 2. Teach kids to draw round nuts with pencils; to promote the manifestation of care, sensitivity to squirrels
day walk	P / and "The cat is sneaking"	Training of the vestibular apparatus.
II half of the day	Rhyme "Pussy, kitty scat!"	Repetition of previously learned nursery rhymes.

Annex D

Tips for parents during the adaptation period

1. Start taking the child to the nursery a month before the mother goes to work.

2. The first time to bring the child for 2-3 hours.

3. If it is difficult for a child to get used to kindergarten (adaptation group 1), then the mother can be in a group with the child to introduce the child to his environment and “fall in love” with the teacher.

4. Sleeping and eating are stressful situations for children, therefore, in the first days of your child's stay in kindergarten, do not leave him to sleep and eat.

6. During the adaptation period, due to nervous tension, the child is weakened and is largely susceptible to diseases. Therefore, his diet should contain vitamins, fresh vegetables and fruits.

7. Carefully dress the child for a walk so that he does not sweat or freeze, so that the clothes do not hamper the child's movements and match the weather.

8. Remember that the adaptation period is a strong stress for the child, so you need to accept the child as he is, show more love, affection, attention.

9. If the child has a favorite toy, let him take it with him to kindergarten, the baby will be calmer with it.

10. Be interested in the behavior of the child in kindergarten. Consult with the educator, physicians, psychologist, to exclude certain negative manifestations.

11. Do not discuss with the baby the problems that concern you related to kindergarten.

Pre-nursery patronage is over. And now the baby crosses the threshold of kindergarten. In the life of a child, the most difficult period begins for his entire stay in kindergarten - the period of adaptation.

Adaptation is usually called the process of a child entering a new environment and getting used to its conditions.

In children during the adaptation period, appetite, sleep, and emotional state may be disturbed. Some toddlers experience a loss of already established positive habits and skills. For example, at home he asked for a potty - he does not do this in kindergarten, he ate at home on his own, but refuses in kindergarten. Decrease in appetite, sleep, emotional state leads to a decrease in immunity, to a deterioration in physical development, weight loss, and sometimes to a disease.

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Adaptation of young children

Pre-nursery patronage is over. And now the baby crosses the threshold of kindergarten. In the life of a child, the most difficult period begins for his entire stay in kindergarten - the period of adaptation.

Adaptation is usually called the process of a child entering a new environment and getting used to its conditions.

In children during the adaptation period, appetite, sleep, and emotional state may be disturbed. Some toddlers experience a loss of already established positive habits and skills. For example, at home he asked for a potty - he does not do this in kindergarten, he ate at home on his own, but refuses in kindergarten. Decrease in appetite, sleep, emotional state leads to a decrease in immunity, to a deterioration in physical development, weight loss, and sometimes to a disease.

There are three degrees of adaptation: mild, moderate and severe.

With easy adaptation, the negative emotional state does not last long. At this time, the baby does not sleep well, loses appetite, and is reluctant to play with children. But within 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.

With adaptation of moderate severity, the emotional state of the child 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.

The most undesirable is a difficult adaptation, when the emotional state of the child returns to normal very slowly (sometimes this process lasts several months). During this period, the child either suffers from repeated illnesses, often with complications, or exhibits persistent behavioral disorders. Severe adaptation negatively affects both the health and development of children.

What determines the nature and duration of the adaptation period?

Studies of teachers and doctors show that the nature of adaptation depends onthe 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, they understand the speech of an adult well, they have a richer experience of behavior in different conditions.

health and developmental status of the child. A healthy, well-developed child is more likely to endure the difficulties of social adaptation.

Formation of objective activity. Such a child can be interested in a new toy, activities.

individual features. Children of the same age behave differently in the first days of their stay in kindergarten. Some children cry, refuse to eat, sleep, they react to every suggestion of an adult with a violent protest. But a few days pass, and the child's behavior changes: appetite, sleep are restored, the child follows the game of his comrades with interest. Others, on the contrary, are outwardly calm on the first day. Without objection, they fulfill the requirements of the educator, and in the following days they part with their parents with tears, eat poorly, sleep, and do not take part in games. This behavior can continue for several weeks.

living conditions in the family. 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 the conditions for his proper development were not created, then, naturally, it will be very difficult for him to get used to the conditions of a preschool institution.

The level of fitness of adaptive mechanisms, experience of communication with peers and adults. The training of mechanisms does not happen by itself. It is necessary to create conditions that require new forms of behavior from the child. Toddlers who, before entering kindergarten, repeatedly fell into different conditions(visited relatives, acquaintances, went to the country, etc.), it is easier to get used to a preschool institution. It is important that in the family the child develops a trusting relationship with adults, the ability to positively relate to the requirements of adults.

Objective indicators of the end of the period of adaptation in children are:

· deep dream;

· a good appetite;

a cheerful emotional state;

Complete restoration of existing habits and skills, active behavior;

age-appropriate weight gain.

Games during the period of adaptation of the child to kindergarten

To reduce stress, it is necessary to switch the baby's attention to activities that bring him pleasure. It is, first of all, a game.

The game "Pour, pour, compare"

Toys, foam rubber sponges, tubes, bottles with holes are lowered into the basin with water. You can fill a bowl of water with buttons, small cubes, etc. and play with them:

take as many items as possible in one hand and pour them into the other;

collect with one hand, for example, beads, and with the other - pebbles;

Raise as many objects as possible on the palms.

After completing each task, the child relaxes the hands, 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.

The game "Drawings in the sand"

Scatter the semolina on a tray. You can pour it in a slide or smooth it out. Bunnies will jump on the tray, elephants will stomp, it will rain. The sun's rays will warm it, and a pattern will appear on it. And what kind of drawing, a child will tell you, who will be happy to join this game. It is useful to perform movements with two hands.

The game "Talk to the toy"

Put on a glove toy. There is also a glove toy on the child's hand. You touch her, you can stroke and tickle her, while asking: “Why is my ... sad, his eyes are wet; who he made 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 feelings and moods to it, the child will tell you what worries him, share what is difficult to express.

Phases of the adaptation period.

Depending on the duration of the adaptation period, there are three degrees of adaptation of the child to kindergarten: light (1-16 days), medium (16-32), and severe (32-64 days).

With easy adaptationThe child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, after 1-2 weeks sleep improves. The mood is cheerful, interested, combined with morning crying. Relations with close adults are not violated, the child succumbs to farewell rituals, is quickly distracted, he is interested in other adults. Attitude towards children can be both indifferent and interested. Interest in the environment is restored within two weeks with the participation of an adult. Speech is inhibited, but the child can respond and follow the instructions of an adult. By the end of the first month, active speech is restored. The incidence is not more than once, for a period of not more than ten days, without complications. Weight unchanged. There are no signs of neurotic reactions and changes in the activity of the autonomic nervous system.

Average degree of adaptation.Violations in the general condition are more pronounced and longer. Sleep is restored only after 20-40 days, the quality of sleep also suffers. Appetite is restored in 20-40 days. Mood unstable during the month, tearfulness throughout the day. Behavioral reactions are restored by the 30th day of stay in the preschool educational institution. His attitude towards relatives is emotionally excited (crying, crying at parting and meeting). Attitude towards children, as a rule, is indifferent, but may be interested. Speech is either not used or speech activity slows down. In the game, the child does not use the acquired skills, the game is situational. Attitude towards adults is selective. Incidence up to two times, for a period of not more than ten days, without complications. Weight does not change or slightly decreases. There are signs of neurotic reactions: selectivity in relations with adults and children, communication only under certain conditions. Changes in the autonomic nervous system: pallor, sweating, shadows under the eyes, burning cheeks, peeling of the skin (diathesis) - within one and a half to two weeks.

Severe degree of adaptation.The child does not fall asleep well, sleep is short, cries out, cries in a dream, wakes up with tears; appetite decreases strongly and for a long time, there may be a persistent refusal to eat, neurotic vomiting, functional disorders of the stool, uncontrolled stool. The mood is indifferent, the child cries a lot and for a long time, behavioral reactions are normalized by the 60th day of stay in the kindergarten. Attitude to relatives - emotionally excited, devoid of practical interaction. Attitude towards children: avoids, avoids or shows aggression. Refuses to participate in activities. Speech does not use or there is a delay in speech development for 2-3 periods. The game is situational, short-term.

The duration of the adaptation period depends on the individual - typological characteristics of each baby. One is active, sociable, inquisitive. His adaptation period will pass quite easily and quickly. The other is slow, imperturbable, likes to retire with toys. Noise, loud conversations of peers annoy him. If he knows how to eat himself, dress himself, then he does it slowly, lags behind everyone. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.

Factors on which the course of the adaptation period depends.

1. Age.

2. State of health.

3. Level of development.

4. Ability to communicate with adults and peers.

5. Formation of subject and game activity.

6. The proximity of the home mode to the kindergarten mode.

Exist certain reasons that cause tears in a child:

Anxiety associated with a change of scenery (a child under 3 years old still needs increased attention. At the same time, from the usual, calm home atmosphere, where the mother is nearby and can come to the rescue at any time, he moves to an unfamiliar space, meets even benevolent, but strangers) and the regime (it can be difficult for a child to accept the norms and rules of the life of the group in which he fell). 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 violated, this can provoke tantrums and unwillingness to go to preschool.

A negative first impression of attending kindergarten. It can be critical to a child's continued stay in preschool, so the first day in the group is extremely important.

Psychological unpreparedness of the child for kindergarten. This problem is the most difficult and may be associated with individual characteristics of development. Most often this happens when the child lacks emotional communication with his mother. Therefore, a normal child cannot quickly adapt to preschool, because he is strongly attached to his mother, and her disappearance causes a violent protest of the child, especially if he is impressionable and emotionally sensitive.

Children 2-3 years old experience fears of strangers and new situations of communication, which is exactly what is fully manifested in the preschool educational institution. These fears are one of the reasons for the difficult adaptation of the child to the nursery. Often, the fear of new people and situations in the garden leads to the fact that the child becomes more excitable, vulnerable, touchy, tearful, 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.

Too many impressions. In preschool, the baby experiences many new positive and negative experiences, he can overwork and, as a result, be nervous, cry, act up.

- Personal rejection of the staff of the group and kindergarten. Such a phenomenon should not be regarded as mandatory, but it is possible.

Also, adults should remember that up to 2-3 years the child does not feel the need to communicate with peers, it has not yet formed. At this age, an adult acts for the child as a partner in the game, a role model and satisfies the child's need for benevolent attention and cooperation. Peers cannot give this, because they themselves need the same.

Causes of severe adaptation to the conditions of the preschool educational institution

The absence in the family of a regime coinciding with the regime of a kindergarten.

The presence of the child's peculiar habits.

Inability to occupy yourself with a toy.

Lack of formation of elementary cultural and hygienic skills.

Lack of experience with strangers.

Memo for the educator:

1. Educators get acquainted with parents and other family members, with the child himself, learn the following information:

What habits have developed at home in the process of eating, falling asleep, using the toilet, etc.;

What is the name of the child at home;

What does the child like to do the most?

What features of behavior please, and what are alarming parents.

2. Introduce parents to the preschool educational institution, show the group. To acquaint parents with the daily routine in kindergarten, find out how the daily routine at home differs from the daily routine in kindergarten.

4. Clarify the rules in communicating with parents:

Kindergarten is an open system, at any time parents can come to the group and stay there as long as they see fit;

Parents can pick up the child at a convenient time for them;

Etc.

5. It is necessary to show joy and care when the child comes to the group.

6. It is necessary to ensure the stability of the composition of educators for the period of admission and for the entire period of stay of children in preschool. During the period of adaptation and after it, it is strictly forbidden to transfer children to other groups.

7. For the period of adaptation, if possible, a sparing regimen is necessary.

8. The proximity of the kindergarten mode to the home mode.

9. It is important to remember that the child should enjoy communicating with adults and peers.

10. The quality of adaptation of each child with an assessment of the degree of its severity is discussed at teachers' councils or medical and pedagogical councils.

The development of uniform requirements for the behavior of the child, the coordination of influences on him at home and in preschool educational institutions is the most important condition that makes it easier for him to adapt to a change in lifestyle.

Bibliography:

1. Barkan A. I. Practical psychology for parents, or how to learn to understand your child. - M.: AST-PRESS, 2007.

2. Vatutina N.V. The child enters kindergarten / Ed. Kaplan L.N.-M., 1983.

3. Preschool pedagogy / Ed. Loginova V. I., Samorukova P. G., part two, M .: "Enlightenment", 1988.

Adaptation of young children to kindergarten (recommendations for parents)

• Mironova Valeria Vladimirovna , caregiver

Sections: Working with preschoolers , Working with parents

Objectives of the recommendations:increasing the psychological and pedagogical knowledge of the parents of future kindergarten students; development of positive and trusting interaction between parents and kindergarten teachers.

Currently, the issue of children's adaptation is relevant. Increasingly, we, teachers, are seeing children who have a strong emotional attachment to their mother. For a newly opened group in kindergarten, 1-2 such children are already enough for the teacher to be, as they say, in soap. In this situation, the teacher has to mobilize all his strength: pedagogical experience, cunning, inner potential. Simply put, he has to become an actor for a while. Parents are simply lost and do not know how to behave during the adaptation of the child to kindergarten.

What Parents Should Know

Several possible characteristics of the child's behavior in kindergarten.

1. Favorite toy.Usually such a child will take a toy with him to the garden, maybe more than one. Perhaps he will bring and take her away every day, change toys. In this situation, a toy for a child is in its own way a part of his home world - “It’s not so scary to go to the garden with it, I will have something to play there,” the child thinks.

In my practice, there was a boy who every day brought and took back home a large car, which he rode in a group. He also took a whole package of small toys - cars. Moreover, during his stay in the garden, he did not lose a single one. Cars are my favorite toys!

A lot of time passed before Matvey began to leave his toy to “spend the night” in the garden, so that tomorrow he wouldn’t bring it here again. And before that, the parents drove it that way. Maybe some of you will have to do this, tune in to it. “Whatever the child amuses, if only he does not cry.”

2. Hysteria in the morning.It can start in a child on the way to kindergarten, unexpectedly before entering the kindergarten, or as soon as you enter the dressing room. It is important here that parents help the child change clothes as soon as possible and hand him over to the caregiver. Do not persuade and do not lisp with him - this will only aggravate the situation with a new influx of tears and whims.

3. Emotional parents.It happens that the parents themselves, seeing their baby so unhappy, begin to cry. Try to keep your emotions in hand. Many children, having entered the group, quickly calm down and are distracted by the game. And you, dear parents, can always call your teacher and find out how things are going. No one will ever refuse such a request.

4. Individual farmers. As a rule, such children are initially alone and require special attention from the educator: you need to answer questions, play with him in his toy. The teacher should be interested in everything that the child is interested in. The child begins to see his teacher as his ally, to get used to him. This is very good! Maybe tomorrow or the day after tomorrow he will not be so afraid to go to kindergarten. The teacher will attract 1-2 other children to the game, and the child’s social circle will slowly begin to expand.

5. Just survive.Know that your child's behavior - "not accepting kindergarten" - is not a whim. Here, in the garden, no one offends or scolds him. He just cannot behave differently today, now. This is a period that needs to be experienced and cured, as after any childhood illness.

6. Teachers are not wizards.Some parents think that we educators are like magicians. All this should stop at least in two weeks. No and no again! This process is time-consuming, time-consuming and individual for each student. A hard-to-adjust child will go through several stages of his development in a group before we see that he is already smiling, laughing and does not want to leave kindergarten.

Stages observed in practice during difficult adaptation child to kindergarten

1. The child constantly cries, then calms down for a short time, forgets, the nature of his activity is chaotic. Often comes to the teacher with the question: “Will mom come?”.

We, educators, sometimes have to answer “No, until he comes.” I explain why we are forced to behave so unpedagogically, in your opinion.

If you tell the baby not to cry, because mom will come soon, but in fact it will not be soon, the child will understand that he was deceived and will not trust you

The child is told the following - "You are constantly crying, and mom is upset when she sees you so sad." Here there is a pause, the child falls silent and looks at the teacher, perplexed about his answer. The pause may be delayed - the child will step aside, muttering something under his breath, throwing sidelong glances at the teacher.

This approach in practice can be called the “all-in method”. In this case, it does not harm the psyche of the child, but, on the contrary, somehow gives a “brake” negative emotions baby, and he calms down.

After some time, he will approach the teacher with the same question, already calmed down. The teacher's answer will be: “Aren't you crying anymore? Won't you cry? Mom will be delighted when she sees you not crying, but rather cheerful. So you've matured a bit. What (th) you are well done (clever)! The child thinks about what was said, “he (a) has matured (a)”.

2. The time of the child's activity increases, it is already more meaningful than chaotic. The child sobs sometimes, walks around the group. Approaches the children, observes what they are doing, begins to share their toys. The child has the first independent contacts with peers. He rarely approaches the teacher with a familiar question, the teacher calmly answers: “Of course, he will come.” The child calms down and goes to play further.

3. Daytime sleep. We try to leave for daytime sleep. The child, of course, does not want to sleep, especially in the garden. He knows that his parents have to pick him up from lunch, as always. A new wave of whims begins.

And again, the teacher must show all his pedagogical skills and innovation, because the child does not even want to go into the bedroom, let alone sleep. The teacher begins to talk about those magical beds that are in the bedroom, that when you sleep on them, you have interesting dreams and “cars too”. She tries to put the child's favorite toy to sleep so that later she will tell what she dreamed about. The pupil becomes interested, he willingly looks into the bedroom, looks at how his toy is there.

In such a situation, there are many variations, for each child there is only one, his own, suitable for his mood, character, affections.

But, in any case, the teacher will always allow the baby to lie down with his favorite toy, “lie down with his eyes open”, which in turn will inadvertently lead the child to the fact that in a week, or maybe on the third day, he will just fall asleep .

4. Final. At this stage, the child feels confident in the group, actively communicates with his peers, that is, his activity is confident. In the morning he calmly enters the group, does not ask if they will pick him up from lunch, because now it is not so important for him. He knows that now, in the morning, they will play and study with the teacher, and then there will be a walk, lunch and sleep, and after sleep, a little later, they will go for a walk, meet their mother - this is how he associates an evening walk. So, in this way, the child already knows his day in kindergarten.

- do not discuss with the child, on the way home from the garden, morning hysteria - pretend that nothing happened;
- know, parents, that we, educators, are not magicians and the process of adaptation is all the more complex, lengthy, and it happens that after 2 weeks it does not stop.

And in general, remember yourself in childhood: maybe you didn’t like going to kindergarten either, and your child feels it?

I invite you to take part in a quick survey. It will serve as a support for the educator when working with your children during the adaptation period.

1. Without using a dictionary, explain in your own words how you understand the meaning of the word “adaptation”.
2. How is your child adapting to kindergarten (easy, medium, difficult), explain.
3. What problem in the adaptation of the child did you encounter especially, what are the specific difficulties, name.
4. Who is your child according to the horoscope (year, zodiac sign)
5. What games does he like to play, is there a favorite toy that he especially values: sleeps with it, takes it with him everywhere, etc.
6. List, in your opinion, the main characteristics of the teacher, group and other conditions that contribute to the normal, healthy degree of adaptation of the child to kindergarten.
7. How do you think the adaptation of a child differs from an adult adaptation?
8. What do you think, does the course of adaptation and the role of adults in it: teachers and parents influence the future development of the child as a person, its self-affirmation and self-realization.
9. What are your real tips for making sure your kids have a good transition to kindergarten (environment, playtime, pretend you're a teacher).
10. And you, parents, with what mood do you remember your kindergarten?

Adaptation of children to the living conditions of the preschool educational institution

Adaptation of children to preschool

Before talking about measures to facilitate the adaptation of children to preschool educational institutions, it is necessary to dwell on some aspects of the individual structure of a child's development in order to understand the problem. As early as the beginning of the 20th century. some scientists, for example P. Ya. Troshin, noted that it is unacceptable to divide children into normal and children with deviations in the physical, mental, physiological, intellectual development. L. S. Vygotsky, a researcher of problems in this area, pointed out in his writings that such a concept as defectiveness is a social term. Any anomaly in the development of a child should not be considered underdevelopment, deviation, but only his individual originality. When determining the level of adaptation to the regime of a preschool institution, this is of decisive importance, especially when providing medical, social and psychological and pedagogical assistance to children who have crossed the threshold of preschool for the first time. It is the attitude towards the child on the part of adults (parents, educators, medical workers) that forms his self-esteem and subsequently affects the attitude of his peers towards him: as a person equal or, on the contrary, abnormal, worthy of ridicule.

Adaptation of children to the preschool educational institution. The task of adults, and primarily the medical staff of a preschool educational institution, is to provide each child who comes to kindergarten with medical and psychological assistance in adaptation. After all, the individual structure of the development of children is determined not by the presence of any deviations, defects, but by the reserve capabilities of the body in the process of development. The reserve of potential development opportunities is determined by such facts as the degree of existing deviations from the norm: mild or pronounced degree, pathology. To give an objective assessment of the psychophysiological development of a child, it is necessary to compare the level of his development with the norms characteristic of a certain age. It is important to accurately and correctly determine what age, stage of development the child being tested during a medical examination upon admission to a preschool educational institution corresponds to.

With a developmental delay, the leading activity is characteristic of an earlier age, for example, instead of the desire to explore the world, the desire to learn, the child is dominated by the need for play, entertainment, he is not able to concentrate on classes.

Of great importance for easy and quick adaptation, adequate to the physiological age of development, is the rate of changes occurring in the physical, mental, and intellectual state. This is determined primarily by the individual constitutional and genetic characteristics of the child.

The behavior of the child is determined by his age interests: what he aspires to, what he is able to get carried away with. The development of the child is based on the evolution of his interests, the structure of his behavior. Diagnostics of the capabilities and psychosomatic state of preschool children attending preschool educational institutions should be carried out taking into account all their individual characteristics and age-related needs.

Each child has different abilities: one is more inclined to comprehend the exact sciences, the other - the humanities, the third has imaginative thinking. Here they play a role social factor, and genetic heredity, and upbringing in the family. Therefore, when examining a child, and especially during the period of adaptation to preschool education, one should take into account favorable prerequisites for his development and entry into new system relationships, considering all the originality of personality traits as a reserve of its potential.

One of the most important concepts influencing the adaptation of a child in a preschool educational institution is the social situation of his development. Examining and diagnosing the psychosomatic state of the child, the development of his abilities and intellect, one should take into account the dynamics of the relationship of the baby with the people around him. It is social relations that can clarify the uniqueness of the individual qualities of the child. This will help the educators and medical staff of the preschool educational institution to choose the right tactics that are effective for a particular child in organizing educational, developing and health-promoting activities, as well as activities that help him adapt to the conditions of the preschool educational institution.

The development program should have an individual approach, be personality-oriented, so that the adaptation is painless, easy and fast. The child should feel confident, feel supported by adults, and for this, during the first medical examination, it is necessary to identify individual characteristics, social conditions of education, his environment and state of health.

When examining a child entering a preschool educational institution, one should take into account the data of previous examinations: the diseases he had, the childhood infections he was exposed to, the vaccinations he received, an allergic history, developmental defects, heredity, development of speech and other body functions.

Usually, parents bring their child to a preschool educational institution at the age of 2-3. Since a child at this age is very attached to his mother, adaptation to new conditions for him leads to malfunctions in the body, a general decrease in immunity, which, in turn, can lead to illness. Most often in such cases, respiratory diseases occur. To prevent this from happening, it is necessary to carry out activities that will help overcome the negative consequences of adaptation, will help strengthen the psychological and physical condition of the child. They relate to the sphere of care, physical development, hardening procedures, the formation of hygiene and other skills.

Examination of a child who came to the preschool educational institution should be systematically carried out by medical personnel:

1) the state of the nasopharynx;

2) examination of the legs to exclude the development of clubfoot;

3) the state of the cardiovascular system (the presence of noise over the region of the heart can be caused by any pathology);

4) the state of the bronchopulmonary system;

5) examination of the genital organs in order to exclude adrenogenital syndrome in boys;

6) assessment of neuropsychic development, speech development.

The medical staff of the preschool educational institution instructs parents on the issues of raising a child, regarding the issues of teaching hygiene skills (brushing teeth, washing hands before eating, regularity of gymnastics, tempering procedures).

Adaptation of children to the preschool educational institution. Tips for parents on preparing a child for admission to preschool:

1) strengthen the child's immunity, carry out hardening;

2) accustom the baby to self-service, the ability to independently consume food;

3) to teach cleanliness and accuracy, to accustom to the daily implementation of hygiene procedures;

4) gradually adjust the child's daily regimen, bringing it closer to the kindergarten regimen;

5) teach the comb to play independently;

6) take the child to the playground and teach to communicate with other children;

7) postpone the start of attending kindergarten for more early time if an addition is expected in the family.

Tips for parents to facilitate the adaptation of the child to preschool:

1) bring the child to kindergarten for the first time only to get to know the group and the teacher, do not leave him alone;

2) gradually increase the time the child spends in kindergarten, leaving him first until breakfast, then until lunch. Then pick up after sleep and only after 3-4 weeks leave for the whole day;

3) to pick up the child from the kindergarten during the entire adaptation period;

4) tell the teacher and medical staff of the preschool educational institution about the characteristics and habits of the child (what kind of fairy tales do you like, what does he like to play, how does he react to loud sounds, a large number of people, why he cries, etc.);

5) bring a toy, photograph, book from home so that the child does not feel lonely, abandoned, has at least something from his usual environment;

6) be sure to ask the child about how his day at preschool went, praise him for his behavior, good luck;

7) on weekends, periods of illness and other days when the child is outside the kindergarten, give him enough attention so that he does not feel abandoned;

8) do not transfer the baby to another kindergarten.

These measures will help children go through the adaptation period faster and return to their usual physiological and mental state.

In order for a child to develop a positive image of a preschool educational institution, parents in the family should always speak positively about the work of educators, about living conditions, interior design, and the mode of a preschool institution, despite a possible critical personal attitude. If the baby is lagging behind in something, cannot cope with something, he should be supported, set him up in a positive way, taught to overcome obstacles. Failure to comply with any requirements of educators and medical staff of the preschool educational institution leads to negative forms of behavior of the child; to avoid this, it is necessary to convince him of the need to obey the requirements of the DOW regime. Psychological readiness to visit a preschool educational institution is one of the most important indicators of his mental and physical development.

The success of adaptation depends on the level of mental and physical development achieved by the child, the state of his health, the degree of hardening, the skills of self-service instilled in him, the ability to communicate with adults and peers, the personal qualities of the child, the degree of his anxiety, personal qualities and social status of his parents.

If a child has any deviations in one of the above areas, it will be more difficult for him to adapt to a new microclimate, other conditions for organizing life and activities. That is why, at the beginning of his stay in the preschool educational institution, medical, psychological and pedagogical support, analysis and, if necessary, help are so necessary.

Adaptation is always a lively, active process of a child getting used to the team, getting used to new conditions, it can be both successful and negative, stressful. More often, the adaptation period causes just a stressful situation in the body.

With adequate adaptation, the child experiences inner comfort, emotional satisfaction, his behavior is characterized by the ability to quickly and without resistance to fulfill any requirements that the children's team obeys.

For the successful adaptation of the baby, the staff of the preschool educational institution must:

1) make it clear to the child that he is happy in the group, that they take care of him, they are attentive to him;

2) try to make him feel comfortable in kindergarten, enjoy communicating with adults and peers;

3) to ensure the stability of the teaching staff and other employees of the preschool educational institution for the entire period of adaptation and stay of children in a preschool educational institution, to prevent the transfer of a child from group to group;

4) for the period of adaptation to provide him with a sparing stay in kindergarten;

5) regularly discuss at the pedagogical councils the process of adaptation of children to preschool educational institutions;

6) develop uniform requirements for all pupils of the preschool educational institution in terms of their behavior, coordinate the requirements with parents so that they maintain the same requirements of discipline at home.

Conditions for the successful adaptation of the child to preschool education. Furniture in groups is best arranged in such a way that isolated corners are obtained, modeled on small playrooms, so that children feel alone and comfortable. It is desirable that the kindergarten has a living corner, a lot of indoor plants, as in a winter garden.

Each group should have a sports area where the child can exercise at any time.

Sleeping rooms for children are best equipped with bedside curtains to protect the kids from each other during the daytime, because in a large room with a lot of children, it can be difficult for some of them to fall asleep. The fenced-off bed of the child will allow him to feel secure, give the bedroom a more comfortable and cozy look and help to relax, feel at home, especially if his favorite toy, brought from home, lies next to him.

Activities that facilitate the adaptation of the child to preschool. Classes fine arts help the child adapt with the help of drawings that reflect his emotional state; in the drawings he can express his attitude to the world around him. Children love to draw with felt-tip pens, especially if the paper is large enough and attached directly to the wall so they can draw whenever they want. What color scheme a child uses to depict in his drawing can tell a lot to an attentive and competent educator or psychologist about the emotional and psychological state of the baby. It is desirable that in groups for drawing one of the corners of the room be equipped with everything necessary.

The behavior of educators, facilitating the adaptation of children to the preschool educational institution. During the adaptation period, educators should use the same upbringing methods that the child's parents use at home. For example, a baby 2-3 years old can be rocked, if he is used to falling asleep while rocking, you can sit next to him, tell him a fairy tale, give him a toy that he asked for. Affectionate attitude, touching, stroking, motion sickness will help the child to adapt faster in the preschool group.

Educators of a preschool educational institution should satisfy the child's need for emotional contact with an adult as often as possible so that adaptation is easy and quick.

The presence of an album will help children adapt to the regime and team of the group, where they will be placed family photos. This will give them the opportunity to see their parents and other close people at any time.

From the first days of a child's stay in a preschool educational institution, he must be taught to follow the daily routine, organization and order, systematic physical activity, and maximum exposure to fresh air. To accustom gradually, but daily and consistently, in the system. The medical staff of the preschool educational institution should daily monitor how the child is adapting, how much the restructuring of the daily regimen affects the state of his nervous system, well-being, performance, and whether it leads to overwork. The main components of the day regimen of the preschool educational institution are playing and learning activities, being outdoors, sleeping, eating, personal hygiene and rest at the choice of the child himself at a time specially allotted for this.

The daily routine should provide all the sanitary and hygienic procedures necessary for life.

For the effective impact on the body of the child, the regime is responsible, along with the educators and the administration, the doctor and nurse of the preschool educational institution.

During adaptation to the conditions of a preschool educational institution, the nurse fills out an adaptation sheet every day, in which she records how the day went, how the child ate, slept, took part in games, how he feels. The nurse of the preschool educational institution keeps the so-called diary of the development of the child, where all the recommendations and conclusions of the pedagogical council for its adaptation are entered.