home
Medicines
Ensuring the child’s comfortable well-being in kindergarten. Creating psychologically comfortable conditions for a child to stay in a boarding school. Neuropsychic development of young children

Ensuring the child’s comfortable well-being in kindergarten. Creating psychologically comfortable conditions for a child to stay in a boarding school. Neuropsychic development of young children

20.06.2020

Creating favorable psychological comfort

in a boarding school setting.

When creating comfortable conditions for a child to stay in a boarding school, a significant role belongs to the relationship between the teacher and the students. This factor is especially important at the initial stage of children’s education, when “group weather” depends, first of all, on the teacher and largely determines the degree of children’s psychological adaptation to school.

Of all the indicators for assessing a school, the most important should be considered the well-being of a person in it. A school is good if every child and adult feels good there.

V. A. Karakovsky

What is comfort?

Comfort – living conditions, stay, environment that provide convenience, tranquility and coziness.(“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).

Psychological comfort – living conditions in which a person feels calm, there is no need to defend himself, and psychological comfort at school is an important condition for the effectiveness of training and education.

No success in education will be of any use if it is “involved” in fear of adults and suppression of the child’s personality. As the poet Boris Slutsky wrote:

It won't teach me anything.

That which pokes, chatters, bugs...

However, psychological comfort is necessary not only for the development of the child and his assimilation of knowledge. Depends on physical state children. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children.

Publication date: 27.08.2016

Short description:

material preview

Consultation for teachers

“Creating conditions for comfortable well-being

modern child in kindergarten»

“Childhood is the most important period of human life, not preparation for future life, but a real, bright, original, unique life. And on how his childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

V.A. Sukhomlinsky

The new environment places special demands on the child, which may, to a greater or lesser extent, meet his individual characteristics and inclinations.

Admission to Kindergarten is associated with the child’s inclusion in a group of peers, each of whom is endowed with their own individual characteristics. A change of environment puts the baby in conditions under which it becomes necessary to subordinate his impulses to certain requirements and rules.

Some children quickly and well get used to new conditions. For others, this process is complex and difficult and can lead to nervous strain and breakdown. Facilitating the adaptation process largely depends on parents, educators, and the environment in which the child is located. In this regard, the creation of optimal conditions during the adaptation period requires close study.

In today's unstable world, a child does not feel protected, safe or comfortable. This means that the kindergarten must provide conditions under which children will feel good in it. Only in a comfortable environment in kindergarten is the development of a child possible.

What do we mean by the expression “comfortable conditions”?

All this can be realized only under the conditions of a personal approach in education, when the absolute goal is the person, the individual. I believe that of all the indicators for evaluating a kindergarten, the main thing should be considered the well-being of the preschooler in it. A kindergarten is good if every child feels good there.

When a child enters a preschool educational institution, a number of serious changes occur in his life: adherence to a daily routine, absence of loved ones, relatives, constant contact with peers, etc. Adaptation to new conditions requires the destruction of some early established connections and the rapid formation of new ones.

Children are our future, and today it depends on us what it will be like. IN modern society There is an increase in requirements for the physical, mental, and personal development of children.

A preschool educational institution, being the first stage of education, performs many functions. Among the main tasks is the comprehensive development of the child’s personality.

The main task of organizing the lives of children in kindergarten is to protect their mental and physical health. For the normal development of a child, calm and organized behavior, the environment, a well-established life of children and a routine are of great importance.

Child in kindergarten. Not an easy topic. The first thing parents think about is whether he is happy there, whether he is being offended, or whether he has been inadvertently deprived.

First and foremost important rule attentive parents - so that the child feels good. Of course, the baby will not feel better than with his mother in anyone’s company, but the decision has been made, the child finds a second home, other people should become close to him. And the question is, will the teachers become close enough for the baby? You can choose the best kindergarten from the parents' point of view, the most careful teachers. But will a particular child develop a warm, trusting relationship with them?

Spending most of the day in kindergarten, the baby perceives it as a second home. It is very important that he feels calm and comfortable in his second home. You should not remain indifferent to your child’s problems; any disagreements require intervention and resolution, because we are talking about the health and well-being of your baby.

1. The impact of entering kindergarten on the child’s behavior and well-being.

The child’s comfortable state is determined by his behavior, which is characterized by the following signs:

he is calm;

cheerful and cheerful;

willingly participates in children's activities and communication;
free and proactive in contact with adults;
enjoys visiting kindergarten.

Indicators of discomfort may be:

the child is inactive;

avoids children;

feels excessively timid;

anxious in new circumstances;

He goes to kindergarten without desire, rather out of habit.

When a child comes to kindergarten, he finds himself in new conditions and meets new people. The regime, nature of nutrition, room temperature, educational techniques, nature of communication, etc. change. All this leads to changes in the child’s behavior and well-being:

1. Changes emotional condition. The accumulation of new, unknown influences in kindergarten causes fear and other negative emotions, in other words, a stressful state:

He has indicative reactions (what is possible, what is not) to new living conditions, surroundings, people, rules of behavior, routine, etc. Some children experience a loss of existing skills. For example, at home he asked to use the potty, but in kindergarten he refused.

Negative emotions affect the child’s cerebral cortex, and the body reacts to this with a defense system - changes in the hormonal system: as a result, the blood vessels narrow, the heart works unevenly, and the child is tense. At this time, depending on their biological temperament, children behave differently: they become aggressive, cry violently; shrink and suffer greatly.

A state of emotional discomfort often weakens the body’s defenses, immune system. The temperature may rise for no apparent reason. Therefore, very often on the fifth or sixth day of being in kindergarten, a child falls ill.

2. The child’s appetite is disrupted. In kindergarten, he may refuse food, but compensate for the feeling of hunger at home.

3. Sleep is disturbed. The child does not sleep not only in the institution, but also at home as a result of excitement of the nervous system.

All these are symptoms of a child’s adaptation to new living conditions in kindergarten. As a rule, they are temporary.

Depending on how prepared the child is for kindergarten, the adaptation period can be either mild or very difficult.

To ensure the comfort of our kindergarten students, the organization of their life and activities, from the point of view of our teaching staff, should take into account the needs of children, first of all, in recognition and communication, as well as in cognition, movement, activity and independence.

Every child needs recognition, first of all, by the children's community, thanks to which he can successfully socialize. And here special meaning has recognition of him as a player in the game. Embedding a child in children's community, especially playing, has important to realize one’s status, the fact of recognition as the basis for a feeling of comfort. Our teachers know the status of each child in the group well, using observations of children in free play activities and creating a map of stable relationships between them.

Second important factor Ensuring the child’s comfort for us is the child’s communication with adults. We consider the main condition for building this communication to be taking into account the changes in the child’s own need for such communication throughout preschool age, and this dictates a change in forms of communication from simple friendly attention to early age, through cooperation and partnership on average, to communication as a source of knowledge and, finally, awareness by a child, in older preschool age, of an adult - a person with skills, knowledge, social and moral standards, a strict and kind older friend.

With older children, the position of teachers changes: he acts as the organizer of a children's learning community, in which every child feels successful, confident that he can cope with any task, both independently and with the help of other children and an understanding adult.

It is our deep conviction that a child’s comfortable living during the preschool period is motivated by emotional and meaningful activity: playing, drawing, constructing, acting out various stories, etc. This is given by certain content pedagogical process, the essence of which is its focus on enriching the overall development of the child, and not on intensifying the development of individual mental functions associated, first of all, with further education at school.

2. Conditions for the child’s comfortable well-being.

The basis for the success of achieving a child’s further development is the creation of conditions to ensure comfortable well-being, his stay in an educational institution, i.e. We are talking about mental comfort, which is characterized by a state of inner peace, the absence of discord with oneself and the world around us, i.e. we are responsible:

Firstly, for the preservation and protection of emotional positivity, prosperity, and the value of the world of childhood;

Secondly, for ensuring the creative development of the child’s individuality, the invulnerable interaction of the child’s subculture with the adult world.

The main task is creative, developmental, individually oriented, intellectual and practical enrichment of the world of childhood.

The result is a happy childhood, comfort, success, adaptation to society.

The number and variety of play materials attract children to kindergarten, provided that all of them are at the children’s disposal and are convenient for manipulation.

Coming to kindergarten, children are faced with a set of rules and requirements that must be followed in the group. These rules may differ significantly from those adopted at home. The essence of these rules, their number may vary depending on the purpose of education and the composition of the group.

Most children are ready to fulfill the requirements placed on them by a preschool institution. They feel comfortable if they know what they can and cannot do, and what they can expect from others.

Compliance with the rules helps create a positive emotional atmosphere in the group if:

They apply to all children in the group without exception;

Children understand their meaning and necessity;

They are presented in a positive manner and in a friendly tone.

The most important psychological and pedagogical indicator of quality preschool education ensuring the child’s comfortable well-being in kindergarten, which is characterized by emotional well-being, a positive self-concept, well-being and success in the field of communication and relationships, success in the field of activity.

In ensuring the comfort of a child in kindergarten, much depends on the psychological position of the teacher, which should consist of a positive assessment of the personality and activities of children, a positive anticipation of the child’s actions, an assessment of the actions, and not the personality of the pupil.

· Accept each child as he is. Remember: there are no bad preschoolers. There are bad teachers and bad parents;

· V professional activity rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area;

· be an entertainer and participant in children's games and fun;

· in difficult situations for a child, focus on his age and individual characteristics: always be with him, and not do something instead of him;

· involve parents in the educational process and turn to them for support in cases of non-standard situations.

3. The main goal of the educational process.

Raising a growing person as formation developed personality is one of the main tasks of modern society.

The child, his personality is the central figure educational process, the purpose of which is to create conditions conducive to the “appropriation” of universal human culture. However, the basis for successfully achieving the goal is the creation of conditions for the child’s comfortable well-being in preschool institution, which is characterized by a state of inner calm and activity in communication with adults and peers.

In modern preschool education The main goal of the educational process is often not realized. What is it like?

In our opinion, this is the creation of comfortable conditions that contribute to the child’s “appropriation” of the universal human culture inherent in the surrounding world: objects, nature, human relationships, as well as in ways of learning and generating new things.

This goal is achieved thanks to specifically children's activities (playing, drawing, designing, etc.), the subjects of which are children, and the activities themselves are interesting and significant for each of them. As well as ensuring the child’s comfortable well-being in kindergarten and, above all, mental comfort, manifested in inner peace, lack of discord with himself and the world around him. The comfortable well-being of a child as a psychological category, in my opinion, should take its rightful place among the main indicators of the quality of preschool education.

Create conditions for:

A continuous system of children’s activities in a single space of family and kindergarten;

Maximum provision for the development of children’s creative potential based on the formation of psycho-emotional well-being;

Socially oriented forms of work with children based on modern programs and technologies that facilitate the implementation educational objectives and the social order of parents.

The teaching staff sees the main goals of their work as:

1. Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.

2. Preservation and strengthening of children’s health, formation of responsibility among parents, teachers, and students in maintaining their own health.

Ensuring the child’s comfortable well-being within the walls educational institution- we provide him with a happy childhood.

The child is constantly included in one form or another of social practice; and if its special organization is absent, then the educational influence on the child is exerted by its existing, traditionally developed forms, the result of which may be in conflict with the goals of education.

Achieving the goals of education presupposes the implementation of specially organized pedagogical activities aimed at developing the personal sphere of those being educated.

Today, the main priorities are person-oriented interaction between the teacher and the child, acceptance and support of his individuality, development of creative abilities, and care for his emotional well-being.

One of the most important tasks of teachers is to do everything possible to ensure real humanization of educational work in kindergarten, to replace the usual orientation of staff on implementing programs with a focus on the child, his well-being, his needs and interests.

The assistance of a psychologist to educators in implementing an individual approach to children is very important: after all, the examinations he conducts of children's groups and individual children provide a wealth of material for understanding the problems that children have and require special attention from adults. Of course, educators turn to a psychologist only about children who make it difficult to work with a group: aggressive, undisciplined, but the psychologist should also draw the attention of educators to those who, while not being a “disturbance,” are characterized by personal problems - shy, timid, unsuccessful, lonely .

It is not always enough to simply inform the teacher of your “diagnosis” and offer an appropriate “recipe”. The peculiarities of the approach to a particular child, the measures that should be taken to improve his emotional state, should be developed jointly by the psychologist and the teacher in each specific case. This is all the more necessary because often one of the main reasons for a child’s troubles is the wrong attitude of the teacher himself towards him. The teacher’s inadequate attitude towards the child, in turn, arises as a consequence of a lack of understanding of the real reasons causing certain unfavorable characteristics of the child’s behavior. Therefore, often in-depth and systematic work with the teacher makes it possible to change his pedagogical attitudes not only in relation to individual children, but even to the group as a whole.

To improve the well-being of children in kindergarten, bringing their group life closer to a home environment and establishing a closer connection with their family can be of great importance. Parents should be encouraged in every possible way to visit kindergarten at any time, to be present in classes, to participate in games and walks. It’s good if children’s birthdays are systematically celebrated in the garden, when each child brings a small gift to the “birthday boy”, and the “birthday boy” himself and his parents treat the children with cookies, candies, etc. Since not all parents are sufficiently prepared to participate in such communication, in difficult cases a psychologist can act as a mediator in order to establish closer contact between parents and the teacher and children.

When choosing a kindergarten, parents want to be sure that the child is comfortable there and to hear that the child wants to go there. It is the child’s comfort and interest that play a decisive role here.

The first step that most children step on is the nursery step. When entering kindergarten, all children go through an adaptation period.

The child is surrounded by new people, new surroundings, and parenting methods change. During this period, it is very important to create conditions that help strengthen the body’s reserve capabilities. Close communication with parents is necessary, which we provide through:

organization of an adaptation group;

creating comfortable conditions for organizing routine moments;

implementation of a differentiated approach to each child;

taking into account individual characteristics;

Only people who truly love children and know how to properly raise and develop them came to work in our kindergarten. Teachers take into account the child’s personality type, his mood and well-being. They teach kids to be friends and respect adults and children. Every child in our kindergarten feels like a real person who will always be listened to and appreciated.

The main task of an adult in preschool age is to instill in the child the joy of creative discovery. He can only discern, reveal the meaning of the child’s insight and encourage and push him to further creative searches. A self-respecting teacher must be competent in the eyes of children, be interesting for them, together learn new original ways of artistic activity, experiment, design, etc. Constantly reveal to children the “secret of the double” in everything: an object, an event, a phenomenon. Such a chain of our relationships with children can greatly help, firstly, us in our own development of the personality of a person-teacher and, secondly, it will reveal to children their human potential: a storehouse of creativity, unknown thoughts, unprecedented decisions, unknown love of life.

An important area of work is creating conditions for the child’s comfortable well-being. The organization of children's lives from the point of view of ensuring their comfort should take into account their needs for recognition and communication, for the manifestation of activity and independence, and self-expression.

Today, a teacher realizes that his professional activity can only be successful through personal contacts with students, and not through their “bending to the norm.” The consequence of this understanding is the teacher’s awareness that the influence of his individuality on children is valuable; that in modern conditions, verbal “impact” is practically insignificant if it is not supported by the high spiritual and moral qualities of the teacher, his spiritual maturity. It would be a utopia to consider every teacher ready for the feat of spiritual self-cultivation, but one cannot help but admit that it is on this path that the teacher gains the influence of an informal leader.

In achieving the goal of educational work with children, the following tasks are solved:

Treating children with care and attention, supporting and ensuring the development of personality through participation in the activities of a children's public organization;

Arouse the child’s interest in himself, help in the formation of adequate self-esteem and self-esteem through participation in various competitions;

Promote the full development of personality through participation in creative activities;

Create conditions for the formation of a favorable development environment.

Thus, the content of educational activities is:

Studying the child, creating conditions for his self-realization, self-development, self-education;

Organization of active and creative life of children;

Pedagogical provision of a child’s comfortable well-being and acceptance by the children’s community.

Within the framework of the concept, educational work is built in the following areas:

sports and recreation (formation of a healthy lifestyle, the basics of life safety);

work with families (providing pedagogical and psychological assistance to parents).

In ensuring the child’s comfort, much depends on the psychological position of the teacher, which should consist of a positive assessment of the personality and activities of children, positive anticipation of the child’s actions, assessment of the actions, not the personality of the student, and positive non-verbal manifestations.

To create psychological comfort for children, it is necessary to provide a person-oriented approach to preschoolers; cooperation between kindergarten managers and specialists and families; active development of all types of child activities with special attention to a specific type of activity - play; developing children's communication skills; widespread use of artistic means (music, literature, painting); active work of a teacher-psychologist and other specialists.

In solving the problem of preserving and developing the preschool education system, the creation of new forms should play a role, such as, for example, an advisory center, the purpose of which is to ensure equal access to educational services for all preschool children. The main contingent of the consultation center is families with children who do not attend kindergarten. CP is an interactive form of work in kindergarten, as it involves active interaction between specialists and the family. For families who turn to the CP, unexpected opportunities open up that they were previously deprived of: receiving advisory assistance and psychological support, opportunities for early development and socialization of the child. In the process of direct communication, which is built on the principles of trust, dialogue and interaction, parents are provided with effective assistance, taking into account the interests of a particular family, their experience of upbringing and the individual characteristics of the child.

The qualitative result of educational activities depends not only on the program, but primarily on the personality of the adult who creates an emotionally rich environment for the child to master a particular area of knowledge. The teacher must use all the variety of forms of working with children to solve pedagogical problems.

6.Creating psychological comfort.

The emotional well-being of the child is achieved by creating an atmosphere characterized by mutual trust and respect, open and supportive communication. The main emphasis is on overcoming negative emotional manifestations in children (fear, crying, hysteria, etc.) and resolving conflict situations.

Psychological comfort involves establishing trusting personal contact with each child, maintaining self-confidence in him, nurturing independence and initiative in the communication process. This promotes the unification of children and lays down traditions of interpersonal relationships in the children's team. To maintain the physical health of children, it is necessary to create conditions for independent motor activity, cultivate the need to learn ways to maintain health, and instill self-care skills.

The leading elements of the emotional-aesthetic mini-environment are patterns of emotions, hand movements, postures; characters from familiar fairy tales and cartoons, mimic balls, dolls - images, illustrations and pictures depicting children performing various routine moments with clear depiction of emotions; a selection of musical, literary and visual works of different nature and genre.

The color parameter is used to create psychological comfort in the group and stimulate cognitive and motor activity. With the help of color, you can improve the quality of both joint (child - adult, child - child) and individual activities. Color is not only a compositional means of creating an emotionally comfortable space, but also a means of information and ensuring safety when performing exercises. In group rooms, the main color is blue, which, in combination with other colors, allows for a long stay in the room without reducing physical activity and provides emotional comfort. In this way, the spatial-objective environment created provides conditions for the child’s independent motor activity and acts as a means of instilling in him the need for a healthy lifestyle.

For a child to successfully adapt to modern conditions, develop his abilities, creativity, and emotional well-being, a comfortable and harmonious developmental environment is necessary.

The subject-developmental landscape environment we have created stimulates the creative imagination of preschoolers, evokes an emotional response, and creates psychological comfort for each of them.

A kindergarten is a special institution; it is practically a second home for employees and children. And you want to decorate your home, make it cozy and warm, unlike others. And therefore, kindergarten employees strive to bring elements of home furnishings into the interior, as well as introduce new design trends (bar counters, floor lamps, refrigerators, etc.).

When decorating premises in a kindergarten, color comfort is created: “cooling” sunny, hot rooms with colors of cool shades (for example, a music room), using a palette of pastel colors in early age groups.

A large role in this educational system is given to the family. The family is the first institution in which the foundations of a future personality are laid. Parents and teaching staff must present uniform, reasonable and understandable requirements to the child. Thus, parents should be informed of the need to maintain a daily routine at home that is close to the kindergarten routine. Within the framework of the educational model, such forms of work with parents as joint walks, sports activities, etc. are used. During the acute adaptation period (about two weeks), the child can attend kindergarten with his mother, which will preserve his psycho-emotional well-being.

It is very important in what mood the child will cross the threshold of kindergarten. I would like to see every child entering our garden happy and not burdened with worries that are beyond their age.

Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy and satisfied with the people around him, both in the family and in kindergarten. It is the adult who has not lost himself in a sense of self-importance and is ready to help the child’s development.

In preschool childhood, the main figures in communication are adults - parents, teachers.

The main condition under which a child’s personality develops harmoniously and he feels emotionally well is a personality-oriented pedagogical process. In this case, special attention is paid to the emotional side of the relationship between the teacher and children. The kindergarten staff try to give the warmth of their souls to the children every day. We build relationships between children and adults on the basis of cooperation and respect. Educators try to see the individuality of each child, understand his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself. Teachers create a sense of emotional comfort and psychological security in the child.

When we get into kindergarten groups, the unique style of each group room, bedroom, and locker room is noticeable. Each group has its own name and teachers, together with children and parents, create extraordinary corners with their own hands. Children greatly value handmade work, treasure it, and very often come to kindergarten with their own ideas and suggestions, which our teachers never refuse. When designing, we try to take into account the individual characteristics of children (more “calm” tones where there are hyperactive children), as well as emotional states. It is common for any person to experience certain psychological states at some moments in their life. That’s why we have created corners of solitude in our groups. This is a place for fantasies: you lie down, sit out, play a calm game, calm down - you can go out and join the general bustle again. Teachers develop in children the ability to determine their own and other people’s emotional states. The following aids are used for this:

Rug of emotions in a psychologist's office;

Mood screens that help to notice deviations in the emotional state and provide emotional comfort in a group of children. They are all different in style, design and content.

Parents and kindergarten teachers are like-minded people who understand that raising a child requires joint efforts.

The main activity of a psychologist is creating optimal conditions for the psychological and emotional well-being of each child. Within this area I carry out the following activities:

I optimize the adaptation process through visual prevention and psychological education;

I conduct correctional and developmental classes, communication trainings;

I use relaxation methods and APT therapy;

I carry out diagnostic work aimed at studying the comfort of staying in kindergarten.

From the above we can conclude: it is necessary to implement an integrated approach to ensuring a health-saving educational process, create conditions for maximum comfort for children in kindergarten, create a developmental environment taking into account beauty and benefits, providing psychological comfort. Our nursery is very cozy and beautiful, it has a homely atmosphere, comfort and children are happy to come in the morning and do not want to leave it in the evening.

A kindergarten should provide the child with the opportunity not only to study and understand the world around him, but also to live in harmony with it, to enjoy every day he lives, the variety of his activities, a successfully completed task or a desire that has finally come true. And from this point of view, the organization of conditions and space of a preschool institution is of great importance. The visual characteristics of kindergarten, that is, what the child sees around him, are an important condition for emotional education. Everything that surrounds a child largely determines his mood, forms one or another attitude towards objects, actions and even towards himself. Everyone (adults) and everything that surrounds the child must develop and provide him with the necessary psychological comfort.

If the material does not suit you, use the search

Providing conditions for comfortable adaptation in a preschool education institution

The new environment places special demands on the child,which may, to a greater or lesser extentcorrespond to his individual characteristics and inclinations.

Admission to kindergarten is associated with the child’s inclusion in a group of peers, each of whom is endowed with their own individual characteristics. A change of environment puts the baby in conditions under which it becomes necessary to subordinate his impulses to certain requirements and rules.

What do we mean by the expression “comfortable conditions”?

A kindergarten should help the child satisfy his educational needs, his humanity, and develop a positive worldview; provide the opportunity to adapt to the social environment.
All this can be realized only under the conditions of a personal approach in education, when the absolute goal is the person, the individual. I believe that of all the indicators for evaluating a kindergarten, the main thing should be considered the well-being of the child in it. Kindergarten is good if every child feels good there.

When a child enters an institution, a number of serious changes occur in his life: adherence to a daily routine, absence of loved ones, relatives, constant contact with peers, etc. Adaptation to new conditions requires the destruction of some early established connections and the rapid formation of new ones.

A preschool education institution, being the first stage of education, performs many functions. Among the main tasks is the comprehensive development of the child’s personality.

Child in kindergarten. Not an easy topic. The first thing parents think about is whether he is happy there, whether he is being offended, or whether he has been inadvertently deprived.

The first and most important rule of attentive parents is that the child feels good. Of course, the baby will not feel better than with his mother in anyone’s company, but the decision has been made, the child will find a second home, other people should become close to him. And the question is, will the teachers become close enough for your baby? You can choose the best kindergarten from the parents' point of view, the most careful teachers. But will a particular child develop a warm, trusting relationship with them?

1. The impact of entering kindergarten on the child’s behavior and well-being.

The child’s comfortable state is determined by his behavior, which is characterized by the following signs:

he is calm;
cheerful and cheerful;
active;
willingly participates in children's activities and communication;
free and proactive in contact with adults;
enjoys visiting kindergarten.

Indicators of discomfort may be:

the child is inactive;
avoids children;
feels excessively timid;
anxious in new circumstances;
He goes to kindergarten without desire, rather out of habit.

1. The emotional state changes. The accumulation of new, unknown influences in kindergarten causes fear and other negative emotions in the child, in other words, a stressful state:

He has indicative reactions (what is possible, what is not) to new living conditions, surroundings, people, rules of behavior, routine, etc. Some children experience a loss of existing skills. For example, at home he asked to use the potty, but in kindergarten he refused.
Negative emotions affect the child’s cerebral cortex, and the body reacts to this with a defense system - changes in the hormonal system: as a result, the blood vessels narrow, the heart works unevenly, and the child is tense. At this time, depending on their biological temperament, children behave differently: they become aggressive, cry violently; shrink and suffer greatly.
A state of emotional discomfort often weakens the body's defenses and immune system. The temperature may rise for no apparent reason. Therefore, very often on the fifth or sixth day of being in kindergarten, a child falls ill.

2. The child’s appetite is disrupted. In kindergarten, he may refuse food, but compensate for the feeling of hunger at home.

3. Sleep is disturbed. The child does not sleep not only in the institution, but also at home as a result of excitement of the nervous system.
All these are symptoms of a child’s adaptation to new living conditions in kindergarten. As a rule, they are temporary.

Depending on how prepared the child is for kindergarten, the adaptation period can be either mild or very difficult.
Work during the adaptation period of children is carried out in the following areas:

Creating an emotionally favorable atmosphere in the group;

Building a sense of confidence in children.

One of the tasks of the adaptation period is to help the child get used to the new environment as quickly and painlessly as possible, to feel more confident and in control of the situation. And he will feel this way only when he recognizes and understands what kind of people surround him, in what room he lives. The entire first half of the year is devoted to solving this problem, starting from the first day of kindergarten. To develop a sense of confidence in the world around us, acquaintance is carried out in a playful way.

To do this, the first acquaintance with teachers and children should take place in a favorable environment full of positive emotions. In this case, the presence of both group teachers and the children’s parents is necessary.

After the introduction of a new member of the children's team, a series of games are played to consolidate in the children's memory information about the newly arrived comrade.

The next key point is to get to know the group in a playful way.

The organization of the adaptation period can include elements of theatrical activity:

Demonstration of the tabletop theater "Teremok",

Dramatization of the fairy tale “How a dog was looking for a friend”

Staging the nursery rhyme “Ryabushechka Hen”

Game re-enactment “Let’s make delicious soup from vegetables”

Throughout the entire adaptation period, play sessions are conducted, the main objectives of which are: overcoming stressful conditions in children, emotional and muscle tension; reduction of impulsivity, excessive physical activity, anxiety, aggression; developing children’s interaction skills with each other; development of speech activity, perception, attention; development of general and fine motor skills, coordination of movements; development of gaming skills and abilities. Such as: “Let’s put the doll to sleep”, “Oh, a beautiful little mansion - it’s very, very tall”, “Tea drinking”, “Let’s arrange a room for the doll”, “We welcome guests”, “Bathing the doll Katya”, “Meeting with Doctor Aibolit”, "Let's make our toys laugh."

Required for use at work techniques that allow you to inhibit the negative emotions of children:

Games with sand and water: “Catch a fish”, “It’s raining like a drip-drip”, “Sail the boat”, “Bake pies”, “Wash the car”.

Finger games: “Let’s pet the kitten”, “Our baby”, “Finger boy”, “Magpie”, “House”.

Monotonous hand movements (stringing pyramid rings or balls with a hole on a cord).

Squeezing the hands (the baby was offered a rubber squeaky toy).

Drawing with felt-tip pen, paints.

Listening to calm music: “Morning” (A. Grieg), “Melody” (Gluck).

Laughter therapy classes.

The main part of the lesson should include games and exercises that allow children to move intensively, freely express emerging emotions, and interact with others.

End the lesson with low-mobility games that help children calm down. Children of this age perceive well material united by a single fairy tale - game plot. Syntony (emotional contagion), which appears in children at this age, with the help of games allows you to quickly switch children’s attention from friendly crying to jumping, clapping, stomping, imitation, thus uniting children and creating a positive emotional mood.

During the day it is important to use nursery rhymes, nursery rhymes, lullabies, and children's songs. With their help, children acquired the necessary knowledge that gave them confidence in their abilities, warmth, affection, love, and joyful perceptions of the world around them.

An important role in facilitating adaptation is played by the subject-development environment in the group, which helps reduce stress in children and ensures their comfortable state.

Subject development environment must meet the following characteristics:

Diversity (availability of all kinds of gaming and didactic material for sensory development, productive and musical activity, organization of motor activity);

Optimal saturation (without excessive abundance and without lack);

Stability (materials and aids had a permanent place);

Accessibility (high furniture and closed cabinets were excluded);

Emotionogenicity (the environment is bright, attracts the child’s attention, evokes positive emotions);

Zoning (playing and learning areas do not overlap).

Also, during the adaptation process, it is welcomed when children bring their favorite toys with them from home.

To create an emotionally favorable atmosphere in a group, it is better to place furniture in such a way that it forms small “rooms” in which children feel comfortable. It’s good if the group has a small “house”. It is advisable to place a living corner next to the “house”. Plants and the color green in general have a beneficial effect on a person’s emotional state. The group needs a sports corner that would satisfy the children’s need for movement. The corner should be designed so that the child has a desire to study in it.

Psychologists and physiologists have found that artistic activity for a child is not only and not so much an artistic and aesthetic act, but 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 child has a need to express himself. Children especially enjoy drawing with felt-tip pens on a sheet of paper attached to the wall. The color chosen for the drawing will help an attentive teacher understand how the child’s soul is at the moment - sad and anxious or, conversely, bright and joyful.

Playing with sand and water has a calming effect on children. Such games have great educational potential, but during the adaptation period the main thing is their calming and relaxing effect.

Sleep problems are caused not only by internal stress, but also by an environment other than home. The child feels uncomfortable in a large room; the fussing of other children is distracting, preventing him from relaxing and falling asleep.

Such a simple thing as a bedside curtain can solve a number of problems: create a feeling of psychological comfort, security, give the bedroom a more comfortable look, and most importantly - this curtain, which the mother sewed and hung in front of the child, like the favorite toy with which he goes to bed .

During the adaptation period, it is necessary to temporarily maintain the child’s usual parenting techniques, even if they contradict the rules established in kindergarten. Before bedtime, you can rock the baby if he is used to it, give him a toy, sit next to him, tell him a fairy tale, etc.

Under no circumstances should you force feed or put to sleep, so as not to cause and consolidate for a long time a negative attitude towards the new environment.

It is necessary to satisfy in every possible way the extremely acute need of children for emotional contact with adults during the adaptation period. Treating the child kindly and periodically holding the baby in your arms gives him a feeling of security and helps him adapt faster.

Young children are very attached to their mother. The child wants his mother to be nearby all the time. Therefore, it is very good to have a “family” album in the group with photographs of all the children in the group and their parents. In this case, the baby will be able to see his loved ones at any time.

A flexible visiting schedule during the adaptation period allows you to develop an individual daily routine for each child. Thus, children with mild adaptation, as a rule, come in the morning, children with moderate or severe adaptation are invited first for a walk or in the afternoon. The first days the child is in a group with his mother, the time of his stay increases gradually, and gradually the newcomer is accustomed to the system of requirements of the kindergarten.

During the adaptation period, the interaction of the teacher with parents takes on special importance. Neither a parent nor a teacher can facilitate the adaptation process alone.

The adaptation period is considered completed if:

The child eats with appetite;

Falls asleep quickly, wakes up on time;

Communicates emotionally with others.

Playing.

To create a psychologically comfortable stay for a child in kindergarten, you must:

· Accept each child as he is. Remember: there are no bad children. There are bad teachers and bad parents;

· in professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area;

· be an entertainer and participant in children's games and fun;

· in difficult situations for a child, focus on his age and individual characteristics: always be with him, and not do something instead of him;

· involve parents in the educational process and turn to them for support in cases of non-standard situations.

Some of them:
- the most important thing: do not show your negative attitude towards the child’s left-handedness!
- during classes, it is recommended that left-handed children be seated on the left at the table so that the child does not interfere with the neighbor, thereby not feeling insecure and uncomfortable;
- when learning material, left-handers should not repeat it automatically to themselves; it is necessary to use special techniques, the associative method is especially effective;
- during productive work, it is advisable to use special products for left-handed people (for example, scissors, pens);
- organize a rational daily routine for the child, without overload, since left-handed children, as a rule, are excitable and get tired quickly;
- perform special exercises and games that develop visual perception and hand-eye coordination;
- classes should begin and end with tasks that children can easily cope with;
- actively use games and exercises aimed at interaction between the hemispheres.
In conclusion, I would like to note that many parents are interested in whether left-handers have any differences from right-handers and which of them adapts better to the school environment and gets higher grades. Left-handed children will learn much better than their right-handed peers if, before the start of classes, in the preparatory period, that is, in kindergarten, certain educational work is carried out with them, otherwise they will lag behind right-handers. This is due to the specificity of left-handed people’s processing of information. and first of all, I would like to note that it is important to develop personality and individuality, to form high moral and ethical qualities, regardless of which side of the hemisphere dominates, and what is also very important: the forced retraining of left-handed children, and thereby the forced change of the existing system brain function leads to undesirable consequences. And in order for a left-handed child to be as comfortable as possible in the right-handed world around him and to protect him from unnecessary difficulties, it is necessary to identify and understand his characteristics. This is why it is necessary to work through and study this problem as actively as possible, so that raising and educating left-handed children will not pose any problems in the future. Moreover, according to some studies, the percentage of left-handed children increases significantly every year.

Bibliography:

1. Bezrukikh M. M. “Left-handed child” - M., 2001
2. Bezrukikh M. M., Efimova S. P. “Why is it difficult to study.”

3. Zubova G., Arnautova E. Psychological - pedagogical assistance to parents in preparing their child to attend kindergarten / Preschool education. - 2004. - N7. - p.66 - 77.

4. Pyzhyanova L. How to help a child during the adaptation period / Preschool education. - 2003. - N2.

Developed

teacher

GBDOU No. 107

Kupriyanova

Anastasia Vladimirovna

Saint Petersburg

2015

“Creating conditions for the comfortable well-being of a modern child in kindergarten”

“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And on how his childhood passed, who led the child by the hand during his childhood years, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become.”

V.A. Sukhomlinsky

The new environment places special demands on the child, which may, to a greater or lesser extent, correspond to his individual characteristics and inclinations.

Admission to a preschool educational institution is associated with the inclusion of a child in a group of peers, each of whom is endowed with their own individual characteristics. A change of environment puts the baby in conditions under which it becomes necessary to subordinate his impulses to certain requirements and rules.

In today's unstable world, a child does not feel protected, safe or comfortable. This means that the kindergarten must provide conditions under which children will feel good in it. Personal development is possible only in a comfortable environment in kindergarten.
What do we mean by the expression “comfortable conditions”?

In the etymological dictionary N.M. Shansky’s word “comfort” means “support, strengthening.” S.I. Ozhegov interprets this word as “living conditions, conditions of stay, environment that provide convenience, tranquility and coziness.”Thus, one of the urgent practical tasks of a kindergarten is to create a comfortable, environmentally friendly, psychologically healthy educational environment for children through the introduction of effective technologies that promote adaptation and create pedagogical conditions for self-development and creative realization of children.A kindergarten should help the child satisfy his educational needs, his humanity, and develop a positive worldview; provide the opportunity to adapt to the social environment.
All this can be realized only under the conditions of a personal approach in education, when the absolute goal is the person, the individual. I believe that of all the indicators for evaluating a kindergarten, the main thing should be considered the well-being of the preschooler in it. A kindergarten is good if every child feels good there.

Children are our future, and today it depends on us what it will be like. In modern society, there is an increase in demands on the physical, mental, and personal development of children.

A preschool educational institution, being the first stage of education, performs many functions. Among the main tasks is the comprehensive development of the child’s personality.

Child in kindergarten. Not an easy topic. The first thing parents think about is whether he is happy there, whether he is being offended, or whether he has been inadvertently deprived.

The first and most important rule of attentive parents is that the child feels good. Of course, the baby will not feel better in anyone’s company than with his mother, but the decision has been made, your child will find a second home, other people should become close to him. And the question is, will they educators close enough for your baby? You can choose the best kindergarten from the parents' point of view, the most careful teachers. But will a particular child develop a warm, trusting relationship with them?

Spending time in kindergarten Most of the day, the baby perceives it as a second home. It is very important that he feels calm and comfortable in his second home. You should not remain indifferent to your child’s problems; any disagreements require intervention and resolution, because we are talking about the health and well-being of your baby.

1. The impact of entering kindergarten on the child’s behavior and well-being.

Comfortable the child’s condition is determined by his behavior, which is characterized by the following signs:

he is calm;
cheerful and cheerful;
active;
willingly participates in children's activities and communication;
free and proactive in contact with adults;
enjoys visiting kindergarten.

Indicators of discomfort may be:

the child is inactive;
avoids children;
feels excessively timid;
anxious in new circumstances;
He goes to kindergarten without desire, rather out of habit.

1. The emotional state changes. The accumulation of new, unknown influences in kindergarten causes fear and other negative emotions in the child, in other words, a stressful state:

He has indicative reactions (what is possible, what is not) to new living conditions, surroundings, people, rules of behavior, routine, etc. Some children experience a loss of existing skills. For example, at home he asked to use the potty, but in kindergarten he refused.
Negative emotions affect the child’s cerebral cortex, and the body reacts to this with a defense system - changes in the hormonal system: as a result, the blood vessels narrow, the heart works unevenly, and the child is tense. At this time, depending on their biological temperament, children behave differently: they become aggressive, cry violently; shrink and suffer greatly.
A state of emotional discomfort often weakens the body's defenses and immune system. The temperature may rise for no apparent reason. Therefore, very often on the fifth or sixth day of being in kindergarten, a child falls ill.

2. The child’s appetite is disrupted. In kindergarten, he may refuse food, but compensate for the feeling of hunger at home.

Depending on how prepared the child is for kindergarten, the adaptation period can be either mild or very difficult.
To ensure the comfort of our kindergarten students, the organization of their life and activities, from the point of view of our teaching staff, should take into account the needs of children, first of all, in recognition and communication, as well as in cognition, movement, activity and independence.
Every child needs recognition, first of all, by the children's community, thanks to which he can successfully socialize. And here recognition of him as a player in the game is of particular importance. Integrating a child into a children's community, especially a play community, is important for awareness of one's status, the fact of recognition as the basis for a feeling of comfort. Our teachers know the status of each child in the group well, using observations of children in free play activities and creating a map of stable relationships between them.
The second important factor in ensuring the child’s comfort for us is the child’s communication with adults. We consider the main condition for building this communication to be taking into account changes in the child’s own need for such communication throughout preschool age, and this dictates a change in forms of communication from simple friendly attention at an early age, through cooperation and partnership on average, to communication as a source of knowledge and, finally, awareness by a child, in older preschool age, of an adult - a person with skills, knowledge, social and moral standards, a strict and kind older friend.

Based on this, all educational work of our team is based on dialogical (rather than monological) communication, fulfilling both the general children's need (for kindness) and the age-related one. Thus, when conducting classes with young children, educators rely primarily on direct communication with children.
With older children, the position of teachers changes: he acts as the organizer of a children's learning community, in which every child feels successful, confident that he can cope with any task, both independently and with the help of other children and an adult who understands him.
It is our deep conviction that a child’s comfortable living during the preschool period is motivated by emotional and meaningful activity: playing, drawing, constructing, acting out various stories, etc. This is determined by the specific content of the pedagogical process, the essence of which is its focus on enriching the overall development of the child, and not on intensifying the development of individual mental functions associated, first of all, with further education at school.

2. Conditions for the child’s comfortable well-being in the preschool educational institution.

Firstly, for saving , protection of emotional positivity, well-being, and values of the world of childhood;

Secondly, for providing the creative development of the child’s individuality, the invulnerable interaction of the child’s subculture with the adult world.

The main task - creative, developmental, individually oriented, intellectual and practical enrichment of the world of childhood.

Result - happy childhood, comfort, success, adaptation to society.

The number and variety of play materials attract children to kindergarten, provided that all of them are at the children’s disposal and are convenient for manipulation.

Most children are ready to fulfill the requirements placed on them by a preschool institution. They feel comfortable if they know what they can and cannot do, and what they can expect from others.

Compliance with the rules helps create a positive emotional atmosphere in the group if:

They apply to all children in the group without exception;

Children understand their meaning and necessity;

They are presented in a positive manner and in a friendly tone.

The most important psychological and pedagogical indicator of the quality of preschool education is ensuring the comfortable well-being of the child in the preschool educational institution, which is characterized by emotional well-being, a positive self-concept, well-being and success in the field of communication and relationships, success in the field of activity.

Recommendations for the teacher.To create a psychologically comfortable stay for a child in kindergarten, you must:

· accept every child as he is. Remember: there are no bad preschoolers. There are bad teachers and bad parents;

· in professional activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area;

· to be an entertainer and participant in children's games and fun;

· in difficult situations for a child, focus on his age and individual characteristics: always be with him, and not do something instead of him;

· involve parents in the educational process and turn to them for support in cases of non-standard situations.

3. The main goal of the educational process.

IN The education of a growing person as the formation of a developed personality is one of the main tasks of modern society.

The child and his personality are the central figure of the educational process. The purpose of which is to create conditions conducive to the “appropriation” of universal human culture. However, the basis for successfully achieving the goal is the creation of conditions for a child’s comfortable well-being in a preschool institution, which is characterized by a state of inner peace and activity in communication with adults and peers.

In modern preschool education, the main goal of the educational process is often not realized. What is it like?
In our opinion, this is the creation of comfortable conditions that contribute to the child’s “appropriation” of the universal human culture inherent in the surrounding world: objects, nature, human relationships, as well as in ways of learning and generating new things.
This goal is achieved thanks to specifically children's activities (playing, drawing, designing, etc.), the subjects of which are children, and the activities themselves are interesting and significant for each of them. As well as ensuring the child’s comfortable well-being in kindergarten and, above all, mental comfort, manifested in inner peace, lack of discord with himself and the world around him. The comfortable well-being of a child as a psychological category, in my opinion, should take its rightful place among the main indicators of the quality of preschool education.

Create conditions for:

A continuous system of children’s activities in the single space of the family and preschool educational institution;
Maximum provision for the development of children’s creative potential based on the formation of psycho-emotional well-being;
Socially oriented forms of work with children, based on modern programs and technologies that contribute to the implementation of educational goals and the social order of parents.

The teaching staff sees the main goals of their work as:

2. Preservation and strengthening of children’s health, formation of responsibility among parents, teachers, and students in maintaining their own health.

By ensuring a child’s comfortable well-being within the walls of an educational institution, we ensure that he has a happy childhood.

Achieving the goals of education presupposes the implementation of specially organized pedagogical activities aimed at developing the personal sphere of those being educated.

4. The role of the psychologist in implementing an individual approach to children.

When choosing a kindergarten, parents want to be sure that the child is comfortable there and to hear that the child wants to go there. It is comfort and interest child play a decisive role here.

The first step that most children step on is the nursery step. When entering kindergarten, all children go through an adaptation period. The child is surrounded by new people, new surroundings, and parenting methods change.
During this period, it is very important to create conditions that help strengthen the body’s reserve capabilities. Close communication with parents is necessary, which we provide through:

organization of an adaptation group;
creating comfortable conditions for organizing routine moments;
implementation of a differentiated approach to each child;
taking into account individual characteristics;

Comfortable living by a child of the preschool period is an emotional and meaningful activity: playing, drawing, designing, acting out various stories, which is aimed at enriching the overall child development, and not at intensifying the development of individual functions of the child associated with further education at school.
The main task of an adult in preschool age is to instill in a child the joy of creative discovery. He can only discern, reveal the meaning of the child’s insight and encourage and push him to further creative searches. A self-respecting teacher must be competent in the eyes of children, be interesting for them, together learn new original ways of artistic activity, experiment, design, etc. Constantly reveal to children the “secret of the double” in everything: an object, an event, a phenomenon. Such a chain of our relationships with children can greatly help, firstly, us in our own development of the personality of a person-teacher and, secondly, it will reveal to children their human potential: a storehouse of creativity, unknown thoughts, unprecedented decisions, unknown love of life.

An important area of work for preschool institutions is to create conditions forcomfortable well-being of the child. The organization of children's lives from the point of view of ensuring their comfort should take into account their needs for recognition and communication, for the manifestation of activity and independence, and self-expression.

In achieving the goal of educational work with children, the following are resolved: tasks :

Treating children with care and attention, supporting and ensuring the development of personality through participation in the activities of a children's public organization;

Arouse the child’s interest in himself, help in the formation of adequate self-esteem and self-esteem through participation in various competitions;

Promote the full development of personality through participation in creative activities;

Create conditions for the formation of a favorable development environment.

Thus, the content educational activities are:

Studying the child, creating conditions for his self-realization, self-development, self-education;

Organization of active and creative life of children;

Pedagogical provision of a child’s comfortable well-being and acceptance by the children’s community.

Within the framework of the concept, educational work is built in the following areas:

Sports and recreation (formation of a healthy lifestyle, the basics of life safety);

Working with families (providing pedagogical and psychological assistance to parents).

I consider the most important psychological and pedagogical indicator of the quality of preschool education to be ensuring the child’s comfortable well-being in a preschool educational institution, which is characterized by emotional well-being, a positive self-concept, well-being and success in the field of communication and relationships, and success in the field of activity.
In ensuring the comfort of a child in a preschool educational institution, much depends on the psychological position of the teacher, which should consist of a positive assessment of the personality and activities of children, positive anticipation of the child’s actions, assessment of the actions, and not the personality of the pupil, and positive non-verbal manifestations.
To create psychological comfort for children in preschool educational institutions, it is necessary to provide a person-oriented approach to preschoolers; cooperation between kindergarten managers and specialists and families; active development of all types of child activities with special attention to a specific type of activity - play; developing children's communication skills; widespread use of artistic means (music, literature, painting); active work of a teacher-psychologist and other specialists.
In solving the problem of preserving and developing the preschool education system, the creation of new forms should play a role, such as, for example, an advisory center, the purpose of which is to ensure equal access to educational services for all preschool children. The main contingent of the consultation center is families with children who do not attend preschool educational institutions. CP is an interactive form of work in kindergarten, as it involves active interaction between specialists and the family. For families who turn to the CP, unexpected opportunities open up that they were previously deprived of: receiving advisory assistance and psychological support, opportunities for early development and socialization of the child. In the process of direct communication, which is built on the principles of trust, dialogue and interaction, parents are provided with effective assistance, taking into account the interests of a particular family, their experience of upbringing and the individual characteristics of the child.
The qualitative result of educational activities depends not only on the program, but primarily on the personality of the adult who creates an emotionally rich environment for the child to master a particular area of knowledge. The teacher must use all the variety of forms of working with children to solve pedagogical problems.

6.Creating psychological comfort.

The color parameter is used to create psychological comfort in the group and stimulate cognitive and motor activity. With the help of color, you can improve the quality of both joint (child - adult, child - child) and individual activities. Color is not only a compositional means of creating an emotionally comfortable space, but also a means of information and ensuring safety when performing exercises. In group rooms, the main color is blue, which, in combination with other colors, allows for a long stay in the room without reducing physical activity and provides emotional comfort. The spatially-objective environment created in this way provides conditions for the child’s independent motor activity and acts as a means of instilling in him the need for a healthy lifestyle.

For a child to successfully adapt to modern conditions, develop his abilities, creativity, and emotional well-being, a comfortable and harmonious developmental environment in a preschool is necessary.
The subject-developmental landscape environment we have created stimulates the creative imagination of preschoolers, evokes an emotional response, and creates psychological comfort for each of them.
A kindergarten is a special institution; it is practically a second home for employees and children. And you want to decorate your home, make it cozy and warm, unlike others. And therefore, kindergarten employees strive to bring elements of home furnishings into the interior, as well as introduce new design trends (bar counters, floor lamps, refrigerators, etc.).
When decorating premises in a kindergarten, color comfort is created: “cooling” sunny, hot rooms with colors of cool shades (for example, a music room), using a palette of pastel colors in early age groups.

A large role in this educational system is given to the family. The family is the first institution in which the foundations of a future personality are laid. Parents and the teaching staff of preschool educational institutions must present uniform, reasonable and understandable requirements to the child. Thus, parents should be informed of the need to maintain a daily routine at home that is close to the kindergarten routine. Within the framework of the educational model, such forms of work with parents as joint walks, sports activities, etc. are used. During the acute adaptation period (about two weeks), the child can attend kindergarten with his mother, which will preserve his psycho-emotional well-being.

Understanding this, our teaching staff focuses all its efforts on ensuring the physical, psycho-emotional and moral comfort of children. One of the directions is to create a comfortable psychological climate for children.
It is very important in what mood the child will cross the threshold of kindergarten. I would like to see every child entering our garden happy and not burdened with worries that are beyond their age.
Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy and satisfied with the people around him, both in the family and in kindergarten. It is the adult who has not lost himself in a sense of self-importance and is ready to help the child’s development.
In preschool childhood, the main figures in communication are adults - parents, teachers.
The main condition under which a child’s personality develops harmoniously and he feels emotionally well is a personality-oriented pedagogical process. In this case, special attention is paid to the emotional side of the relationship between the teacher and children. The kindergarten staff try to give the warmth of their souls to the children every day. We build relationships between children and adults on the basis of cooperation and respect. Educators try to see the individuality of each child, understand his emotional state, respond to experiences, take the position of the child, and inspire confidence in himself. Teachers create a sense of emotional comfort and psychological security in the child.

From spring to late autumn, flowers in original flower beds and well-groomed lawns delight the eye. The variety of bushes, shrubs and trees creates a unique flavor. Together with our children we create this unique beauty, we care for it and treat it with care, and every year we strive to increase it.
When we get into kindergarten groups, the unique style of each group room, bedroom, and locker room is noticeable. Each group has its own name and teachers, together with children and parents, create extraordinary corners with their own hands. Children greatly value handmade work, treasure it, and very often come to kindergarten with their own ideas and suggestions, which our teachers never refuse. When designing, we try to take into account the individual characteristics of children (more “calm” tones where there are hyperactive children), as well as emotional states. It is common for any person to experience certain psychological states at some moments in their life. That’s why we have created corners of solitude in our groups. This is a place for fantasies: you lie down, sit out, play a calm game, calm down - you can go out and join the general bustle again. Teachers develop in children the ability to determine their own and other people’s emotional states. The following aids are used for this:
- a rug of emotions in the psychologist’s office;
- mood screens that help to notice deviations in the emotional state and provide emotional comfort in a group of children. They are all different in style, design and content.

Parents and kindergarten teachers are like-minded people who understand that raising a child requires joint efforts.
The main activity of a psychologist is creating optimal conditions for the psychological and emotional well-being of each child. Within this area I carry out the following activities:

I optimize the adaptation process through visual prevention and psychological education;
I conduct correctional and developmental classes, communication trainings;
I use relaxation methods and APT therapy;
I carry out diagnostic work aimed at studying the comfort of staying in kindergarten.

From the above we can conclude:it is necessary to implement an integrated approach to ensuring a health-saving educational process, create conditions for maximum comfort for children in kindergarten, create a developmental environment taking into account beauty and benefits, ensuring psychological comfort. Our nursery is very cozy and beautiful, it has a homely atmosphere, comfort and children are happy to come in the morning and do not want to leave it in the evening.

A kindergarten should provide the child with the opportunity not only to study and understand the world around him, but also to live in harmony with it, to enjoy every day he lives, the variety of his activities, a successfully completed task or a desire that has finally come true. And from this point of view, the organization of conditions and space of a preschool institution is of great importance. The visual characteristics of a preschool educational institution, that is, what the child sees around him, are an important condition for emotional education. Everything that surrounds a child largely determines his mood, forms one or another attitude towards objects, actions and even towards himself. Everyone (adults) and everything that surrounds the child must develop and provide him with the necessary psychological comfort.

Creating conditions for comfortable well-being

modern child in kindergarten

Every year our institution is updated and improved, it acquires a new and beautiful appearance, and today we are witnessing this.

Spending most of the day in kindergarten, the baby perceives it as a second home. Only in a comfortable environment in kindergarten is the development of a child possible. It is very important that he feels calm and comfortable in his second home. And you want to decorate your home, make it cozy and warm, unlike others. And therefore, the kindergarten staff strives to bring elements of home furnishings into the interior, as well as introduce new design trends.

After consulting with colleagues, we decided to turn a small room into a functional, cozy office divided into zones for a teacher-psychologist. This is a specific room that functionally serves certain purposes to ensure a psychologically comfortable atmosphere and emotional well-being for all participants in the pedagogical process.

When creating such an office, the employees adhered to the rule: it should be modern, aesthetic, so that everyone would like it: both children and adults. The place in which the educational psychologist conducts his work is a kind of face of the specialist, reflecting him as a person and professional. The psychological office is equipped in accordance with fire safety rules, in accordance with sanitary and epidemiological rules and regulations, contains the necessary logistics.

As a result of our work, we received a wonderful and magical room for psychological relief! It’s difficult, but it’s possible if you apply a little creativity and imagination, support and help from the students’ parents. But the main assessment was given by the children; they always come here with joy and have difficulty leaving the psychological office.

Thanks to Deputy Director L.A. Bobrovskaya, the teaching staff and active parents of students, we have a new room equipped with special equipment for psychological relief.

Alekseeva T. Yu., educational psychologist