Sections: Working with preschoolers
Kindergarten is a new, important period in the life of every child. Unfortunately, for any child, starting to attend kindergarten is a real stress. He finds himself in a completely new, unusual environment for him - a huge unfamiliar room, where there is no mother who is always ready to help, where there are no his favorite toys, where he is surrounded by strange adults whom he must obey.
When a child enters preschool, his life changes significantly: strict regime day, absence of parents or other close relatives, new requirements for behavior, constant contact with peers, a different style of communication. All this creates a stressful situation that can lead to neurotic reactions (fears, whims, hysterics, refusal to eat, frequent illnesses, mental regression).
How older child, the faster he can adapt to new conditions. Therefore, the problem of adaptation is especially acute with children. early age. Children of this age are the most vulnerable; they are less adapted to separation from the family.
Adaptation is the body’s adaptation to a new environment, and for a child, kindergarten is undoubtedly a new, unfamiliar space for him. Despite the difficulties in adaptation, I still believe that it is at an early age that parents should send their child to kindergarten.
It is at this age that the development of mental processes and personality traits occurs most intensively. Significant changes occur in the child’s motor activity. New types of movement appear - running, climbing, jumping, playing with a ball. Speech develops - the child learns to pronounce words correctly, his vocabulary increases. Great changes are also taking place in social development. The child strives to be good, to meet the requirements of adults, to receive their approval. According to some observations by psychologists, a child under the age of three acquires from 60% to 70% of information about the world around him, and for the rest of his life 30% - 40%. During this age period, it is very important to build a child’s life so that he can make the most of the opportunities of this age. This task falls, of course, on the kindergarten.
So that the process of getting used to kindergarten passed most painlessly and largely depends on us, the teachers. You need to gradually accustom your child to kindergarten. In the first days, the child’s stay in the group should be minimal (maximum two hours). It is advisable for the child to have breakfast at home, because many children initially refuse to eat at all. The residence time should be increased gradually. If the child has a hard time getting used to it, you can advise parents to come only for a walk in the first days. Only after two or three weeks, taking into account the baby’s wishes, you can leave him for the whole day.
Taking into account the research of scientists, the Institute of Pediatrics has developed criteria by which one can judge the severity of the adaptation period:
- sleep disturbance,
- eating disorder,
- manifestation of negative emotions in communication,
- fear of space,
- frequent illnesses,
- weight loss.
The process of a child’s transition from a family to a preschool institution is difficult not only for the child, but also for the parents. Therefore, parents must prepare both themselves and their baby for the first day of kindergarten. It is necessary to create in advance a daily routine for the child at home (sleep, games, walks, meals), as close as possible to the preschool routine. Parents should tell their child about what a kindergarten is, why it is needed and why they want to take him there (it’s good, it’s interesting, there are a lot of other children there, toys to play with, etc.). You can also play the game “Kindergarten” at home and play out situations that may arise in kindergarten.
Every time, after returning from kindergarten, parents need to ask their child about how his day went, what he did, what was interesting. It is imperative to focus on the positive aspects, since parents with such short remarks are able to form a positive attitude towards the preschool institution.
The teacher must warn parents about the peculiarities of children’s adaptation to new conditions and ask them to be sure to talk about how the child behaves at home. If a child has been trained in advance to the daily routine that awaits him in kindergarten, if he knows how to ask to go to the toilet, knows how to hold a spoon himself, plays with toys, is interested in them, is capable of at least short-term contact with other children, trusts teachers, then most problems associated with the adaptation period can be avoided.
Young children are characterized by increased emotionality. The emotional state of the child has a special impact on the speed and severity of the adaptation process. Therefore, from the first days of a child’s stay in a preschool educational institution, it is necessary to provide him with psychological and physical comfort, which will help mitigate the unpleasant moments that arise during the transition from a home lifestyle to a public one.
Duration of getting used to new things social conditions, as well as the nature of children’s behavior in the first days of their stay in a preschool institution depend on individual characteristics. Children of the same age behave differently: some cry on the first day, do not want to eat, refuse toys, do not make contact with children and adults, but after a few days they watch the children’s play with interest, eat well and go to bed peacefully. Others, on the contrary, are outwardly calm on the first day, follow all the instructions of the teachers, and the next day they part with their mother crying, eat poorly in the following days, do not take part in the game, and show negative emotions in communication. Most children react to kindergarten by crying. Some go easily in the morning, but cry at home in the evening, others agree to go to kindergarten in the morning, but before entering the group they begin to be capricious and cry.
Psychologists and doctors distinguish three stages of the adaptation period:
Easy adaptation– by the 20th day of stay in a child care facility, sleep returns to normal, the child eats normally, and makes contact with peers and adults. The incidence is no more than once, without complications. Weight unchanged.
Moderate adaptation– behavioral reactions are restored by the 30th day. Neuropsychic development slows down somewhat (slower speech activity). The incidence is up to two times for a period of no more than 10 days, without complications. The weight has not changed or decreased slightly.
Difficult adaptation– characterized, firstly, by a significant duration (from 2 to 6 months or more) and severity of all manifestations (the child often gets sick, loses already acquired skills, and both physical and mental exhaustion of the body may occur).
It is well known that the main type of children's activity is play. During the adaptation period, play becomes the main relaxing tool for preschoolers. Its main task during this period is to establish trust relationships with each child, an attempt to induce in children a positive attitude towards kindergarten, to help remember the names of other children and teachers. There are special games aimed at getting to know each other and remembering names. For example, the game “Train Engine”, children are carriages, and each has its own name. “The first trailer is Vanya, the second one is Zhenya, followed by the third trailer – Ksyusha. And now our engine will be Kira.” Constant repetition helps children quickly remember what their name is, and games contribute to the emergence of first contacts, physical and playful.
The game helps to create a good mood in children, to evoke joy: the child is happy that he has learned something new, rejoices at his achievement, the ability to say a word, do something, achieve a result, rejoices at his first joint actions and experiences with other children. This joy is the key to the successful development of children at the early age stage and is of great importance for further education.
In my practice, I use games from the book by A.S. Ronzhina “Psychologist’s classes with children 2-4 years old during the period of adaptation to a preschool institution.” Here we have selected games and exercises that will help the child successfully adapt to the conditions of a preschool educational institution, help relieve psycho-emotional stress, reduce impulsivity, anxiety and aggression, improve communication, play and motor skills, develop cognitive processes, and optimize parent-child relationships.
Through joint efforts, educators and parents must organize the child’s life so that adaptation to a preschool institution is as painless as possible, so that the child develops a positive attitude towards the preschool institution and communication skills with adults and children, which is necessary for future life in society.
Objective indicators of the adaptation period are:
- deep, restful sleep,
- a good appetite,
- emotionally balanced state,
- active behavior,
- complete restoration of existing skills,
- age-appropriate weight gain
Bibliography:
- Belkina L.V. Adaptation of young children to preschool conditions. Voronezh. TC Teacher, 2004
- Novoselova S.L. Didactic games and activities with young children. – M.: Education, 1985
- Ronzhina A.S. Psychologist classes with children 2-4 years old during the period of adaptation to a preschool institution. – M.: Knigolyub, 2003
Tamara Tsypkina
Adaptation of a young child to kindergarten
Previously, it was generally accepted that if a child cries during the period of getting used to kindergarten, then it will pass. Neither parents nor teachers attached importance to the period baby adaptation, but today everyone is familiar with this term. Now this period has been highlighted, its difficulties are clear. Each child is individual, each has different problems, depending on the child’s temperament, character, psychological and somatic health, readiness for kindergarten.
Parents need to take some steps to make the process easier. Adapting your child to kindergarten. The very first step will be to get acquainted with the future group and teacher. It’s best to come in advance, see everything, find out from the teacher what the children call it, because in groups early age usually called by name or with the addition of a word "aunt". It is much easier for a child to approach Dasha, or Aunt Dasha, than to Daria Ivanovna. An official name and patronymic can cause associations in a child with someone strange and unfamiliar, because previously he was surrounded only by familiar people whom his parents called by name. The future teacher should be associated with someone close and familiar to mom or dad.
The second step is to use the names of the teachers at home. This will ensure that the baby gets used to the future. kindergarten. Psychologists advise avoiding harsh statements about kindergarten and teacher. The baby does not understand why his beloved mother wants to give him to "bad" kindergarten to"bad teacher". After negative statements, parents may lose their child's trust, and the process adaptation may take months. It is best to tell your child that you know and love Dasha, how she spends time with children, how many interesting games and fairy tales she knows. If a child forms a positive opinion about the teacher, then it will be much easier for him to get used to the new conditions.
Third step - adaptation to changes in daily routine(food, sleep, games). It is best a few months before going to children's The kindergarten begins to adjust the child to a new regime. To do this, find out the daily schedule in advance. kindergarten, menu, since it is very difficult for a baby to change his usual rhythm and favorite food. Morning whims are due to the fact that the child is sleepy, because he is not used to waking up so early or does not want to eat milk porridge.
Better adaptation occurs in children less attached to mother. Therefore, the fourth step will be to teach the child to be independent. Children who are strongly attached to their mother should begin to be left with other relatives; when walking, you need to be closer to other children so that the baby gets used to interacting with them. Explain to children that they need to share toys or treats with others, teach them to take into account the wishes of others.
If for parents the child is the center of all attention, then you need to somehow explain to him that others also have desires, and others can also be praised, not only him. There are many children who are the center of the Universe in the family, and when they come to kindergarten, they suffer greatly from the fact that attention goes to someone else. Easier those children adapt who can themselves service: dress yourself, eat, ask adults for something. Therefore, the fifth step is to provide the child with (before kindergarten) opportunities to be independent. This will help the baby not only with adaptation to kindergarten, but will also have an impact on his mental, physical and mental development.
The next step will be to wean the child from habits that are not characteristic of him. age(breastfeeding, pacifier, riding in a stroller, diapers, etc.). You need to think carefully and give up what the child is strongly attached to, for example, light near the crib at any time of the day, a sippy cup on the nightstand, etc.
Parents who have prepared their child for a new way of life in time will definitely receive a reward and will take their child to school with great pleasure. kindergarten, because how nice it is to hear that your baby is going to explore the world with pleasure.
2. Painful attachment to mother
There are children who are extremely attached to their mother. There is no need to scold such children, convince them that they are in the way, or punish them. These are not simple children's whims, but an attempt to find protection.
You should not set your child as an example of children who behave calmly in the absence of their mother. Your child may develop an inferiority complex and withdraw into himself.
There is no need to forcibly wean the baby from the presence of his mother - this is very traumatic for the child’s psyche.
"Sudden Departure"- is also not the most successful method. The baby experiences fear when his mother suddenly leaves, not only from separation, but also from surprise and inexplicability.
For a child who is highly dependent on his mother, it is simply necessary to feel calm and protected.
To strengthen the nervous system when fighting strong addiction you can advise your mother to spend more time on fresh air, engage in outdoor games. This will also help broaden your horizons.
It must be remembered that the child needs communication with a large number of people, since life is in a closed space where there are only the closest people (parents, grandparents) lead to worsening of the complex.
It is best to provide your child with more interaction with people: invite guests and take it with you. Show how proud you are that he is becoming independent, but don’t pay attention to the baby’s dependence on his mother.
To avoid addiction, you need to take step-by-step measures. The first thing is to teach the child to stay alone in the room, to teach him to understand that his mother is somewhere near: in the kitchen, in another room.
Then you can try on a short time leave the baby with relatives. Find a moment when your child is in a good mood, busy with something interesting, without focusing too much, tell him that you will be back soon, and, for example, his grandmother will be with him. If your baby starts to get nervous, don't get upset, distract him, and then try again. Explain to your child that you will be back very soon, he will not have time to finish playing, and you will already be there.
If the child reacted more or less calmly (upset, but does not scream or cry much), leave the apartment so that he hears the closing door, stand behind it for no more than 5 minutes. When you return back, praise your baby, tell him what he or she she is very good, because during the time that he let you go, you managed to do so much. Let the child understand that you returned quickly, as you promised, which means that next time it will be the same.
Such experiments can be repeated for about a week without increasing the time of separation. Then, when the child gets used to the fact that you are away for a short time, begin to increase the time of care, add time imperceptibly, by about a minute.
The baby must understand that mother, as promised, always returns quickly.
When you can leave for about 15-20 minutes, buy your child something sweet or some kind of toy.
Then the child will wait for what you will bring him when you are away. But you don’t need to bring something every day, otherwise the child will get used to it and begin to demand a reward every time you leave. Let him understand that your absence is nothing special.
The one who stays with the child when you are not there should keep the child busy with something interesting. Let the baby get used to the fact that when his mother is away, he can just as calmly and comfortably go about his business.
Only together, as a family, can you help your baby overcome his dependence on his mother.
II. We go to kindergarten
1. The baby goes to kindergarten
Need according to age organize his communication with adults and develop activities with objects. First, find out whether your child prefers emotional or business communication. The dominance of the first indicates the need to develop a progressive type of communication. This does not mean that you need to stop emotional communication and leave only learning to interact with objects. Friendliness, respect, attention should continue to remain the basis of communication. The task for an adult will be to promote actions with objects. It is necessary to show and teach the baby how to properly use everyday objects. Give him the opportunity to show independence. Constantly offer your child something new that will captivate him with the world of things and teach him to communicate with other people.
You can play with two to three year old children role-playing games, such as daughters and mothers, games with cars, animals, construction sets, etc. It is better to use gestures to show the action of each poem or fairy tale. At first, the child will only watch you, but gradually he will begin to take part in the games. At this point, you should help your child choose the toys that are missing, and perhaps replace them with something new.
Don't forget that you need to praise your child so that playing with you becomes a pleasure for him. Gradually give your child more freedom during play, thereby reducing your activity. Over time, your baby needs to become the instigator of a new type of communication. By playing role-playing games every day, you will create a sense of need for them in your child. Then the baby will begin to play on his own, will independently find a partner in games, and will not want to constantly be near you, sitting on your lap.
Teach your baby to be disciplined and neat. He must understand that toys must be treated with care, and after he has played enough, put everything back in its place. Children get used to order better by playing, too. It all depends on your imagination and ability to interest your baby.
Of course, you need to teach your child how to use household items, thus teaching him to be independent. In this regard, children are very different, even from the same age group . Some sit and wait for them to will be served: they put on clothes, put on shoes, while others quickly and diligently do it themselves. The same thing happens at the table, some sit and wait to be fed, others diligently work with a spoon themselves. It’s much harder for passive children who constantly expect help from adults. adapt to kindergarten.
For relax adaptation For a new life, you need to give your child the opportunity to communicate more with strangers. Invite your friends to visit, also take your child to visit with you, go out with your friends and their children, lead a more open lifestyle.
Syrova Natalia Alexandrovna
Adaptation of young children to preschool conditions
Start school year- difficult time for young children, since this is the period adaptation to new conditions for them. Children have a hard time being separated from their mother and become desperate when they find themselves in an unfamiliar environment, surrounded by strangers. It’s also hard for parents who see the inconsolable grief of their always cheerful baby. It's not easy for the staff either. groups: children cry, cling, do not let them work, and the teacher needs to manage everything, do everything according to the schedule, at least temporarily calm the baby, give the others a break from the scream of the new one.
Adaptive period is a serious test for kids. Summoned adaptation stress reactions permanently disrupt emotional condition children.
Morozova E.I. noted: “It can be assumed with a greater degree of probability that this period does not pass without a trace, even if it ends favorably, but leaves a mark on the neuropsychic development of the child.”
Indeed, when a child comes to kindergarten for the first time, he finds himself in new conditions. The daily routine, the nature of nutrition, the temperature of the room, educational techniques, the nature of communication, etc. change, so the problem adaptation child to kindergarten is the leader.
A child’s admission to a preschool institution is always accompanied by certain psychological difficulties. This is due to the fact that, living in a family, in certain relatively stable conditions, the child gradually adapts to the influence of the environment. At home The child’s experience is constantly enriched by new connections under the guidance of a close adult. But in a preschool institution, your favorite adult is not next to the child. He is not happy with the abundance of toys, children. The child begins to suffer because there is no main adult with whom he feels comfortable, i.e. there are no points of contact with loved ones. The transition of a child from family to kindergarten is often associated with the need to change a number of established habits, rebuild previously formed stereotypes (daily routine, feeding method, education methods, etc. - that is, the system of established conditional reflexes on various moments child's life). There will definitely be a child adapt to the group: he must adapt to new (to others) conditions, develop new forms of behavior for yourself. This is not an easy task for a child. The process of getting used to preschool educational institutions is aggravated by physiological and psychological changes, which are one of the reasons for the negative attitude of new arrivals children to preschool educational institutions. When a child first crosses the threshold of kindergarten, a state of fear sets in, mental tension arises, which leads to emotional stress and even illness. A child who comes to the group for the first time is frightened by the sudden change in what is happening, the unknown keeps him in nervous tension, connections with family are unexpectedly interrupted, he is surrounded by strangers, an unfamiliar environment in which it is difficult to navigate. The instinct of self-preservation is triggered, and the child begins to actively defend himself with those available to him. ways: he cries bitterly, rebels, refusing
help from strangers, demands that his mother be nearby, and even tries to run away. A persistent negative emotional mood, despair and resentment dominate so much for several hours a day that the baby forgets about eating and sleeping. The child is frightened by the teacher’s attempts to somehow calm him down. The child is so excited that when he returns home, he is unable to calm down, shudders during sleep, cries, and often wakes up. The second and third days go about the same way. A fragile body cannot withstand nervous overload, and the child may get sick.
Most children adaptation period is accompanied by a number of, albeit temporary, but serious disturbances in behavior and general condition, namely (peculiarities adaptation period) :
Emotional changes state: tension, anxiety or lethargy appears (the child cries a lot, sometimes strives for emotional contact with an adult, but, in most cases, irritably shuns them and their peers;
Appetite and sleep are often disturbed (children cannot fall asleep, sleep is short-term, intermittent, many children refuse to eat);
Deeper functional disorders: body temperature rises, the nature of stool changes (the first signs of stomach upset, a rash on the skin may appear. Do not remove the child from the preschool educational institution!
There is a loss of already established positive habits and skills (at home he asks to use the potty - he doesn’t do this in the garden, at home he refuses to eat on his own - in kindergarten he refuses);
Interest in the objective world, toys, and everything around decreases;
The level of speech activity drops, vocabulary is reduced, new words are difficult to learn;
The child is at risk infectious diseases because of
contact with other children. During adaptation Energy forces weaken, the body's resistance is disrupted, and the child quickly falls ill. Children usually get sick with the same thing they were previously prone to (if they previously had the flu, ARVI, then they get pneumonia, i.e. the diseases take on more complex forms).
Most difficult adaptation occurs in children of the 2nd year of life. All the negative manifestations in this age are more pronounced at this age than children who came to kindergarten after 2 years. The recovery period sometimes stretches for 2-3 months. The 2nd year of life accounts for the greatest number diseases:
Motor activity is inhibited children: the child stops walking (in the 2nd year of life, is afraid to walk around the group, to go to the toilet, i.e. mental and physiological processes drop to a lower level.
It must be remembered that everyone children's reaction to the adaptation period the same is a change in the state of mood, sleep, appetite. The child loses his appetite (you cannot force feed at this time; the close approach of someone else’s face with the words “eat, eat” causes fear and protest, especially if the child is experiencing painful sensations, anorexia is caused - gagging at the sight of food, dishes, feeding instructions). The cerebral cortex cannot withstand stress; the child can fall asleep anywhere for 5-10 minutes after crying for a long time, waking up and crying loudly again.
By the end of the process adaptation normalization is progressing scheme: appetite – sleep – behavior
Degrees and phases adaptation
There are two main criteria for successful adaptation: inner comfort (emotional satisfaction) and external adequacy of behavior (ability to easily and accurately meet environmental requirements).
In a comprehensive study conducted by scientists in different countries, three phases were identified adaptation process:
1) acute phase, which is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbances, decreased appetite, regression in speech development (lasts on average one month);
2) the subacute phase is characterized by adequate behavior of the child, i.e. all changes decrease and are recorded only in individual parameters against the background
slow pace of development, especially mental, compared to average age standards(lasts 3-5 months);
3) the compensation phase is characterized by an acceleration of the pace of development, as a result, by the end of the school year, children overcome the above-mentioned delay in the pace of development.
There are three degrees of severity of the acute phase adaptation period:
1st degree – mild adaptation(tense when the child’s appetite is disturbed (eats selective meals, mild sleep disturbance, temporary negative emotions appear (cries and calms down, is reluctant to play with children, does not play with toys, although he looks at them).
The period is satisfactory - from 10 days to 2 weeks.
2nd degree – moderate adaptation when vegetative changes occur in body: increased body temperature, skin rash. Loose stool. The emotional state normalizes slowly over the course of 1 month. After admission to a preschool educational institution, the child usually gets sick (usually acute respiratory infections or acute respiratory viral infections, 7-10 days without complications).
Term adaptation moderate severity – 1 month.
3rd degree – adaptation is undesirable, the most severe, it becomes pathological.
Very long term - from 1 to 6 months.
During 3rd degree adaptation child
1) or suffers a recurrent disease, often accompanied by complications,
2) or exhibits persistent impairments behavior: violent negative reaction (does not part with his favorite toys brought from home, tries to leave, hide, sits in the waiting room, constantly calls his mother, sleeps sitting). Thus, the negative attitude towards the entire group is replaced by a very sluggish, indifferent state. Such children need consultation with a doctor and psychologist.
The task of teachers is to keep the newly admitted child on the 1st (light) degrees adaptation. That is why it is necessary to organize a child’s life in a preschool institution in such a way that would lead to the most adequate, almost painless adaptation to new conditions. conditions, would allow us to form a positive attitude towards kindergarten and communication skills, especially with peers.
Factors influencing character children's adaptation to kindergarten mode
Child's age. From 1 year 8-9 months to 2 years and older (from 2 to 3 years) the most favorable period for adaptation, although its degree remains different.
From 1 year 8-9 months to 2 years, a child has a need to communicate not only with adults, but also with children, which allows him to escape from home. But still, speech is not sufficiently developed, and if you do not understand the child and do not fulfill his wishes, then crying and a breakdown of the nervous system appear. Adaptation may progress to stage 2 – moderate severity.
From 2 to 3 years old, children can adapt to new things much easier living conditions. Adaptation is easy, because the child already has life experience, he becomes more inquisitive, he can be interested in a new toy, activity, he can do something independently. In that age the need for communication and an indicative reaction to surrounding: his attention is attracted by toys and other objects, reflex "What's happened?" stimulates communication with adults.
State of health and development of the child. Healthy, good developed child copes with social difficulties more easily adaptation. Children with more high level development, with well-developed speech, with self-care skills, who know how to keep themselves busy with activities with toys, more easily get used to a new environment. Children burdened with various pathological conditions (pathology of pregnancy and childbirth, get sick a lot before entering a preschool educational institution, weakened children endure much more difficult adaptation period.
Individual characteristics of GNI. Adaptation depends on the strength and type of GNI (type of GNI - individual personality traits that affect the process of formation of knowledge, skills, addiction, characteristics
manifestations of character). I. Pavlov in his doctrine of GNI distinguishes 2 types (strong – choleric, sanguine, phlegmatic; weak – melancholic) taking into account the interaction between the processes of excitation and inhibition.
Children with a strong type GNI: choleric (the process of excitation prevails over the process of inhibition) and phlegmatic (both processes are balanced) behave outwardly calmly: petrified, inhibited, are at a distance, are afraid to cry, restrain themselves, without objections They comply with the teacher’s demands, but they do not allow adults to approach them, they hide in a corner with tears in their eyes, and cry when adults approach. This is a very difficult condition, because the nervous tension is very high. These children, when meeting their parents, begin to cry bitterly, so it is better not to touch them during the day, let them sit in solitude.
Melancholic children have the hardest time getting used to it (with a weak type of IRR, the processes of excitation and inhibition are weakly expressed). Just like phlegmatic people, these children are very suffer: they are depressed and quiet, sit on the sidelines, break up with their parents in the following days crying, eat poorly, sleep poorly, and do not take part in games. This behavior may continue for several weeks. Therefore, during the training period children to preschool educational institution Special attention should be given to those suffering children: phlegmatic and melancholic, adaptation which may have grade 3 - pathological.
Negative effect on the course adaptation are caused by disturbances in sleep patterns, feeding patterns, and improper organization of wakefulness in the family (chaotic, dysfunctional families) U children from such families during adaptation disturbances in appetite and sleep become more profound, as a result of which the adaptation period.
Conditions family education and previous experience. Children who, before entering preschool educational institutions, were repeatedly placed in different conditions(visited relatives, acquaintances, went to the dacha, etc., communicated with many adults, with various children, who, in accordance with age personal qualities have been formed - skill
play with toys, communicate with adults and peers, have a positive attitude towards the demands of an adult (go to bed, eat, collect toys, take care of yourself independently (the ability to eat, dress, undress, ask to go to the toilet, it is easier to get used to conditions of the preschool educational institution than children who interacted with only one adult. For such children during the adaptation period Strict adherence to daily routine and habits is required. Despite the presence of previous social experience, in the first days of their stay in a preschool educational institution, the emotional state of such unbalanced children(they are also wary, watch other people’s adults, are nervous in communicating with them, have difficulty falling asleep, at first they behave supposedly calmly - they themselves take an adult’s hand, look at toys, willingly climb up the slide on their own, but already on the third day they refuse to go to a kindergarten). The novelty of the impressions lasted only 2 days. In general the children are good conditions family education adapt in a shorter period of time.
Adaptation to new conditions life for every child is inevitable, because the social environment changes. The child develops "social phobia"- social trauma, increased sense of fear of new people and environments.
Conclusion
In conclusion, I would like to note once again that the duration adaptive period depends on the individual characteristics of each baby. If a child is active, sociable, inquisitive, he adaptive The period passes relatively easily and quickly. Another baby is slow, calm, loves to be alone with toys; noise and loud conversations of peers irritate him. Even if he knows how to eat and undress himself, he does it slowly and lags behind everyone else. All this leaves its mark on his relationships with others. Such a child needs a longer period of time adaptation.
To make the period of getting used to kindergarten go faster and calmer, you need to use various adaptation techniques techniques. First of all, it is necessary to create a natural, stimulating environment in which the child feels comfortable and protected and exhibits creative activity.
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Adaptation of young children to the conditions of a preschool educational institution is a rather difficult and alarming process in most cases. The entry of children into nurseries changes the normal rhythm of life of parents. They feel very anxious because they are used to their children being always under their control. They, in turn, also experience stress because at home they are accustomed to the same routine, feeding method, and sleep pattern. And at one moment all this changes: parents are not visible for half a day, the food is completely different, the regime is different.
Further formation and development, a prosperous life in a preschool institution and in the family, depend on the child’s ability to adapt to everything new - the daily routine, new people. It is the adaptation of young children to the conditions of a preschool educational institution that allows them to eliminate emerging problems and form the children’s adaptability to everything new.
Young children play an important role, since preschool educational institutions are the first social institution, where they gain experience in constant communication with peers and other people, this is where the foundations of a communicative style are laid. Therefore, an environment must be created for children to get used to it, taking into account their age.
Adaptation of young children to preschool conditions depends on their physiological and personal qualities, relationships in the family, conditions of stay in a preschool institution.
Adaptation in young children to the conditions of a preschool educational institution, its pace and formation proceeds differently. For this process to be more productive, it is necessary to maintain contact between parents and educators; both parties must have a desire to cooperate and meet each other halfway. If the period goes well, the baby will be calm.
Adaptation to preschool educational institutions for young children
At an early age, adaptation to preschool conditions goes through several stages. At the first stage of adaptation, information is collected about the characteristics and needs of the baby. When parents visit a preschool institution for the first time, they are introduced to the charter, the parental agreement. Parents are also introduced to the teachers and students of the group. An individual visit schedule is developed. Primary diagnosis is carried out.
At an early age, during adaptation, absence is often observed. This is treated in two ways, since it simultaneously makes the situation easier, but also complicates the diagnostic process and the formulation of the main problem of early childhood.
Psychocorrectional work is carried out on experiences in early childhood, following the “here and now” position and with an emphasis on consolidating positive processes that manifest themselves in the process of correctional work.
At the second stage, the concluding diagnosis of the characteristics of early age adaptation, a comparative analysis of the values of the primary and concluding diagnostics is also carried out.
When the adaptation of young children to preschool educational institutions ends, a medical-psychological-pedagogical consultation with an expanded composition takes place, at which the results of work during adaptation, its positive aspects and problematic situations are analyzed, the results are summed up, changes are introduced to the plan for organizing the adaptation process and subsequent activities are discussed according to the specific adaptation of pupils.
In order to achieve rapid adaptation to new circumstances, a new regime, certain conditions must be created for the adaptation of young children in preschool educational institutions. There should be a purposeful organization of children's life activities as they enter the unfamiliar environment of a preschool institution; it would have an impact on the formation of a positive attitude towards the preschool educational institution.
The conditions for the adaptation of young children to preschool educational institutions must be agreed upon on both sides - from parents and from teachers. If educators have pedagogical knowledge about what conditions for the adaptation of young children in a preschool educational institution will be better, then parents should take this into account in order to make the conditions of the home regime and the kindergarten regime as similar as possible.
Almost all children cry when they enter kindergarten; a slightly smaller proportion behave more confidently, and it is clear from them that they are not particularly worried about this. They accurately carry out all the actions of the teacher. It is easier for such children to say goodbye to their families, and they adapt more easily.
Others go with their parents to the group. This behavior shows that babies need communication. They are afraid to be left without mom or dad in the group, so the teacher may allow the parents to stay. Feeling supported at this moment loved one, the baby begins to behave more relaxed and confident, he begins to be interested in toys. If parents are always near the baby, then he will not be able to go through the adaptation process and further socialize.
The behavior of children is often completely different, because they all had various conditions development, they had different needs even before enrolling in a preschool institution. Of particular importance is the psychological readiness of children at an early age for kindergarten; it is one of the results of the development of the preschooler’s psyche.
Difficulties in adaptation of young children to the conditions of a preschool educational institution may arise from involvement in the process of communication, which is not of interest to them. Parents should talk a lot with their children and introduce them to peers outside of kindergarten so that they are ready for intensive communication.
Failure to comply with basic pedagogical rules in education can lead to violations of their intellectual sphere and physical maturation. Regarding this, negative forms of behavior are formed.
Adaptation of young children to preschool conditions has three phases. The first is the acute phase, characterized by an unstable somatic and mental state. Children often lose weight, suffer from respiratory diseases, suffer from sleep disorders, and there is a decrease in speech development.
The second phase of adaptation in young children is subacute, normal behavior is typical here, all progress weakens and is fixed against the background of a slightly slower pace of development, in particular mental development, relative to average age norms.
The third phase of adaptation of young children to the conditions of a preschool educational institution is compensation; the rate of development increases and closer to the end of the year the rate of development slows down.
In order for the transition from the family regime to the preschool educational institution regime to be successful during the adaptation period, it is necessary that it be carried out gradually. Of great importance is the coordination of the claims of the crumbs with their true capabilities and environmental conditions.
Adaptation of children in early kindergarten has three degrees. Easy adaptation at an early age is characterized by a relatively short stay in a negative emotional state and mood. Young children tend to have sleep disorders, they have no appetite, and they do not want to play with their peers. In less than a month, this condition returns to normal. A joyful, stable state, active communication with adults and other young children predominates.
Adaptation to preschool education for young children of moderate severity is expressed in a slower normalization of the emotional state. In the first month of adaptation, illnesses often occur, mainly respiratory infections. Such diseases last from a week to ten days and end without complications. Mental condition unstable, any novelty contributes to negative emotional reactions. With the help of an adult, children become more interested in cognitive activities and are more likely to get used to new conditions.
Severe degree of adaptation: the emotional state stabilizes very slowly and can last several months. During a difficult period of adaptation, aggressive and destructive reactions are characteristic. All this affects health and development. The severe degree of adaptation at an early age is due to several reasons: the lack of a routine in the family that would coincide with the routine in kindergarten, the inability to play with a toy, peculiar habits, lack of hygiene skills, and the inability to communicate with new people.
Adaptation of young children to the conditions of a preschool educational institution can be easy, quick and practically painless, but it can also be difficult. It is impossible to immediately determine exactly what it will be; it depends on the influence of many various factors: from the conditions of pregnancy to the individual properties of the central nervous system. Only an experienced pediatrician can predict what the adaptation of a young child will be like and what difficulties may arise during its course.
Regardless of the prognosis, one way or another, negative signs will always arise at the level of the whole organism. But such deviations are a small part of what may be present in the behavior of young children. They are under strong mental stress, which follows them everywhere. Therefore, children are in a state or are one step before it. If stress is minimal, then changes in the adaptation period will pass calmly. If the stress has taken over completely, then most likely the child will get sick; this happens during severe adaptation.
The mental state also changes noticeably. After enrollment in a preschool institution, children change radically in a different direction; their own parents often do not recognize them. For example, if previously the baby was quiet and balanced, now he began to roll up and. He has lost the self-care skills he previously used. This process is called regression, it manifests a reaction to stress. The skills lost during regression return after a while and by the end of the adaptation stage everything is back to normal.
Social adaptation of young children is often very difficult, since it is a constant companion of this period. They are afraid of unfamiliar adults and peers, they do not understand why they should listen to strange adults, they prefer to play by themselves than with others. All this forms in them closedness from contacts with others, introversion. Other kids also don’t really want to make contact with such a child, because they see how he is afraid of everything that surrounds him and only calls for his mother, who can protect him. If the moment comes when the baby finds contact with other babies, then this means the adaptation period is over.
Kindergarten is the place where the first experience of collective communication occurs. New circumstances, new acquaintances - all this is not perceived immediately. Most babies react by crying. Some can very easily enter the group, but cry at home in the evenings, others go to kindergarten, but just before entering they begin to cry and be capricious.
The manner of upbringing in the family plays a significant role in adapting to new circumstances. Often it is in the family that the reason for low social adaptation. is formed to a greater extent in the family. Also of great importance is the structure of the family, its cultural level of development, observance of moral rules, moral laws, and the attitude of parents.
The family has a particularly strong influence on the formation of the “I-concept,” since the family is the only social sphere for children who are not in a preschool institution. This family influence lasts for some time into later life.
The child does not have personal experience past, does not know the criteria. He is guided only by the experience of the people around him, their assessment, the information he receives from his family, and for the first time in years, his self-esteem is formed.
The influence of the external environment also shapes and reinforces the self-esteem acquired in the family. Confident kids are able to successfully and quickly cope with failures that arise in front of them, in a home situation or in kindergarten. They can also adapt faster. Children with low self-esteem are always in a state of doubt; they only need to experience failure once to lose self-confidence, and this is what slows down their process of adaptation.
Speaker of the Medical and Psychological Center "PsychoMed"
1. The concept of adaptation.
AdaptationThe child's transition to new social conditions is sometimes very painful. When he first comes to kindergarten, a serious restructuring of all his relationships with people occurs, a breakdown of the usual forms of life. This sudden change in living conditions can be accompanied by difficult experiences, a decrease in speech and play activity, and often affects the child’s health.
For a child who has not attended childcare facility, everything is unusual: the absence of loved ones, the presence of unfamiliar adults, a large number of children, new routine day, etc. The way staff treat children is also very different from what they are used to at home. A new environment throws the child off balance and often causes violent reactions in him.
Of particular importance during the period of a child’s adaptation to the conditions of public education are such factors as the habit of a routine, the level of cultural and hygienic skills, self-care skills, etc. Constant attention should be paid to this in the family. By the end of the first year of life, the child must develop the ability to sit on a chair and drink from a cup independently. From 1 year 2 months, it is necessary to teach the child to use a spoon, eat soup with bread, a variety of dishes, chew food well, and push his chair in after eating. The child must actively participate in undressing and washing.
From 1 year 6 months, a child should be taught to wash his hands on his own, to eat, keeping cleanliness while eating, to use a napkin, to take off clothes unbuttoned and untied by adults, and to name items of clothing.
2. Main features of the normally current period of adaptation.
1. Mood disorders.
Tearfulness, moodiness, depression in some children; excitability, anger, aggressive manifestations for others (duration - from a week to 1.5 months).
2.Sleep disorders.
Children very often begin to sleep worse, have difficulty falling asleep in the evening, and may cry before going to bed; In the morning it can be very difficult to wake them up at the right time. Some children cannot fall asleep during the day in kindergarten, become overtired and quickly fall asleep in the evening. Others, overexcited, cannot calm down until 10-11 p.m. Lack of sleep affects the well-being of children almost immediately and has a complex Negative influence on the nervous system (duration – from 1 to 2 months).
3.Appetite disorders.
Children begin to eat poorly (both at home and in the garden) for the reason that they are offered unusual food, new dishes that taste unfamiliar. For children who are accustomed to eating pureed food at home, the consistency of meals in kindergarten may be unexpected. In combination with the increased nervous excitability of some children, this can lead to short-term gastrointestinal disorders - vomiting, abdominal pain, hiccups, and sometimes food allergies (duration - from 1 week to 1 month).
4.Decreased immunity.
Young children suffer from stress the immune system, they begin to get sick often (usually ARVI), react to hypothermia, overheating, and drafts much more often than in the normal state; easily become infected from each other (duration - from 2 to 10 months, for some even longer).
5. Conduct disorder
Children seem to return to earlier stages of development, play worse, games become more primitive, cannot tear themselves away from their mother even at home, and begin to be afraid of strangers. Some experience a loss of self-care skills, hygiene skills (they do not ask to go to the potty, have difficulty washing their hands, etc.) (duration - from 1 week to 2 months).
Another situation is also widespread - a child behaves wonderfully in kindergarten, but when he comes home, he begins to show unmotivated aggression and throw causeless tantrums.
Treat all these phenomena with understanding. The child behaves this way not to spite you, but simply because he is experiencing extreme stress. Parental love and attention contribute to the child’s rapid adaptation in kindergarten, no less than the competent actions of teachers.
3.Phases of the adaptation period.
Depending on the duration of the adaptation period, there are three degrees of adaptation of a child to kindergarten: easy (1-16 days), moderate (16-32), severe (32-64 days).
With easy adaptation The child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, and sleep improves after 1-2 weeks. The mood is cheerful, interested, combined with morning crying. Relationships with close adults are not disrupted, the child succumbs to farewell rituals, is quickly distracted, and is interested in other adults. The attitude towards children can be either indifferent or 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 adult’s instructions. By the end of the first month, active speech is restored. The incidence is no more than once, for a period of no more than ten days, without complications. Weight unchanged. There are no signs of neurotic reactions or changes in the activity of the autonomic nervous system.
Average degree of adaptation . Violations in the general condition are more pronounced and last longer. Sleep is restored only after 20-40 days, the quality of sleep also suffers. Appetite is restored after 20-40 days. Unstable mood for a month, tearfulness throughout the day. Behavioral reactions are restored by the 30th day of stay in the preschool educational institution. His attitude towards loved ones is emotionally excited (crying, screaming when parting and meeting). The attitude towards children is usually indifferent, but can also 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. The incidence is up to two times, for a period of no more than ten days, without complications. Weight does not change or decreases slightly. Signs of neurotic reactions appear: selectivity in relationships with adults and children, communication only in certain conditions. Changes in the autonomic nervous system: pallor, sweating, shadows under the eyes, burning cheeks, peeling skin (diathesis) - for one and a half to two weeks.
Severe degree of adaptation. The child falls asleep poorly, sleeps short, screams, cries in his sleep, wakes up with tears; appetite decreases greatly and for a long time, persistent refusal to eat, neurotic vomiting, functional disorders of stool, and uncontrolled stool may occur. 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 preschool educational institution. The attitude towards loved ones is emotionally excited, devoid of practical interaction. Attitude towards children: avoids, withdraws or shows aggression. Refuses to participate in activities. Does not use speech 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 child. One is active, sociable, inquisitive. His adaptation period will pass quite easily and quickly. The other is slow, calm, loves to be alone with toys. Noise and loud conversations of peers irritate him. Even if he knows how to eat and dress himself, he does it slowly and lags behind everyone else. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.
Exist certain reasons that cause tears in a child:
Anxiety associated with a change of environment (a child under 3 years of age still needs increased attention. At the same time, from the familiar, calm home atmosphere, where the mother is nearby and can come to the rescue at any moment, he moves into an unfamiliar space, meets even friendly, but strangers) and regime (it can be difficult for a child to accept the norms and rules of life of the group in which he finds himself). In kindergarten they are taught a certain discipline, but at home it was not so important. In addition, the child’s personal daily routine is disrupted, which can provoke hysterics and reluctance to go to preschool.
Negative first impression of visiting kindergarten. It can be decisive for the child’s future stay in preschool, so the first day in the group is extremely important.
Psychological unpreparedness of a child for kindergarten. This problem is the most difficult and may be associated with individual developmental characteristics. Most often this happens when the child lacks emotional communication with his mother. Therefore, a normal child cannot quickly adapt to a preschool educational institution, since he is strongly attached to his mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive.
Children 2-3 years old experience fears of strangers and new communication situations, which manifests itself fully in preschool educational institutions. These fears are one of the reasons for the child’s difficulty adapting to the nursery. Often, fear of new people and situations in the garden leads to the child becoming more excitable, vulnerable, touchy, whiny, he gets sick more often, because stress depletes the body's defenses.
Lack of self-care skills. This greatly complicates the child’s stay in kindergarten.
Excess of impressions. In a preschool educational institution, the child experiences many new positive and negative experiences; he may become overtired and, as a result, become nervous, cry, and be capricious.
-Personal hostility from the group and kindergarten staff. This phenomenon should not be considered mandatory, but it is possible.
Parents also need to know that until the age of 2-3 years, a child does not experience the need to communicate with peers; it has not yet formed. At this age, an adult acts as a play partner for the child, a role model, and satisfies the child’s need for friendly attention and cooperation. Peers cannot give this, because they themselves need the same.
4. Reasons for difficult adaptation to preschool conditions
- Lack of a family regime that coincides with the kindergarten regime.
- The child has unique habits.
- Inability to occupy oneself with a toy.
- Lack of basic cultural and hygienic skills.
- Lack of experience communicating with strangers.
Adults need to help children overcome the stress of admission and successfully adapt to a preschool institution. Children At an early age they are emotional and impressionable. They are characterized bybut quickly become infected with strong, both positive and negative emotions of adults and peers, imitate themactions. These features should be used by you whenpreparing a child for kindergarten. It is very important that the firstThe child gained experience of his stay in kindergarten whensupport of a loved one.
5. How to help your child adapt to kindergarten.
- Introduce your child to kindergarten gradually. Bring him to the group in advance so that he can meet the teachers and hang out with the children. At first, leave your child in the garden only for a few hours, pick him up during a walk, before lunch. Gradually increase this interval by coming for it after lunch, quiet time, or afternoon tea. If no complications arise, after 1-2 weeks you can switch to the normal regimen. However, do not delay the adaptation process, otherwise the child will get used to his special situation.
A Teach your child to communicate with other children and adults. Visit playgrounds, holidays, birthdays with him, teach him to play with peers.
- Play the game “Kindergarten” with your child at home. Create a couple of typical situations that may arise in a children's group. Give your child a few options that will help him respond to them. With this you will already lay the foundations for communication and the baby’s entry into new team- first for children, then for school, and then for adults.
- In the first few days, the child feels constrained in kindergarten. Constantly holding back emotions can lead to nervous breakdown, therefore, during the adaptation period, the child simply needs to “release” emotions in the usual way home environment without causing stiffness. Don't scold him for shouting too loudly or running fast - he needs this.
- Never scare your child with a kindergarten teacher or teacher. It is important to create a positive image of the kindergarten. At the same time, when sending your child to kindergarten, do not promise him a heavenly life, be honest with the child, but focus on everything that can contribute to a positive attitude: tell him what he might be interested in there, what he can learn.
- Make sure to pack everything your child might need in the group (spare clothes, replacement shoes, sports uniform and so on.).
- Give your child his favorite toy with you to kindergarten that makes him feel warm feelings and associated with home. Let the toy “go to kindergarten” with him every day and meet others there. Ask what happened to the toy in kindergarten, who was friends with it, who offended it, and whether it was sad.
- Communicate with teachers, ask about your child’s condition and well-being, and how he behaves among his peers. Don't forget to warn him if he has any habits or intolerance to certain foods or allergies. Show a friendly interest in his academic activities and progress.
- One of the most common problems is the morning crying of a child when parting with his parents. It is important not to succumb to provocations on the part of the child and to let him understand that no matter what, he will have to go to kindergarten. Be consistent and confident in what you do. Firmly tell your baby that you are leaving him only for a few hours, that this is necessary, that you love him and will definitely come for him at a certain hour. Cut the “farewell scene” short. As a rule, within a few minutes after the parent disappears, the child calms down. Create a “farewell ritual”: agree in advance with your child, for example, that you will wave through his window and send him a kiss, this will make it easier for him to let you go. And of course, do not forget to praise him on those days when your separation will be calm.
- Not only children, but also parents go through a period of adaptation to kindergarten, so it is important for family members to monitor their feelings and be aware of their nature. Prerequisite successful completion of this period - renunciation of guilt. If you have even the slightest hesitation, the child will “catch it” and it will be even more difficult for him to part with you.
On the way home, try to talk with the child, find out what was good about the day and what was not so successful, what the children did, who the child played with, what new things he learned. Having sent your child to kindergarten, you began to spend less time with him, but the point is not in the number of hours, but in the quality of your relationship. They may become warmer if you have something to tell each other.
- Keep in mind that problems with a child’s adaptation to kindergarten may recur after holidays, vacations, or illness. In this case, it is necessary to show flexibility, especially difficult situations You can again shorten the child’s time in kindergarten, or for some time, by agreement with the teacher, arrange a break in the middle of the week.
It is necessary to maintain the same daily routine on weekends as in kindergarten!
When a child is out of kindergarten, parents should try to devote as much time as possible to him - walking, playing, talking.
During the adaptation period, emotionally support your baby. Hug your child often.
Ask your child about kindergarten life every day. Be surprised and praise the child. Your conversation should be emotionally charged. It is very important for a child to know that the adults who matter to him take him seriously, treat his problems with respect, listen to him carefully and with interest, and that what he says turns out to be really important.
Avoid asking questions: “What did you do today? What did you eat? How did you behave? Ask: “Who did you play with today? Who did you read the book about? Did you draw today? Did you have porridge or an egg for breakfast?” Etc.
ABOUT teach your child at home all the necessary self-care skills: washing, drying hands; dress and undress; eat independently, using a spoon while eating; ask to go potty. Clothing must be comfortable for a child of this age.
- Remember that it may take up to six months for a child to get used to kindergarten. Calculate your strengths, capabilities and plans. It is better if during this period the family has the opportunity to adapt to the adaptation features of their baby.
The task of parents during the period of adaptation of the child to kindergarten is to be calm, patient, attentive and caring. Be happy when meeting a child, say friendly phrases: “I missed you,” “I feel good with you.” Hug your child as often as possible!
Remember, patience, consistency and understanding are important!
Bibliographic list of used literature
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2. Belkina L.V. Adaptation of young children to preschool conditions. – M., 2006.
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4. Granovskaya R.M. Adaptation of young children to the conditions of preschool educational institutions: Tutorial. – M.: Uchitel, 2004.
5. Davydova O.I., Mayer A.A. Adaptation groups in preschool educational institutions. Toolkit. – M.: TC Sfera, 2005.
6. Diagnostics in kindergarten. Edited by Nichiporyuk E.A. Posevina G.D. -Rostov-on-Don, Phoenix, 2004.
7. Kiryukhina N.V. Organization and content of work on adaptation of children in preschool educational institutions. - M., 2006. - 112 p.
8. Kostina V. New approaches to the adaptation of young children / Preschool education. – 2006. – N1 – p.34 – 37.
9. Lapshina L.F., Grebneva L.E., Ivanova E.V. Methodological recommendations for preschool teacher-psychologists educational institutions for carrying out the adaptation period. – Vladimir, 2003.
10. Pechora K.L., Pantyukhina G.V., Golubeva L.G. Young children in preschool educational institutions: A manual for preschool teachers. institutions. – M.: VLADOS, 2002.
11. Pyzhyanova L. How to help a child during the adaptation period. -Preschool education. – 2003. – №2.
12. Fursova S.Yu. Recommendations for parents on how to adapt their child to kindergarten. – Directory of a senior teacher of a preschool institution. - No. 8. – 2008. – P.28-31.
