Presentation on the topic "Child's adaptation to kindergarten." Adaptation of a child to the conditions of a preschool educational institution The need for communication

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“KINDERGARTEN FOR CHILDREN” Prezentacii.com (adaptation of young children to the conditions of a preschool educational institution)

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“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And who led the child by the hand during childhood, 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

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The adaptation period is a serious test for young children: from a familiar family environment, he finds himself in new conditions, which inevitably entails a change in the child’s behavioral reactions, sleep and appetite disorders. Today, the number of children with behavioral disorders (aggression, anxiety, hyperactivity, etc.) continues to grow. It is more difficult for such children to adapt to new social conditions. Children with different degrees of social readiness when entering kindergarten initially have unequal starting opportunities. Therefore, it is the adaptation period that allows us to eliminate this problem.

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Prezentacii.com Creating conditions for the successful adaptation of young children to the conditions of a preschool educational institution. Increasing the level of psychological and pedagogical literacy of parents in matters of the emotional development of the child.

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Adaptation is the process of developing adaptive reactions of the body in response to new conditions. Adaptation should be based on knowledge of the mental, age and individual characteristics of the child. The task is to create maximum conditions for the child to painlessly go through all stages of adaptation to the conditions of the preschool educational institution.

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Three most significant problems have been identified. The first problem is that children entering kindergarten have a rather low level of neuropsychic development. This is due both to the characteristics of upbringing in the family and to biological factors (the course of pregnancy, childbirth). The greatest delay manifests itself in active speech skills and sensory development, which negatively affects the further development of the little person. The second problem is related to various deviations in the behavior of children. It concerns sleep, appetite of children, hyperexcitable or low-emotional, non-communicative children, children with manifestations of fears, enuresis, tics, etc. Therefore, it is important to get to know each child, find out his characteristics of development and behavior.

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Factors that determine the success of children’s adaptation to preschool educational institutions: the state of health and level of development of the child; the age at which the baby enters a child care institution; the degree of development of the child’s communication with others and object-based play activities.

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frequent maternal illnesses during pregnancy; inconsistency between the home regime and the pre-school regime; low cultural and educational level of the family; parental alcohol abuse; conflictual relationships between parents; child's retardation in neuropsychic development; presence of chronic diseases. Factors that make adaptation difficult

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Organization of conditions for adaptation of young children. 1.Creating an emotionally favorable atmosphere for the child at home and in the group. 3.Formation of a sense of confidence in the child. 4. Active interaction between preschool educational institutions and parents. 2. Correct organization of gaming activities during the adaptation period.

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For emotionally stressed children, it is good to use games and exercises aimed at emotional release. They contribute to closer acquaintance between children and adults, the emergence of positive emotions in children and the cohesion of the group.

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The main task of games during this period is the formation of emotional contact and children’s trust in the teacher. The child should see in the teacher a kind person, always ready to help (like a mother) and an interesting partner in the game. Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, care and attention to each child.

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Five rules for mitigating a child’s stressful state Rule 1. The first, and most important, rule is voluntary participation in the game. Rule 2. An adult must become a direct participant in the game. Rule 3. Repeated games, which is a necessary condition for the developmental effect. Rule 4. Visual material (certain toys, various objects, etc.) must be protected; it cannot be turned into ordinary, always accessible. Rule 5. An adult should not evaluate a child’s actions. Give your child the opportunity to express himself, do not force him into your own framework, even the best.

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Tabletop-printed (“Whose house”, “Who’s hiding”, “Collect a picture”, “From what fairy tale”, etc.) Role-playing (“Hospital”, “Let’s take my daughter to kindergarten”, etc.) Adaptation (“Look at to my window”, “We walked, walked, walked and found something”, etc.) Musical (“Guess what’s ringing”,.) Outdoor games (“Sun and rain”, “Teddy bear”, “I’ll catch up” you”, etc.) Round dances (“Bubble”, “Loaf”, “Carousel”, etc.) Finger dances (“This finger”, “Magpie - white-sided”, etc.) Verbal (“Who has what kind of mother-pets” , “What we do in the morning, afternoon and evening in kindergarten”, etc.) Play activities: children’s games

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It is very important that during the adaptation period, parents treat the child very carefully and attentively, strive to help him survive this difficult moment in life, and do not persist in their educational plans, do not fight against whims. The most important thing is a positive attitude towards kindergarten; if parents believe that kindergarten is the best place on earth for a child, the child will also think the same, albeit at the level of internal sensations.

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Targeted training of parents and educators produces positive results even with difficult adaptation, making it easier for a child to get used to new conditions. First of all, this is: 1. A positive emotional attitude towards the child (affectionate communication) 2. Satisfaction of his physiological and cognitive needs. 3. Individual approach to the child. 4. Maximum approximation of the conditions of the kindergarten to those at home. Objective indicators of the end of the adaptation period are: - deep sleep; - a good appetite; - cheerful emotional state; - complete restoration of existing skills; - active behavior and corresponding weight gain according to age.

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During the period of adaptation to preschool, children show anxiety and restlessness. At home they have a pronounced negative, negative attitude towards the teacher and peers. They require constant attention from the teacher, do not notice their peers, the level of gaming skills is not high, and the level of independence is low. During the day, the emotional state practically does not change (inactivity, crying, require consolation, sit indifferently, do not come into contact with children). First level: Heavy (from 2 to 6 months)

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Children of this level are characterized by getting used to kindergarten and adequate behavior: they observe the actions of adults and peers, avoid them, subsequently imitate them, cry in the first days, remember their parents after they leave, and during the day they play with peers and communicate with adults. These children have developed self-service skills, they seek contact with peers, they are calm, and they play actively. Second level: Intermediate (20-40 days)

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When becoming familiar with the environment, he easily becomes involved in objective, independent activities or games. The game can be played both independently and with peers. They quickly establish contact with adults. They can engage themselves in meaningful play without feeling helpless, since they are independent and have developed self-service skills. During the day they laugh, rejoice, sing, joyfully run towards their peers and teachers. Third level: Easy (10-15 days)

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calm, cheerful, cheerful mood of the child at the time of parting and meeting with parents; balanced mood throughout the day; ability to communicate with peers, not to conflict; the desire to eat independently, to finish the prescribed amount to the end; restful daytime sleep in the group before the scheduled time; good appetite, desire to eat food on their own, adequate attitude towards adults, communication with them on their own initiative. Indicators of the end of the adaptation period were

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The process of a child’s transition from a family to a preschool institution is difficult for both the child and the parents. The child will have to adapt to completely different conditions than those to which he is accustomed in the family. And this is not at all easy. There is a need to overcome psychological barriers. Three most significant problems with which children come from home to preschool educational institutions have been identified. They are as follows: The first problem is that children entering kindergarten have a rather low level of neuropsychic development. This is due both to the characteristics of upbringing in the family and to biological factors (the course of pregnancy, childbirth). The greatest delay is manifested in active speech skills and sensory development, which negatively affects the further development of the little person. The second problem is associated with various deviations in the behavior of children. It concerns sleep, appetite of children, hyperexcitable or low-emotional, non-communicative children, children with manifestations of fears, enuresis, tics, etc. Therefore, it is important that the teacher has the opportunity to get to know each child, find out his characteristics of development and behavior.

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If the child happily talks a lot about kindergarten, if he is in a hurry to go there, if he has friends there and a lot of urgent matters, we can assume that the adaptation period is over. Targeted training of parents and educators produces positive results even with difficult adaptation, making it easier for the child to get used to new conditions.

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Recommendations for parents on how to adapt their child to preschool education. 1. The most important thing is to have a positive attitude towards kindergarten, if you believe that kindergarten is the best place on earth for your child. If you don’t think so, do auto-training - take a piece of paper and write in response to the question “Why do I need a kindergarten?” everything positive that you know about this (for example, “My child’s social circle will expand, and this is very useful for his development” - yes, even negative experience is useful, since the child develops only by overcoming obstacles, as, indeed, and any person, or “I can calmly go to the store without tearing a screaming child away from bright boxes,” etc. 2. Walk with your child on the playground more often, do not rush to intervene in any conflict, give the child the opportunity to learn to find a way out on his own. from the situation, but for yourself the opportunity to be proud of the child “What a great fellow, how cleverly he took his toy, which means he can stand up for his property.”

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5. If you have decided on the choice of a preschool institution, begin to explore its territory, come for morning and evening walks (which will also help you and your child get used to the kindergarten regime), get to know the teachers, play with the children, remember their names so that you can remind them later their child. Visit a kindergarten psychologist, consult with a nurse or doctor, i.e. Get as much varied information as possible about the place where your child will spend most of his time. The most important thing is your trust and belief that everything will be fine. 6.Be sure to follow the adaptation schedule, i.e. regime for a child’s short-term stay in kindergarten, starting from 2 hours. Give the child the opportunity to gradually get used to new conditions, new people, new rules, and the absence of his mother. 7.You can give your child a toy or a book with you, or a “piece” at home.

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8. Communicate with the teacher every day to find out how you can adjust your relationship with your child at home so that he gets used to new living conditions more easily and quickly. Let the teacher become your assistant in raising your child. 9. Support your child during the adaptation period, pay less attention to his whims, give him your warmth and love. Try not to change anything in the child’s life during this period. Take care of your child's nervous system! 10. Observe your child, listen to him and he himself will tell you the most optimal educational methods and techniques for him! If all previous recommendations are taken into account, then 90% of the most difficult part is already behind you.

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Adaptation of children to preschool educational institutions

The process of a person entering a new environment and adapting to its conditions. Adaptation (adjustment)

Degrees of adaptation Adaptation Light Moderate Severe

With easy adaptation within a month, the child’s behavior normalizes, he begins to calmly or joyfully relate to the new children’s team. Appetite decreases, but not much, and by the end of the first week it reaches its normal level, sleep improves within one to two weeks. By the end of the month, the baby regains speech, play, and interest in the world around him. With easy adaptation, the child’s relationships with loved ones are not disturbed; he is quite active, but not agitated. The decrease in the body's defenses is slight and is restored by the end of the 2-3rd week. There are no acute diseases. During adaptation of moderate severity, disturbances in the child’s behavior and general condition are more pronounced and last longer. Sleep and appetite are restored only after 20-40 days, mood is unstable for a month, activity decreases significantly: the baby becomes whiny, inactive, does not strive to explore a new environment, and does not use previously acquired speech skills. All these changes last up to one and a half months. Changes in the activity of the autonomic nervous system are clearly expressed: this may be a functional disorder of the stool, pallor, sweating, “shadows” under the eyes, “flaming” cheeks. These manifestations are especially pronounced before the onset of the disease, which, as a rule, occurs in the form of an acute respiratory infection. The state of severe adaptation is of particular concern. The child begins to be seriously ill for a long time, one disease replaces another almost without a break, the body’s defenses are undermined and no longer fulfill their role - they do not protect the body from the numerous infectious agents that it constantly has to deal with. This adversely affects the physical and mental development of the baby. Another variant of the course of severe adaptation: the child’s inappropriate behavior is so severe that it borders on a neurotic state. Appetite decreases greatly and for a long time; the child may experience persistent refusal to eat or neurotic vomiting when trying to feed him. The baby has trouble falling asleep, screams and cries in his sleep, and wakes up with tears. Light sleep, short. While awake, the child is depressed, uninterested in others, avoids other children or is aggressive towards them; constantly crying or indifferent, uninterested in anything, frantically clenching his favorite home toy or handkerchief in his fist. The general condition of the body suffers: there is weight loss, defenselessness against infections. Improvement occurs extremely slowly, over several months. The pace of development slows down, and there is a lag in speech, play, and communication.

Factors that determine the success of a child’s adaptation to kindergarten. Firstly, this is the state of health and level of development. A healthy baby, developed for his age, has better capabilities of the system of adaptation mechanisms; he copes better with difficulties. The state of his health is influenced by the course of pregnancy and childbirth in the mother, diseases during the neonatal period and in the first months of life, and the frequency of morbidity in the period before admission to a child care institution. Toxicoses and diseases of the mother during pregnancy cause unfavorable maturation of the complex systems of the child’s body that are responsible for adapting to changing environmental conditions. Subsequent diseases adversely affect the immune system and can inhibit mental development. The lack of a proper routine and sufficient sleep leads to chronic fatigue and exhaustion of the nervous system. Such a child copes worse with the difficulties of the adaptation period, he develops a stressful state, and, as a result, gets sick.

Factors that determine the success of a child’s adaptation to kindergarten. The second factor is the age at which the baby enters the child care facility. As the child grows and develops, the degree and form of his attachment to a permanent adult changes. In the first half of the year, the baby gets used to the person who feeds him, puts him to bed, and takes care of him; in the second half of the year, the need for active knowledge of the world around him intensifies, his capabilities expand - he can already move independently in space, he can use his hands more freely. But the child is still very dependent on the adult who cares for him; the baby develops a strong emotional attachment to the person who is constantly nearby, usually to the mother. At the age of nine to ten months to one and a half years, this attachment is most strongly expressed. Afterwards, the child has the opportunity for verbal communication, free movement in space, he actively strives for everything new, and dependence on the adult is gradually weakened. But the baby still urgently needs the feeling of security and support that a loved one gives him. A small child's need for safety is as great as food, sleep, and warm clothing.

Factors that determine the success of a child’s adaptation to kindergarten. The third factor, a purely psychological one, is the degree to which the child’s communication with others is developed. At an early age, situational-personal communication is replaced by situational-business communication, the center of which becomes the child’s mastery, together with the adult world, of objects, the purpose of which the child himself is not able to discover. An adult becomes a role model for him, a person who can evaluate his actions and come to the rescue. Emotional relationships are selective relationships. They are built on the basis of the experience of personal communication with the closest people. If a baby in the first months of life is equally friendly towards any adult, the simplest signs of attention from the latter are enough for him to respond to them with a joyful smile, humming, stretching out his arms, then already from the second half of life, babies begin to clearly distinguish between their own and strangers. At about eight months, all children develop fear or discomfort at the sight of strangers. The child avoids them, clings to the mother, and sometimes cries. Parting with the mother, which until this age could have happened painlessly, suddenly begins to lead the baby into despair, he refuses to communicate with other people, from toys, loses appetite, and sleep. Adults should take these symptoms seriously. If a child becomes fixated on personal communication with his mother alone, this will create difficulties in establishing contacts with other people. It has been established that children who have difficulty getting used to a child care facility most often have close emotional contacts with adults at home. They play with them little, and if they do, they do not greatly activate the children’s initiative and independence. Among these children, many are spoiled and caressed.

Signs of psycho-emotional stress: Difficulty falling asleep and restless sleep. Fatigue after an activity that recently did not tire the child. Unreasonable touchiness, tearfulness, or, conversely, increased aggressiveness. Absent-mindedness, inattention. Restlessness, restlessness. Lack of self-confidence, which is expressed in the fact that the child increasingly seeks approval from adults, literally clings to them. Showing stubbornness. Constantly sucks a finger, chews something, eats too greedily, indiscriminately, while swallowing food (sometimes, on the contrary, there is a persistent disturbance of appetite). Fear of contacts, desire for solitude, refusal to participate in games of peers (often the child wanders aimlessly around the group room, unable to find something to do). Playing with the genitals. Shoulder twitching, head shaking, trembling. Loss of body weight or, conversely, the manifestation of symptoms of obesity. Increased anxiety. Daytime and nighttime urinary incontinence, which was not previously observed.

Memo for parents: Your baby has arrived in kindergarten. A new life began for him. In order for the child to enter it joyful, sociable, and matured, we would like to offer several recommendations. Try to create a calm, friendly atmosphere in the family. Set clear requirements for your child and be consistent in presenting them. Be patient. Develop self-care and personal hygiene skills in children. Encourage games with other children and expand your social circle with adults. When your child talks to you, listen carefully. If you see your child doing something, start a “parallel conversation” (comment on his actions). Speak to your baby in short phrases, slowly; in a conversation, name as many objects as possible.

Give simple, clear explanations. Ask your child: “What are you doing?” To the question: “Why are you doing this?” he will answer when he grows up. Read to your baby every day. Make sure your child has new experiences. Engage in creative activities with your baby: play, sculpt, draw... Encourage curiosity. Don't be stingy with your praise. Enjoy your baby!

Dear parents! If your child still has difficulty leaving you in the morning and experiences negative experiences, we offer you some tips on how to leave your baby in the group in the morning as painlessly as possible: tell your child in a confident, friendly tone that it’s time for you to go; kiss him as if nothing is happening and leave without stopping; demonstrate your confidence in the teacher by addressing him with words like: “I see you are having a fun day today”; tell your child how he can determine the time when you should come for him (for example, right after lunch), but then be specific; Having said goodbye, leave without looking back. You will definitely notice within a few days how the emotional stress during morning separations from your child will decrease. Good luck to you! Teacher-psychologist MBDOU TsRR d/s No. 51 “Rostok”, Stavropol Kulinskaya Svetlana Vladimirovna

"Children's Adaptation to the conditions kindergarten"

Adaptation- from lat. “adapt” is a complex process of adaptation or adaptation of the body to a new environment, which occurs at different levels: physiological, social, psychological.

An object: the process of adaptation of young children to the conditions of the preschool educational institution system.

Item: using a set of measures to preserve and develop natural adaptation mechanisms.

The main objective: create favorable conditions that facilitate the child’s comfortable adaptation to the conditions of a preschool educational institution.

Tasks:

• Preserving and strengthening children's health in changed conditions.
• Providing parents with practical and advisory assistance and convincing them of the need to raise a child, taking into account age-related patterns of development and individual characteristics.
• Formation of a unified style of education and communication with the child in the family and preschool educational institutions.
• Surrounding the child with warmth, care and affection to establish trusting relationships with preschool employees.

Child's adjustment period divided by three stages:

• Acute phase, or maladjustment, is accompanied by various fluctuations in the somatic state and mental status. The phase lasts on average one month.
• Subacute phase, or adaptation, is characterized by adequate behavior of the child. The phase lasts 3-5 months.
• Compensation or adaptation phase, is characterized by an acceleration in the pace of development.

Distinguish three degrees of severity passing through the acute phase of the adaptation period:

• easy adaptation moderate adaptation difficult adaptation
• easy adaptation- behavior returns to normal within 10-15 days; the child gains weight according to the norm, behaves adequately in a group, does not get sick during the first month of attending a preschool institution;
• moderate adaptation- changes normalize within a month, the child loses weight for a short time; a one-time illness lasting 5-7 days may occur, there are signs of mental stress;
• difficult adaptation lasts from 2 to 6 months; the child often gets sick and loses acquired skills; Both physical and mental exhaustion of the body may occur.

Characteristics of adaptation groups of children

Group

adaptation

Characteristic

First group

Emotional condition

Second group

Tears, cry

Activity

Third group

Relationships with adults and children

The child is unbalanced and will cry if there is no adult nearby

Absent

Speech

Negative (the child does not accept the teacher’s requests, does not play with children)

Imitation of adults

The child's condition is calm and balanced

Subject activity or role-playing game

Positive attitude at the request of the teacher or children

Absent or associated with memories of loved ones

Need for communication

Positive at the initiative of the child

Response (answers questions from children and adults)

The need for communication with close adults, affection, care

Initiative (he himself addresses adults and children)

The need to communicate with adults, to cooperate with them and to receive information from them about the environment

The need for communication with adults and independent action

The task of modernizing the interaction between family education and preschool educational institutions is the development of relations “Child – teacher – parent.”

Principles of working with children :

• Partial stay of the child during the initial period of adaptation (2–3 hours, possibility of staying with the mother).
• Preservation of the baby’s existing habits in the first 2–3 weeks.
• Daily monitoring of the child’s health, emotional state, appetite, and sleep in the first month.

Forms of work with parents:

• survey;
• conversations with parents;
• consultations;
• sliding folders;
• child monitoring;
• educational games;
• parent meetings to introduce parents of newly admitted children to other parents.

• love children and treat them as your own;
• remember the individual psychological characteristics of the development of each child;
• introduce the child in an accessible form to social and moral norms;
• it is necessary to establish contact with the parents of children entering a preschool institution;
• conduct consultations and conversations with parents, introduce them to the daily routine of the kindergarten and the requirements for the child.

• The main task of the teacher is to earn the child’s trust.
• The immutable rule is not to judge the child’s experience and never complain to parents about it.
• Teachers strive to ensure that the system of raising young children is focused on the personal, individual, age characteristics of the child.
• From July 2012 to March 2015, 25 children entered my junior group. Of these, 18 people (72%) are aged from 1.5 to 2 years. From 2 to 3 years – 5 people (20%). Over 3 years old – 2 people (8%).
• Of these, 15 children (60%) with an easy degree of adaptation; 10 children (40%) with moderate severity; with a particularly severe degree is not observed. But according to my observations, children have been identified who still experience enormous difficulties in getting used to kindergarten.

Consultation for parents (with presentation) "Adaptation of young children to kindergarten conditions"

It is very difficult for children of any age to start attending kindergarten. Each of them goes through a period of adaptation to kindergarten. (slide 2) The child's whole life changes dramatically. Changes literally burst into the usual, established life in the family: a clear daily routine, the absence of relatives and friends, the constant presence of peers, the need to listen and obey unfamiliar adults, the amount of personal attention sharply decreases.
The problem of adaptation of children in preschool age has been studied by many scientists who have conducted research and proven that the adaptation period mainly depends on how the adults in the family prepare the child for this important period.
The child’s further development and prosperous existence in kindergarten and in the family depend on how the child gets used to the new daily routine, to unfamiliar adults and peers. (slide 3).
If educators and parents join forces and provide the child with protection, emotional comfort, an interesting and meaningful life in kindergarten and at home, then this will be the key to the optimal course of adaptation of young children to kindergarten.
The adaptation period can be divided into 3 stages (slide 4).
1. Preparatory. It should start 1-2 months before the child is admitted to kindergarten. The task of this stage is to form such stereotypes in the child’s behavior that will help him painlessly join new conditions. The correction must be carried out at home, and much attention should be paid to developing independence skills.
2. Basic. The main task of this stage is to create a positive image
teacher Parents should understand the importance of this stage and try to establish a friendly relationship with the teacher. The teacher, getting to know the child, according to the parents, will be able to find an approach to the child much faster and more accurately, and the child will in due time begin to trust the teacher, while experiencing a sense of physical and mental protection.
3. Final. In the process of habituation, the child’s mood, well-being, appetite are first normalized, and lastly, sleep.
Currently Time distinguishes 3 degrees of the adaptation process (slide 5):
1. Mild degree. It is characterized by minor deviations in behavior, such as temporary disturbances of sleep, appetite, rare diseases, whims, aggression, isolation are possible. The main symptoms disappear within 2-3 weeks, maximum 1 month.
2. Average degree of adaptation: all violations become pronounced, diseases are recorded. 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.
3. Severe degree of adaptation(from 2 to 6 months) is accompanied by a gross violation of all manifestations and reactions of the child. This is a decrease in appetite, a sharp disturbance in sleep, the child often avoids contact with peers, tries to retire, there is a manifestation of aggression, a depressed state for a long time. Typically, visible changes occur in speech and motor activity, and a temporary delay in mental development is possible.
The main reasons for difficult adaptation to the conditions of a preschool educational institution, you can see in the following. slide (slide 6).
Sometimes parents themselves provoke the manifestation of difficulties in the child’s adaptation. Such parents are often authoritarian, enter into competition with teachers, and demonstrate their supercompetence in all matters.
Affects the adaptation and type of temperament of the child. It has been noticed that sanguine and choleric people quickly get used to new conditions. But phlegmatic and melancholic people have a hard time. They are slow and therefore cannot keep up with the pace of life in kindergarten: they cannot quickly get dressed, get ready for a walk and complete the task.
Research by teachers and doctors shows that the nature of adaptation depends on factors that you can see on slide 7.
For example, it is more difficult for children under 2 years of age to adapt to new conditions. By this age, they become more inquisitive, understand adult speech well, and have richer experience of behavior in different conditions.
Or, for example, when a child’s objective activity has been formed, it is easier to interest him in a new toy or activity.
(Slide 8) The most important thing for a teacher is to win the child’s trust and affection. You need to make him feel that he is understood and accepted for who he is. Therefore, it is very important for the teacher to organize work with the family. If parents and preschool employees join forces and provide the child with protection, emotional comfort, an interesting and meaningful life in kindergarten and at home, then we can say with confidence that the change in the child’s life is for his benefit. Forms of interaction with parents are constantly changing. The traditional form of work, where the main place was given to messages and reports, has lost its importance due to low efficiency. New, active forms of working with parents, such as fam. clubs, circle tables, seminars, interest clubs, etc. allowing parents to be involved in the life of the kindergarten. You can also organize round tables with new students, involving parents of older students to exchange experiences.
When a child begins to cheerfully talk about kindergarten, read poetry, and retell the events that happened during the day, this is a sure sign that he has settled down. (Slide 9)
It is difficult to say how long the adaptation period will last, because all children go through it differently. But getting used to a preschool institution is also a test for parents, an indicator of how ready they are to support the child and help him overcome difficulties. (Slide 10)
To facilitate the child’s adaptation, I have developed a “Children’s Adaptation Plan”, a number of recommendations and consultations for parents, and I am also working to develop a general strategy for the upbringing and development of the child in the family and preschool educational institutions. (Slide 11)
Slide 12.
Thank you for your attention!

Presentation on the topic: Adaptation of young children to kindergarten conditions

ADAPTATION is a complex process of a child getting used to kindergarten. For the first parent meeting, a presentation was prepared in which the stages of adaptation were discussed. Levels of adaptation and also widely covered questions: How to help your child adapt to kindergarten? How should a child be prepared for kindergarten to make it easier for him to adapt? What rules for admission to preschool educational institutions exist? recommendations to parents during the adaptation period and we also examined the signs of successful adaptation and maladaptation of a child to a preschool educational institution

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Adaptation of young children to the conditions of a preschool educational institution" State preschool educational institution kindergarten No. 12 of a combined type, Pushkinsky district of St. Petersburg 1966636, St. Petersburg, Pushkin, Performed by teachers: Volosunova O. S. Koshevarova M. A.

Adaptation is the process of a person entering a new environment and adapting to its conditions. Adaptation is an active process leading to: Positive results (adaptability) Negative results (stress) Topic: Adaptation of young children to kindergarten conditions

How should a child be prepared for the adaptation period? The following cultural and hygienic skills must be developed: independently eat a variety of foods; communicate your needs in a timely manner: ask to go to the toilet or go potty; wash your hands with the help of adults, use a towel, handkerchief; Before entering kindergarten, it is advisable to bring the home regime closer to the regime of a child care facility; You need to get to know the group’s staff in advance (talk about their habits, behavioral characteristics).

During the adaptation period, it is very important to follow the following recommendations: It is better to carry out the device during your vacation, since at first the child stays for no more than 1-2 hours (this is regulated by the teacher as he observes the baby); During the adaptation period, listen to the advice and requests of staff; During the period of adaptation to new conditions, you need to carefully monitor changes in the baby’s health and promptly report them to the kindergarten staff; During the adaptation period, the baby especially needs warm, affectionate treatment. Be attentive to the baby, caring and patient; It is necessary to maintain a calm environment at home, do not overload with impressions, do not receive or visit guests, do not buy new toys; Tips for parents

Signs of successful adaptation of the baby to daycare: Normal sleep (falls asleep as usual, does not wake up at night, does not cry, does not talk in sleep; Good appetite; Normal behavior, behaves normally at home - does not cling to mother, does not run, does not act up etc.; Normal mood, wakes up easily in the morning; Desire to go to kindergarten.

Factors that interfere with the baby’s adaptation to childcare: The child’s dependence on the mother is too strong; Excessive anxiety of parents; Reluctance of adults to give greater independence to the baby; Raising a child in the spirit of permissiveness; Neurological symptoms in a child: asthenicity, hyperactivity, etc.; Baby's pain; Failure to adhere to daily routine at home

Signs of maladaptation: Sleep disturbance, difficulty falling asleep, often waking up at night, talking in his sleep, tossing and turning a lot, more often getting up at night to go to the potty or starting to pee in the bed; Loss of appetite, refuses to eat, eats little, complains of abdominal pain; The appearance of lethargy, moodiness; The appearance of aggressiveness, mood changes often; The child began to get sick more often

Always remember: The emotional mood of the child largely depends on the parents. Never say phrases like: “If you behave badly, you will be punished in kindergarten.” In the morning, when you are going to kindergarten, try to create a calm, cheerful atmosphere, and discuss the upcoming day with a positive attitude. Then it will definitely be successful for both you and your baby

On the topic: methodological developments, presentations and notes

Speech within the framework of a free advisory center for families raising preschool children at home “Theoretical aspects of adaptation of young children to the conditions of a preschool educational institution, depending on

Speech within the framework of the work of a free consultation center for families raising preschool children at home “Theoretical aspects of adaptation of early children...

Task: creating the necessary conditions for the most adequate, painless adaptation of the child to new conditions. I took into account the Federal State Educational Standards aimed at the development of young children according to...

Project “Formation of favorable conditions for the social adaptation of young children to the conditions of a preschool institution through the use of visual activities.”

Children often have a hard time getting used to kindergarten; they find themselves in a new environment, with unfamiliar people. Often adaptation is accompanied by nervous and emotional disorders. Fine art is...