Creation of psychological comfort in the orphanage. Safety and psychological comfort of children in the group and in the area of the defectologist

Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever in which the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to be given to infants? How can you bring down the temperature in older children? What are the safest medicines?

Consultation for teachers

"Creating conditions for comfortable well-being of a modern child in kindergarten"

“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And from how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it depends on this to a decisive extent what kind of person today's baby will become. "

V. A. Sukhomlinsky

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

Admission to a preschool educational institution is associated with the inclusion of a child in a group of peers, each of whom is endowed with his own individual traits. The change of scenery puts the baby in such conditions in which it becomes necessary to subordinate his motives to certain requirements and rules.

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

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

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

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

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

Preschool educational institution, being the first stage of education, performs many functions. Among the tasks, the main one is the all-round development of the child's personality.

The main task of organizing the life of children in kindergarten is the protection of their mental and physical health. For the normal development of a child's calm and organized behavior, the environment, the well-organized life of children and the regime are of great importance.

Child in kindergarten. Difficult topic. The first thing parents think about is whether he feels good there, whether he is offended, whether he was cheated inadvertently.

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

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

1. The impact of admission to kindergarten on the behavior and well-being of the child.

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

he is calm;
cheerful and cheerful;
active;
willingly joins in children's activities and communication;
free and proactive in contact with adults;
attends kindergarten with pleasure.

Indicators of discomfort can be:

the child is inactive;
shuns children;
feels excessive shyness;
worried about new circumstances;
goes to kindergarten without desire, rather out of habit.

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

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

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

2. Child's appetite is impaired. In the kindergarten, he can refuse food, and compensate for the feeling of hunger at home.

3. Sleep is disturbed. The child does not sleep not only in the institution, but also at home as a result of the excitation of the nervous system.
All these are symptoms of adaptation (adaptation) of a child to new conditions of life in kindergarten. They are usually temporary.

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

Proceeding from this, the entire educational and educational work of our team is based on dialogical (and not monologic) communication, realizing both a common child's need (for benevolence) and an age-related one. So, when conducting classes with young children, educators rely primarily on direct communication with children.
With the older ones, the position of the teachers changes: he acts as the organizer of the children's learning community, in which each child feels successful, confident that he can cope with any task both independently and with the help of other children and an adult who understands him.
We are deeply convinced that a comfortable life for a child in the preschool period is a motivated emotional and meaningful activity: playing, drawing, constructing, acting out various plots, etc. This is determined by a certain content of the pedagogical process, the essence of which is its focus on enriching the general development of the child, and not on the intensification of the development of individual mental functions associated, first of all, with further education at school.

2. Conditions for comfortable well-being of a child in a preschool educational institution.

The basis for the successful achievement of the child's further development is the creation of conditions for ensuring a comfortable state of health, his stay in an educational institution, i.e. we are talking about mental comfort, which is characterized by a state of inner peace, the absence of discord with oneself and the surrounding world, i.e. we are responsible:

First, for the preservation , protection of emotional-positivity, well-being, values of the world of childhood;

Second, for providing creative development of the child's individuality, the inseparable interaction of the child's subculture with the adult world.

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

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

The number and variety of play materials attracts children to kindergarten, provided that they are all at the children's disposal and easy to manipulate.

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

Most children are ready to fulfill the requirements of the preschool institution. They feel comfortable knowing what to do and what not, and what to expect from others.

Compliance with the rules contributes to the creation of a positive emotional atmosphere in the group if:

They apply to all children of the group, without exception;

Children understand their meaning and necessity;

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

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

Recommendations for the educator.To create a psychologically comfortable stay for a child in the garden, it is necessary:

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

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

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

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

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

3. The main goal of the educational process.

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

The child, his personality is the central figure of the educational process. The purpose of which is to create conditions conducive to the "appropriation" of universal human culture. However, the basis for the successful achievement of the goal is the creation of conditions for a comfortable well-being of the child in a preschool institution, which is characterized by a state of internal calmness, activity in communication with adults and peers.

In modern preschool education, the main goal of the educational process is often not realized. What is it like?
In our opinion, this is the creation of comfortable conditions conducive to the child's “appropriation” of the common human culture inherent in the surrounding world: objects, nature, human relations, as well as in the methods of cognition and generation of something new.
This goal is achieved thanks to specifically children's activities (play, drawing, construction, etc.), the subjects of which are children, and the activities themselves are interesting and meaningful for each of them. As well as ensuring the child's comfortable well-being in kindergarten and, above all, spiritual comfort, manifested in inner calmness, the absence of discord with oneself and the world around it. The child's comfort as a psychological category, in my opinion, should take its rightful place among the main indicators of the quality of preschool education.

Create conditions for:

Continuous system of activities of children in a single space of the family and preschool educational institutions;
Maximum provision of the development of the creative potential of children based on the formation of psycho-emotional well-being;
Socially-oriented forms of work with children, based on modern programs and technologies, contributing to the implementation of educational tasks and the social order of parents.

the teaching staff sees the main goals of their work:

1. Creation of favorable conditions for a full-fledged life of a child of preschool childhood, the formation of the foundations of the basic culture of the personality, the all-round development of mental and physical qualities in accordance with age and individual characteristics, preparation of the child for life in modern society.

2. Preservation and strengthening of children's health, the formation of parents, teachers, pupils of responsibility in preserving their own health.

Providing a comfortable well-being of the child within the walls of an educational institution - we provide him with a happy childhood.

The child is constantly involved in some form of social practice; and if there is no special organization for it, then the child's educational influence is exerted by its traditional forms, the result of which may be in conflict with the goals of upbringing.

Achieving the goals of upbringing presupposes the implementation of a specially organized pedagogical activity aimed at developing the personal sphere of the educated.

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

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

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

The help of a psychologist to educators in the implementation of an individual approach to children is very important: after all, his surveys of children's groups and individual children provide a wealth of material for understanding the problems that children have and that require special attention from adults. Of course, educators turn to a psychologist only about children who make it difficult to work with a group: aggressive, undisciplined, but the psychologist should draw the attention of educators and to those who, without being a "hindrance", are distinguished by personal trouble - shy, timid, unsuccessful, lonely ...

It is far from always enough to simply tell the educator your “diagnosis” and offer the appropriate “recipe”. The peculiarities of the approach to a particular child, the measures that should be taken to improve his emotional state, the psychologist and the educator should work out together in each specific case. This is all the more necessary since often one of the main reasons for a child's trouble is the wrong attitude of the educator himself. The inadequate attitude of the educator to the child, in turn, arises as a result of a lack of understanding of the true reasons that cause certain unfavorable features of the child's behavior. Therefore, often in-depth and systematic work with the teacher allows you to change his pedagogical attitudes not only in relation to individual children, but even to the group as a whole.

In order to improve the well-being of children in kindergarten, it can be important to bring their group life closer to the home environment and to develop closer ties with the family. Parents should be encouraged in every possible way to visit kindergarten at any time, their presence in class, participation in games, walks. It is good if children’s birthdays are systematically celebrated in the garden, when each child brings a small gift to the “birthday boy”, and the “birthday boy” and his parents treat the children with cookies, sweets, etc. Since not all parents are sufficiently prepared to participate in such communication, in difficult cases the psychologist can act as an intermediary in order to establish closer contact between parents, educators and children.

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

The first step most children step on is the creche step. Upon admission to kindergarten, all children go through an adaptation period. The child is surrounded by new people, the environment, the methods of upbringing are changing.
During this period, it is very important to create conditions conducive to strengthening the reserve capabilities of the body. A close connection with parents is necessary, which we carry out through:

organization of an adaptation group;
creation of comfortable conditions for the organization of regime moments;
implementation of a differentiated approach to each child;
taking into account individual characteristics;

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

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

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

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

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

Carefully and carefully treating children, support and ensure the formation of a personality through participation in the activities of a children's public organization;

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

Contribute to the full development of the individual through participation in creative activities;

Create conditions for the formation of a favorable development environment.

Thus, the content educational activity is:

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

Organization of active and creative life of children;

Pedagogical provision of comfortable well-being of the child, his acceptance by the children's community.

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

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

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

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

6. Creation of psychological comfort.

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

Psychological comfort presupposes the establishment of trusting personal contact with each child, maintaining self-confidence in him, fostering independence, initiative in the process of communication. This contributes to the unification of children, lays the tradition of interpersonal relationships in the children's team. To maintain the physical health of children, it is necessary to create conditions for independent motor activity, to bring up the need to master the methods of maintaining health, to instill self-service skills.

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

The color parameter is used to create psychological comfort in the group, stimulate cognitive and physical activity. With the help of color, you can improve the quality of both joint (child - adult, child - child) and individual activities. Color is not only a compositional means of creating an emotionally comfortable space, but also a means of information, ensuring safety during exercise. In group rooms, the main color is blue, which, in combination with other colors, does not reduce physical activity during a long stay in the room, and provides emotional comfort. Thus, the created spatially objective environment provides conditions for independent motor activity of the child, acts as a means of instilling in him the need for a healthy lifestyle.

For the successful adaptation of a child in modern conditions, the development of his abilities, creativity, emotional well-being, a comfortable and harmonious developmental environment in the educational institution is necessary.
We have created a subject-developing, landscape environment that stimulates the creative imagination of preschoolers, evokes an emotional response, and creates psychological comfort for each of them.
A kindergarten is a special institution, practically a second home for employees and children. And you want to decorate your house, make it cozy and warm, unlike others. And therefore, the kindergarten staff strive to bring home furnishings into the interior, as well as introduce new design trends (bar counters, floor lamps, refrigerators, etc.).
When decorating rooms in a kindergarten, color comfort is created: "cooling" sunny, hot rooms with cold colors (for example, a music hall), the use of a palette of pastel colors in young groups.

The family plays an important role in this educational system. The family is the first institution in which the foundations of the future personality are laid. Parents and the teaching staff of the preschool educational institution must present the child with uniform, reasonable and understandable requirements. So, parents should be informed about the need to observe a daily routine at home, close to that of a kindergarten. The educational model uses such forms of work with parents as joint walks, sports entertainment, etc. In the acute period of adaptation (about two weeks), the child can attend kindergarten with his mother, which will preserve his psycho-emotional well-being.

Realizing this, our teaching staff directs all efforts to ensure the physical, psycho-emotional and moral comfort of children. One of the directions is to create a comfortable psychological climate for children.
It is very important with what mood the child crosses the threshold of the kindergarten. I would like to see every child who goes to our garden, happy and not burdened with cares that are unbearable for his age.
Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up to be happy and contented people around him, both in the family and in kindergarten. It is the same adult who is not lost in a sense of self-importance and is ready to help the development of the child.
In preschool childhood, the main figures in communication are adults - parents, teachers.
The main condition under which a child's personality develops harmoniously, he feels emotionally well, is a personality-oriented pedagogical process. At the same time, special attention is paid to the emotional side of the teacher's relationship with children. The kindergarten staff try to give the children the warmth of their souls every day. Our relationship between children and adults is based on cooperation and respect. Educators try to see the individuality of each child, realize his emotional state, respond to experiences, take the position of a child, and inspire confidence in themselves. Teachers create a sense of emotional comfort and psychological security in the child.

From spring to late autumn, flowers on original flower beds and manicured lawns delight the eye. The variety of bushes and shrubs, trees creates a unique flavor. Together with the children, we create this unique beauty, take care and take good care of it, every year we strive to increase it.
When we find ourselves in kindergarten groups, the uniqueness of the style of each group, bedroom, changing room is noticeable. Each group has its own name and teachers, together with children and parents, create extraordinary corners with their own hands. Children appreciate the work done with their own hands, value them and very often come to kindergarten with their ideas and suggestions from which our teachers never refuse. When designing, we try to take into account the individual characteristics of children (more "calm" tones where there are hyperactive children), as well as emotional states. It is common for any person to experience certain psychological states at some point in his life. Therefore, we have created seclusion corners in groups. This is a place for fantasies: I lay down, sat out, played a quiet game, calmed down - you can go out and rejoin the general hustle and bustle. Teachers form in children the ability to determine the emotional state of their own and other people. For this, the following manuals are used:
- a rug of emotions in a psychologist's office;
- Mood screens that help you notice deviations in the emotional state and provide emotional comfort in a group of children. They are all different in style, design and content.

Parents and kindergarten teachers are like-minded people who understand that it is necessary to raise a child through joint efforts.
The main activity of a psychologist is to create optimal conditions for the psychological and emotional well-being of every child. Within this area, I carry out the following activities:

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

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

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

Christina Gagieva
Creating psychological comfort for children in kindergarten

Currently, scientists in the field of pedagogy and psychology, practical teachers talk and write about the humanization of education, about an individual approach to children in the process of teaching and upbringing, about attention to every child, about creating an atmosphere of psychological comfort in kindergarten.

What is « psychological comfort» ?

V.M.Bleikher, I.V. Kruk defines « comfort» (English comfort, as a complex of the most favorable conditions for the subject of the external and internal environment, including factors psychological.

Ie. psychological comfort for a child in kindergarten determined by the convenience of the developmental space and a positive emotional background, the absence of tension mental and physiological functions of the body.

According to the World Health Organization, mental well-being is one of the main components of human health. Therefore, it is so important to protect from an early age psychological health of preschoolers.

Security psychological comfort of children in a preschool educational institution - one of the most important tasks of the teaching staff. The effectiveness of pedagogical activity, the formation of knowledge, abilities, skills in children, contributing to further success in school education.

The effectiveness of education and training children in preschool educational institutions, their psychological well-being depends on what feelings a particular activity evokes, the regime moment, the situation, how the child experiences his successes and failures, the attitude of adults and peers towards himself.

When building the educational process, it is important to take into account individual characteristics. children, age opportunities and therefore, in communication and interaction with children, it is advisable to follow the rule of three "P":

Understanding - the ability to see the child "From within", to look at the world simultaneously from two points of view - your own and the child, to see the motives driving children.

Acceptance is an unconditional positive attitude towards a child and his personality, regardless of whether he is happy at the moment or not. "I treat you well, regardless of whether you have completed the task or not."

Recognition is, first of all, the right of the child in solving certain problems. The child should have the feeling that he is the one who chooses.

Adherence to the above rule, the coordinated functioning of the development of the emotional sphere and intellectual development will ensure psychological comfort of a child in a preschool educational institution, which means its full development.

Frequent negative situations, inattentive others, inability to cope with the problem that has arisen lead to a violation of the child's emotional state, internal discomfort... And if you do not pay attention to the problems that have arisen in time, this can lead not only to a reluctance to attend preschool educational institutions, but also to deviations in the personal sphere of the child's personality, to disruption of social contacts.

The general atmosphere and mood of the group is determined, despite the individual characteristics children, adults. It is possible to single out the criteria that make up psychological comfort of the child in the dhow.

1. Calm emotional atmosphere in the family.

Emotional stability and absence psychological stress in the child in the family, has a great impact on psychological comfort at dhow... Confidence in love, respect and understanding of loved ones sets the child up for open, friendly relationships with teachers and peers in kindergarten.

2. Daily routine

It is important for a preschooler to have a stable daily routine. A child who is accustomed to a certain order is more balanced. He imagines the sequence of activities, the change of activities during the day and pre-tunes to them. The atmosphere of a calm life, the absence of haste, a reasonable balance of adult plans are the necessary conditions for a normal life and development. children.

3. Provision comfort subject-developing Wednesday: compliance with the age and current characteristics of the group; the availability of toys, non-irritating color scheme of the interior, the presence of plants with a scent that helps relieve stress (cinnamon, vanilla, mint) and so on. ;

4. Style of behavior of the educator. First of all, the educator himself must be calm and benevolent. An even demeanor with children is required. The teacher needs to keep track of his psychological condition to prevent aggressive outbreaks and listless fatigue. Inadmissibility psychological pressure on children and rudeness with them... No developmental gains will be beneficial if they are "implicated" in fear of adults, suppression of the child's personality

5. Good traditions

A prerequisite for mental well-being is the child's confidence that the caregiver treats him as fairly and kindly as everyone else, that he is considered as valuable and necessary a member of the group as others. children.

Preschool child psychologically comfortable if he is healthy, not burdened with internal psychological problems, can be himself if he is surrounded by pleasant adults and children who accept him as he is, if the child is busy with an exciting business.

An important means of solving educational problems and creating psychological comfort preschoolers have creation subject-developing space of a preschool institution.

Subject-development space is the use of equipment and other equipment in accordance with the goals psychological the well-being of the child and his development.

For educators psychologists plays a huge role in preserving psychological health of children preschool age. They conduct not only collective and individual lessons with children, conversations with parents and teachers. Psychologists in kindergarten take care of the condition psychological comfort of the whole institution, children's and the adult community.

Psychological the health of preschoolers is the concern of every adult who is near the child!

Oksana Klyueva
Creating psychological comfort in kindergarten groups (seminar-practical training)

Tasks:

To acquaint educators with the components psychological comfort and the emotional well-being of children in group.

Promote the effective use of educational and upbringing activities aimed at personality-oriented interaction with the child.

PLAN OF CARRYING OUT SEMINAR

Informational part.

Problem psychological

psychological

Practical part.

And the emotional well-being of the child.

The emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.

Discussion, summing up.

Informational part.

Problem psychological health at the present stage.

As a result of a survey of teachers and parents children's gardens about their understanding of the term "health" it turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in fact, health is a combination of several components.

Renowned physician - psychotherapist Elisabeth Kubler-Ross put forward this idea: human health can be represented as a circle consisting of four quadrants: physical, emotional, intellectual and spiritual.

Unfortunately, many of us are quite late in realizing the importance of not only physical, but also emotional health.

It's no secret that many children have neurotic disorders. There are many reasons for this, and I think there is no need to list them. Such children are difficult for parents, teachers, and society. On the other hand, sometimes quite psychologically parents and teachers turn healthy children into neurotics.

Why is it so important to preserve mental and psychological health of children? Surely each of you can answer this question by determining the consequences. psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

Transition psychological experiences in somatic disorders when a child who has received psychological trauma, gets sick physically (a certain instinct for self-preservation of the body);

Manifestation psychological trauma received in childhood, in a more mature age period in the form psychological protection - the position of avoidance (isolation, drugs, suicidal tendencies, manifestations of aggressive behavioral reactions (runaways, vandalism, etc.)

Questions about psychological comfort and mental health should be addressed, first of all, to teachers, since most of the time children are in kindergarten... But many may argue that there are objective reasons why it is impossible to fully create psychological comfort in the kindergarten group:

High occupancy groups;

One educator in group;

Unfavorable family situation.

Yes, this is the reality. But who will help us and our children, if not ourselves? The preschool institution plays an important role, despite all the problems dictated by the current state of society, arising from its contradictions. A exactly: how capable it is create the child has a general positive and stable background psychological state, to ensure the development of an active and cheerful personality with self-esteem.

Creating psychological comfort in the nursery garden to preserve and strengthen psychological health and personality development of the child.

A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps his partner to feel free and comfortable... Expression "We have good contact" means "We understand each other, we are interested in each other, we trust each other."

Strongly established contact between people will provide an atmosphere of trust and acceptance in the process of communication in which any problems can be discussed.

A certain atmosphere is not only present in the communication of two or three people, but characterizes the general situation in a constant a group of people(work team, family, classroom, etc.). kindergarten group is no exception, and sensitive people can immediately, only having crossed the threshold, feel the atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness that is present in group... Atmosphere (or climate) v the kindergarten group is determined:

The relationship between the caregiver and the children;

Relationships between the children themselves.

Good climate in group then arises when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

The caregiver has a very significant impact on quality group climate... In fact, it is the educator (and not children, as we usually think) creates certain climate in group.

The first step for a caregiver interested in creating favorable atmosphere in group, is to create and analyze a group situation... Taking into account the directions of humanization of preschool education, the most important thing in the work of a teacher is creation conditions for the development of the child's personality, "turning on" the child's own self-development mechanisms through the organization of a developing environment by the teacher, personality-oriented communication with the child, giving him the freedom to choose activities, helping in the development of his abilities, creating an atmosphere of psychological security, emotional comfort... Considering all this, teachers in groups need to create conditions for the emotional well-being of everyone baby:

Subject-developing environment,

The style of communication between the teacher and the child,

The communication style of educators with each other and with the assistant,

The teacher's communication style with parents,

Observe how children communicate with each other.

The well-being of the child in group Is satisfaction with existing relationships in group, the degree of participation in joint activities, security, inner peace, feeling "we"... All of this can be defined as emotional well-being. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities, a benevolent attitude towards other people.

The influence of styles of pedagogical communication on favorable psychological comfort in the group.

Now I would like to dwell on the styles of pedagogical communication.

Authoritarian style is directive communication. The teacher performs leadership, organizational functions, and children are only performers. They are obliged to listen carefully, observe, remember, perform, respond. The teacher does not notice that the lack of independence of children, lack of initiative is a consequence of his authoritarian tendencies towards overprotection.

The authoritarian educator lacks respect and trust in the personality of a growing person. He lives by the principle "Trust but verify", focuses on domination, command in all situations of communication, expects unquestioning obedience and obedience. The desire for children means little to him. The formal approach to education clearly prevails. When organizing work in group does not take into account the relationship between children. He does not like and does not know how to admit his mistakes. Hear from the authoritarian "Sorry I was wrong" almost impossible.

In any case, he tries to disguise his mistakes. In an appeal to children sounds frequent: "Ivanov, don't be cool!", "Ivanov, how much can you repeat?" etc. An educator of this type has a low assessment of the capabilities and abilities of children, and remarks and censures prevail in his evaluative statements. The authoritarian teacher directly and publicly points out to the child his mistakes, shortcomings of behavior. He is characterized by tough pedagogical attitudes.

Liberal (conniving) style. Liberal educator moves away from direct leadership children's team, hence the lack of initiative, insufficiently developed responsibility, letting things go by themselves, such an educator overestimates the ability of children, does not check the fulfillment of his requirements, is completely at the mercy of the desires of children, in this regard, he is often situational, inconsistent in decisions and actions. Not decisive enough in difficult situations, takes into account relationships in group... He is not afraid to admit his mistakes, but he makes them very often. The number of educational influences depends on the situation. Does not attach importance to variety.

The educator is a liberal - a person of mood. If he is in a good mood, he is dominated by positive assessments, if in a bad mood, negative assessments are intensified. Does not pay attention to the need for indirect remarks and censures.

Democratic style. The democrat educator takes into account the peculiarities of the age of children and optimally divides functions between himself and the children. Shows maximum requirements for children and maximum respect for them. Experiencing a clear need for feedback from children on how they perceive certain forms of joint activity. when organizing work, a democrat educator takes into account and studies interpersonal relationships. The use of knowledge about sympathies - antipathies between children is considered an important condition for successful work. knows how to admit mistakes, despite the fact that it is difficult.

In the assessment of such a teacher, there are more positive than negative responses. Prefers a more fruitful private conversation with the child. An example of an oblique remark would be eye remarks. Pedagogical attitudes are dynamic, that is, they change depending on the circumstances.

From all of the above, you can make conclusion: the most effective and optimal is the democratic style of communication, it is the most favorable in the educational impact and fully serves the formation of conscious discipline in children and people around them, a creative attitude to work and the formation of an active life position.

It is the correctly chosen style of communication between the teacher and the children that will help create child favorable psychological comfort in the group.

Social psychological the culture of the educator presupposes that he has certain pedagogical views and beliefs, an attitude towards an emotionally positive attitude towards the child, regardless of his personal qualities, and a whole range of communication skills and abilities necessary for the educator for pedagogical communication.

This means that the educator must have not only a system of professional knowledge, but also knowledge about the laws of communication in the teaching staff and in children's group working with parents.

By pedagogical communication, we mean the system of interaction between the teacher and the educated with the aim of learning them, providing educational influences, organizing meaningful relationships, forming favorable mental child development microclimate in group early and preschool age.

It is from us, the teachers, that the preservation of psychological health of children, and for this you need to be very careful about your own psychological state... A huge role in this belongs to the personality of the teacher, his cultural level, intellectual and personal potential.

Personality can only be brought up by a person. For upbringing is a child's life organized by a teacher at the cultural level, it is a joint ascent to the origins, traditions of his people, where the teacher himself recreates at every moment of working with children - as a representative of society, the adult world - a cultural version of interaction with others.

So, the personality-oriented interaction with the child, the democratic style of communication with him is brought to the fore.

Powerful dash practical psychology created the theoretical basis for the diagnostic and corrective work of the teacher, since the psychological the well-being of the future of the nation - our children. What are the tools in the teacher's activities?

Practical part.

Diagnostic Toolkit for Caregivers Assessment psychological climate in the kindergarten group and the emotional well-being of the child.

(Psychologist introduces teachers to assessment techniques psychological climate and emotional well-being of the child in kindergarten group... These techniques are on the tables for teachers to study).

Verification test psychological comfort of children in the kindergarten group

Show of drawings of children and interpretation of their content by educators. Psychologist complements teachers, helps them to draw conclusions)

The most convenient option is to understand how much comfortable the pupils feel in group, - invite the children to complete a drawing on the topic “I'm in my kindergarten group» ... This will not take a lot of time from the teacher during the working day, and you can reflect on the results at your leisure.

The supposed drawings of children can be roughly divided into three group:

The child only draws the building.

The child draws a building with elements of a playground.

The child depicts himself in the drawing in a room or on the street.

The first group drawings - the most disturbing. If there is nothing in the picture except a building, then the child perceives child garden as something aloof, faceless. So life in children's the garden does not evoke positive emotions in him and is not identified with the events taking place there.

Most of all optimism is inspired by the situation when the child depicts himself in the picture. myself: it means that the events taking place in kindergarten are personally significant for him. But the analysis of the situation is not limited to this.

Need to pay attention to other elements images: are there children, teacher, playing field, toys in the picture? Their presence suggests that the child has depicted in his work a variety of connections and attitudes towards them. The playing field, for example, is a very important element.

If a child depicts himself standing on a carpet, on the floor or on the ground (children often depict their support in a straight line, this is a good indicator. "Firmly on my feet", feels confident. It's good if the picture shows flowers, the sun, birds - all these are details that indicate "World" in the shower.

You need to try to understand what the child expresses when drawing the teacher. On the one hand, its appearance in the picture is a positive moment. This means that a teacher for a child is a significant character, whose presence he must reckon with. But it is important how the teacher is turned to the child - with her back or face, how much space she takes in the drawing, how her hands and mouth are depicted. The emphasized emphasis on the mouth, many lines around it may indicate that the child perceives the teacher as a bearer of verbal (verbal) aggression.

The color scheme of the picture is also important.

The use of warm colors by the child testifies to a positive emotional mood. (yellow, pink, orange) and calm cold (blue, cyan, green).

The rich purple color, which is used to paint over rather large areas of the drawing, may indicate the stress that the child is experiencing, and the abundance of red - about an overabundance of emotional stimuli.

Abuse of black color, bold shading that pushes through the paper, similar to strikethrough, signal the child's increased anxiety, about his emotional discomfort.

During the test drawing, the teacher should not comment on the actions of children and prompt them, directly or indirectly, which elements to include in the drawing.

In this case, it is also impossible to evaluate the work of children. It is better if the teacher just asks to give him the drawings as a keepsake.

Some elements of the picture may be incomprehensible for the teacher, and some will lead to false conclusions. A drawing, for example, can only reflect situational anxiety or mental discomfort of a child, associated, for example, with family conflicts, which he could witness in the morning, or with poor health, with an upcoming visit to the doctor, etc.

Therefore, in order to have an authentic picture psychological the state of the child in group, after two weeks the test must be repeated.

Color diagnostics "Houses"

This technique was developed based on "Color Test of Relationships" A. M. Etkind. The purpose of the methodology is to determine the emotional state that reflects the child's attitude to the preschool institution.

Color diagnostics are carried out individually with each baby: during the first month of visit kindergarten after three and six months in preschool.

Children are invited to choose one of the houses of different colors in a playful way. The technique uses the following colors: blue, green, red, yellow, purple, brown, gray, black.

Instructions: "This is a girl Katya (boy Kolya)... Katia (Kolya) goes to Kindergarten... Choose kindergarten for Katya(If)».

After choosing a house with a child, conversation:

Katya likes to go to Kindergarten?

What will Katya do in kindergarten?

What Katya likes best about kindergarten?

What Katya doesn't like about kindergarten?

In the course of diagnostics, indicators are recorded and recorded.

Types of response to exercise:

1. Sharp negative reaction to the proposed task. Refusal to participate.

2. Negative reaction.

1. The child is reluctant to enter into a play situation. Speech accompaniment practically absent... Tension in behavior is noted. Additional colors are selected - brown, gray, black. When answering questions, he is worried. It all comes down to being at home with mom (or other family members) it is better.

2. The child quickly enough agrees to take part in the task. During the diagnosis, irritability, aggressiveness, the predominance of negative emotions, and great mobility are noticeable. Houses are chosen in gray, black or brown colors. There is a reluctance to communicate with children and some adults. Great speech activity is noted.

3. Indifferent reaction to the task.

Speech accompaniment practically absent... Sluggish answers to questions are noted. The answers are more indicative of the need for a visit kindergarten, as parents have to go to work. The choice of colors is the same as in the second group(gray, black, brown).

4. Anxious reaction.

1. There is a quick and willing inclusion in the task, but at the same time nervousness and great mobility are manifested. Houses are chosen in purple or red. From the answers to the questions, it follows that children like to play in the garden, but there are difficulties in relationships with others. In the course of diagnostics, active speech accompaniment of actions is observed.

2. A benevolent reaction to the game situation, but during the diagnostics, indecision attracts attention both when choosing the color of the house and when answering questions. V children's garden preschoolers given group want to play more with children, as well as for adults (educators) paid them more attention. Green or blue can be selected. At the beginning of the task, there is an almost complete absence of speech accompaniment; by the end of the method, the child uses speech much more often.

5. Positive reaction to participation in the task.

Active and friendly participation in the assignment. Houses are selected in yellow or red. V children's the garden loves to play and interact with children and adults. I do not like the actions of some children. The choice of houses and the actions of the children are accompanied by speech.

Based on the data obtained, three types of children's attitudes towards kindergarten:

1. Negative attitude. This type of relationship to children's kindergarten is observed in children with a clear predominance of negative emotions during the diagnosis (I and II response teams) .

2. Ambivalent attitude. This category includes children who had an indifferent or anxious reaction to the proposed task. (III and IV response teams) .

3. Positive attitude. This type of relationship to an educational institution is observed in children with a clear predominance of positive emotions in the course of completing the assignment. (V type of response).

Child behavior observation chart

in progress psychological examination

Methodology: color diagnostics "Houses".

Target: determination of the emotional state, reflecting the attitude of the child towards the preschool institution.

Surname, name of the child ___

Group ___

Age ___

The date of the ___

Indicators Score Notes

1. Acceptance of the assignment:

Negative reaction (sometimes up to refusal to participate in the test);

Indifferent reaction to the task;

Quick inclusion in the task;

A benevolent reaction.

2. Inclusion in the situation:

Passive participation in the task (the child is reluctant to take part in the game, speech accompaniment practically absent, poorly comes into contact with the experimenter);

Active participation (the child willingly and quickly accepts the situation, willingly comes into contact with the experimenter)

3. Emotional states:

The predominance of negative emotions;

Equal expression of both positive and negative emotions;

A clear predominance of positive emotions.

4. Choice of color:

Choice of dark colors (black, brown, gray) speaks of the predominance of negative emotions associated with visiting kindergarten: feelings of anxiety, fear, protest reactions;

The choice of red and purple colors indicates the predominance of such emotional states associated with visiting kindergarten like irritability and aggression;

The choice of green and blue colors indicates the presence of a feeling of anxiety, anxiety;

The choice of yellow, red colors is about the predominance of positive emotions.

5. Speech accompaniment:

There is no speech accompaniment;

Low speech activity (the child is reluctant to answer the questions of an adult, the answers are mostly monosyllabic);

Normal speech activity (the child willingly comes into contact with the experimenter, answers questions with sentences, accompanies his actions with speech;

Excessive speech activity (speech accompanies the child's actions, from answering questions moves to stories from life)

Conclusions on determining the type of child's attitude to kindergarten: ___

Emotional Attitude Test

Material: sheet of paper, colored pencils.

Younger and middle children are given ready-made cards with 5 circles drawn. Older children are invited to draw 5 circles across the cell.

You can choose the questions yourself.

Children are seated one at a time.

1. Fill in the first circle with the same color as your mood when you go to Kindergarten.

2. Fill in the second circle with the same color as your mood when you are doing math.

3. Fill in the third circle with the same color as your mood when you play.

4. Fill in the fourth circle with the color of your mood when you go home.

5. Fill in the fifth circle with the color of your mood when you go to bed.

Carry out up to 3 times.

Color designation

Red is an excited, enthusiastic attitude.

Orange - joyful, pleasant.

Yellow is warm and welcoming.

Green is calm.

Blue - sad, unsatisfactory.

Purple, brown - alarming.

Black - sadness, despondency.

If one or several types of activity are constantly painted over in black, then the educator should immediately pay attention to this. For example, on occupations: revise the structure, content, so that the child is interested, and so on for each type of activity.

Analysis “The atmosphere in my group»

Educators are encouraged to analyze group situation using the following scheme:

Furnishings in group.

1. What is the atmosphere in my group? (General impressions.)

2. Why do I think so?

3. What aspects of the atmosphere in my group I rate it as positive?

4. What aspects of the atmosphere in my group do I rate as negative?

The relationship between the caregiver and the child.

1.Which child do I have good contact with?

2. What explains this?

3. With whom of the children do I not have such a good relationship?

4. How can this be explained?

The relationship between children.

1. Which children have a good relationship?

2. What caused this?

3. Which children often quarrel among themselves?

4. Why is this happening?

5. What kind of children are often offended?

6. Why is this happening?

Thus, having familiarized yourself with practical developments in the field of studying the emotional states of preschoolers, you understand that creation emotional well-being and comfort affects all areas mental development... The results you received represent, at the same time, an assessment of your professional activity, the success of your educational and upbringing actions.

2.2. The emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange for himself psychological shower, which will help him to relieve excessive emotional stress.

Psychologist conducts a set of exercises that help to increase energy potential.

1. Standing, bring your shoulder blades, smile, wink with your right eye, then - with your left, repeat: "I am very proud of myself, I am good for a lot".

2. Putting your palm on breast: "I am smarter than everyone in the world"; arms outstretched over head: "I'm not afraid of anyone"; strain buttocks: "Wonder how good I am"; relax buttocks: "I will live now for a hundred years".

3. Bouncing on the right, then on the left leg, repeat: "I am cheerful and energetic and things are going great.".

4. Rubbing palm on palm, repeat: "I lure luck, I'm getting richer every day".

5. Standing on tiptoe, close your hands above your head in a ring, repeat: "I am warmed by the sunbeam, I deserve the best".

6. Putting your left palm on your forehead, then your right, repeat: "I solve any problems, I am always with love and luck".

7. Hands on hips. Making bends with the body forward and backward, repeat: “Any situation is within my control. The world is beautiful, and I am beautiful! "

8. Hands on the waist, making bends to the right - to the left, repeat: "Peace and a smile are always ashore, and everyone will help me, and I will help".

9. With folded hands in the lock, making a deep inhale: "The Universe Smiles at Me"; deep exhalation: "And everything works out for me".

10. Clenching fists, spinning fists: "I have no obstacles on the way, everything turns out as it should!"

For creating conditions for psychologically comfortable the child's stay in kindergarten needs:

Accept every child for who they are. Remember: there are no bad preschoolers. There are bad teachers and bad parents.

In professional activities, rely on the voluntary help of children, include them in the organizational moments of caring for the premises and the site.

Be an entertainer and participant children's games and fun.

In difficult situations for a child, focus on his age and individual peculiarities: to be always with him, and not to do something instead of him.

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

In your relationships with children, try to remember that what:

The child does not owe you anything. It is you who should help the child become more independent and responsible.

In each specific unfavorable situation, you need to understand what the child is trying to achieve and why he does it. Get him to comply with social norms and rules, taking into account his condition and interests.

Imposing your own rules and requirements against the will of children is violence, even if your intentions are well-behaved.

There should not be too many bans and strict requirements. This leads to passivity and low self-esteem among pupils.

A quiet, shy child needs your professional help just like an out-and-out brawler.

A prosperous social developmental situation is the best method of imparting to children the moral norms and rules of human life. Conversations about morality not supported by protecting children from mental and physical violence - demagogy and dangerous practice.

Forms of relationships in which the educator, using various arguments, convinces the child of the advantages of a particular act, is very good for the development of children. In this case, the choice is left to the child. This type of relationship presupposes an individual approach to the characteristics and current conditions of children. It is in such unobtrusive care that children most need and thank the adult with sincere affection for him.

Psychological speech settings

The purpose of speech settings is group creation a positive emotional background, an atmosphere of benevolence and security.

The main purpose of the speech settings is to set up a good mood. They can be held in the morning, after exercises, the children and the teacher stand in a circle, holding hands. When pronouncing speech settings, the teacher's voice must fully correspond to what he is talking about, that is, benevolence, the joy of meeting, etc., should be conveyed by voice and facial expressions.

You are offered approximate schemes of speech settings, which can vary at your request, but the essence should remain the same the same: they must show the children that they are welcome, set them up for friendly relationships with adults and other children.

Get creative, let your creativity go potential:

Today I am glad to see you all in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other.

I'm glad to see all our children healthy groups, cheerful, in a good mood. I really want this mood to be preserved in all of us until the evening. And for this we must all smile more often, not offend each other and not fight. Let's rejoice at each other.

Hello my dears! It's cloudy and damp outside today. And in our the group is warm, light and fun. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will be with you more often to smile at each other.

3. Discussion, summing up.

Test to check the psychological comfort of children in the kindergarten group

“I'm in kindergarten

Sometimes a teacher needs to understand how comfortable his pupils feel in a group.

The most convenient option in this case is to invite the children to draw a picture on the theme “I am in my kindergarten group”.

This will not take a lot of time from the teacher during the working day, and he can reflect on the results at his leisure.

The supposed drawings of children can be roughly divided into three groups.

The child only draws the building.

The child draws a building with elements of a playground.

The child depicts himself in the drawing in a room or on the street.

The first group of figures is the most disturbing. If the drawing contains nothing but a building, it means that the kid perceives the kindergarten as something aloof, impersonal. This means that life in kindergarten does not evoke positive emotions in him and he is not identified with the events taking place there.

Most of all optimism is inspired by the situation when the child depicts himself in the drawing. In this case, you can put a bold cross in front of the baby's surname: the events taking place in kindergarten are personally significant for him. But the analysis of the situation is not limited to this.

You need to pay attention to other elements of the picture. Are there children in the picture? Educator? The playing field? Toys?

Their presence allows the teacher to put another cross: the child reflected in his work a variety of connections and relationships. The playing field, for example, is a very important element. If the child portrays himself standing on the carpet, on the floor, on the ground (children often depict their support in a straight line), this is a good indicator. This means that he “stands firmly on his feet” and feels confident. It is good if the picture shows flowers, the sun, birds - all these are details that testify to the "peace" in the soul.

The emphasized emphasis on the mouth, many lines around it may indicate that the child perceives the teacher as a carrier of verbal (verbal) aggression.

The color scheme of the picture is also important.

A positive emotional mood is evidenced by the use of warm colors (yellow, pink, orange) and calm cold colors (blue, light blue, green) by the child.

The rich purple color, which is used to paint over rather large areas of the drawing, may indicate the stress that the child is experiencing, and the abundance of red, about an overabundance of emotional stimuli.

Abuse of black color, bold shading that pushes through the paper, similar to strikethrough, signal the child's increased anxiety, about his emotional discomfort.

A stereotyped drawing, when a child depicts familiar and familiar elements that he drew many times, and a drawing based on a model, made in a drawing lesson or in an art studio, cannot be considered diagnostic.

During the test drawing, the teacher should not comment on the actions of children and prompt them, directly or indirectly, what elements can be introduced into the drawing.

In this case, it is also impossible to evaluate the work of children. It is better if the teacher just asks the kids to give him the drawings as a keepsake.

Despite the fact that the drawing test "I am in my kindergarten group" is an informative and convenient express diagnosis, the ease of its assessment is seeming.

Perhaps some elements of the picture will be incomprehensible for the teacher, and some will lead to false conclusions.

A drawing, for example, can only reflect the child's situational anxiety and mental discomfort associated with family conflicts, which he could witness in the morning, with poor health, with an upcoming visit to the doctor, etc.

Therefore, in order to have a true picture of the psychological state of the child in the group, the test must be repeated after two weeks.

It would be nice to discuss the drawings of children with a psychologist who has experience in diagnostics from drawings. According to experts, the real ability to read picturesque "texts" comes after the analysis of thousands of children's works.

Literature

Bykova M., Aromshtam M. I am in kindergarten. Test for checking the psychological comfort of children in the kindergarten group // Preschool education. - 2002 - No. 12

"She won't teach me anything,

What pokes, talks, bugs ... "

Psychological comfort - these are living conditions in which a person feels calm, there is no need to defend himself. No successes will be beneficial if they are "mixed" in fear, suppression of the personality.

Preschool age is a bright, unique page in the life of every person, and kindergarten is a special place in the life of most children. Today, the problem of the child's psychological health, his emotional well-being and comfort is especially acute. It is very important to create emotional comfort for children in joint activities.

Ensuring the psychological comfort of children in a preschool educational institution is one of the most important tasks of the teaching staff. The effectiveness of pedagogical activity, the formation of knowledge, skills, and abilities in children, contributing to further success in school, will largely depend on this, will help the child in the development and formation of himself as a successful person.

To create a psychological climate, methods are needed that reflect respect for the child's human dignity, so that the child feels calm and confident.

A great deal of work in creating the psychological comfort of the child in kindergarten belongs to the teacher-psychologist and educators. Here, the style of communication and the nature of the teacher's relationship with children are of particular importance. Teachers, for a more favorable psychologically comfortable stay of a child in a preschool educational institution remember:

there are no bad children, there are bad teachers and parents;

rely on the voluntary help of a child;
build the pedagogical process on the wave of the child's success;
are initiators and participants of children's games and fun;
orientation to the age, sex and individual characteristics of the child;
involve parents in upbringing and educational work and turn to them for support.

Psychological comfort for a child in kindergarten is determined by the convenience of the developmental space and a positive emotional background, the absence of tension in the mental and physiological functions of the body, as well as on the physical condition of children.

In our kindergarten, during the year, a teacher-psychologist analyzes the psychological state of a child in a group of peers. This is the observation of the free activities of children, and the analysis of the daily routine, and the educational load, and the subject-developing environment. The result of which is recommendations and advice on creating a psychologically comfortable environment for both teachers and parents.

It is possible to single out the criteria that make up the psychological comfort of a child in a preschool educational institution:

1. Calm emotional atmosphere in the family

Emotional stability and the absence of psychological stress in a child in the family has a great influence on the psychological comfort in a preschool educational institution. Confidence in love, respect and understanding of loved ones sets the child up for open, friendly relationships with teachers and peers in kindergarten.

2. Schedule

It is important for a preschooler to have a stable daily routine. A child who is accustomed to a certain order is more balanced. He imagines the sequence of activities, the change of activities during the day and pre-tunes to them. The atmosphere of a calm life, the absence of haste, a reasonable balance in the plans of adults are the necessary conditions for the normal life and development of children.

3. Ensuring the comfort of the subject-developing environment: compliance with the age and current characteristics of the group; the availability of toys, a non-irritating color scheme for the interior, the presence of plants with a scent that helps relieve stress (cinnamon, vanilla, mint);

4. Caregiver behavior style... First of all, the educator himself must be calm and benevolent. An even demeanor with children is required. The teacher needs to monitor his psychological state in order to prevent aggressive outbreaks and apathetic fatigue. The emotional state of the teacher directly affects the emotional background of the group and the psychological comfort of each child

5. Good traditions

A prerequisite for mental well-being is the child's confidence that the caregiver treats him with the same fairness and kindness, as well as everyone else, that he is considered as valuable and necessary member of the group as other children.

Without psychological comfort, a creative personality capable of self-improvement will not be able to form in the educational environment.

In my work in the classroom, I try to create a positive emotional attitude, an atmosphere of benevolence - these are "emotional strokes", approval, praise, a kind, affectionate tone. Nr: - I am glad to see everyone healthy, cheerful, in a good mood. I really want this mood to be preserved in all of us until the very end of the class. - Hello, my dears! It's cloudy and damp outside today. And in our office it is warm, light and cheerful. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will be with you more often to smile at each other. I do not react negatively to the answers of children, so as not to cause them a feeling of fear, constraint, self-doubt. Benevolence, positive facial expressions, and a kind look help to establish contact with any child, even the most squeezed one. The peculiarity of conducting classes at Dow is that the main type of activity is play. The game form of interaction contributes to the acquisition of knowledge and develops various personality traits. And creativity, as you know, is woven into play activity, and the process of play itself is more important for the child, and not the result of the creative process.

Also, during productive activity, I use various forms of physical activity: dynamic pauses, physical minutes, which ensures the removal of fatigue, tension in the emotional-volitional sphere, and an increase in working capacity in children.

After all, interaction with a child should bring our children a sense of satisfaction, lightness, joy, thereby motivating the child to productive activity. The more favorable the conditions, the more successful the development of the child.

I suggest you play one of the physical minutes that I use in the process of joint activities with children.

Hamster, hamster, hamster, (squat)

Striped barrel (rubbing sides)

Homka gets up early , (get up)

Washes her cheeks, rubs her neck. (movement along the text)

The hamster sweeps the hut, (tilt down)

And goes out to charge. (marching)

One, two, three, four, five - (arms bent at the elbows)

Homka wants to become strong (bend and unbend arms)

She slaps her hands (clap hands)

He sinks with his feet, (stamp their feet)

Rub your barrel firmly, (rubbing sides)

And again he will go for a walk. ( marching)