Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
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It is very difficult for children of any age to start attending kindergarten. Each of them goes through a periodadaptation to kindergarten. The whole life of a child 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 obey and obey unfamiliar adults, the amount of personal attention sharply decreases.
The child needs time to adjust to this new life in kindergarten.
Adaptation is the adaptation or adaptation of the body to a new environment. For a child, a kindergarten is undoubtedly still an unknown space, with a new environment and relationships. This process requires a lot of mental energy and often takes place with tension, and even overstrain of the mental and physical forces of the body.
Many features of the child's behavior during the period of adaptation to kindergarten scare parents so much that they wonder: will the child be able to adapt at all, will this “horror” ever end?We can say with confidence: those behavioral features that worry parents very much are mainlytypical for all children in the process of adapting to kindergarten. During this period, almost all mothers think that it is their child who is “non-Sadovsky”, and the rest of the kids, allegedly, behave and feel better. But it's not. Adaptation is usually difficult with a lot of negative changes in the child's body. These shifts occur at all levels, in all systems. In a new environment, the baby is constantly in strong neuropsychic stress, stress that does not stop for a minute, especially in the first days.
Degrees adaptation
Depending on durationadaptiveperiod there are three degreesadaptation of the child to kindergarten:
1 – 16 days - mildadaptation
20-40 days -moderate adaptation
40 to 64 days - severeadaptation
Three degrees of severity of passageadaptation period
Lightadaptation- by the 20th day of stay in the preschool educational institution, sleep is normalized,childeats normally, does not refuse contacts with peers and adults, he makes contact himself. The incidence is not more than once for a period of not more than 10 days, without complications. Weight unchanged.
Mediumadaptation- behavioral responses are restored by the 30th day of stay in the preschool educational institution. Neuropsychic development how much slows down(slowing down of speech activity). The incidence is not more than 2 times for a period of not more than 10 days, without complications. Weight unchanged or slightly decreased.
heavyadaptation- characterized by a long duration(two to six months or more)and the severity of all manifestations.
Factors interfering adaptation to kindergarten
Too much addictionchild from mother
Excessive parental anxiety
The unwillingness of adults to give greater independence to the baby
Upbringingchildin the spirit of permissiveness
Neurological symptoms inchild: asthenia, hyperactivity
soreness of the baby
Lack of an adequate daily routine for the baby in the house
Typical situations parents face when the child begins to go to the nurserygarden(Start adaptation period )
"I DO NOT WANT!" The baby is crying, naughty every time it's time to go to kindergarten. This allowsto kidopenly talk about what he does not like. Parents can sympathize with him, say that they are really sorry when he is sad, parting with them, but “this is how the world works - moms and dads work, and children go to kindergartens and schools.”Child, who openly protests against the kindergarten, most often quite welladaptsif the parents do not scold him, do not shame him, but express sympathy, remaining confident that the kindergarten is a good choice for themchild.
AT HOUSE - WHIM, IN THE GARDEN - SUCCESS.The fact is that in the gardenchildoften sees exactly the place where they are ready to perceive him as he SHOWS himself.
FREQUENT ILLNESSES.Childstarts to hurt literally from the first days of visiting the kindergarten: “a week in the kindergarten is a week(and sometimes two) Houses". Many parents complain about the kindergarten: they say they overlooked it, there are drafts, they accept sick children, an infection. But most often it is not the kindergarten that is to blame, but the transition situation itself.childto independent stay somewhere without parents. As you know, physical and mental developmentchild interconnected, and the organismchildsometimes helps him cope with anxieties and worries. Most often, it is those children who are not very capricious and cry, not expressing clearly, in words and tears, their reluctance to go to kindergarten.
HOUSES -"GOOD" , AT KINDERGARTEN -"HORRIBLE" . The fact is that if parents pay a lot of attention to proper upbringing, they control too muchchild, protect against making wrong decisions, thenthree or four year old child, left in the kindergarten without them, is simply lost. He seems to be left without his CONSCIENCE, as the proverb says -"without a king in the head" , because his ability to self-control has not yet developed, and at home his mother and father were his conscience and control.
Left alonechildtrying to find an adult who could, like a mother, help him be"correct" . It is for this that he behaves defiantly, this challengeis talking : "Please restrain me, show me my limits, RESIST me!" Most often, the goodwill of surrounding adults helps in a short time.child to believethat in order to be good enough, constant adult control is not at all necessary.
Having calmed down about the lack of constant extraneous control over oneself, childbegins to feel more confident and communicate better both with adults and with their peers.
Levelsadaptation
Physiological
Psychological
Psychological level(takes getting used to)
To the absence of a significant adult(moms, dads)
A large number of new people and the need to interact with them
The need to deal with your problems alone
The need to defend your personal space
Physiological(need to get used to it)
To a new regime, rhythm of life, new loads(the need to sit, listen, follow commands)
The impossibility of privacy
The need for self-restraint
New food, new rooms, lighting, smells
How to prepare a child for kindergarten?
Psychological preparation
First of all, the mother does not need to be nervous and show this to the child. Talk positively about the kindergarten, but at the same time try not to embellish too much so that the child does not have overly optimistic expectations.
Focus on building pride in your child that he will go to kindergarten. Tell them that getting into the kindergarten is not so easy (which is really the case now because of the long lines) and many children are deprived of such an opportunity.
To make the baby less afraid of the “disappearance” of the mother, often play hide and seek with the baby and periodically leave the child with other relatives, for example, while the mother goes shopping.
New team
If the baby is shy and shy, it will be more difficult for him to get used to the children's team than for sociable little ones. Try to expand your child's social circle even before visiting the garden. Go to visit, meet the children on the playground, sign up for developmental classes.
Mode
Try to change your child's daily routine 2-3 months before he starts going to preschool. Adjust the schedule so that it is easy for the child to wake up by the time you are going to the garden in the future.
If the child has already stopped sleeping during the day, teach him to rest after dinner just by lying in bed. Tell him what quiet games are available to him during such a holiday, for example, writing stories, playing with words, playing with fingers, or carefully examining objects around and remembering their details.
Offer food to your child at the same time every day. It is desirable that it coincides with the time of breakfasts, lunches and afternoon snacks in kindergarten. Try to avoid snacking at the wrong time, and homemade meals can be made similar to those that the baby will receive in the kindergarten. This will reduce the likelihood of whims associated with nutrition in preschool.
Also pay attention to your child going to the toilet after breakfast. It is optimal that it is at this time that the child goes "by and large". Give your baby time to relax on the toilet. If your child has problems with bowel movements, take the time to resolve them before starting the daycare.
Discipline
Play with your child in kindergarten, let the toys be the children, and you be the educators. Such a game will not only help the child better understand what kind of regimen he will have in kindergarten, but, repeating it in the future, the mother will find out how the baby relates to a new place and what is happening within the garden walls.
Education
Teach your child to undress, to eat with a spoon, and to ask for help if something doesn't work out. Pay attention to weaning the baby from diapers if the child is still wearing a diaper.
Read more to your child, teaching him to listen to you carefully. At the same time, increase your reading time gradually.
Play imitative games with your baby, such as walking like a bear or jumping like a bunny. This will come in handy for the baby during outdoor games for a walk, and in music classes, and for physical education lessons.
Remember that it takes an average of 2-3 months to adapt to the garden, and during this period, parents should pay enough attention to the baby at home.Try to organize joint dinners on weekdays, and on weekends cook your child's favorite dishes.
As you pick up your child from daycare, ask about the events of the day and listen carefully as you ask questions.This will not only show your son or daughter that you are interested in his business, but will also contribute to the development of speech.
Don't forget about garden feedback.Periodically talk with the teacher about how the child behaves in the garden. This information will be useful to you, as many kids behave differently in a team. And by telling the teacher about the behavior of the child at home and his character, you can help find the right approach to the baby. If your child is having difficulty napping, talk to the caregiver to allow the baby to take their favorite toy to bed with them.
Pay attention to the clothes in which the child will be in kindergarten.Things with small buttons and hooks, as well as laces, are a poor choice, as it will be difficult for the baby to remove them and put them back on. Do not dress your child in too tight clothing. Avoid synthetic fabrics, it is better to choose cotton or wool clothes for the garden. A good choice would be clothes with different types of front and back.
Age crises are an inevitable stage in the development and maturation of a child. These are a kind of turning points, during which there is a reassessment of all previous values, a rethinking of one's self and relationships with others. One of these moments is the crisis of 3 years, which very often falls on the period of adaptation of the child to kindergarten.
This stage of personality formation is only conventionally referred to as the “crisis of three years”. The first symptoms of disobedience are sometimes noted as early as 18-20 months, but they reach their greatest intensity in the period from 2.5 to 3.5 years.
The crisis of three years is an absolutely normal phenomenon, which is not a mental disorder and requires the intervention of a psychologist only in very rare cases.
Three year crisis symptoms
1. Constant negative responses to requests from adults (“I won’t go there”, “I don’t want to eat it”, “I won’t play”, “I won’t tell”) and appropriate behavior (mother asks to come up - on the contrary, the baby runs away, dad asks to fold toys - he scatters them, etc.).
2. Irritation and anger when something doesn't work out or you don't like something.
3. Manifestations of aggressiveness towards parents and all people around, including peers (the baby bites, scratches, fights, calls names).
4. Frequent state of depression in the baby, tears and whims.
5. The appearance of various fears in the child (darkness, loneliness, animals, in rare cases even death).
Tips for parents
The crisis of 3 years in children requires, first of all, adequate behavior on the part of parents. The main thing is attention to the baby, the absence of resentment, anger and aggression towards him and a sincere desire to help him in this difficult period. Usually the crisis of three years in a child lasts for several months, so moms and dads should be patient.
The most important thing is to remain calm in any situation. Seeing especially vivid manifestations of the crisis of three years in their child (tantrums, screams, tears), parents should not react to them in a similar way. If a child screams, you don’t need to shout back at him; if he is stubborn, you don’t have to try to break this stubbornness at any cost. It is better to approach the solution of the problem with calmness and equanimity (“If you don’t want to, don’t!”, “If you want to cry, cry”). Many children, not getting the reaction they expected from mom and dad, calm down very quickly.
To successfully overcome three years, psychology advises in situations where the child shows his negativism in every possible way (“I don’t want”, “I won’t”, “I won’t”), to act by the opposite method. For example, a mother asks the baby to collect toys, and he answers with a categorical refusal, and even continues to scatter them. In such a situation, a mother should tell the child: “Don’t collect toys!”, And most likely, he, trying to do it out of spite, will immediately quickly remove them.
The crisis of 3 years in children is associated with the first attempts, so parents during this period should be especially flexible: you can allow the child to make some decisions himself and in some situations not to argue with him. The main thing here is not to go too far and not start to indulge him in everything.
Sections: Working with preschoolers
Adaptation is a kind of emotional stress for a child. Our main task is to help the child get used to the new situation as quickly and painlessly as possible, feel more confident, and, if possible, become the master of this situation.
Work on the preparation and implementation of the adaptation of children to preschool education is built in several areas: conducting a pre-adaptation period, which includes work with parents and educators. And the actual adaptation period.
PRE-APTATION PERIOD
Working with parents
1. Education of parents on issues of adaptation begins with their first arrival in kindergarten. In the foyer of the preschool educational institution, they can familiarize themselves with the exhibition, which contains material for both parents and children: (Figure 1)
- “We are preparing the baby for kindergarten. How to ensure that the child gets used to the new conditions” is a sliding folder with practical recommendations for parents whose children enter kindergarten for the first time;
- “I'm going to kindergarten. Problems of Adaptation” is a colorful book with illustrations, made in the form of a sliding folder, reading it, the parent, together with the child, gets acquainted with the peculiarity of the life of children in kindergarten;
- “We are waiting for you” - an album with photographs from the life of the kindergarten. At the beginning of the album, parents and children are met by a fairy-tale hero, on whose behalf the acquaintance and journey through the pages of the album takes place. This fairy-tale character introduces children to the dressing room and the locker that is waiting for the baby; a group room and toys that look forward to meeting; with children who already go to kindergarten and with an interesting and varied life that they spend there. (Picture 2)
Information leaflets with brief material “Adaptation. What it is?" and “Recommendations for Preparing Your Child for Kindergarten”. Parents can take these sheets with them.
The material of the exhibition is very popular with parents.
2. As soon as the child is registered in the kindergarten, the parents are invited together with the child for an individual consultation with the teacher-psychologist of the preschool educational institution.
The consultation has three goals:
During the conversation and filling out the card for the child, collect information about the family, identify the attitude of parents to entering kindergarten, establish partnerships, friendly relations.
During the conversation and filling out the questionnaire, collect information about the child: find out the child’s individual and personal habits, habituation to the regimen, nutrition, falling asleep and sleep patterns, playing skills, the ability to make contact with unfamiliar adults and peers.
Based on these data, the degree of subjective readiness for the child to enter kindergarten is determined, and on the basis of this, parents are given recommendations on how to prepare the child for joining the children's team.
A mini-consultation is also held on the question of what adaptation is and the factors on which its course depends.
Another important goal of the meeting is the formation of positive associations in the baby related to kindergarten (while the conversation with the mother is going on, the child has the opportunity to play with bright, colorful, various toys that are available in the office); observation of how the child comes into contact and, in agreement with the parents, the diagnosis of neuropsychic development.
Based on the results of the diagnostic examination, parents are given recommendations on what to pay attention to in the development of the baby and what games, exercises and literature can be used at home.
Experience has shown that the study of the child before entering kindergarten can significantly mitigate the course of the adaptation period.
After the consultation, the teacher-psychologist conducts a short tour for the parent and the child, shows the main premises of the kindergarten and the group that the child will attend. Such a demonstration helps parents and children to satisfy their curiosity and feel more confident.
3. At the group meeting, which is held by the head of the preschool educational institution before the opening of the group, we once again explain to the parents that it is easier for the child to get used to everything gradually, therefore we recommend:
In advance, before entering the preschool educational institution, come to the territory of the kindergarten and your site in order to make a preliminary acquaintance;
Agree on a time when it will be possible to come to the group so that there are no other children there: the teacher could get to know the baby, and the child could study a new adult for him;
To make an evening excursion to the kindergarten and show the child that mothers and fathers take all the children home in the evening, no one stays in the kindergarten forever. This will help the child avoid the feeling of being “left behind” when he first begins to stay in the garden without his mother.
Working with educators
The senior educator of the preschool educational institution and the educational psychologist are jointly building work with educators of early age groups who will recruit children:
1. Draw up work plans for adaptation, taking into account the age of the children, on the basis of which work is built in the pre-adaptation and adaptation period (see Appendix 1).
2. Conduct a debate on adaptation issues.
The purpose of the dispute: to identify the existing knowledge of teachers on the organization of the adaptation period with children of the second and third years of life, to promote the best experience and new approaches to the adaptation of babies.
During the discussion with educators, the following questions are discussed:
Adaptation, what is it?
Types of adaptation;
Techniques that facilitate adaptation;
Signs that the child has adapted.
This form of work shows that educators are very active in preparing and discussing these issues. When modeling by teachers of different situations, game moments, etc. teachers actively use the existing knowledge and practical skills.
At the end of the debate, educators are given leaflets on “Organizing a sparing regimen during the adaptation period” (see Appendix 2).
3. The senior educator, psychologist and educators jointly review the design of groups and prepare to receive new children.
As the theater begins with a hanger, so the kindergarten begins with a dressing room, so much attention is paid to the design of the dressing room. There are prepared for children:
- “Shelf for favorite toys”, where (at the request of the child) things brought from home are located (Figure 3);
Funny, children's panels (Figure 4);
A mini-play area where bright, beautiful toys are displayed so that the child wants to stay, touch, and examine them; (Figure 5)
Pendants that help visually “lower” the ceiling and make the child feel more comfortable and calm (Figure 6).
In the group room, all zones are also being re-equipped, and the main goal is to make the room the most comfortable, homely and attractive for children (Figure 7).
We think over a place for the possibility of privacy for the child, if he wants to take a break from the team and be alone.
A selection of special games is being prepared to help children cope with a tense, stressful situation during the addiction period:
A good effect is given by a variety of games with sand and water, a dry pool;
Negative emotions are inhibited by monotonous hand movements or squeezing of the hands, so games such as stringing balls on a cord, rubber toys - squeakers, large parts of the Lego constructor, etc. are being prepared for children.
The best cure for stress is laughter. In order to create situations in which the child will laugh, a selection of fun toys, bi-ba-bo dolls, is being prepared.
Educators are preparing a music library with calm music and cheerful children's songs, card files of the artistic word for all sensitive moments in order to create a cheerful, joyful mood in children throughout the day, to avoid the everyday environment.
ADAPTATION PERIOD
In our work with children, we consider the main thing is the acceptance of the child as he is and close cooperation with the family.
The day before the child enters the kindergarten, the teacher-psychologist gives the teachers all the information about the child that was obtained from the conversation with the parents. This helps to build work with a newly arrived child based on taking into account personal characteristics, his experience and habits.
All the habits of the child during the adaptation period are preserved.
Also, in order to get to know each other better and get as much information as possible about the incoming baby, educators offer parents to write an essay about their child “My child. What is he? (See Appendix 3).
In the first days (1-2), the mother is present in the kindergarten with the child. This helps the child feel more confident and reduces the anxiety of the mother herself about her child's stay in kindergarten.
Arriving at the kindergarten, the child himself chooses the locker he likes and the picture-tag for it, this helps the child quickly get used to the idea that “his” locker is a corner of his private life.
The first days of the child do not lead to breakfast, but to a walk. And it is recommended to leave a child without a mother for a walk, since children feel more comfortable on the street, there are many opportunities to distract them.
We recommend bringing small photo albums with family photos. If you feel sad, having such an album, the child always has the opportunity to open it and see mom or dad, take a toy phone and, looking at the photo, talk with relatives.
In a psychologically tense, stressful situation, switching to an ancient, strong food reaction helps, so educators try to offer children to drink and eat crackers more often.
Each newly admitted child is in the center of attention. Educators calmly, affectionately and in detail explain to the child everything that happens, prepare him for each routine process, since the incomprehensible and unknown frightens.
For each child, an individual regimen is established. The residence time increases gradually depending on the habituation of the child. This issue is resolved jointly by a doctor, educators and a psychologist.
One of the most difficult moments during the adaptation period is putting the child to sleep, so educators use techniques such as:
Tuning in to sleep with lullabies
Caress the child: stroke the arms, legs, back (children usually like this)
A good effect of falling asleep is given by stroking the child's head and eyebrows (the hand should only touch the ends of the hair).
The emotional state of the child and his addiction is controlled using the “Adaptation Sheet”, where they are noted on the control days 1st, 2nd, 3rd, 4th, 8th, 16th, 32nd and, if necessary, 64 th (according to the method of K. Pechora) the emotional state of the child, appetite, sleep, relationships with adults and peers, the type of activity that the child prefers.
In order to dispel parents' anxiety and anxiety for their child, educators talk to them every day, instilling confidence in them and observing the main rule - do not judge the child's experience, do not complain about it to parents. All problems of the child become professional problems for teachers.
Such a multifaceted and painstaking work of the teaching staff of the kindergarten during the period of adaptation of children to a preschool institution gives its stable positive results.
At the end of the adaptation period, a medical-psychological-pedagogical council with an expanded composition gathers in a preschool institution. It includes the head, senior educators, educational psychologist, speech therapist, doctor, senior nurses, educators of early age groups and educators of other groups (by invitation). It discusses the results of the work carried out during the adaptation period, positive aspects, analyzes the results, adjusts plans for organizing adaptation, and outlines further work.
An analysis of the work over several years shows that the process of getting used to children is very successful. The degree of adaptation is mostly mild to medium. In recent years, there has not been a single child with a severe degree of adaptation. It is also positive that young children, and especially the second year of life, get used to kindergarten painlessly. These data make it possible to judge the well-structured work of the teaching staff in organizing and conducting the adaptation of children to the conditions of the kindergarten.
Used Books.
- Alyamovskaya V.G. The nursery is serious. - M.: LINKA-PRESS, 1999.
- Vatutina N.D. The child enters kindergarten: A guide for educators det. garden / Ed. L.I. Kaplan. – M.: Enlightenment, 1983.
Consultation for parents of young children (younger group). How to facilitate the adaptation of the child to kindergarten.
Text from the consultation:
What can and should parents do to help their child get through the adaptation period as quickly and painlessly as possible?simple socialization
The more the child communicates not only with relatives, but also with other children and adults - on a walk, on the playground, at a party - in a word, in a different environment, the faster and more confidently he will transfer the acquired experience of this communication to the environment of the kindergarten group.
Informal kindergarten visit
It is very useful to walk near the kindergarten, and then on its territory, watching the children play on the walk and describing to the child how good they are together here. At the initial stage, you need to leave the child in the group for no more than 2-3 hours - only for walking and playing.
Mandatory prevention
When entering a kindergarten, it is imperative to begin in advance the whole complex of preventive measures from ... (end of excerpt)
Sections: Working with preschoolers
Adaptation is a kind of emotional stress for a child. Our main task is to help the child get used to the new situation as quickly and painlessly as possible, feel more confident, and, if possible, become the master of this situation.
Work on the preparation and implementation of the adaptation of children to preschool education is built in several areas: conducting a pre-adaptation period, which includes work with parents and educators. And the actual adaptation period.
PRE-APTATION PERIOD
Working with parents
1. Education of parents on issues of adaptation begins with their first arrival in kindergarten. In the foyer of the preschool educational institution, they can familiarize themselves with the exhibition, which contains material for both parents and children: (Figure 1)
- “We are preparing the baby for kindergarten. How to ensure that the child gets used to the new conditions” is a sliding folder with practical recommendations for parents whose children enter kindergarten for the first time;
- “I'm going to kindergarten. Problems of Adaptation” is a colorful book with illustrations, made in the form of a sliding folder, reading it, the parent, together with the child, gets acquainted with the peculiarity of the life of children in kindergarten;
- “We are waiting for you” - an album with photographs from the life of the kindergarten. At the beginning of the album, parents and children are met by a fairy-tale hero, on whose behalf the acquaintance and journey through the pages of the album takes place. This fairy-tale character introduces children to the dressing room and the locker that is waiting for the baby; a group room and toys that look forward to meeting; with children who already go to kindergarten and with an interesting and varied life that they spend there. (Picture 2)
Information leaflets with brief material “Adaptation. What it is?" and “Recommendations for Preparing Your Child for Kindergarten”. Parents can take these sheets with them.
The material of the exhibition is very popular with parents.
2. As soon as the child is registered in the kindergarten, the parents are invited together with the child for an individual consultation with the teacher-psychologist of the preschool educational institution.
The consultation has three goals:
During the conversation and filling out the card for the child, collect information about the family, identify the attitude of parents to entering kindergarten, establish partnerships, friendly relations.
During the conversation and filling out the questionnaire, collect information about the child: find out the child’s individual and personal habits, habituation to the regimen, nutrition, falling asleep and sleep patterns, playing skills, the ability to make contact with unfamiliar adults and peers.
Based on these data, the degree of subjective readiness for the child to enter kindergarten is determined, and on the basis of this, parents are given recommendations on how to prepare the child for joining the children's team.
A mini-consultation is also held on the question of what adaptation is and the factors on which its course depends.
Another important goal of the meeting is the formation of positive associations in the baby related to kindergarten (while the conversation with the mother is going on, the child has the opportunity to play with bright, colorful, various toys that are available in the office); observation of how the child comes into contact and, in agreement with the parents, the diagnosis of neuropsychic development.
Based on the results of the diagnostic examination, parents are given recommendations on what to pay attention to in the development of the baby and what games, exercises and literature can be used at home.
Experience has shown that the study of the child before entering kindergarten can significantly mitigate the course of the adaptation period.
After the consultation, the teacher-psychologist conducts a short tour for the parent and the child, shows the main premises of the kindergarten and the group that the child will attend. Such a demonstration helps parents and children to satisfy their curiosity and feel more confident.
3. At the group meeting, which is held by the head of the preschool educational institution before the opening of the group, we once again explain to the parents that it is easier for the child to get used to everything gradually, therefore we recommend:
In advance, before entering the preschool educational institution, come to the territory of the kindergarten and your site in order to make a preliminary acquaintance;
Agree on a time when it will be possible to come to the group so that there are no other children there: the teacher could get to know the baby, and the child could study a new adult for him;
To make an evening excursion to the kindergarten and show the child that mothers and fathers take all the children home in the evening, no one stays in the kindergarten forever. This will help the child avoid the feeling of being “left behind” when he first begins to stay in the garden without his mother.
Working with educators
The senior educator of the preschool educational institution and the educational psychologist are jointly building work with educators of early age groups who will recruit children:
1. Draw up work plans for adaptation, taking into account the age of the children, on the basis of which work is built in the pre-adaptation and adaptation period (see Appendix 1).
2. Conduct a debate on adaptation issues.
The purpose of the dispute: to identify the existing knowledge of teachers on the organization of the adaptation period with children of the second and third years of life, to promote the best experience and new approaches to the adaptation of babies.
During the discussion with educators, the following questions are discussed:
Adaptation, what is it?
Types of adaptation;
Techniques that facilitate adaptation;
Signs that the child has adapted.
This form of work shows that educators are very active in preparing and discussing these issues. When modeling by teachers of different situations, game moments, etc. teachers actively use the existing knowledge and practical skills.
At the end of the debate, educators are given leaflets on “Organizing a sparing regimen during the adaptation period” (see Appendix 2).
3. The senior educator, psychologist and educators jointly review the design of groups and prepare to receive new children.
As the theater begins with a hanger, so the kindergarten begins with a dressing room, so much attention is paid to the design of the dressing room. There are prepared for children:
- “Shelf for favorite toys”, where (at the request of the child) things brought from home are located (Figure 3);
Funny, children's panels (Figure 4);
A mini-play area where bright, beautiful toys are displayed so that the child wants to stay, touch, and examine them; (Figure 5)
Pendants that help visually “lower” the ceiling and make the child feel more comfortable and calm (Figure 6).
In the group room, all zones are also being re-equipped, and the main goal is to make the room the most comfortable, homely and attractive for children (Figure 7).
We think over a place for the possibility of privacy for the child, if he wants to take a break from the team and be alone.
A selection of special games is being prepared to help children cope with a tense, stressful situation during the addiction period:
A good effect is given by a variety of games with sand and water, a dry pool;
Negative emotions are inhibited by monotonous hand movements or squeezing of the hands, so games such as stringing balls on a cord, rubber toys - squeakers, large parts of the Lego constructor, etc. are being prepared for children.
The best cure for stress is laughter. In order to create situations in which the child will laugh, a selection of fun toys, bi-ba-bo dolls, is being prepared.
Educators are preparing a music library with calm music and cheerful children's songs, card files of the artistic word for all sensitive moments in order to create a cheerful, joyful mood in children throughout the day, to avoid the everyday environment.
ADAPTATION PERIOD
In our work with children, we consider the main thing is the acceptance of the child as he is and close cooperation with the family.
The day before the child enters the kindergarten, the teacher-psychologist gives the teachers all the information about the child that was obtained from the conversation with the parents. This helps to build work with a newly arrived child based on taking into account personal characteristics, his experience and habits.
All the habits of the child during the adaptation period are preserved.
Also, in order to get to know each other better and get as much information as possible about the incoming baby, educators offer parents to write an essay about their child “My child. What is he? (See Appendix 3).
In the first days (1-2), the mother is present in the kindergarten with the child. This helps the child feel more confident and reduces the anxiety of the mother herself about her child's stay in kindergarten.
Arriving at the kindergarten, the child himself chooses the locker he likes and the picture-tag for it, this helps the child quickly get used to the idea that “his” locker is a corner of his private life.
The first days of the child do not lead to breakfast, but to a walk. And it is recommended to leave a child without a mother for a walk, since children feel more comfortable on the street, there are many opportunities to distract them.
We recommend bringing small photo albums with family photos. If you feel sad, having such an album, the child always has the opportunity to open it and see mom or dad, take a toy phone and, looking at the photo, talk with relatives.
In a psychologically tense, stressful situation, switching to an ancient, strong food reaction helps, so educators try to offer children to drink and eat crackers more often.
Each newly admitted child is in the center of attention. Educators calmly, affectionately and in detail explain to the child everything that happens, prepare him for each routine process, since the incomprehensible and unknown frightens.
For each child, an individual regimen is established. The residence time increases gradually depending on the habituation of the child. This issue is resolved jointly by a doctor, educators and a psychologist.
One of the most difficult moments during the adaptation period is putting the child to sleep, so educators use techniques such as:
Tuning in to sleep with lullabies
Caress the child: stroke the arms, legs, back (children usually like this)
A good effect of falling asleep is given by stroking the child's head and eyebrows (the hand should only touch the ends of the hair).
The emotional state of the child and his addiction is controlled using the “Adaptation Sheet”, where they are noted on the control days 1st, 2nd, 3rd, 4th, 8th, 16th, 32nd and, if necessary, 64 th (according to the method of K. Pechora) the emotional state of the child, appetite, sleep, relationships with adults and peers, the type of activity that the child prefers.
In order to dispel parents' anxiety and anxiety for their child, educators talk to them every day, instilling confidence in them and observing the main rule - do not judge the child's experience, do not complain about it to parents. All problems of the child become professional problems for teachers.
Such a multifaceted and painstaking work of the teaching staff of the kindergarten during the period of adaptation of children to a preschool institution gives its stable positive results.
At the end of the adaptation period, a medical-psychological-pedagogical council with an expanded composition gathers in a preschool institution. It includes the head, senior educators, educational psychologist, speech therapist, doctor, senior nurses, educators of early age groups and educators of other groups (by invitation). It discusses the results of the work carried out during the adaptation period, positive aspects, analyzes the results, adjusts plans for organizing adaptation, and outlines further work.
An analysis of the work over several years shows that the process of getting used to children is very successful. The degree of adaptation is mostly mild to medium. In recent years, there has not been a single child with a severe degree of adaptation. It is also positive that young children, and especially the second year of life, get used to kindergarten painlessly. These data make it possible to judge the well-structured work of the teaching staff in organizing and conducting the adaptation of children to the conditions of the kindergarten.
Used Books.
- Alyamovskaya V.G. The nursery is serious. - M.: LINKA-PRESS, 1999.
- Vatutina N.D. The child enters kindergarten: A guide for educators det. garden / Ed. L.I. Kaplan. – M.: Enlightenment, 1983.
