Folder adaptation in kindergarten. "We are with you, baby!" From the experience of working with children in the period of adaptation. Model of organization of the adaptation period through regime processes

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	31.05.2012, 10:39
Name: Folder-slider "Adaptation in kindergarten" Pages:12 Format:JPG Size:14.4 mb Adaptation of children, taking into account temperament. Educators will be able to put this material in the parent corner. Information will allow parents to better go through a difficult stage of adaptation.
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When the baby discovers Magic world drawing, his happiness knows no bounds! How funny and amazing it is to leave your footprints on a blank sheet of paper. Workout fine motor skills, memory, attention, vocabulary replenishment, education of aesthetic perception, development creative thinking the ability to think and analyze.
Today we will talk about situations when the baby does not really want to draw. Or he liked it, and then suddenly ceased to be interested. This often happens, especially in the first 3 years of a baby's life.
To deal with the reasons that could lead to this, we will study the principles and rules that are very important for maintaining a child's love for drawing. They must be adhered to from the first steps in the creative development of the crumbs. In addition, they will help to cope with existing problems.

Absolutely, summer is coming soon. Warm days will give the baby a lot of joy and new experiences. The main thing is not to forget about the features of baby skin care during this period.
The baby's skin is very delicate. Its protective barrier, the so-called hydrolipid mantle, is formed during the first years of a baby's life and is 30% thinner than that of an adult. In the warm season, the skin of the crumbs is very vulnerable and sensitive to external influences, especially to harmful ultraviolet radiation, since there is still little melanin in its composition, a natural protector from UVA and UVB rays. Therefore, it is important to protect the baby's skin from their effects.

The first stage of adaptation is preparatory.
It should be started 1-2 months before the child is admitted to kindergarten. During this time, it is necessary to form such stereotypes in the child's behavior that will help him painlessly join the new conditions for him.

Living in a family in certain, relatively stable conditions, the child gradually adapts to
conditions environment. Between the organism and this environment, the correct
relationships, the body adapts to environmental influences. Child's body
gradually adapts to a certain room temperature, to the surrounding
microclimate, the nature of food, etc. Under the influence of systematic
influences from the adults around the child, he develops various habits:
he gets used to the regime, the way of feeding, laying down, he develops certain
relationships with parents, attachment to them.

Almost all children have bad dreams from time to time, just like we adults do. This is worth talking about because the reaction of the guys to these dreams is not at all the same as ours. We all understand that dreams are not related to reality, and although, seeing them, we sometimes experience fear, waking up, we regain calm and confidence. Young children at first do not know how to distinguish dreams from reality and therefore experience more than adults, especially if they have bad dreams. Hence, sometimes they have a fear of the dark and even an unwillingness to go to bed. There are two ways to prevent such consequences...

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 the preschool educational institution is built in several areas: adaptation period which includes working with parents and caregivers. 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

Older preschool teacher and an 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 funny children's songs, card files of the artistic word for all regime 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, the 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 baby'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 daily, instilling confidence in them and observing the main rule - do not condemn 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 teacher, 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.

Counseling for parents of young children junior 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 will communicate not only with relatives, but also with other children and adults - on a walk, on playground, visiting - in a word, in a different setting, the faster and more confidently he will transfer the acquired experience of this communication to the atmosphere of a 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 start the whole complex in advance preventive measures from ... (end of excerpt)