Sections: Work 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, to feel more confident, and if possible become the master of this situation.
The work on the preparation and adaptation of children to preschool educational institutions is built in several areas: the pre-adaptation period, which includes work with parents and carers. And actually carrying out the period of adaptation.
PRE-ADAPTATION PERIOD
Work with parents
1. Education of parents on adaptation issues begins with their first arrival in kindergarten. In the foyer of the preschool educational institution, they can see the exhibition where the material is located, both for parents and for children: (Figure 1)
- “We are preparing the baby in kindergarten. How to ensure the child’s addiction to new conditions ”is a folder with practical recommendations for parents whose children first go to kindergarten;
- “I'm going to kindergarten. Adaptation problems ”- this is a colorful book with illustrations, made in the form of a folder, moving it, reading it, the parent and the child get acquainted with the peculiarities of the lives of children in kindergarten;
- “We are waiting for you” - an album with photos from the life of a kindergarten. At the beginning of the album parents and children are greeted by a fairy-tale hero, on behalf of whom there is an acquaintance and a journey through the pages of the album. This fabulous hero introduces children to the locker room and locker, which is waiting for the baby; group room and toys that look forward to meeting; with children who already go to kindergarten and with an interesting and diverse life that they spend there. (Figure 2)
Brief information leaflets “Adaptation. What it is?" and “Guidelines for Preparing a 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 kindergarten, parents are invited together with the child to an individual consultation with a teacher-psychologist of the DOE.
The consultation has three objectives:
During the conversation and filling out a card for the child, collect information about the family, identify the attitude of parents towards entering kindergarten, establish partnership, friendly relations.
During the conversation and filling out the questionnaire, gather information about the child: find out the child’s individual and personal habits, accustomed to the regimen, nutrition, especially falling asleep and sleep, playing skills, the ability to make contact with unfamiliar adults and peers.
Based on these data, the degree of subjective readiness for admission of the child to kindergarten is determined, and on the basis of this, recommendations are given to parents on preparing the child for joining the children's team.
A mini-consultation is also held on what adaptation is and the factors on which its course depends.
Another important goal of the meeting is to form positive associations with the kindergarten in the baby (while the conversation is with the mother, the child has the opportunity to play with the bright, colorful, various toys that are available in the office); observing how the child makes contact and, in agreement with the parents, conducting a diagnosis of neuropsychic development.
Based on the results of the diagnostic examination, parents are given recommendations on what to look for in the development of the baby and what games, exercises and literature can be used at home.
Experience has shown that studying a 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 baby, shows the main premises of the kindergarten and the group that the child will attend. Such a demonstration helps parents and children satisfy their curiosity and feel more confident.
3. At the group meeting, which is conducted by the head of the pre-school educational institution before the opening of the group, we once again explain to parents that it’s easier for a child to get used to everything gradually, therefore we recommend:
In advance, before entering the Kindergarten, come to the territory of the kindergarten and your site to make a preliminary acquaintance;
Agree on a time when you can join the group so that there are no other children: the educator could get to know the baby, and the child could learn a new adult for him;
Take an evening excursion to kindergarten and show the child that in the evening all the children are taken home by their mothers and fathers, no one remains in the kindergarten forever. This will help the child avoid the feeling that “he was abandoned” when he first begins to remain in the garden without a mother.
Work with educators
The senior educator of the preschool educational institution and the educational psychologist work together with the educators of early childhood groups who will recruit children:
1. Draw up work plans for adaptation, taking into account the age of children, on the basis of which work is built in the pre-adaptation and adaptation periods (see Appendix 1).
2. Have a debate on adaptation issues.
The purpose of the debate: 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 adaptation of babies.
In the process of discussion with educators, the following issues are discussed:
Adaptation, what is this?
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 teachers simulate different situations, game moments, etc. teachers actively use existing knowledge and practical skills.
At the end of the debate, educators are given reminders on “Organizing a Sparing Mode during the Adaptation Period” (see Appendix 2).
3. The senior educator, psychologist and educators jointly review the design of the groups and prepare to receive new children.
As a theater begins with a coat rack, so a kindergarten begins with a locker room, so much attention is paid to the design of the locker room. There are prepared for children:
- “Shelf for your favorite toys”, where (at the request of the child) are things brought from home (Figure 3);
Funny, children's panels (Figure 4);
A mini-play area where bright, beautiful, toys are exhibited so that the child wants to stay, touch, examine them; (Figure 5)
Pendants that help visually “lower” the ceiling and make the child feel more comfortable and calm (Figure 6).
The group room also undergoes re-equipment of all zones, 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 solitude for a child if he wants to take a break from the team and be alone.
A collection of special games is being prepared that help children cope with a tense, stressful situation during the addictive period:
A good effect is provided by a variety of games with sand and water, a dry pool;
Monotonous movements of the hands or squeezing of the hands slow down negative emotions, so games such as stringing balls on a cord, rubber toys - tweeters, 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, he is preparing a selection of fun toys, bi-ba-bo dolls.
Teachers prepare a music library with calm music and fun children's songs, art file cabinets for all sensitive moments in order to create a cheerful, joyful mood for children throughout the day, to avoid the ordinary situation.
ADAPTATION PERIOD
In our work with children, we consider the adoption of the child as such and what it is and close cooperation with the family the main thing.
The day before the child arrives in kindergarten, the pedagogue-psychologist passes to the educators all the information about the child that was obtained from the conversation with the parents. This helps to build work with a newcomer child based on personal characteristics, his experience and habits.
All the habits of the child during the adaptation period are preserved.
Also, for a better acquaintance and to receive as varied information as possible about the incoming baby, educators suggest that parents write an essay about their child, “My Child. What is he like? ” (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 being in kindergarten.
Arriving at the kindergarten, the child himself chooses a locker for himself and a picture-tag for him, this helps the child quickly get used to the idea that the “his” locker is a corner of his private life.
The first days of a child lead not to breakfast, but to a walk. And it is recommended to leave the child without a mother on a walk, because the children on the street feel more comfortable, there are many opportunities to distract them.
We recommend bringing small photo albums with family photos. If you feel sad with 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 family.
In a psychologically tense, stressful situation, switching to an ancient, strong nutritional reaction helps, so educators try to often offer children to drink and eat crackers.
Each newly enrolled child is in the spotlight. Carers calmly, affectionately and in detail explain to the child everything that is happening, prepare him for each regimen process, since the incomprehensible and unknown scares.
An individual regimen is established for each child. The length of stay increases gradually depending on the child’s addiction. This issue is decided 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 such techniques as:
Sleeping with lullabies
Caress the child: stroking 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 on the control days the 1st, 2nd, 3rd, 4th, 8th, 16th, 32nd and, if necessary, 64 (according to the methodology of K. Pechora) the child’s emotional state, appetite, sleep, relationships with adults and peers, the type of activity that the child prefers.
In order to dispel parental anxiety and anxiety for their child, the teachers talk with them every day, 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 multifaceted and painstaking work of the teaching staff of the kindergarten during the period of adaptation of children to the preschool institution gives its sustainable positive results.
At the end of the adaptation period, a medical-psychological - pedagogical consultation with an expanded composition is going to the preschool institution. This includes the head, senior educators, a psychologist, speech therapist, doctor, senior nurses, early childhood caregivers and other caregivers (by invitation). It discusses the results of the work carried out during the adaptation period, positive aspects, analyzes the results, adjusts plans for the organization of adaptation and plans for 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 and moderate. In recent years, there has not been a single child with a severe degree of adaptation. Positive is the fact that young children, and especially the second year of life, get used to kindergarten painlessly. These data allow us to judge the correctly constructed work of the teaching staff in organizing and adapting children to kindergarten conditions.
Used Books.
- Alyamovskaya V.G. Day nursery is serious. - M.: LINK-PRESS, 1999.
- Vatutina N.D. The child enters kindergarten: A manual for educators children. Garden / Ed. L.I. Kaplan. - M .: Education, 1983.
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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 is radically changing. Changes literally break into the familiar life in the family: a clear regime of the day, the absence of near and dear ones, the constant presence of peers, the need to obey and obey unfamiliar adults, the amount of personal attention is sharply reduced.
The child needs time to adapt to this new life in kindergarten.
Adaptation is the adaptation or adaptation of an organism to a new environment. For a child, a kindergarten is undoubtedly an unknown space, with a new environment and relationships. This process requires a large expenditure of mental energy and often passes 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 think: will the child be able to adapt at all, will this “horror” ever end?We can say with confidence: those features of behavior that are very worrying for parents 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-Sadovskiy”, and the rest of the kids, supposedly, are leading and feeling better. But this is not so. 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 the new environment, the baby is constantly in a strong psychological tension, stress, which does not stop even for a minute, especially in the first days.
Degrees adaptations
Depending on durationadaptive period distinguish three degreesadaptation of the child to kindergarten:
1 - 16 days - easyadaptation
20-40 days -moderate adaptation
40 to 64 days - heavyadaptation
Three degrees of severity of passageadaptation period
Easyadaptation- by the 20th day of stay in a preschool educational institution, sleep is normalized,child eats normally, does not refuse contacts with peers and adults, he himself makes contact. Incidence no more than once for a period not exceeding 10 days, without complications. Weight unchanged.
Averageadaptation- Behavioral reactions are restored by the 30th day of stay in the DOE. Neuropsychic development how much slows down(slowing down 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 considerable duration(two to six months or longer) and the severity of all manifestations.
Interfering factors adapt to kindergarten
Too much addictionbaby from mom
Excessive parental anxiety
The unwillingness of adults to give greater independence to the baby
Parentingchild in the spirit of permissiveness
Neurological symptoms inchild: asthenicity, hyperactivity
Baby soreness
Lack of an adequate daily routine 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 comes time to go to kindergarten. This allowsto kid talk openly about what he doesn't like. Parents can sympathize with him, say that they really feel sorry for him when he is sad, parting with them, but "the world is so arranged - mothers and fathers work, and children go to kindergartens and schools."Childwho openly protests against the kindergarten is often pretty goodadaptsif the parents do not scold him, do not be ashamed, but express sympathy, remaining confident that the kindergarten is a good choice for themchild.
HOUSES - CAPRIFICATIONS, IN SADIK - SUCCESS.The fact is that in the kindergartenchild often sees exactly the place where they are ready to perceive him as he will show himself.
FREQUENT DISEASES.Child begins to hurt literally from the first days of visiting a kindergarten: “a week in a kindergarten is a week(and sometimes two) at home". Many parents complain about the kindergarten: they say, they overlooked, drafts, they take the sick children, an infection. But more often than not the kindergarten is to blame, but the transition situation itselfchild to independent stay somewhere without parents. As you know, physical and mental developmentbaby are interconnected, and the bodychild Sometimes it helps him cope with anxieties and worries. Most often, it is those children who are not very capricious and cry, not expressing explicitly, with words and tears, the reluctance to go to kindergarten.
AT HOME -"GOOD" , AT KINDERGARTEN -Awful . The fact is that if parents pay a lot of attention to proper education, they control too muchchildguard against making wrong decisions thenchild three to four years oldLeft in the kindergarten without them is simply lost. He, as it were, remains without his CONSCIENCE, as the proverb says -“Without a king in his head” , because his ability to self-control has not yet developed, and at home his conscience and control were mom and dad.
Left alonechild trying to find an adult who could, like mom, help him to be"Right" . That’s why he acts defiantly, this challengehe speaks : “Please curb me, show me my boundaries, SUPPORT me!” Most often, the goodwill of the surrounding adults helps soonbelieve the childthat in order to be good enough, constant monitoring of adults is not necessary at all.
Reassured by the lack of constant extraneous self-control, child begins to feel more confident and communicate better with both adults and their peers.
Levelsadaptations
Physiological
Psychological
Psychological level(to get used to)
To the lack of a significant adult(moms, dads)
A large number of new people and the need to interact with them
Necessity to cope 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, execute commands)
The impossibility of solitude
The need for self-restraint
New food, new rooms, lighting, smells
How to prepare a child for kindergarten?
Psychological training
First of all, mom does not need to be nervous and show it to the child. Talk about the kindergarten in a good way, but try not to embellish much so that the child does not have too bright expectations.
Focus on the formation of pride in the baby that he will go to kindergarten. Tell us that getting into the kindergarten is not so simple (which is really so now because of the long lines) and many children are deprived of such an opportunity.
To make the baby less afraid of the “loss” 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 outgoing peanuts. Try to expand your child’s social circle before visiting the garden. Go to visit, get acquainted with the children on the site, sign up for developmental classes.
Mode
Try to change the daily routine of the child 2-3 months before he begins to go to the preschool. Reconfigure the regime 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 lying in bed. Tell me what quiet games are available to him during such a vacation, for example, writing stories, playing words, playing with fingers or carefully inspecting objects around with memorizing their details.
Offer your child food at the same time daily. It is desirable that it coincides with the time of breakfast, lunch and afternoon tea in kindergarten. Try to prevent snacks at the wrong time, and homemade dishes can be made similar to those that the baby will receive in the kindergarten. This will reduce the likelihood of nutritional vagaries in the preschool.
Also pay attention to going to the toilet after breakfast. It is optimal for the child to go “around the corner” just at that time. Give your baby time to relax in the toilet. If your child has problems with bowel movements, take the time to resolve them before starting to visit the garden.
Discipline
Play with the child in kindergarten, let the toys be children, and you - educators. Such a game will not only help the child better understand what kind of regime he will have in the kindergarten, but, repeating it in the future, the mother will find out how the baby relates to the new place and what is happening in the kindergarten walls.
Training
Teach your child to undress, eat with a spoon, and also ask for help if he does not succeed. Pay attention to weaning the crumbs from diapers if the baby is still wearing a diaper.
Read more to the child, teaching him to listen to you carefully. At the same time, increase the reading time gradually.
Play games with the baby in which you need to imitate, for example, walk like bears or jump like a bunny. This will come in handy in crumbs during outdoor games for a walk, and in music classes, and for physical education lessons.
Remember that adaptation to the garden takes an average of 2-3 months, and during this period, parents should give the baby enough attention at home.Try to organize joint dinners on weekdays, and at the weekend prepare your child's favorite dishes.
When picking up the baby from the garden, ask about the events of the day and listen carefully to the child, asking questions.This will not only show your son or daughter that you are interested in his work, but will also contribute to the development of speech.
Do not forget about feedback from the garden. Talk to your caregiver periodically about how your child behaves in the garden. This information will be useful to you, as many kids behave differently in the team. And telling the educator about the behavior of the child at home and his character, you can help find the right approach to the baby. If the child has difficulties with daytime sleep, talk with the teacher so that the baby is allowed 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 bad choice, since it will be difficult for the baby to remove them and put them back on. Do not put your child in too tight clothes. Avoid synthetic fabrics, it is better to choose cotton or wool clothes for the garden. A good choice would be clothing with a different view of the front and back.
Age crises are an inevitable stage of development and growing up of a child. This is a kind of turning point, during which there is a reassessment of all previous values, a rethinking of self and relationships with others. One of such moments is the crisis of 3 years, which very often falls during the period of adaptation of the child to kindergarten.
This stage of personality formation is only conventionally called the “crisis of three years”. The first symptoms of disobedience are sometimes noted as early as 18-20 months, but they reach the greatest intensity in the period from 2.5 to 3.5 years.
A 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.
Symptoms of a crisis of three years
1. Permanent negative answers to requests from adults (“I won’t go there,” “I don’t want to eat this,” “I won’t play,” “I won’t say”) and the corresponding behavior (my mother asks me to come in — the baby runs away, my dad asks me to lay down toys - he scatters them, etc.).
2. Irritation and anger when something does not work out or something does not like.
3. Manifestations of aggression in relation to parents and all people around, including peers (the baby bites, scratches, fights, calls names).
4. Frequent state of depression in the baby, tears and moods.
5. The appearance in the child of various fears (darkness, loneliness, animals, in rare cases, even death).
Parent Tips
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 a three-year crisis in a child lasts several months, so mothers and fathers should be patient.
The most important thing is to keep calm in any situation. Seeing especially vivid manifestations of a three-year crisis in their child (tantrums, screams, tears), parents should not react to them in a similar way. If the child screams - no need to shout at him in response, if he is stubborn - do not try to break this stubbornness at all costs. It is better to approach the solution of the problem with calm and equanimity ("Do not want - do not!", "If you want to cry - cry"). Many children, not receiving the reaction they were counting on from mom and dad, calm down very quickly.
To successfully overcome three years, psychology advises in situations where the child in every possible way shows his negativity ("I do not want", "I will not", "I will not"), act by the contrary. For example, the mother asks the baby to collect toys, and he responds with a categorical refusal, and even continues to scatter them. In this situation, the mother should tell the child: “Don’t pick up the toys!”, And most likely, trying to make things in spite, he will quickly remove them.
The crisis of 3 years in children is associated with the first attempts, therefore, parents should be especially flexible during this period: you can allow the child to make some decisions and not to argue with him in some situations. The main thing here is not to go too far and not to indulge him in everything.
Sections: Work 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, to feel more confident, and if possible become the master of this situation.
The work on the preparation and adaptation of children to preschool educational institutions is built in several areas: the pre-adaptation period, which includes work with parents and carers. And actually carrying out the period of adaptation.
PRE-ADAPTATION PERIOD
Work with parents
1. Education of parents on adaptation issues begins with their first arrival in kindergarten. In the foyer of the preschool educational institution, they can see the exhibition where the material is located, both for parents and for children: (Figure 1)
- “We are preparing the baby in kindergarten. How to ensure the child’s addiction to new conditions ”is a folder with practical recommendations for parents whose children first go to kindergarten;
- “I'm going to kindergarten. Adaptation problems ”- this is a colorful book with illustrations, made in the form of a folder, moving it, reading it, the parent and the child get acquainted with the peculiarities of the lives of children in kindergarten;
- “We are waiting for you” - an album with photos from the life of a kindergarten. At the beginning of the album parents and children are greeted by a fairy-tale hero, on behalf of whom there is an acquaintance and a journey through the pages of the album. This fabulous hero introduces children to the locker room and locker, which is waiting for the baby; group room and toys that look forward to meeting; with children who already go to kindergarten and with an interesting and diverse life that they spend there. (Figure 2)
Brief information leaflets “Adaptation. What it is?" and “Guidelines for Preparing a 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 kindergarten, parents are invited together with the child to an individual consultation with a teacher-psychologist of the DOE.
The consultation has three objectives:
During the conversation and filling out a card for the child, collect information about the family, identify the attitude of parents towards entering kindergarten, establish partnership, friendly relations.
During the conversation and filling out the questionnaire, gather information about the child: find out the child’s individual and personal habits, accustomed to the regimen, nutrition, especially falling asleep and sleep, playing skills, the ability to make contact with unfamiliar adults and peers.
Based on these data, the degree of subjective readiness for admission of the child to kindergarten is determined, and on the basis of this, recommendations are given to parents on preparing the child for joining the children's team.
A mini-consultation is also held on what adaptation is and the factors on which its course depends.
Another important goal of the meeting is to form positive associations with the kindergarten in the baby (while the conversation is with the mother, the child has the opportunity to play with the bright, colorful, various toys that are available in the office); observing how the child makes contact and, in agreement with the parents, conducting a diagnosis of neuropsychic development.
Based on the results of the diagnostic examination, parents are given recommendations on what to look for in the development of the baby and what games, exercises and literature can be used at home.
Experience has shown that studying a 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 baby, shows the main premises of the kindergarten and the group that the child will attend. Such a demonstration helps parents and children satisfy their curiosity and feel more confident.
3. At the group meeting, which is conducted by the head of the pre-school educational institution before the opening of the group, we once again explain to parents that it’s easier for a child to get used to everything gradually, therefore we recommend:
In advance, before entering the Kindergarten, come to the territory of the kindergarten and your site to make a preliminary acquaintance;
Agree on a time when you can join the group so that there are no other children: the educator could get to know the baby, and the child could learn a new adult for him;
Take an evening excursion to kindergarten and show the child that in the evening all the children are taken home by their mothers and fathers, no one remains in the kindergarten forever. This will help the child avoid the feeling that “he was abandoned” when he first begins to remain in the garden without a mother.
Work with educators
The senior educator of the preschool educational institution and the educational psychologist work together with the educators of early childhood groups who will recruit children:
1. Draw up work plans for adaptation, taking into account the age of children, on the basis of which work is built in the pre-adaptation and adaptation periods (see Appendix 1).
2. Have a debate on adaptation issues.
The purpose of the debate: 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 adaptation of babies.
In the process of discussion with educators, the following issues are discussed:
Adaptation, what is this?
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 teachers simulate different situations, game moments, etc. teachers actively use existing knowledge and practical skills.
At the end of the debate, educators are given reminders on “Organizing a Sparing Mode during the Adaptation Period” (see Appendix 2).
3. The senior educator, psychologist and educators jointly review the design of the groups and prepare to receive new children.
As a theater begins with a coat rack, so a kindergarten begins with a locker room, so much attention is paid to the design of the locker room. There are prepared for children:
- “Shelf for your favorite toys”, where (at the request of the child) are things brought from home (Figure 3);
Funny, children's panels (Figure 4);
A mini-play area where bright, beautiful, toys are exhibited so that the child wants to stay, touch, examine them; (Figure 5)
Pendants that help visually “lower” the ceiling and make the child feel more comfortable and calm (Figure 6).
The group room also undergoes re-equipment of all zones, 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 solitude for a child if he wants to take a break from the team and be alone.
A collection of special games is being prepared that help children cope with a tense, stressful situation during the addictive period:
A good effect is provided by a variety of games with sand and water, a dry pool;
Monotonous movements of the hands or squeezing of the hands slow down negative emotions, so games such as stringing balls on a cord, rubber toys - tweeters, 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, he is preparing a selection of fun toys, bi-ba-bo dolls.
Teachers prepare a music library with calm music and fun children's songs, art file cabinets for all sensitive moments in order to create a cheerful, joyful mood for children throughout the day, to avoid the ordinary situation.
ADAPTATION PERIOD
In our work with children, we consider the adoption of the child as such and what it is and close cooperation with the family the main thing.
The day before the child arrives in kindergarten, the pedagogue-psychologist passes to the educators all the information about the child that was obtained from the conversation with the parents. This helps to build work with a newcomer child based on personal characteristics, his experience and habits.
All the habits of the child during the adaptation period are preserved.
Also, for a better acquaintance and to receive as varied information as possible about the incoming baby, educators suggest that parents write an essay about their child, “My Child. What is he like? ” (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 being in kindergarten.
Arriving at the kindergarten, the child himself chooses a locker for himself and a picture-tag for him, this helps the child quickly get used to the idea that the “his” locker is a corner of his private life.
The first days of a child lead not to breakfast, but to a walk. And it is recommended to leave the child without a mother on a walk, because the children on the street feel more comfortable, there are many opportunities to distract them.
We recommend bringing small photo albums with family photos. If you feel sad with 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 family.
In a psychologically tense, stressful situation, switching to an ancient, strong nutritional reaction helps, so educators try to often offer children to drink and eat crackers.
Each newly enrolled child is in the spotlight. Carers calmly, affectionately and in detail explain to the child everything that is happening, prepare him for each regimen process, since the incomprehensible and unknown scares.
An individual regimen is established for each child. The length of stay increases gradually depending on the child’s addiction. This issue is decided 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 such techniques as:
Sleeping with lullabies
Caress the child: stroking 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 on the control days the 1st, 2nd, 3rd, 4th, 8th, 16th, 32nd and, if necessary, 64 (according to the methodology of K. Pechora) the child’s emotional state, appetite, sleep, relationships with adults and peers, the type of activity that the child prefers.
In order to dispel parental anxiety and anxiety for their child, the teachers talk with them every day, 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 multifaceted and painstaking work of the teaching staff of the kindergarten during the period of adaptation of children to the preschool institution gives its sustainable positive results.
At the end of the adaptation period, a medical-psychological - pedagogical consultation with an expanded composition is going to the preschool institution. This includes the head, senior educators, a psychologist, speech therapist, doctor, senior nurses, early childhood caregivers and other caregivers (by invitation). It discusses the results of the work carried out during the adaptation period, positive aspects, analyzes the results, adjusts plans for the organization of adaptation and plans for 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 and moderate. In recent years, there has not been a single child with a severe degree of adaptation. Positive is the fact that young children, and especially the second year of life, get used to kindergarten painlessly. These data allow us to judge the correctly constructed work of the teaching staff in organizing and adapting children to kindergarten conditions.
Used Books.
- Alyamovskaya V.G. Day nursery is serious. - M.: LINK-PRESS, 1999.
- Vatutina N.D. The child enters kindergarten: A manual for educators children. Garden / Ed. L.I. Kaplan. - M .: Education, 1983.
The system of work with young children during the initial adaptation
Forms of work with young children:
Special games are offered that help children cope with a tense, stressful situation during the period of addiction.
goal - help children in adapting to the conditions of a preschool educational institution.
This determines main tasks:
Overcoming stressful conditions in children of early and early preschool age during the period of adaptation to kindergarten;
The development of attention, perception, speech, imagination;
The development of gaming skills, arbitrary behavior.
Listen to soft, calm music and funny children's songs;
Bring a favorite toy with him from home, if the baby is sad, then he can hold it to himself and feel more relaxed;
Small photo albums with family photos will also cheer up a sad child;
A mini-play area where bright, beautiful toys are displayed so that the child wants to stay, touch and examine them;
A place for privacy where the child can relax from other children.
Adaptation passage algorithm
First week:
The child is in kindergarten with his mother for 2-3 hours (9.00 - 11.00)
Goal:
lay the foundation for trusting outsiders, sympathy for the teacher;
promote emotional perception of peers;
introduce in detail the location of the rooms in the group.
Second week:
The child is in kindergarten for 2-3 hours without a mother (9.00-11.00)
Goal:
establish an individual emotional contact with the child (the child himself goes to his hands, to his knees, takes caress of the caregiver, boldly seeks help);
lay the foundations of a friendly attitude towards peers, contribute to the development of the game "next to";
to encourage independent actions in the group, to consolidate the ability to navigate in the premises of the group, to find personal items (with the help of an adult, relying on an individual picture).
Third week:
The child visits the day care center in the first half of the day (7.00-12.00). By the end of the week, the child, if desired, remains at daytime sleep.
Goal:
to accustom a child to eating in a preschool educational institution (getting used to a new assortment of dishes, their taste qualities);
to attract to joint games of the type “Walked, walked, found something ...”;
to develop self-care skills in children, to encourage the implementation of hygiene procedures with the help of an adult.
Fourth week:
Children attend kindergarten all day.
Goal:
organize a rational regime of the day in the group, providing physical and mental comfort;
to develop the child’s confidence in himself and his abilities, arouse activity, independence, initiative;
to develop a sense of empathy, a desire to help and comfort newly arrived children, to establish unshakable rules of hostel;
to prepare the child for expanding the circle of communication with other employees of the preschool institution, with older children;
promote cultural and hygiene skills.
Leading activities at an early age - subject.
Leading mental function - perception.
The model of organization of the adaptation period through regime processes
Use of the sparing mode in the organization of the adaptation period
Morning reception
Games with elements of folklore
Educational games
(at
eat food, dressing, hygiene procedures)
Game-exercises, games-exercises in a group
Game situations, communication
Preparing for a walk
WALK
Games with elements of folklore
Games: role-playing; didactic; movable;
developing
Games with water and sand
Observations, entertainment, conversations
Experiments and Experiments
Hardening: air, sun baths
Cultural Hygiene Skills
AFTER SLEEP
Warm up after sleep. Tempering procedures
Elements of theatrical activity
Artistic and creative activity
Dramatization games, staging games
stroll
Cultural Hygiene Skills
Independent activity of children
Children communication
Going home
Tasks for the formation of cultural and hygienic skills
Encourage children to ask for a pot, encourage attempts to do so
Teach children to find their pot and towel
Teach children to try to take off their pantyhose and panties before sitting on the pot, encouraging children to dress them on their own
To introduce children to hygiene procedures:
Rinse your mouth after eating;
Wash hands with soap;
Dry with a towel
Learn to use a spoon
Teach children to drink from a mug
To form the ability with the help of an adult to put yourself in order.
When dressing children for a walk, learn to find their locker, remove removable shoes and put them in a locker, ask children to get street shoes out of it
Encourage children to help put toys in place. Teach children not to throw toys during games
Group classes.
Classes are held indoors in compliance with sanitary standards.
The purpose of the classes is to help children adapt to the conditions of a preschool educational institution. This determines the main tasks of the classes:
Overcoming stressful conditions in children in the initial period of adaptation to DOW.
Creating a positive emotional climate in the children's team.
Relieving emotional and muscle tension.
The development of general and fine motor skills, coordination of movements.
Perception development.
Activation of speech processes.
The development of arbitrary behavior, the ability to obey the rules.
Development of communication skills, interaction with adults and peers.
Development of gaming skills, the transition from the game "next" to the game "together."
Decreased impulsiveness, excessive motor activity, anxiety, aggression;
Development of skills of interaction of children with each other;
The development of attention, perception, speech, imagination;
The development of a sense of rhythm, general and fine motor skills, coordination of movements;
The development of gaming skills, arbitrary behavior.
Do not insist on the active participation of all children in the lesson. It is normal if at first some of the children will only observe what is happening in the group. You can start practicing with those children who are ready to start playing.
You should not evaluate children, seek the only right, in your opinion, action or answer, since in this case the kids will repeat only what is required of them.
In the process of practical work permissibleas a reduction in the number of games, and the introduction of various additions, in accordance with the age, condition, needs and individual characteristics of children. Parents of indecisive children can be invited to participate in classes not only during the first month, but also later; it is useful to recommend that they play the same games with the child at home.
Equipment:
Library, board games, subject toys, plasticine, paints, pencils, felt-tip pens, carpet, massage ball, light transparent scarves, drawing paper, special handouts (for individual lessons), colored cords, small toys, peas.
Principles of conducting classes:
Training visualization;
Availability;
Educational and educational nature of the educational material;
Consistency of supply of material.
The structure and form of classes: Classes are held once a week in subgroups (the maximum number of children in a subgroup is 9 people). The duration of the session is 8-10 minutes.
The main part of the lesson includes games and exercises that give children the opportunity to move intensively, freely express their emotions, and actively interact with peers.
The general structure of the lesson:
Ritual of greeting;
Breathing exercises;
Finger, articulation gymnastics;
Educational game;
The activity (relaxation exercises);
The ritual of farewell.
EXAMPLE PLAN OF EDUCATIONAL AND EDUCATIONAL WORK DURING ADAPTATION (August)
MondayMorning : Reception and examination of children.
Acquaintance with children.
Greeting the baby on behalf of the toy (teddy bear, bunny, doll). Group tour.
The game "Wonderful pouch."
Distribution of gifts.
On a flat track!
Course of the game: The teacher sits the child on his lap, then begins to toss him rhythmically, accompanying the movement with a nursery rhyme. At the end of the game, the teacher pretends to drop the child.
On a flat track
On a flat track
Over bumps over bumps
In the bumps, in the bumps
Straight into the pit - Wham!
Give me a pen!
Goal: development of emotional communication between a child and an adult,
making contact.
Course of the game: The teacher approaches the child and holds out his hand.
-Let's say hello. Give me a pen!
In order not to frighten the baby, one should not show excessive assertiveness: do not come too close, pronounce the words of appeal to the child in a low, calm voice. For communication to be correct, squat down or a highchair - it is better that an adult and a child are at the same level, can face each other.
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
Continue exploring the group. The story is an improvisation of the educator about the life of toys and guys.
The game "Forty-forty."
Fun game "Music Box".
“Tender minute” - audio recording “Kid by the Sea”
Tritatushki - tri-ta-ta!
Course of the game: An adult sits the child on his knees, facing himself, holds the child by the belt. Then he performs rhythmic bodily shaking (left-right, up-down), accompanying the movement with repeated pronouncing of words:
- Tritatushki - tri-ta-ta! Tritatushki-three-ta-ta!
Games for contacting a child
Hello! Until!
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Course of the game: The teacher approaches the child and waves his hand, greeting.
Hello! Hello!
Then invites the child to respond to the greeting.
-Let's say hello. Wave your pen! Hello!
When parting, the game repeats - the teacher waves his hand.
Until! Until!
Then invites the baby to say goodbye.
-Wave the pen goodbye. Until!
This ritual of meeting goodbye should be repeated regularly at the beginning and at the end of the lesson. Gradually, the child will begin to show more initiative, learn to greet the teacher when meeting and saying goodbye on his own. This game is useful in that it teaches the rules of behavior between people.
Tuesday
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them. Conversation “Who is good with us?” (game by the mirror).
The game "There is a horned goat" ..
Game-trip "On a visit to Moydodyr" (to the sanitary room).
A detailed acquaintance with individual hygiene items, rules of conduct.
Riding on rocking toys, gurneys, swings in a sports corner.
Game occupation
Acquaintance.
What we can do.
Magic words (hello, thanks).
Download the bunny. Belonging to a group.
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
Examining the photo album “Kindergarten is good with us!”, Talk about life in kindergarten.
Fun game "Wonderful pouch."
Distribution of gifts.
Games "There is a horned goat", "By the bumps."
Journey to Moydodyr - game exercise "Find your picture."
Games in a sports corner using a dry pool, swings, slides.
Relaxation "Silence".
Laughing workout.
Game occupation
I'm studying myself. Body outline.
What my pens can do.
What my legs can do.
I recognize myself and others.
Play with a doll .
Purpose: the development of emotional communication with adults, establishing contact.
Material. Doll.
The course of the game. Give the child his favorite doll (or soft toy), ask him to show where the doll has its head, ears, legs, stomach, etc.
Wednesday
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
A talk about animals living in children at home. Acquaintance with the inhabitants of the corner of nature in the group (if any).
The game "Carcasses-carcasses", the repetition of familiar games.
The mobile game "Catch the ball."
Games with the natural material “Magic Boxes”.
Reading fiction.
Games for contacting a child
Clap your hands!
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Course of the game: The teacher claps his hands with the words:
-I clap my hands, I will be good, We clap our hands, we will be good!
Then he offers the baby to clap with him: -Let's clap your hands together.
If the kid does not repeat the actions of the teacher, but just looks, you can try to take his palms in your own and make claps with them. But if the child resists, you should not insist, perhaps next time he will show more initiative.
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
Conversation at the mirror "Who is our good?"
The mobile game "Look what I can."
Examination of pictures about animals, improvisation story “Kindergarten for forest animals”.
Visiting Moydodyr - playing up the poem by N. Pikuleva “Wash basin”.
Games for contacting a child
Catch the ball!
Purpose: the development of emotional communication between a child and an adult, establishing contact; movement development.
Equipment: a small rubber ball or a plastic ball.
Course of the game: The teacher picks up the ball, invites the child to play with him. It is better to organize a game on the floor: the teacher and the child are sitting opposite each other, legs spread wide so that the ball does not roll past.
Let's play the ball. Catch the ball!
The teacher rolls the ball towards the baby. Then he encourages him to roll the ball in the opposite direction, catches the ball, emotionally comments on the course of the game.
-Katie the ball! On! Caught the ball! The game is held for some time, to stop the game should be at the first sign of fatigue or loss of interest on the part of the child.
Thursday
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
The teacher’s improvisation story “How Zaika and I waited for Masha, Katya ...”, observation through the window.
Fun game “Minute Clockwork Toy”.
Games "We rode, rode ...", "Ladushki".
A game-journey through the group “Who, who lives in this house?”. Acquaintance with the arrangement of game zones, toys and manuals.
The mobile game "Look what I can."
Game-trip to the "Room of Dreams", acquaintance with the mistress-doll Splyushka.
Games for contacting a child
Ku-ku!
Purpose: the development of emotional communication between a child and an adult, establishing contact; development of attention. Equipment: Parsley doll (in a mortar). Course of the game: The teacher shows the child a toy (Parsley hid).
- Oh! Who is hiding there? Who's there?
Then Parsley is shown with the words: -Ku-ku! It's me, Parsley! Hello!
Parsley bows, turns in different directions, then hides again. The game can be repeated several times.
Clapper board
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Course of the game: The teacher shows his palms and invites the child to pat them.
Baby clap so knows how
He does not spare his pens.
Like this, like this, like that,
He does not spare his pens!
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
A game-journey through the group "Who lives in the house?".
Game with water "Dives".
Fun game with sounding, musical toys.
A moment of rest "Soft."
The game "Over bumps, over bumps."
Game-trip to the "Room of Dreams", audio recording "Lullaby".
Mobile game-riding on a gurney, a swing.
Games for contacting a child
Parsley
Purpose: the development of emotional communication between a child and an adult, establishing contact. Equipment: Parsley doll (bi-ba-bo). Course of the game: Unnoticed by the child, the teacher puts a toy on his hand, then begins the game. Parsley approaches the baby, bows.
- I am Parsley - a fun toy! Hi Hi!
Then Parsley invites the baby to say hello, takes his hand in his.
-Let's say hello! Give me a pen!
After that, Parsley performs various actions: claps its hands, dances and sings, inviting the child to repeat these actions.
Let's clap your hands - clap-clap-clap! And now I’ll sing a song: la-la-la! La la la!
Then Parsley hides and reappears. The game ends with the toy saying goodbye and leaving.
Walks
Kindergarten tour.
To teach children to walk only on the site. To diversify their physical activity. Ritual walks around the site (consider flowers and trees on the site). Purpose: orientation in space, enrichment of the dictionary.
Learn make cakes of sand, draw with a stick in the sand.
Outdoor games "Bunnies",
Purpose: to evoke positive emotions from interaction with each other, to bring joy from the game.
Excursion to the kindergarten site.
Purpose: to acquaint children with sand buildings, to show how you can play with sand and water.
Mobile games "Aircraft" - to consolidate the ability to run without bumping.
Invite the kids to collect dry twigs from under the trees on the site.
Observations of natural phenomena: - the sun shines (high - not reach, shine, fun with it, joyfully - enrichment of the dictionary)
“The sun is shining through the window,
looking into our room.
We clap our hands
Very happy sunshine "
Friday
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
Conversation with a child on a topic of interest to him (about father’s car, older brothers and sisters, about toys, cartoon).
Fun game with musical toys.
The game "There is a horned goat", "Carcasses-carcasses."
Playing with water “Dives” (preparatory skills for washing hands), fixing the rules of behavior in the room of Moydodyr.
The mobile game "Catch the ball."
Games for contacting a child
Kitten
Purpose: the development of emotional communication between a child and an adult, establishing contact. Equipment: soft toy kitten.
Course of the game: The teacher shows the child a toy kitten and suggests stroking it.
- Look which one to us. the kitten came - small, fluffy. Let's stroke the kitten like that.
The action is accompanied by a poem:
Pussycat, pussycat, pussycat la! -
The kitten called Julia.
Do not rush home, wait! -
And stroked her hand.
You can continue the game with the kitten: drink milk with it, show how the kitten can jump, wag its tail.
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
The improvisation story of the educator “How Mishutka and I waited for Masha ...”, observation through the window.
The game "Come on."
The mobile game "Catch the ball."
Independent ball games.
Affectionate minute "Who is good with us?"
Games with natural material “Sea Treasures”.
Visiting Moydodyr - a staging of the poem "Wash basin" by N. Pikuleva.
Games for contacting a child
Ball
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Equipment: a small plastic ball (which can fit in a clasped palm).
Course of the game: The teacher shows the child a ball and offers to play.
- Look, what a beautiful ball. Let's play: I will hide the ball, and you guess in which hand it is.
After that, the teacher puts his hands behind his back and hides the ball in a fist. Then he puts both hands, clenched in fists, forward and invites the child to guess and show which hand the ball is in. Then he turns his hand and opens his palm.
- Guess the ball in which hand! Correctly guessed - here it is, ball, look! Let's hide the ball again!
Children like this game, therefore, most likely, the game action will have to be repeated many times.
3rd week
4th week
Monday
Morning: Reception and examination of children.
Acquaintance with children.
Inspection by children of the group, toys, games with them.
Continue exploring the group room.
The plot of the game "We walked, walked ...
A moment of rest "Soft."
Game with water "Floats, sinks."
Games for the development of fine motor skills "Beads".
Laughing workout.
Independent games.
Games for contacting a child
Handkerchief
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Equipment: a large bright silk scarf (it is desirable that the scarf is not electrified).
Course of the game: Before starting the game, prepare a scarf: it is desirable that it be pleasant to the touch, of a beautiful color. It is permissible to first use a translucent shawl (in this case, the child can watch from underneath what is happening around and is not afraid of sudden darkness and loss of visibility). In the future, you can use opaque shawls. It is convenient to play this game, sitting on the couch or sitting on the carpet. Have your baby play with a handkerchief. Put a scarf on your head with the words:
- I’ll hide now. Come find me!
The child is happy to pull the scarf off your head. After this, offer to hide the baby - throw a scarf on his head.
-Where is our Vanya? Vanya, where are you?
After these words, pull the scarf off the child’s head, grab it, rejoice at the meeting with him. The game can be repeated many times.
Morning.
Consideration of the photo album "Kindergarten is good with us!".
Excursion to the kitchen.
Modeling from salt dough.
The game "My hands are clean."
Fun game Soap Bubbles.
Free activity.
The plot of the game "Help toys find their home."
An affectionate moment - listening to the audio recording "Classical Melodies for Kids".
The mobile game "Train".
Evening.
Game-lesson “Katya doll woke up” - training in game skills.
Outdoor games in a sports corner (riding on a swing, rocking chairs, game exercises in a dry pool).
Reading fiction "Chicken Ryaba".
Games for contacting a child
Swing
Purpose: the development of emotional communication between a child and an adult, establishing contact.
Course of the game: The teacher offers the child to play a swing.
Do you like to swing on a swing? Let's play swing! The teacher sits on a sofa or comfortable chair, takes the child to his lap, face to face. Then he takes the child’s hands in his own and places them to the sides, after which he imitates the rhythmic movements of the swing - sways from side to side, dragging the child along.
-Swing swing: swing swing! Kach-kach!
You can play while standing. The adult and the child are facing each other,
legs wide apart, they hold hands and spread them to the sides. With the words “swing-swing”, the movements of the swing are imitated - together the adult and the child swing from side to side, alternately tearing off their right and left legs from the floor.
Tuesday
Conversation with children on topics of interest to them.
The mobile game "Aircraft".
Excursion to the gym.
Free activity.
The game "Look what I can."
Affectionate moment. “Visiting Splyushka” - an audio recording of “Classic Lullabies”.
Who is in the cam?
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. The teacher opens his hands and moves his fingers. Then tightly clenches his fists so that the thumbs are inside. Shows the child several times how to do this, and asks him to repeat. You may have to help him put his thumb in his fist. He reads a rhyme and performs movements with the child.
Who climbed into my fist?
Is it maybe a cricket? (Clench your fingers into a fist.)
Come on, come on, get out!
Is that a finger? Ah ah ah! (Put your thumb forward.)
Game occupation
What do the fingers feel? Tactile perception (warm-cold).
What does the tongue feel? Taste (sweet-salty).
What do the ears hear? Auditory perception (loud-quiet).
What do the eyes see? Visual perception (light-dark).
Morning.
Viewing pictures on the topic "Animals" - a conversation about pets.
Fun game "Where is ours ...".
Travel to the gym.
Free activity.
Games "Over bumps, over bumps", "There is a horned goat."
A moment of rest "At Splyushka" - the teacher tells the story of improvisation.
The plot yoke "Drive the whims".
The mobile game "Train".
Evening.
The story-re-enactment of the educator “What are pencils for?” - free drawing.
The mobile game "Bunnies."
Game lesson “Katya’s doll got sick” - training in game skills. Viewing pictures of life in kindergarten.
Game occupation
Affectionate sun. Perception of color (yellow).
Funny fly agaric. Perception of color (red).
Warm rain. Perception of color (blue).
A playful frog. Perception of color (green).
3rd week
4th week
Wednesday
Reading fiction, reviewing illustrations.
The plot of the game "I'm going to visit with gifts."
The mobile game "Aircraft".
Game with water "Smart fingers."
Relaxation "Grandfather Silent".
The game "Visiting Moydodyr" (fixing the rules of conduct in the sanitary room).
Parsley came
Purpose: the development of emotional communication with adults, establishing contact.
Material. Parsley, rattles.
The course of the game. The teacher brings Petrushka, examines it with the children. Parsley rattles, then it distributes rattles to children. They, along with Petrushka, shake the rattles, rejoice.
Games for contacting a child
Blowing soap bubbles
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. The teacher is soap bubbles. Tries to get bubbles by shaking the tube, rather than blowing it. Counts how many bubbles can be held on the tube at a time. Trying to catch all the bubbles on the fly until they touch the ground. He steps on a soap bubble and in surprise asks the children where he disappeared. Then teaches each child to blow bubbles. (Tightening the muscles of the mouth is very beneficial for speech development.)
Morning.
The plot of the game "On a visit to the dolls."
The mobile game "Aircraft".
A moment of sounding, musical toys.
Free activity.
The musical game “We Will Go to the Forest”.
The game "Visiting Moydodyr" - consolidation of the first cultural and hygienic skills.
Evening.
Tour of the kindergarten - to continue acquaintance with the kindergarten, its employees.
Watching a cartoon.
Games with building material (floor soft modules) “We will build the aircraft ourselves ...”.
Game-lesson "Feed Katya's doll for lunch."
Independent activity.
Games for contacting a child
Hiding bear
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. The carer hides a large toy (for example, a bear) that is familiar to the child so that it is slightly visible. Saying: “Where is the bear?”, Is looking for him with the child. When the baby finds the toy, the adult hides it so that it is more difficult to search. After playing with the bear, the educator himself hides, loudly saying "cuckoo!" When the child finds him, he runs across and hides in another place. At the end of the game, the adult offers to hide the child.
Let's circle
Purpose: the development of emotional communication with adults, establishing contact.
Material. Two teddy bears.
The course of the game. The caretaker takes the bear, presses it tightly to itself and spins with it. Gives another bear to the baby and also asks to circle, clutching a toy.
Then the adult reads the rhyme and acts in accordance with its content. The child follows the same movements after him.
I'm spinning, spinning, spinning
And then I will stop.
I’ll swirl quickly,
Silently circling
I'm spinning, spinning, spinning
And I’ll fall to the ground!
Walks
Continue to teach children to walk only on the site. Ritual walks around the site (consider flowers and trees on the site). Purpose: orientation in space, enrichment of the dictionary.
Observation of passers-by.
Purpose: To consider the clothes of people in the summer.
The mobile games "Who is the first to the flag", "Who is the quickest to reach"
Purpose: to learn to run in a given direction.
Engage in the implementation of the simplest labor assignments: on the site after the game - to collect and put the toys in the basket.
Drawing with crayons on asphalt. Drawing with sticks on the ground.
Examination of a leaf or flower.
To give children primary ideas about the plant world: - examination of leaflets on a tree and on the ground.
Purpose: To teach children to admire the beauty of nature.
The mobile game "Hide the toy (bear, bunny, doll)." Purpose: orientation in space, to teach children to move after the tutor, to cause a feeling of joy because they found a toy. Riding dolls in wheelchairs, bicycles.
Mobile games “Airplanes” - learn to run without bumping
"Roll the ball" - exercise in rolling the ball from the slide for dolls.
The simplest labor assignments - offer to collect toys in the basket
Thursday
Conversations on topics of interest to children.
The plot of the game "I am coming to visit you with gifts."
Drawing with felt-tip pens, markers.
The mobile game "Run to me."
A moment of rest “At Splyushka” - listening to the audio recording of “Tales of Bonnie-weasel”.
Independent activity.
Finger game "Guests", "Ladushki".
Free games in a sports corner (riding on a swing, dry pool, wheelchairs).
Laughing workout.
Games for contacting a child
Blow on a ball, blow on a spinner.
Purpose: the development of emotional communication with adults, establishing contact.
Material. Balloon, pinwheel.
The course of the game. A balloon is suspended at the level of the child’s face, and a spinner is placed on the table in front of it. The teacher shows how to blow on a balloon so that it takes off high, and offers the child to repeat the action. Then the adult blows on the spinner so that it spins, the child repeats.
Morning.
Games with natural material “Treasure chest”.
The plot of the game "We walked, walked ...".
Fun game with soap bubbles.
The mobile game "Bunnies."
A moment of rest "On a forest clearing" - listening to the audio recording "Kid in the Village".
Independent activity.
The plot of the game "Let's help toys find their house."
Finger game "Guests".
Laughing workout.
Evening.
Screen-show of the fairy tale "Ryaba Kuroka" (Puppet Theater B-BAB-BO).
The mobile game "Aircraft". Self
activity. Fingering game "Ladushki".
Games for contacting a child
Let's collect toys.
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. Invite your child to help you collect the scattered toys that he played. Sit next to the baby, give the toy in your hands and put it in the box with it. Then give another toy and ask yourself to put it in the box. While you are folding toys, hum something like: “We collect toys, we collect toys! Tra-la-la, tra-la-la, we put them in their place. ”
Children of two to three years of age do not yet experience the need to communicate with peers. They can watch each other with interest, jump holding hands, and at the same time remain completely indifferent to the condition and mood of the other child. An adult must teach them to communicate, and the foundations of such communication are laid precisely in the adaptation period.
3rd week
4th week
Friday
Observation from the window of the group for the arrival of children in kindergarten.
The plot of the game "Look into my window."
Fun game "Who claps his hands?".
Show-performance of the nursery rhyme "Cucumber, cucumber."
The mobile game "Aircraft".
Affectionate minute “At Splyushka” - listening to the audio recording of “Tales of Bonnie-weasel”.
Independent activity.
The plot of the game "Drive the whims".
The game "My hands are clean."
Games for contacting a child
The ball in a circle.
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. Children sit on the floor in a circle and roll the ball to each other. The teacher shows how to push the ball with both hands so that it rolls in the right direction.
Purpose: the development of emotional communication with adults, establishing contact.
Material. Bright ball.
The course of the game. The child is sitting. The teacher, standing at a certain distance, throws him the ball and says: "We will throw it further, we will throw it higher." The kid catches the ball.
Morning.
Fun game "Balloons".
The plot of the game "Look into my window."
Finger-game "Magpie-Crow".
Screen-stage performance of the "Kysonka Murysonka" nursery rhyme.
Free activity.
The plot of the game "Let's help toys find their home."
The mobile game "Bunnies."
A moment of rest "In the forest clearing."
The game with water "Buns."
Evening.
A visit to evening entertainment in an older group.
Games with dolls “Feed the doll”, “Drive Katya in a stroller”.
The mobile game "Catch the ball." Touch game "Beads"
Games for contacting a child
We stomp our feet.
Purpose: the development of emotional communication with adults, establishing contact.
The course of the game. The players become in a circle at such a distance from each other so as not to hurt neighbors when moving. The teacher, along with the children, pronounces the text slowly, with the arrangement, giving them the opportunity to do what the poem says:
We stomp our feet
We clap our hands
We nod our head.
We raise our hands
We lower our hands
We give hands.
(Children hold hands in a circle.)
We run around.
After some time, the teacher says: “Stop.” Everyone stops.
And other games: “Let's get acquainted”, “I’m coming to visit you with gifts”, “Come to visit me, I will treat you”, “We walked, walked, found something”, “Bubble”, “The sun and rain. "
Finger games: “Fingers greet”, “This finger is grandfather”, “Magpie, magpie, cooked porridge”, “One, two, three, four, five! Fingers went out for a walk ”,“ Where are our pens? ” and etc.
