Methods of working with first graders. Methodological bases for organizing the adaptation process
MBOU secondary school p. Malinovsky
Law "On Education" of the Russian Federation of December 29, 2012 N 273-FZ;
Model regulation on a general education institution, approved by a government decree Russian Federation dated March 19, 2001 No. 196;
State requirements educational standards;
Letters of the Ministry of Education of Russia dated September 25, 2000 No. 2001 / 11-13 “On the organization of education in the first grade in adaptation period»;
Letters of the Ministry of Education of Russia dated 20.04.2001. No. 408/13-13 "Recommendations on the organization of training for first-graders in the adaptation period."
These recommendations on the organization of the educational process during the adaptation period will help the teacher in implementing the requirements of the Sanitary Rules, in creating favorable conditions for the adaptation of children to school, relieving the statistical stress of schoolchildren while simultaneously implementing programs in all subjects.
The initial period of education in the first grade should create favorable conditions for the child's adaptation to school, ensuring his further successful development, education and upbringing. The tasks of the adaptation period are the same for all systems primary education.
In the first grade in September and October there are 3 lessons of 35 minutes each. In the letter “On the organization of education in the first grade of a four-year elementary school it is said: "... in September - October, three lessons are held daily, the rest of the time is filled with targeted walks, excursions, physical education, educational games." In order to fulfill the task of relieving the statistical stress of schoolchildren, it is recommended that in the fourth lessons it is recommended to use other forms of organization of the educational process, not class-lesson, but other forms.
According to the curriculum in the 1st grade, the teaching load is 21 hours per week. During the first hours it is recommended to conduct reading and Russian language lessons (literacy period).
For eight weeks, the teacher can plan last hours physical education lessons, as well as lessons in other subjects in the form of lessons - games, lessons - excursions, lessons - dramatizations, etc. Since these lessons are also educational, the program material is studied or consolidated in a different, non-traditional form.
Classroom teacher daily during the 1st quarter fills in accordance with the schedule and thematic planning form for the organization of educational activities (Appendix 1). This form is stored in class magazine during the filling period. At the end of the adaptation period, at the end of the 1st quarter, class teachers hand over this form to the Deputy Director for OIA.
-organization of mathematics lessons.
The initial period of adaptation coincides with the preparatory work for the perception of the concepts of number, relationship, magnitude, operations with numbers, etc. (up to the numerical period). Children during this period learn to make observations on objects, compare, classify according to signs, receiving quantitative and spatial representations. Along with the expansion of the mathematical horizons and experience of children, the formation of their communicative skills and the education of personal qualities, special attention is paid to the development of children's mathematical speech, their general logical development.
Further work to familiarize children with numbers and actions with them is built on the basis of full subject visibility during the games, practical work, excursions, etc.
Depending on the nature of the tasks, children can get up from their desks during the lesson, move freely, approach the teacher's table, books, etc. In the lessons, game teaching methods can be used. great place in mathematics classes, didactic games should be given away, allowing children to move around, ensuring a change in the types of activities in the lesson.
The study of some questions of the mathematics course during this period can take place not only in the lessons in the classroom, but also in the lessons-games and lessons-excursions.
The listed forms of organization of educational activities can be used in the study of the following issues of the program:
Signs of objects (comparison of objects by color, size, shape): excursions around the school, school yard; on the sports ground with the inclusion of the games "Find your group", "Who is further, who is higher, who is more", etc.
spatial representations, mutual arrangement items: on school site; mobile games with various tasks.
Comparison of groups of objects by their number, counting objects: excursions around the school.
-organization of lessons of the surrounding world
The adaptation period coincides in time with the season of the year, when there are favorable opportunities for excursions and targeted walks, during which children become directly acquainted with the outside world. This ensures the accumulation of sensory experience, real vivid impressions, which are important for successful knowledge of the environment. Replacing all the lessons of the surrounding world with walks and excursions is inappropriate, because. the effectiveness of the latter can be significantly reduced. The observations made should be comprehended, generalized, built into the emerging system of the child's ideas about the world, and this is possible precisely in the classroom.
Excursions and target walks defined educational program in which students are taught. The order of the excursions can be affected by the weather, the social situation, the creative ideas of the teacher, the content of classes in other subjects.
In addition to excursions and targeted walks, it is advisable to study part of the material in the form of outdoor games in the lessons of the surrounding world. Mobile theatrical games are held in the classroom, recreation, gym, in good weather at the school site.
All of the listed forms of organization of educational activities can be used in the study of the following issues of the program:
1. Signs of autumn: excursions "Golden Autumn", "Nature around us", "In the garden, in the garden."
2. Diversity of nature: excursions and targeted walks "Diversity of plants", "Trees in your yard", "What kind of tree".
3. Social environment: a tour of the school to get acquainted with the various premises, their purpose, with the school staff, with the rules of conduct at the school.
The topics of excursions can be different: "Our garden", "The road from school to ..." (special attention is paid to the rules of the road, to places of dangerous crossing).
Familiarization with the social environment can take place through outdoor games that reveal the rules of the road, the rules of conduct at school, public institutions, and transport.
4. Health: outdoor games: “Cleanliness is the key to health”, “Visiting Moidodyr”, etc.
-organization of lessons visual arts
During the period of adaptation to new school conditions for the child, art classes play a special role. The need to depict, draw, consider something is a necessary and specific way of knowing the world. The child does not so much create a work as expresses his state. The artistic activity of the child implies a special setting of the teacher for creative cooperation, for trusting relationships. Therefore, the very atmosphere and goals of artistic activities suggest free game forms of communication.
Artistic activities during the period of adaptation should take various forms:
Walks and excursions to the park in order to develop the skills of perception, aesthetic admiration and observation, the collection of natural materials for artistic pursuits;
Games (the topic of the lesson is “Playing the artist and the spectator”)
A variety of forms of activity and the fullness of impressions in the lessons of fine arts helps to relieve tension.
--organization of technology lessons
The main areas of work at the first technology lessons include the expansion of the sensory experience of children, the development of hand motor skills, the formation of cognitive interests of processes (perception, attention, memory, thinking ...), the formation of initial methods of working with hand tools, etc.
1.Excursions "Beauty environment”, “Images native land”, “Fairy-tale animals”, etc. will help develop the ability to see images in surrounding objects, form an artistic image in labor lessons.
2. Excursions on collection natural material: "Nature is an artist and sculptor", "What nature gives us."
3. Excursions may include games-competitions for the development of the eye, the sense of color, shape: "Collect leaves of the same shape", "Who will come up with more images that can be made from a cone, an acorn, etc." "From what natural materials can a fox figurine be made."
4. Outdoor lessons with games and competitions related to the selection of natural material: "Who does this branch remind you of?", "Find leaves that resemble a bird's feather in shape."
5.Lessons-competitions using crafts made.
- organization of music lessons
The basis for studying the laws of musical art by students is the simplest musical genres: song, dance, march, their intonational and figurative features. The educational activity of first-graders in music lessons may include pronounced game elements.
The teacher can use figurative-game techniques:
plastic intonation;
Musical-rhythmic movements;
Playing and staging poetry and music, etc.
These techniques make it possible to make the process of mastering music as an art exciting, interesting, saturated with various forms of student activity, which will eliminate the motor passivity and overload of children in the first months of their education.
Organization of the adaptation period in the first grade
The initial period of education in the first grade should create favorable conditions for the child's adaptation to school, ensuring his further successful development, education and upbringing. The tasks of the adaptation period are the same for all systems of primary education.
The first year of study is difficult for a child: his usual way of life is changing, he is adapting to new social conditions, new activity, unfamiliar adults and peers. Adaptation proceeds more unfavorably in children with physical and psychological health disorders.
For successful learning schoolchildren during this period, it is necessary to take into account the peculiarities of their adaptation (addiction, adaptation) to school life.
The first days of the children's stay at school require special attention from the teacher. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior, are associated with the characteristics of their psyche, so it is important not to make sharp remarks to children, not to pull them back, try to fix attention on the positive manifestations of the student.
In the learning process, it is important to consider individual characteristics child. At the beginning of the training, the teacher should give each child the opportunity to work at their own pace. At this time, remarks like “Faster!”, “You are delaying everyone!” are absolutely unacceptable at this time. etc. The volume of work of schoolchildren should increase gradually.
The teacher builds his activity taking into account the degree and duration of adaptation of first-graders to school. He should be restrained, calm, emphasize the merits and successes of children, try to improve their relations with their peers. It is advisable to call in the first months school year to the board of children who are insecure, shy. Special additional work of the teacher and psychologist is required to eliminate the learning difficulties that some schoolchildren have, increase their interest in learning activities and self-confidence.
If the teacher does not take into account the difficulties of the adaptation period, this can lead to a nervous breakdown of the child and a violation of his mental health.
Teacher communication style with first-graders should take into account the peculiarities of children's behavior associated with their ability to communicate with adults and peers. The teacher's tone should be trusting and gentle. We will not allow the authoritarian style of communication between the teacher and the child.
First-graders are able to concentrate, without distraction, to engage in the same type of activity for 10-12 minutes, which determines the requirements for the organization and structure of the lesson in the first grade.
The age characteristics of children of the seventh year of life (complexity of voluntary regulation of activity, rapid fatigue, etc.) suggest that static loads, restrictions on the motor regime, rapid switching from one type of activity to another, etc. are very difficult for them.
For first-graders, the types of activities that they were engaged in in preschool childhood are very relevant. Therefore, one should actively include the game in the educational process, and not prohibit it, not exclude it from the life of a first grader. In the first grade, the game is of particular importance for the formation of the ability to learn - the main activity that the child is now engaged in. It is fundamentally important to pay attention to two types of games - role-playing games and games with rules (didactic, mobile, desktop-printed).
Playing with the rules, like learning activities, necessarily gives results: it develops self-esteem, self-control and independence. In the first year of study, games with rules should be present at every lesson, fill breaks and dynamic pauses (mobile, desktop-printed). Didactic games always have a learning task that needs to be solved. Role-playing games are very important for the formation of arbitrary behavior, imagination, creativity of the student.
Given the visual-figurative nature of the thinking of children of this age, it is necessary to allocate a significant place in the lessons to modeling activities with diagrams, models of sounds and words, geometric shapes, objects of nature, etc.
Organization of training
Each student is provided with a comfortable workplace (table) in accordance with the height, hearing and vision of the child. It is advisable to arrange the tables so that you can organize frontal, pair and group work in the lesson. Textbooks and teaching aids for first graders are recommended to be kept at the school.
Duration of the academic year for first graders - 33 weeks. Vacation time during the academic year - at least 37 days. Due to the fact that the academic year is divided into 4 unequal quarters, additional vacations are organized for 1st grade students in the middle of the 3rd quarter (February) in order to prevent overwork.
Lesson duration- 35 minutes with the obligatory holding of two physical exercises for 1.5-2 minutes. each. They are recommended to be carried out for 10 and 20 minutes. lesson. Exceptions may be lessons physical culture, rhythms, etc.
To facilitate the process of adaptation of children to the requirements of schooling, the study load increases gradually: in September - October, it is held daily for 4 hours (three lessons, a dynamic pause and one non-traditional lesson, it is filled with targeted walks, excursions, physical education, educational games) according to the Letter of the Ministry of Defense of the Russian Federation dated 04.20.2001 No. 408 / 13-13 "On recommendations for the organization of training for first-graders in the adaptation period."
From the second quarter 4 lessons are held daily.
duration of change between lessons at least 15 minutes, a big break after 2 lessons - at least 40 minutes. At this break, meals are organized for students in the school canteen (10-15 minutes) and a dynamic pause (a walk in the fresh air or outdoor games indoors). The duration of the dynamic pause is not less than 40 minutes.
It is unacceptable in the first grade to introduce additional hours for electives, for classes with children experiencing difficulties in learning which corresponds to SanPin. The latter is especially important, since these children, as a rule, have poor health or specific features of the nervous system, which categorically excludes an increase in their study load and its duration.
Monitoring and evaluation of learning outcomes
In the first grade of elementary school excluded scoring (marking) assessment system. Unacceptable the use of any sign symbolism that replaces the digital system (asterisks, squares, etc.).
Allowed just a verbal explanation. In addition, it is impossible to say “didn’t think”, “didn’t try”, “not right” with the wrong answer of the child, it’s better to do with the replicas “Do you think so?”, “Is this your opinion?” "Let's listen to others", etc.
The following are not subject to evaluation: student work pace personal qualities schoolchild, the originality of his mental processes (features of memory, attention, perception).
During the first half of the first year of study test papers are not carried out. Final examinations are held at the end of the academic year no later than April 20-25; You can only do one test per day.
Homework in the first grade is not set according to the Letter of the Ministry of Defense of the Russian Federation of September 25, 2000 No. 202 / 11-13 “On the organization of education in the first grade of a four-year elementary school”. First grade students for a repeat year of study are not left.
Attachment 1
Organization of educational activities in 1 ___ class ___________ academic year
Classroom teacher _________________________________
the date
Subject
Topic
Form of organization
Adaptation of first graders to school
We consider the physiological aspects of adaptation in order for the teacher to know and understand why it is impossible to over-intensify learning work at this stage of training, why children get tired so quickly and it is so difficult to keep their attention. The possibilities of the child's organism are far from limitless, and long-term stress and the fatigue and overwork associated with it can cost the child's health. In accordance with this, the teacher needs to build the entire pedagogical process so as not to harm the health of each child. We must not forget that the readiness of children for systematic education is different, their state of health is different, which means that the process of adaptation to school in each individual case will be different.
Meanwhile, sometimes it happens that neither teachers nor parents are often aware of the complexity of this process, and this ignorance and forcing the load further complicate an already difficult period. The discrepancy between the requirements and capabilities of the child leads to adverse changes in the state of the central nervous system and a sharp drop in educational activity, to a decrease in working capacity. For a significant part of schoolchildren, at the end training sessions pronounced fatigue is noted.
However, there are factors that greatly facilitate the adaptation of children to school - this is the rational organization of training sessions and a rational daily routine.
Also, organized physical activity should be most of the total time spent by children at school. Therefore, it is advisable to spend from 2 to 3 physical minutes per lesson. I offer readers several types of physical exercises for lessons:
2. Psychological adaptation
The main indicators of a child's psychological adaptation to school are the formation of adequate behavior, establishing contacts with students, a teacher, mastering the skills of educational activities. That is why, when conducting special studies on the study of children's adaptation to school, the nature of the child's behavior was studied and its features were analyzed. In this regard, in the first grade, I carried out a diagnosis of adaptation according to projective methodology"School of animals", where children were asked to portray themselves and the teacher in the form of animals. Many children could not name their classmates, they drew themselves closer to the teacher, but in general, the analysis of the results of the diagnosis showed that a favorable psychological atmosphere is developing in the class. Children treat each other well and are friendly. The adaptation process continues, the children get used to each other and to the teacher. Next, a description of the adaptation of each student is given, for example: Nastya Yagozhidayeva: The child likes it at school. Most of all, the learning process, relations with classmates are good, everything is fine. Or - Ibraev Talgat: the child is satisfied with his position in the team, but some anxiety is characteristic, he strives to be closer to the teacher. Perhaps there are difficulties in communicating with classmates. Such detailed analysis allows you to help the child individually, in accordance with his difficulties.
Observations of first grade schoolchildren showed that the psychological adaptation of children to school can take place in different ways. The first group of children adapts to school quickly. These children quickly join the team, get used to school, make new friends, they good mood They are calm and conscientiously fulfill the requirements of the teacher.
The second group has a long period of adaptation: children cannot accept the learning situation - they can play in the classroom, do not respond to the teacher's comments, and, as a rule, these children experience difficulties in learning curriculum.
The third group is children whose psychological adaptation is associated with significant difficulties, they do not learn the curriculum, they have negative forms of behavior, teachers and children most often complain about such children: they “interfere with work in the classroom”, “teach children”. The constant failure of these children in their studies, the lack of contact with the teacher create alienation and a negative attitude of their peers. Children become "rejected". The teacher, bringing children together, should do everything possible to facilitate the process of adaptation for such children. In the first lessons, it is possible to conduct special games to introduce children to each other and the teacher. I suggest the game "Let's get acquainted." Acquaintance of children takes place in the form of a game: the teacher calls the key word, for example, “name”, “family”, “summer”, etc., and the children should ask their classmates questions on this topic. So that the students can get to know other children, at the signal of the “Transplant” teacher, the children are transplanted to other places, and a similar acquaintance with a new neighbor takes place.
Or the game "Be careful." When talking, people look at each other. To test your powers of observation, close your eyes and rest your head on the desk.
Who has a blond haired roommate? Raise your hand (eyes closed).
Open your eyes and check yourself. Close your eyes again.
— Who has a neighbor with dark eyes? Raise your hand, etc. (Then the teacher asks the same questions about the appearance of the students in his class)
The process of adaptation to school continues throughout the first year of study, but the first 6-9 weeks of "acute" adaptation lay the foundation for the success of the further learning process. Therefore, it is important for the teacher to know and take into account in his work the functional features of the state of the body of a first-grader and, in accordance with this, build the educational process.
- 2. Continuity and its role in the child's adaptation to school
An important role in the adaptation of the child to school has the continuity of methods of work and pedagogical communication kindergarten teacher and school teachers working with first graders. The fact is that one of the frequent causes of difficulties in adapting children to school is a sharp change in the style of communication between a teacher and children. Even with positive attitude the teacher often uses harsher, authoritarian forms with children pedagogical impact than those to which preschoolers are accustomed. These forms of pedagogical influence are often perceived by the child as an expression of personal hostility, which leads to passivity, suppresses initiative, independence, and creates self-doubt.
What are the ways to implement the continuity of pedagogical work with children between kindergarten and school? Let's name some of them that justified themselves in fact:
1. Meeting "The first days of the child at school" with the participation of first grade teachers, educators, a psychologist and a speech therapist.
2. Conferences, seminars on the exchange of experience of kindergarten teachers and school teachers,
3. A visit by teachers to a kindergarten, monitoring children going to first grade, organizing activities (playing, educational, artistic, etc.).
4. Socially - psychological characteristics for each child, compiled by educators preparatory group kindergarten.
5. Development of contacts between kindergarten students and school students (joint activities).
Mastering organizational skills and abilities by first-graders in the adaptation period
1. Basic rules of behavior in the lesson
The attitude of children to school is largely determined by the form in which the teacher introduces disciplinary requirements, the rules of a new life. In contrast to the rather free, not constrained by excessive strictness routine, to which the preschooler is accustomed in kindergarten and in the family, behavior at school is regulated by clear, strict norms. The student is not allowed to stand up during the lesson, communicate with neighbors, and engage in extraneous matters without the permission of the teacher. If he wants to say something, he must first raise his hand. Each step of a small schoolboy is limited by new and unusual requirements for him. Therefore, many children are at first lost: there is a constant fear of violating any of the many requirements. As a result, the child gets used to following the rules of behavior, but at the same time he feels not pride in himself, but fear of censure, remarks. There is anxiety, inner tension, self-doubt. School becomes a source of not positive, but negative emotions for children. Here is what he writes about
principles of work with children of this age Sh.A. Amonashvili: “Is it possible to force children to immediately follow the orders and orders of the teacher? - Not! Is it possible to strictly demand from children that they sit in the classroom without moving? - Not!". In order for first-graders to easily and naturally join school life, the requirements for their behavior should be introduced gradually, reaching their full volume only by the end of the first year of study. Yes, and they should be shaped in the form of requests or wishes of the teacher, and not requirements. Accordingly, their violation will not cause censure or punishment, but direct emotional reaction teacher: regret, slight offense (but not irritation). Previously unfamiliar, unusual actions for children, such as raising a hand when you want to say something, it is advisable to present them as a rule of the game. I offer the reader several games to introduce children to the rules of behavior.
The game "If you want to talk - raise your hand."
- You know that my name is Lyudmila Alekseevna. But you can't say that I love what I'm fond of, where I am. I live how I spent my summer. All this you can find out by asking me questions. Ask what interests you, I will answer (at first, a few “trial” questions that the teacher answers. And then the children begin to ask questions all at the same time, not listening and interrupting each other.) At this point, the teacher interrupts the dialogue:
Stop! When everyone is talking at the same time, there is noise, you do not hear each other, you interrupt, and it is difficult for me to understand what you are saying. To prevent this from happening, the school has a rule: “If you want to speak, raise your hand” (the teacher shows a gesture).
And now we will ask questions, as it should be for the students. So, what else do you want to ask me?
Game "Ready for the lesson"
The school has a "Ready for class" rule. At the call, the student stands near his desk and waits for the teacher's command. Let's practice this rule (the teacher says: "Change" - the children are free, and then rings the bell:
1. "Call!" - children should stand at their desks.) The game is played 2-3 times. The game "The lesson is over"
- At the beginning of the lesson, we learned to follow the rule “Ready for the lesson”, The same thing needs to be done when the lesson is over. The teacher on the bell says: “The lesson is over”, and all students should stand near their desks (children practice with a bell).
Now the bell will ring -
Our lesson is over (children in chorus)!
Teacher: The lesson is over!
Finished writing game
Some of you got the job done faster, others slower. The teacher in the lesson needs to know who has already finished writing and who has not. There is a rule for this: having finished writing, the student raises his hand with a pen. (Teacher gestures).
- Finish drawing, children, and show the gesture "I finished writing."
Game "Job Done"
- When students finish doing something - ; ] of the task, they show it with the “Job Done” gesture (the teacher shows the gesture with his hands folded in front of him on the desk).
Ruling out the rules.
Get up together every time the teacher enters the classroom. A desk is not a bed, And you can't lie on it. You sit at your desk harmoniously And behave with dignity In the classroom, do not chat Like a talking parrot.
If you want to answer - do not make noise, but just raise your hand.
2. Individual skills: pair and team work. Learning activities, i.e. conscious activity in the assimilation of knowledge, skills, in mastering the basics of science, develops gradually. Its formation takes place throughout the entire period of study in the lower grades with subsequent improvement. The tasks of instilling the skills of individual, pair, and team work include only the creation of certain initial prerequisites for the formation of educational activity. The most important of them is a high level of activity, initiative, independence in academic work; respect for the teacher, the ability to perform his tasks; a sufficiently high level of arbitrariness, the ability to plan and control their own actions, to focus on the task at hand.
To instill the skills of individual, pair and collective work of first-graders during the adaptation period, the following forms of work are possible.
Choral response training
- In the lesson, we agreed that if you want to answer, you need to raise your hand. But this is not always done. There are such answers where the students answer all together, in chorus, without raising their hands. Let's practice answering in chorus, (the teacher can introduce a certain gesture indicating a choral answer: waving a hand, etc.).
Difference between choral and individual response
- And now the task is more difficult: some questions will need to be answered in chorus, others not. Be careful.
- Tell me in chorus, how much is 1 + 1?
- Say together: which animal long trunk?
— How many of you know what berries grow in the forest?
Leaves fall when it happens?
What brands of cars do you know?
- The name of fairy tale hero long nose? Say it together.
- What is your favorite toy?
- In chorus: what day of the week will be after Monday?
What names of boys do you know?
What names of girls do you know?
- Complete the sentence: Birds can fly, and fish
- Friendly: what's my name?
— Who do you want to become? (the last question is a trap, it cannot be answered in unison)
The game "Claps."
Students pass the claps to each other in turn, starting with the first option of the first row, then the second option, etc. When the student from the last desk of the first row claps, it is the turn of the second row, etc.
Chained response training
At school, in addition to answers one by one and a choral answer, there is an answer in a chain. In the game "Answer by chain" you need to pass words. Let's try to tell the poem along the chain in such a way that it turns out together, without hesitation, so that from the outside it might seem that one person is speaking (the poem “Toys” by A. Barto is “transmitted” along the chain)
Pair work discussion.
- There is a proverb: "One head is good, but two is better"
How do you understand her?
- In this lesson, you will do all the tasks in pairs.
A couple is two people sitting at the same desk. (The teacher gives the task to each pair to color two balls
so that they become exactly the same.)
- In order for the couple to cope well with the task, you must first discuss, agree on how to do this. At the same time, try to talk in a way that does not disturb other couples. After you finish the work, show the gesture “We are ready”, (the couple join hands and raise their hands up)
Mirror game.
Each pair turns to face each other. One of the pair shows any movement, and the other is a "mirror". Then the students change.
3. Organization, feedback with the teacher and assessment, successes and failures of first graders in the adaptation period
The attitude of the teacher to the students at this initial stage of adaptation to the school largely determines how the teacher-student relationship will develop, the relationships that determine in to a large extent psychological adaptation of the child at school. As a rule, a teacher for a student is the highest authority, which at first is inferior even to the authority of parents. The teacher is not just an adult, but an authoritative mentor, requiring the implementation of certain rules of behavior and activities of obtaining knowledge. Students usually understand this very well. But there are children who are “not ready” for school, unable to understand the conventions of the teacher-student relationship. Such a child may say to the teacher in response to his remark: "I don't want to learn, I'm not interested." With such a child, it can be quite difficult to defend your “I”. In such cases, it is useless to order, punish, because you need to win the trust and respect of the child; therefore, it is important to show patience, benevolence, win over the student, try to seriously, “in an adult way”, talk to him alone.
Of particular importance in the relationship of the teacher and. students, and students among themselves at the first initial stage of training, has an assessment by the teacher of successes and failures in the learning process. The psychology of the child's perception of the assessment of his activity is ultimately an assessment of his personality as a whole. All this testifies to the great responsibility of the teacher for the assessment that he gives to each child, and, undoubtedly, increases the requirements for the teacher, for the technique of his communication with children.
Now, in the practice of schooling at the initial stage (in the process of adaptation), marks should not be used to assess the success of first-graders. They shouldn’t, because the mark can be a constant psycho-traumatic situation that makes it difficult for the child to adapt to school. But in practice, it is difficult for teachers to refuse this rather simple and visual method of assessment; therefore, instead of traditional twos, fives, drawings, stamps, asterisks, etc. are used. In such cases, both stamps and stars are equivalent to marks: after all, for the child, all these are conventional signs of his success.
Game "Evaluation of work"
At the beginning of the lesson, the teacher should introduce the children to their grading system. There are three drawings of a truck pre-drawn on the board; 1 - with all the necessary details, but drawn carelessly (crooked windows, etc.), 2 - drawn very neatly, but with a lot of wrong details (wheels are on the side, etc.), 3 - drawn correctly.
What drawing is done correctly, but sloppy?
- Which is neat, but wrong?
- Which one is neat and correct?
What needs to be changed in the first drawing?
- And in the second?
What stamp shall we put?
- Draw a correct and neat truck in your notebook,
4. Organization of the class team
Educational activities are collective in nature, which is why the child must have certain communication skills with peers, the ability to work together.
Most children get to know each other quickly, get used to the new team, work together. Some do not get close to classmates for a long time, feel lonely and uncomfortable, play on the sidelines or huddle against the wall during recess. In the formation of relations between children, at this difficult stage for each child, entering a new team for him, important role the teacher is playing. It is he who should introduce the guys to each other, maybe tell something about each, create an atmosphere common work cooperation, mutual understanding.
The child should feel that he is interested and happy among classmates; because he really needs their assessment, their attitude, every kid wants to win the authority and trust of the guys. The positive emotions that a child experiences when communicating with peers largely shape his behavior and facilitate adaptation to school. And here the role of the teacher is extremely important. At school, most often children look at each other through the eyes of a teacher. Therefore, the attitude of the teacher to the child is a kind of indicator of attitudes towards him and his classmates, And the child suffers doubly from the negative attitude of the teacher: the teacher treats him “badly”, and the children treat him the same way: therefore, it is better to avoid negative assessments of the student’s behavior, and his school success.
Some teachers have “favorites” from the first days, they distribute and collect notebooks, keep records of comments, and perform other “personal” assignments of the teacher. Children see it all. There is a stratification of the class, which does not contribute to the establishment of friendly relations between all students. So for the development of sociability and collectivism, various joint games are of considerable importance. In a plot-role-playing game, the teacher must participate in the distribution of roles, accustoming children to justice in the distribution, so that attractive roles are played by children in turn. When a timid shy child gets some kind of “team” role, you need to help him cope with it.
The teacher should support the friendship of the children by interests, form these interests. important goal educational work in the first months of the student's stay at school - to instill in him the feeling that the class, the school is not a group of people alien to him. This is a friendly, sensitive team of peers, junior and senior comrades. Sh. Tips for parents of first-graders on education in the adaptation period
The first year of education is one of the most important turning points in a child's life. After all, how the addiction to school goes, largely depends emotional condition, working capacity, success in primary school in all subsequent years and, of course, health.
A child who enters school finds himself in an environment that is unusual for him. The whole way of life is changing. Daily training sessions require intense mental work, activation of attention, focused work in the classroom and, in addition, a relatively immobile position of the body, maintaining the correct working posture.
In response to new increases in the requirements for the body in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, sleep disturbance, and appetite. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning. Some experts classify this whole complex of phenomena as an adaptive disease.
In this difficult period for the child, both at school and at home, it is necessary to surround him with attention, show goodwill and tolerance.
I offer some advice to parents of first-graders for the period of adaptation to school.
- A feature of today's children who have come to the first grade is fatigue.
In the first lesson they openly yawn, in the third they lie on their desks. How can we as adults help a child? First of all, it is worth remembering the old and reliable ways to maintain the health of a first grader - this is the observance of the daily routine. Sleep at least 10 hours a day, be sure to eat well, exercise. It would be justified to limit TV viewing to 30 minutes. in a day. Long (up to 2 hours) walks in the air are good for restoring the emotional well-being of the child - not a walk in the shops, but a walk in the park. From early morning, set your child up for a good attitude towards everything. Say "Good morning!" and get ready for school without fuss.
- When you come to school with your child, try to get by with a lot of moralizing, tk. they do not give anything but morning fatigue, but it is necessary to explain the safe way to school for the child. Safe, but not short.
- Meeting the child after school, rejoice with him that he managed to work on his own, without you, for three whole hours. Patiently listen to him, praise, support and, in no case, do not scold - after all, there is nothing for it yet.
- What to do if the first difficulties appear? Be generous with praise, for a first grader this is important now. The comment must be specific and not personal to the child. He's not a slob, he just has a little mess in his notebook right now. Do not make several remarks to the child at once.
Never compare your child with other children. This leads either to anger or to the formation of self-doubt.
- There are no parents who would be offended by their children for soiled diapers, but for soiled notebooks - as much as you like. Although in both cases, a period of staining is inevitable. The child does not need the position of the prosecutor, which parents often take: “You will rewrite five times until you get it right!”. It is unacceptable.
- Today, one of the main tasks of the school is the improvement of the child, and therefore, in order to facilitate the adaptation of first-graders, a stepwise mode of training sessions is used with a gradual increase in the teaching load. The spiritual and physical health of a first-grader depends on contacts with everyone who works at the school. It is impossible not to respect an elementary school teacher because he works and lives the life of his children. Support your teacher in word and deed, help him. Do not rush to condemn the teacher, the school administration, do not rush to categorically express your opinion about them - it is better to consult: after all, everything that is done by the teacher is first of all done for the benefit of your child.
What is the purpose of an interview with a future first grader and his parents when enrolling in a school?
The main purpose of the interview with the future first-grader and his parents when entering the school is:
- identifying the level of preschool education, development and readiness for systematic learning at school;
- recommendations to parents in choosing a system of education (correctional and developmental education, traditional education system, pedagogical systems developmental education);
- recommendations to parents on the preparation of an individual plan for preparing the child for the beginning of education, corrective work, consultations with narrow specialists are offered: a speech therapist, a psychologist, if necessary, with a psychoneurologist, an examination by a medical and pedagogical commission to clarify the issue of choosing the type of school: general education or special (correctional);
An early forecast of difficulties and timely assistance from parents, teachers, and specialists is the task facing the school staff when they first meet a future first grader.
Currently there are alternative forms of education and a whole fan of possibilities opens up before parents. You can send your child to school from the age of 6 or 7, go through the first year of schooling or at the base preschool, to educate a child in a private or public educational institution. To resolve this issue with the help of educators, teachers and psychologists, parents can only determine the degree of his readiness for school.
What are the criteria for a child to be ready for school?
Personal readiness- the child is ready for schooling, if the school attracts him not by the external side (attributes: portfolio, notebooks), but by the opportunity to gain new knowledge.
Intellectual readiness- the presence of an outlook, a stock of specific knowledge, an interest in knowledge. The ability to understand the connections between phenomena, to reproduce the pattern.
- Development logical thinking(the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features).
- Development voluntary attention(the ability to keep attention on the work performed for 15-20 minutes).
- The development of arbitrary memory (the ability to mediate memorization: to associate the memorized material with a specific symbol / word-picture or word-situation /).
Socio-psychological readiness:
- Learning motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge).
- The ability to communicate with peers and adults (the child easily comes into contact, is not aggressive, knows how to find a way out of problem situations communication, recognizes the authority of adults).
- The ability to accept the learning task (listen carefully, clarify the task if necessary).
Physiological readiness- the level of physiological development, the level of biological development, the state of health, as well as the development of school-significant psychological functions:
- The development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors).
- Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right).
- Coordination in the eye-hand system (the child can correctly transfer the simplest graphic image into a notebook - a pattern, a figure - visually perceived at a distance (for example, from books).
Questions about work school psychologists you can ask by phone 311-71-18.
What knowledge should be formed in the future first grader?
In the field of speech development and readiness for literacy, the future first-grader needs to:
- be able to clearly pronounce all the sounds of speech
- be able to distinguish sounds in words
- be able to isolate a given sound in a stream of speech
- be able to determine the place of sound in a word (at the beginning, in the middle, at the end)
- be able to pronounce words
- be able to make sentences of 3-4-5 words
- be able to name only the 2nd word in a sentence, only the 3rd word, only the 4th word, etc.
- be able to use generalizing concepts (bear, fox, wolf are animals)
- be able to compose a story from a picture (for example, “At the zoo”, “At the playground”, “Rest at sea”, “For mushrooms”, etc.)
- be able to make several sentences about a subject
- distinguish genres fiction(fairy tale, story, poem, fable)
- be able to recite favorite poems by heart
- know the author of the poem
- be able to convey the content of the tale in sequence
By the beginning of schooling, the child should have developed elementary mathematical representations:
- know the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
- be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.
- be able to name the previous and subsequent number relative to any number within the first ten
- know the signs +, -, =,<, >.
- be able to compare the numbers of the first ten (for example, 7< 8, 5 > 4, 6=6)
- be able to correlate the number and the number of objects
- be able to compare 2 groups of objects
- be able to compose and solve problems in one operation for addition and subtraction
- know the names of the shapes: triangle, square, circle
- be able to compare objects by color, size, shape
- be able to operate with concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “for”, “between”
- be able to group the proposed items according to a certain attribute.
In the field of ideas about the world around, the future first grader needs to:
- be able to distinguish appearance plants common in our area (for example, spruce, birch, oak, sunflower chamomile) and name their distinguishing features
- be able to distinguish between wild and domestic animals (squirrel, hare, goat, cow ...)
- be able to distinguish birds by their appearance (for example, a woodpecker, a crow, a sparrow ...)
- have an idea about the seasonal signs of nature (for example, autumn - yellow and red leaves on the trees, withering grass, harvesting ...)
- know 1-2-3 indoor plants
- know the names of the 12 months of the year
- know the names of all the days of the week
- In addition, a child entering the first grade must know:
- in what country does he live, in what city, on what street, in what house
- full names of family members, have general concepts about their various activities
- know the rules of conduct in public places and on the street.
From the age of six or from the age of seven, should a child be sent to grade 1?
It is impossible to answer this question unambiguously, since
take into account a number of factors that determine the readiness of the child for learning. It is on how the child is developed physically, mentally, mentally and personally, as well as what the state of health of the child, and will depend on what age he needs to start school. The whole complex of factors that determine the level of development of the child is important, at which the requirements of systematic education will not be excessive and will not lead to a violation of his health.
Recall that children who are not prepared for systematic education have a more difficult and longer period of adaptation (adaptation) to school, they have various learning difficulties much more often, among them there are much more underachievers, and not only in the first grade.
According to the sanitary and epidemiological rules SanPin 2.42.1178-02 "Hygienic requirements for learning conditions in educational institutions» children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents on the basis of the conclusion of the psychological, medical and pedagogical commission (consultation) on the readiness of the child for learning.
A prerequisite for the admission to school of children of the seventh year of life is that they reach the age of at least six and a half years by September 1. The education of children under six and a half years of age by the beginning of the training goal is carried out in a kindergarten.
How to organize classes with a child at home and what is their duration?
To answer this question, it is necessary to clearly understand how a person assimilates information.
Various sense organs are involved in any activity: hearing, sight, touch, sometimes even smell and taste. Therefore, the more you use them all, the better and faster (and more fun) the memorization process will take place.
What the child himself does with his hands, he learns by 90%! Therefore, try to ensure that the child not only listens, but also tries to write an example on his own, glue circles, etc. even if it seems to him that nothing is clear.
70% of what we talk about is stored in memory. The child needs to pronounce information for you, and not silently listen to it. Discuss all the actions you are doing together. With leading questions, lead the child to the correct thought, but try to let him pronounce the final correct answer himself.
Only 20% of what a child hears - he remembers. Therefore, your explanations alone will not be enough.
30% of what a child sees - he learns. Therefore, show your imagination and creativity: sculpt from plasticine, stick, draw pictures that explain the material being studied.
The duration of daily homework for the development of cognitive abilities of first-graders (on the individual recommendation of the teacher) should not exceed 30 minutes.
Remember that for a child of 6-7 years old, the game is the main way to learn about the world around. Therefore, it is necessary to include game elements in the lessons.
What activities are useful for the child in the period of his preparation for school?
1) Development of small muscles of the hand:
- work with constructors of different types;
- work with scissors, plasticine;
- drawing in albums (pencils, paints).
2) Development of cognitive abilities (development of memory, attention, perception, thinking).
Psychologist's advice to parents of first-graders.
School... How many expectations, hopes, worries children, parents, teachers associate with this word.
Entering school is the beginning of a new stage in the life of a child, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers.
You have an Event - your child crossed the threshold of the school for the first time. How will he do at school, will he like being a student, how will his relationship with the teacher and classmates develop? These worries overcome all parents, even if the second, third or fifth child is already going to school.
This is natural because each small man- unique, he has his own inner world, their interests, their abilities and opportunities. And the main task of parents together with teachers is to organize education in such a way that the child attends school with pleasure, learns the world and, of course, studied well.
How should adults behave in order to achieve this? A "blooded" interest in success, in the school affairs of a small student is necessary. He should feel that it is very important and interesting for parents, grandparents to know what happened at school, what new things (in each subject separately) he learned today. It is advisable to maintain interest in learning by transferring the new knowledge of the child to everyday life(use the counting skill to count how many birds sat on a branch or how many red cars are at the house, the reading skill to read a sign or the name of a new book bought by mom).
And, of course, it is necessary to encourage every small and big achievement of your offspring. The fact is that especially at the age of 6-10 years, children are oriented to the reaction of adults. They are very sensitive to the praise or censure of parents, teachers, they try to attract attention to themselves, to feel needed and loved (good). Therefore, for dads and moms, grandparents, this is a real lever to maintain and increase interest in school and learning.
In order for, in addition to the external attributes of school life (a portfolio, notebooks, textbooks, etc.), an internal feeling of transition to a new quality “student” to appear, it is necessary for adults to treat entering school as a responsible, serious step for a child (“you are now a student, big boy, you have new, serious duties"). Of course, your child will continue to play with dolls and cars, but you need to give an orientation to “growing up”. And these are not only new responsibilities, but also new opportunities, more complex assignments and a certain independence. Control is necessary (the degree of its manifestation in the competence of each parent), but still try to give your first grader the opportunity to “grow up” in his attitude, to feel older.
Each individual must have their own space. If the child does not have his own room, you need to organize workplace- a desk where he will do his serious business - to study. This is also good from the point of view of observing the rules of hygiene - the correct fit, which allows you to maintain your posture, the necessary lighting.
Please, dear parents, do not overdo your homework. Children aged 6-7 years should study for no more than half an hour, then you need to take a break of at least 15 minutes. Quantity does not always translate into quality! In addition, long-term writing of sticks and hooks can discourage study for a long time.
Remember, a child is a blank slate that we have to fill out. And the image of the future personality depends on how we do it.
What do parents need to remember?
1. Avoid excessive demands. Don't ask your child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still only learning to manage himself and organize his activities. Do not scare your child with difficulties and failures at school, bringing up unnecessary self-doubt in him
2. Give the child the right to make a mistake. Everyone makes mistakes from time to time, and the child is no exception. It is important that he is not afraid of mistakes, but learns from them. Otherwise, the child will form the belief that he can do nothing.
3. When helping a child complete a task, don't interfere with everything he does. Give him the opportunity to achieve the task on his own.
4. Teach your child to keep his belongings and school supplies in order.
The success of a child in school largely depends on how he knows how to organize his workplace. Prepare the child’s workplace in advance in the family: let him have his own desktop, his own pens, pencils and notebooks. Teach him to maintain order in his workplace, explain how best to achieve this during class.
5. A child's good manners are a mirror of family relationships.
“Thank you”, “Excuse me”, “Can I ...”, addressing an adult to “You”, should enter the speech of the child before school. Teach your child to be polite and calm in dealing with people (both adults and children).
6. Teach your child to be independent in everyday life and self-care skills.
The more a child can do on his own, the more mature and self-confident he will feel. Teach your child how to undress and hang up their own clothes, fasten buttons and zippers, tie shoelaces, eat carefully…
7. Don't miss the first learning difficulties. Pay attention to any difficulties, especially if the latter become systematic. All problems with learning, behavior and health are much easier to solve in himself! beginning (first grade). Don't close your eyes to problems, they won't go anywhere on their own anyway!
8. Today, one of the most common parenting mistakes is the desire to raise a child prodigy. Even before entering school, the child is taught most of the first grade curriculum and becomes uninterested in the classroom. Of course, parents want their child to study well and generally be the best. However, if your child is really a genius, then he will still prove himself. And overloading a child with classes can affect his health and desire to learn. Preparing a child for school should simply consist in his general development - the processes of attention, memory, thinking, perception, speech, motor skills. It is necessary to deal not with laying bare knowledge in the child, but with expanding his horizons and ideas about the world around him.
The main task of parents of a preschooler is to maintain interest in knowledge in general.
9. When reading books, be sure to discuss and retell what you read with your child; teach him to express his thoughts clearly. Then at school the child will not have problems with oral answers. When you ask him about something, do not be content with the answer "yes" or "no", clarify why he thinks so, help bring your thought to the end. Learn to consistently talk about past events and analyze them.
10. Be sure to follow the daily routine and walks! The health of your child depends on this, and therefore his ability to better and easier to absorb educational material! Health is the basis for the entire development of the child, this is the amount of his strength that he can spend without overstraining, and, therefore, without various consequences (restlessness, irritability, resentment, frequent colds, tearfulness, rudeness, headaches, etc. .). This is especially true for those children who, from birth, have increased nervous excitability, fatigue, or any neurological complications. In this case, the correct and clear regimen of the day becomes not only an organizing, but also a preventive measure against further weakening of the nervous system.
11. Do not forget that the child will continue to play for several more years (especially for 6-year-olds). Nothing wrong with that. On the contrary, the child also learns in the game. It’s better to play with him and learn some concepts in the process (for example: left - right).
12. Limit your child's TV and computer time to 1 hour a day. Parents mistakenly believe that spending time in front of the TV and at the computer is relaxation or unloading after a busy day. Unlike adults, both of these activities have an exciting effect on the fragile nervous system the child, in turn, provoking increased fatigue, physical activity, overexcitation, irritability, etc.
Going to school is not only a great joy for children, but also a huge burden, because a first grader is exploring a completely new world for him. Successes, the emotional state of the child, his further attitude to school will largely depend on how effectively the adaptation process goes. With successful adaptation, study is perceived as an exciting process of communication with peers and teachers. In case of maladaptation, the school turns into a joyless duty for the child.
Especially acutely children need psychological and pedagogical support in times of crisis. The first year of schooling requires the child to mobilize all resources and activates the problem of accompanying him through the "thorns" educational process.
In the literature on the problem of accompanying a child during the period of adaptation, it is customary to consider the student's success in educational activities as its main criterion.
However, we believe that the work of organizing the adaptation of a first-grader is not limited to helping them acquire learning skills. After all, a child, having come to the first grade, is forced to get used to unusual loads, especially static ones, to a new social environment, rules and traditions that are accepted in this school, and finally, to a system for evaluating his work.
In the first days at school, the education of first-graders is based on preschool material accessible to almost all children: games, drawing, design, and elementary experimentation.
Among the psychological and pedagogical measures aimed at facilitating the adaptation of children to school, an important place belongs to reducing the teaching load at the first stage of education. Homework is not assigned in first grade.
Taking into account the peculiarities of first-graders, the lesson is structured differently than in the next grades of elementary school. The lesson contains two structural element: organizational moment and main part.
The organizational moment is used to teach children the skills to organize the workplace (get a textbook, spread out the cash register of letters, place a notebook correctly and conveniently on the desk, etc.). This requires patient, long-term work, which is based on the teacher's step-by-step instruction, explaining in detail what and how to do (the technique of pronouncing the sequence of actions is used).
The main part of the lesson is "fractional" i.e. consists of several interconnected, but various kinds activities. Particular attention is paid to the use of games as a structural part of the lesson. Must be used as didactic games not only games with rules that contribute to the formation of a new leading activity - educational, but also role-playing games contributing to the development creativity based on imagination.
In the learning process, it is important to take into account the individual characteristics of the child. It is known how different children are when they come to the first grade. Some first-graders have a lack of formation of school-significant functions: many get tired quickly, with difficulty organize their activities without external control. Different guys come in terms of the level of intellectual, speech, moral and volitional development. Forms of individual differentiated work in the first grade:
- * tasks varying degrees difficulties;
- * specially selected general developmental exercises for the development of most of the time of the lesson. At the same time, if possible, children unite in pairs, groups in order to collectively solve one or another logical or creative problem;
- * offered to children in the lesson additional material, which creates a favorable intellectual and emotional background for learning.
It is not required from each child to memorize additional content, tk. it serves more to keep children interested than to increase their awareness.
So in last years the priorities of primary education have changed significantly - the goals of developing the personality of the student, the formation of the ability to learn in the younger student and achievements in this have come to the fore high level knowledge, skills and abilities. The realization of these goals is impossible without the exact knowledge of the intellectual and personal abilities of each student by the teacher. This is especially important in the first year of study, when children with very different levels of readiness for schooling come together in the same class.
The most significant for pedagogical activity is to determine the formation of the prerequisites for mastering literacy and mathematics, i.e. those components that form the basis of the assimilation of these subjects. Moreover, it is the teacher who should carry out such diagnostics in order to use the data obtained in the course of its implementation to implement an individually differentiated approach to children when teaching in the 1st grade.
Diagnostic tasks should take into account the characteristics and capabilities of 7-year-old children as much as possible, ensure that children adequately understand their content, and do not depend on the level of reading, writing and other subject knowledge that are included in the first grade program.
A prerequisite for the successful conduct of pedagogical diagnostics is the transition of the teacher from the position of the teacher to the position of the person conducting the diagnostics. If in the process of everyday pedagogical work the main goal is to teach, to get the right answer, then in the process of conducting diagnostics, the main thing is to obtain reliable data on the state of readiness of the child for school. Therefore, even when helping a child, the main goal of the teacher should not be teaching a certain action, but identifying and fixing the steps of helping the child in the process of doing the work, since this will determine the pedagogical means that should be used to raise this child to a higher level. high level.
To study the pedagogical readiness of first-graders for school, you can use the methodology of L.E. Zhurova. This diagnostic includes five tasks offered to children on worksheets, during which the ability to convey the shape of a figure, navigate on a plane (sheet of paper), the ability to correctly understand statements, compare sets by the number of elements, and the ability to copy a given sample is revealed.
To identify the psychological and emotional readiness of the child to study at school, you can use the method of A.E. Khasanov "Am I ready to become a schoolboy". The child answers 12 questions that determine the attitude to the situation of schooling.
To study the level learning motivation first-graders - the questionnaire of N.G. Luskanova "Assessment of the level of school motivation of first-graders". It includes 10 questions reflecting attitudes towards school and learning. Based on the responses, a particular student can be assigned to one of the levels of school motivation.
Questionnaire for parents of first-graders "Adaptation of the child to school" M.R. Bityanova is aimed at determining the level of formation of the prerequisites for educational activities and the adaptation of first-graders to schooling. Parents are offered questions and options for their answers. Parents choose the answer that is most appropriate for their child.
In addition, the psychologist can use special methods diagnostics to determine the child's readiness for schooling.
The child's readiness for schooling is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying:
- 1) the level of mental development;
- 2) availability of necessary skills and abilities;
- 3) the state of motivational attitude to schooling.
Features of intellectual development
Features of the development of thinking
leakage thought process, activity, consistency, conclusiveness, criticality of judgments
establishment of cause-and-effect dependencies and functional relationships
difficulties in drawing conclusions, generalizations, conclusions
features of knowledge handling: differentiation, substitution of signs, allocation of essential
the state of visual-effective, visual-figurative, conceptual thinking
individual qualities of thinking
Features of memory development
flow of memorization and reproduction
the value of the volitional attitude in memorization
development of visual and auditory memory
correlation of figurative and verbal memory
auditory memory status
Features of the development of phonemic hearing
understanding of children's spoken language. Voice communication
state of analytical-synthetic phonemic activity
speech disorder. General underdevelopment of speech
Development of mathematical representations
the ability to correlate an object with a symbol (conventional sign, number)
performing elementary operations with objects
possession of representations of equality, "greater than", "less than"
Features of the development of the emotional-volitional sphere
Features of emotions
emotional attitude to activity, emotional expression in behavior, action. Compliance, instability of emotional attitude
individual emotional state
Features of volitional regulation
volitional regulation and self-regulation in a given activity. Persistence, tendency to complete the activity. Fluctuations in the volitional attitude. Efficiency, initiative
Features of the development of the motivational sphere of the child's personality
Peculiarities of Motivation in Attitude to School Education
interest in school. Having your own desire. personal expectations. Interpretation of one's own attitude to schooling. Awareness of the motives of schooling.
Before the beginning psychological diagnostics the psychologist needs to carefully familiarize himself with the characteristics of the child from the preschool institution, the drawings, the child's crafts. The study begins with an acquaintance with the child's activities in natural conditions (during games, classes, while performing work assignments, etc.).
Before the start of the examination, in order to establish emotional contact with the child, the correct attitude towards the psychologist, it is necessary to conduct a conversation. Its content should be aimed at identifying the features of the child's ideas about the world around him, revealing the interests of the child with the help of his favorite games and activities. In the case of avoiding questions, refusing to communicate, you can offer an interesting book, a toy, gradually coming into contact with the child.
During the examination, a calm, friendly atmosphere, a friendly emotional tone, and a respectful attitude towards the personality of the child are necessary.
When teaching first-graders in their first days of schooling, it is necessary to adhere to the following methodological techniques and suggestions:
- - to create a methodical piggy bank of games that would help during the break to relieve the static stress experienced by children during the lesson. It is important to choose games that will be safe for injury, allowing you to use different muscle groups, relieve fatigue;
- - regularly conduct physical education sessions during the lesson, choosing such material so that it causes a revival, a smile;
- - allow children, when signs of fatigue appear, to get up from their desks or sit down in a way that is convenient for them;
- - in the first three months, reduce the duration of the lesson to 30 minutes, then gradually increase it;
- - equip an office for first-graders with a play space, toys, a carpet on the floor, where you can lie down and relax;
- - before the start of the school year, conduct a conversation with parents on the topic “First grader’s study loads, daily routine” and “Child’s development before entering school”, familiarize them with recommendations on organizing the day, workplace, and first grader’s nutrition system;
- - create favorable ergonomic conditions in the classroom. Beautiful plants, cleanliness and order in the classroom will help reduce stress.
When organizing the socio-psychological adaptation of first-graders, the following methods and forms of work can be involved:
- 1. Interpersonal contacts. They involve getting to know each other. However, children cannot even immediately remember the names of their classmates, so all teachers and school employees are required to wear badges. Considering that most children go to school already reading, first graders during September should also wear badges with a large written surname, first name, class number.
- 2. A story about yourself. To "reveal" each child, to show his classmates his dignity, to raise the child in his own eyes will help adaptive training.
- 3. Entry into the team. Children who experience difficulties in interpersonal communication (shy, uncommunicative, aggressive, unrestrained, selfish, etc.) must be adapted to the system of interpersonal relations by training them to develop communicative competence skills.
- 4. Correspondence acquaintance. Children are often embarrassed to approach and make acquaintances, to join the game with a classmate they like. This is much easier to do by first talking by phone or email. On the very first days of school, children are invited to exchange phone numbers and email addresses. It is important to bring each child to the idea that it can be lonely and disturbing not only for him, but also for his classmates. A phone call can help you deal with these uncomfortable feelings.
- 5. Common cause. Nothing brings a team together like a common cause. It is necessary to think over their list, focus, expediency and regularly conduct collective affairs to create a class community.
The sociometry procedure allows you to establish the status of the child in the group, his likes and dislikes when choosing a communication partner. I use the results of sociometry as a basis for working with children who are not successful in communication.
Future first graders will have a brilliant opportunity to look at each other, to establish contacts, if a Sunday school is organized for them.
Trust in the teacher, the absence of constraint, fear of the teacher will come with the organization of informal communication with him. Adaptation is not only a child, but the whole family. Therefore, you can offer parents a new school tradition - the family can invite the teacher to visit. In such a situation, not only the teacher has the opportunity to get to know the child and his parents, but the family can also get to know the teacher better. Going to visit involves communication on the territory of the child, which means in more comfortable conditions for him. This will allow the child to open up more fully, and subsequently it will be easier to accept the peculiarities of school communication.
The complex of organizational adaptation of first-graders includes the following activities:
- 1. Creation of booklets, which will contain information about the school, its traditions, history, internal regulations, contact numbers of persons responsible for the key positions of school life. Booklets are supposed to be presented to parents of first-graders when they bring an application for admission of a child to school.
- 2. Creation of the site "My native school”, where materials about important school traditions, school problems will be published.
- 3. Today it is important to explain to both parents and children the reasons for making certain administrative decisions. It is important that the child and the family not only obey the requirements of the school, but also understand them.
- 4. Evaluation is a new phenomenon in the life of a first grader. It is important that the child responds correctly to it. Parents can help to adjust the child to assessment, but they need to be aimed at similar work, suggest them effective techniques perception of evaluation. This work is carried out in the first days of September.
A modern elementary school is not only for the child, but also for his parents. It is hardly possible to easily and successfully master the program without resorting to their participation in the educational process. For parents interested in the success of their child, individual consultations should be held.
Features of working with first graders.
Every teacher working in the first grade of an elementary school must remember that the desire of children to learn, their success is determined by a number of factors that are created by a pedagogically competent educational environment that is adequate to the psychological and physiological characteristics and opportunities for first graders.
The education of first-graders should be built taking into account the peculiarities of organizing the activities of children of the seventh year of life.
Special attention on the part of the teacher is required first days stay of children in school. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior are associated with the peculiarities of their psyche, therefore it is important (especially during the adaptation period) not to make sharp remarks to children, not to pull them up, try to fix attention on positive manifestations of the student.
In the learning process, it is important to take into account the individual characteristics of the child. At the beginning of the training, the teacher should give each child the opportunity to work at their own pace. Completely unacceptable at this time, remarks like “Faster!”, “Delaying everyone!” etc. The volume of work of schoolchildren should increase gradually.
The level of development of functional systems and the formation of children's mental processes (attention, memory, thinking, the level of arbitrariness), which ensure the success of learning, dictate the need to provide children with educational tasks of different complexity and, most importantly, a different share of the teacher's participation in their implementation. The teacher should be aware that many children at this age can only complete tasks with the help of an adult who prompts the sequence of actions. This is not a negative characteristic of the student, but reflects the age and individual characteristics of the level of "school maturity".
The style of communication between the teacher and first-graders should take into account the peculiarities of the child's behavior associated with his ability to communicate with adults and peers. Among first-graders, there is a rather high percentage of children experiencing different kind communication difficulties in a group. This includes both hypersocial children who interfere with the teacher to teach the lesson, and those who are afraid of the classroom environment, embarrassed to answer and therefore give the impression of not knowing anything or not listening to the teacher. Both require different forms of kindly and patient teacher work.
The teacher's tone should be trusting and gentle. The authoritarian style of communication between a teacher and first-graders is unacceptable. You can not neglect the various forms of non-verbal communication - hug a child, take by the hand, pat on the head, touch, etc. This not only calms the child, but instills in him confidence, the feeling that an adult treats him well. It is necessary to pay special attention to this situation, since for a first-grader it is essential that the teacher has a kind, positive attitude towards him, which should not depend on the real success of the child.
Requirements for the implementation of school norms of behavior should be introduced gradually and not in the form of instructions, but in the form of wishes. On the part of the teacher, manifestations of irritation, harsh remarks are unacceptable. One should patiently and gently repeat the necessary rule again and again.
For the development of independence and activity of children, it is important to positively evaluate each successful step of the child, an attempt (even unsuccessful) to independently find the answer to the question. It is very useful to give children creative study tasks: come up with something, guess, pick up other examples, etc. Let the children argue, argue, make mistakes, and together with the teacher find the right solution.
Children with a low level of activity require special attention. the main task teachers - to encourage any manifestation of initiative, the desire to speak out, answer a question, work at the blackboard. It is very important to specially prepare such a child for the answer - to stand next to him, to encourage, not being afraid to overpraise, to demonstrate his activity to the whole class. You can’t rush to call the child to the board if the teacher is not sure of the correctness of the answer, it is better to let the student answer him “in the ear” so as not to demonstrate the child’s mistakes to the class.
In the first grade, children should be specially taught to organize their activities: plan their actions, change working conditions (for example, put away a textbook or notebook, fold the cash register of letters, close a book, etc.). It requires patient, long-term work, which is based on step-by-step instructions that explain in detail what and how to do (“opened the cash register of letters”, “found a pocket for this letter”, “remove it”, “close the cash register.”).
When organizing activities to solve a learning problem, it is necessary to teach children to plan their actions. This should be done not only in the classroom mother tongue and mathematics, but also in all other lessons. It is especially effective to use art lessons for this, when children analyze a sample of a future product, highlight a sequence of actions. It is very important to encourage children to speak aloud the sequence of actions, exercise control on their own: compare their work with the model, find errors, establish their causes, and make corrections yourself. Moreover, it is better to express the wording of the requirement not in a categorical form, but in a soft one (“It seems to me that you made a mistake here”, “Please check if you have a mistake here”, etc.).
It is necessary to pay attention to the structure of the lesson in the first grade. It must be "fractional", i.e. include several (preferably related) activities. As already emphasized above, it is unacceptable to build the entire lesson on one type of activity, for example, read, write or solve arithmetic problems for all thirty-five minutes. Need to alternate different types activities in the lesson.
For first-graders, the types of activities that they were engaged in in preschool childhood are still very relevant. This primarily applies to the game. Therefore, one should actively include the game in the educational process, and not prohibit the game, do not exclude it from the life of a first grader. In the first grade, the game is of particular importance for the formation of the ability to learn - the main activity that the child is now engaged in. It is fundamentally important to pay attention to two types of games - role-playing and games with rules (didactic, mobile, desktop-printed).
Games with rules, as well as educational activities, necessarily give results, develop self-esteem, self-control and independence. In the first year of study (especially in the first weeks of study), games with rules should be present at every lesson (didactic), fill breaks and dynamic pauses (mobile, desktop-printed).
Didactic games always have a learning task that needs to be solved. In the process of these games, the child learns a system of standards - ethical, sensory, practical, etc. When using the game as a teaching method, a number of conditions must be met: the learning task must coincide with the game; the presence of a learning task should not crowd out the game; it is necessary to maintain a greyish situation; the game must necessarily include a game rule (if, then) and a game action.
Role-playing games are very important for the formation of arbitrary behavior, imagination, creativity of the student, which is so necessary for him to learn. Great opportunities for the development of role-playing games are provided by lessons in literary reading, mathematics, the world around us, and art, during which children can play various roles of real people or imaginary heroes.
Given the visual-figurative nature of the thinking of children of this age, it is necessary to allocate a significant place in the lessons to modeling activities with diagrams, models of sounds, geometric shapes, objects of nature, etc. Wherein Handout, which is in front of each child, must completely match the demo. It must be remembered that the use of only demonstrative, often illustrative material that attracts the child with its form, and not content, often leads to the opposite result: the attention of children is fixed on bright, but insignificant details and properties for solving the educational problem. In this case, the work does not give the desired result, does not contribute to the development of thinking. Reliance on visual-figurative thinking of first-graders in teaching contributes to the formation of logical thinking.
Instruction
Ideal, of course, if the child has a separate room. In this case, the space should be divided into zones: play area, work area and sleep area. For the working area, a window seat is best suited. So that the child is not distracted by the events taking place on the street during work, the table must be placed on the right. The walls around the workplace should be decorated in soothing neutral colors, bright colorful accents will constantly distract the student's attention. The interior of the working area should not contain anything superfluous, only everything necessary for study. In addition to the table and chair, you need a bookcase, a wall cabinet or a shelf. Do not place hanging furniture directly above the table - this will create a feeling of discomfort. On this wall, it is better to arrange a student organizer in the form of a cork board and several pockets made of soft-colored fabric for all sorts of school trivia. And distractions such as favorite toys, a computer and TV should be located far outside the work area. If there is no other place in the room for a computer, then it is worth buying a corner table and placing the monitor to the side, and not on the work surface.
What to do when the apartment is small and there is no nursery? In this case, in the common room, you need to allocate space for a work area where the child could retire. You can create a comfortable closed space with the help of various kinds of retractable partitions, shelving, and even a closet. In this situation, the main thing is to ensure peace and quiet for the child during work.
The necessary set consists of a student table, a comfortable chair and some place for textbooks and notebooks (drawers, racks, shelves, lockers). The future student must take part in the choice of furniture for his work area. You can safely buy a table and a chair for a child if: the back rests comfortably on the back of the chair; legs bent at an angle do not hang, but stand on the floor; the size of the working surface of the table is within 60-80 cm (depth), and 120-160 cm (width); the location of the working surface of the table at the level of the chest of the child. The surface of the table, located at an angle, will be an additional convenience for the posture of the student.
It is very important to properly consider the lighting of the work area for work in the evening. Naturally, there should be a table lamp on the working surface on the left, but only as an additional, but by no means the only source of light! You should consider the combined lighting of the room, without sudden changes that contribute to the deterioration of vision. The light from the table lamp should be evenly scattered over the working surface of the table, and in no case should it fall directly into the child's eyes. Proper organization of the workspace for the future student will be the key to his successful learning and will avoid serious problems that arise in the educational process.