Methods for organizing a first-grader's educational place at school. Ways of organizing educational and cognitive activities of first-graders in the adaptation period
Serova Yulia Sergeevna
teacher primary school MBOU secondary school №3
How to organize a first grader!
A bouquet of flowers in your hands.
And a new satchel behind,
In the eyes of excitement and delight,
You squeeze your mother's hand tightly.
Today is your main holiday
You are walking to school for the first time
You are a first grader, you are big!
Now everything will be different.
Ilona Grosheva
No, I absolutely did not know what to do with these helpless first graders. Having released the fourth grade, I myself suddenly found myself helpless: the first-timers did not perceive well what I told them, they were constantly distracted. I wrote lesson plans, but I could not complete them in full.
... When in the ensuing silence, which was difficult to establish, a briefcase, pen or pencil case suddenly fell, the class exploded. Everyone certainly needed to find out who dropped it, what exactly fell and what would follow. Many novice primary school teachers probably went through these school moments of life.
The problem of adaptation of first-graders to new forms of life at school arises under any learning conditions. The content, methods and forms of work during this period are determined both by the age and individual characteristics of children entering school, and characteristic features teacher work systems.
In order for yesterday's preschooler to be painlessly involved in new relationships and a new type of activity for him, the teacher needs, first of all, to study his starting level.
A child's readiness for school is determined by the level of personality development in intellectual, motivational, communication and physical relationships.
Modern science has developed criteria for readiness for school, based on the level of intellectual preparation (A.V. Zaporozhets and others), speech development (L.E. Zhurova, V.I. Loginova, F.A. Sokhin, etc.), mathematical development(A.M. Leushina and others), moral and volitional education (R.I. Zhukovskaya, T.A. Markova, V.G. Nechaeva and others), education of readiness for the position of a schoolchild (I.A. Domashenko, V. A. Gello, I. V., M. I. Lisina, etc.). In addition, the relationship between the concepts of "school maturity" and "readiness for school" is considered, as well as the issues of the continuity of preschool and school upbringing and education (N.F. Alieva, S.V. Gavrilova, Yu.F. Zmanovsky, A.A. Lublin).
Pedagogy and psychology have accumulated many options for objectively studying the readiness of children for schooling.
Work experience, study scientific literature, attending a large number of lessons with different teachers allowed me to identify some organizational and methodological techniques with which, in a relatively short time, you can achieve good results in organizing a children's team.
One of the directions in the development of pedagogical thought, based on the use of non-violent methods of influencing a person, is the pedagogy of stimulation. She is the heir to the progressive traditions of the world experience of humanistic education, dating back to F.A. Disterweg, J.A. Comenius, I.G. Pestalozzi, JJ. Rousseau (in the West), P.F. Kaptereva, L.N. Tolstoy, K.D. Ushinsky and others (in Russia).
Most successfully implemented in the work acceptance of encouragement . It can be extended to one student, a group of students, a whole class.
It is useful to combine encouragement with a list of rules that are not sufficiently formed in children: landing, writing, reading, and others. On the one hand, this is done, as it were, in passing, without allocating special time in the lesson, on the other hand, such a mention of the rules finds an instant response in the actions of students.
The rules in this case are carried out with great desire and interest.
Encouragement can be used to prevent possible violations in the performance of various actions that are not sufficiently learned by children.
For example, the teacher says: "Now I'll see which of you quickly and silently opens the textbook." A flag on a desk or at the workplace, a sticker of a flower, a smiley, etc. on the cover of a notebook - such encouragement is already of a substantive nature.
Encouragement is often used during the game. For example, children are offered the game "Who will give this bouquet." Its meaning is as follows. Each flower of the bouquet and vase are cut out of colored paper or from a postcard. During the lesson or the entire school day, they are awarded to the most distinguished students. In the game "Who will build this house?" as a reward, the children are also given the details of the house (roof, walls, windows, door, etc.). In a similar game "Who will become a climber?" students get a part of a mountain - it can be just a triangle cut into several parts.
At the end of the lesson, students who have received any incentive item go to the blackboard and themselves (or with the help of the teacher) collect the item on the board. From the pieces distributed to the children, a mountain appears, and young climbers are congratulated on climbing it. In the classroom, such a game is useful when complex educational material is explained.
Throughout the school day, the game is usually used at the end of the week, quarter or holidays. The game process is an excellent stimulus and disciplines students in the most difficult periods of study.
In my work for organizing first-graders, I often use the technique: team account. When working with kids, it allows you to quickly organize them to perform various preparatory or final work (entering the classroom and leaving it for a break, preparing for the lesson, training sessions etc.)
Here, for example, is how you can organize work when collecting student notebooks;
at the expense of "time" - close the notebook;
at the expense of "two" - pick it up;
at the expense of "three" - put two notebooks together, passing them to the student sitting on the right or left;
on the count of "four" - pass the notebooks in front of the sitting student.
If the students are sitting at separate desks, then they pass the notebooks in front of those sitting at the count of three.
From personal experience work, it was noticed thatvoice power reception, (his intonation color)have an amazing effect on children. Many times I noticed that teachers who speak loudly in the classroom are noisy and at recess the children begin to shout at each other, involuntarily imitating the teacher.
Without touching purely individual, personal qualities at the teachers teaching aids show only those techniques that any teacher can easily use. But even they turn out to be quite effective, especially at the initial stage of the formation of a classroom team, which is so necessary for the successful organization of training sessions. Therefore, in its pedagogical activity I use the methods and techniques of helping first-graders during the period of adaptation developed by teachers and psychologists.
Dating games for establishing interpersonal relationships, game activities during school and extracurricular hours.
Individual assistance to each student, praise for a specific result, support positive attitude to teaching:
- dynamic mood screen;
- physical education minutes, acupressure according to the method (A.A. Umanskaya), finger gymnastics for the development of fine motor skills of the hands;
- developing classes by class teachers and school psychologist;
- advice to parents.
Using these techniques in combination, I can say that the result of organization in my class by the beginning of the second quarter is above average, but my work does not end there, so I will continue to work on improving the result.
I think it is very important to teach a child to compare what he has learned with what he could do some time ago. For example, we compare his early work with the work of today and discuss the path traveled together. If such a habit can be developed, then the student will always strive for new achievements. And the ability to emotionally experience the very fact of successfully completed work increases self-confidence.
But, no matter what, it is health that determines the success of the education and organization of our children. It is important to create for the child all the conditions that provide good rest, food, education.
Literature
1 . Gutkina N.I. Psychological readiness for school. 4th ed., 2004.
2. Karpekina T. V., Makarieva O. Yu. Conditions for the successful adaptation of first-graders (a round table for educators) // Management of preschool educational institution. 2008. №1.
3. Koneva O. B. Psychological readiness of children for school: Tutorial- Chelyabinsk: Publishing house of SUSU, 2000.
4. Nizhegorodtseva N. V., Shadrikova V. D. Psychological and pedagogical readiness of the child for school: A guide for practical psychologists, teachers and parents. - M .: Humanit. ed. center VLADOS, 2001.
5. Nechaeva N.V. Methodology "Development of oral speech "
6. Platonova A.A. Successful tomorrow of the future first-grader // Beginning. school, 2005, no. 5.
7. Chutko N.Ya. Technique "Coloring shapes"
Back to top school year parents of a future student should think not only about school uniforms, but also about how to organize workplace for your first grader. In our previous articles, we have already talked about the need to create several zones in the room of any student - a sleep zone, a study zone, and a play or entertainment zone. Today we will talk about how to equip a study area for a first grade student so that he is comfortable doing lessons here and, most importantly, that these classes do not harm his health. We have collected the most frequently asked questions of parents of first-graders, the answers to which will help in organizing the student's workplace.
1. What kind of table does a first grader need?
For a first grader, you need to be especially careful when choosing a desk, because the child’s posture, his vision and, no less important, the desire to learn will depend on the size and model. Regarding the size of the desk, there are several strict rules:
— height depends on the height of the child: 45-48 centimeters is enough for a first grader. When going to the store at the table, take your child with you, only in this way you will choose a table that fits him perfectly. A desk is considered optimal if its edge is exactly at the chest level of a seated child (then he can lean on his elbows), he does not support the table top with his knees from below, and his legs are at a right angle.
— depth the working surface should be at least 60-80 centimeters, width - 120-160 centimeters.
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In order not to change the student's desk every two or three years, it is better to give preference to a transformable model. By the way, experts advise purchasing a separate table for a computer, which will also eventually appear in the nursery - it will be inconvenient to do homework in front of the monitor, so you need a separate surface for writing. If the room is small and there is not enough space for two tables in it, it is better to purchase a slightly larger table, for example, a corner table, in one part of which there will be a computer, and in the other there will be free space for classes.
2. Where to place a desk in the nursery?
It is best to put a desk to the left of the window, sideways, or to the right, but turning the front side to the window. The first option is convenient because the child is less distracted by street events, and the second allows you to well illuminate the work surface in the daytime. Designers often offer to turn the entire window sill into a desk. This is really a great option for a small room.
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3. What chair to choose for a first grader?
It is important to choose the right chair, because the posture of the child depends on it. The chair should not be too high: the child's legs, bent at right angles, should touch the floor, while his back should touch the back of the chair. It is better if it is a comfortable work chair with adjustable seat height and back position, then it will be possible to adjust the height and position of the chair with the growth of the child. The seat should not be deep so that during classes the student does not hunch over and leans on his back. It is better to refuse a spinning chair and choose a fixed model for this age.
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4. Are there any requirements for student furniture?
There are a number of requirements for the material from which the nursery furniture is made. It is desirable that the furniture for schoolchildren be made of natural materials: it is better to buy a wooden table. The material for the upholstery of the chair is also better to choose natural. When buying furniture for a student, be sure to pay attention to the product certificate: it must comply with GOST, developed for children's furniture. Plastic furniture, as well as furniture made of impregnated wood-glue materials, are unsafe due to possible fumes of harmful substances.
5. How to create the perfect study lighting?
So that the child’s vision is not affected by classes, it is best to combine light sources above the desktop. The combination of wall sconces or a light cornice with reflected light and a separate lamp directly above the work area is considered optimal.
The classic picture - a child sitting with only a table lamp in a dark room - is an absolutely wrong approach, because the light of only a table lamp is categorically contraindicated for children. If the rest of the room is darkened, the contrast will quickly tire the eyes of a first-grader who are not adapted to such loads, and contribute to the deterioration of vision.
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6. How to help a first-grader organize order at the table?
If there are no roll-out drawers in the desk, then all the items necessary for the educational process must be placed within the reach of the child - no further than at arm's length. For these purposes, bedside tables, shelves and racks, as well as mobile plastic containers located under the table, can serve. If the table is located near a wall without a window, then a fabric organizer with a large number of pockets can be placed on it, which perfectly fits stationery and other little things that the child needs during the learning process. Also, you can use cork boards, to which notes and all kinds of little things will be attached.
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Teach your child to keep order in the workplace from the first grade. After class, invite him to tidy up all the accessories so that each item is in its place, and the work surface of the table always remains free.
7. Is it possible to help a child remember the daily routine?
A lot changes in the life of a first grader, leading role gets the agenda. Buy a pack of office paper, bright markers or felt-tip pens, and come up with your child's first schedule. You can use such ready-made pictures or make them yourself - and hang this board near the child's desktop. For the first month, such a daily routine will help your child get used to new living conditions, and you will avoid nervous explanations and children's tears.
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MBOU secondary school p. Malinovsky
Law "On Education" of the Russian Federation of December 29, 2012 N 273-FZ;
model provision about educational institution, approved by the 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 during the 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 of 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 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 features, 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 should be given didactic games, allowing children to move around, providing a change in 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 conditions for the child schooling artistic pursuits 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, collection 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 to collect 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: “Whom 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 patterns of musical art by students is the simplest musical genres: song, dance, march, their intonational and figurative features. The learning activities 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 of the school year to the board children who are unsure of themselves, 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 related to 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, you should actively include the game in studying proccess, and not to prohibit it, not to 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 educational activity, necessarily gives a result: 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 tend to have poor health or specific features. nervous system, which categorically excludes an increase for them 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: the pace of the student's work, the student's personal qualities, 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
ARTICLE
"Forms and methods used by the teacher to adapt first graders"
Teacher
2012
Create a small miracle for a child, and he will respond with a big fairy tale.
If a child is praised, he learns to be grateful.
If a child grows up in honesty, he learns to be fair.
If a child lives in safety, he learns to trust in people.
If a child is supported, he learns to value himself.
If a child lives in understanding and friendliness, he learns to find love in this world.
Janusz Korczak
Forms and methods used by the teacher to adapt first graders .
Most children entering the first grade are adequately prepared for school. The desire for novelty, awareness of the importance of changing one’s status: “I’m already a student!”, Readiness to fulfill the tasks facing him help the child accept the teacher’s requirements regarding his behavior, relationships with peers, obey the new daily routine, class schedule, hierarchy of affairs, etc. n. Despite the fact that the implementation of many rules is quite difficult, they are perceived by the student as socially significant and inevitable.
As a rule, an experienced teacher and parents know and understand how important it is that the requirement to comply with the rules and norms of behavior is not episodic, dependent on mood. The teacher should explain to the children from the very beginning what is required of them. It is important to immediately show the student the difference between his new position, rights, duties from what it was before, before school.
The attitude of the teacher to the students at this initial stage of adaptation to the school largely depends on how the teacher-student relationship will develop, the relationship that determines the to a large extent psychological adaptation of the child at school.
The problem of adaptation of first-graders to school worries many teachers-practitioners. Everyone finds their own solution to this problem, based on the characteristics of the children in their class.
Approach to such a difficult and responsible period in life elementary school student should be comprehensive, uniting the efforts of all participants in the educational space.
To date, many schools have developed their own system of psychological and pedagogical support for the adaptation of first-graders - first of all, this is the “Preparing for School” program. the main objective, to help six-year-old children build a meaningful image of a real student, to help them better adapt to school in a systematic learning environment. Conducts classes future teacher, within the walls of the school, so that children feel more comfortable when entering grade 1. The content of the classes is developmental in nature and is aimed at forming in children a more accurate idea of the school and the role of the student in it. This program allows preschoolers not only to learn learning knowledge, skills and abilities, but also prepares them for the upcoming school life. Classes are held in game form, solve didactic, correctional and therapeutic tasks, develop imagination, thinking, speech. In turn, the teacher monitors the individual development of children, through communication with their parents, accumulates the richest information about each child and his family. All this helps to preparehim at the start of the school year.
The adaptation of the child to school will be the more successful, the more actively his family will be involved in the education. Therefore, work is envisaged with the parents of future first-graders in order to increase the psychological and pedagogical competence in those issues that are most relevant from the point of view of the period of development experienced by children. These are conversations, consultations on the topics: “Getting ready for school in the game”, “Is my child ready to go to school?”, “Portrait of a future first grader”.
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 - lessons are 35 minutes long, the first 3 lessons are mandatory, parents can pick up the child after the third lesson, elements of the game must be included in the lessons , physical minutes, and the fourth lesson takes place in a playful way, and if possible, then in the fresh air
For example, the 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. (the so-called pre-number period).
Along with the expansion of the mathematical horizons and experience of children, the formation of their communication skills and the education of personal qualities, special attention is paid to the development of children's mathematical speech, their general logical development.
Depending on the nature of the tasks, children can get up from their desks in the lesson, move freely, approach the teacher’s table, shelves, toys, books, etc. A large place in mathematics classes is given to didactic games, during which children are allowed to move, providing a change of activities in the lesson. For the development of spatial representations in first graders, a variety of didactic materials are used (building kits, designers, chips, counting sticks, counting fan, ball, etc.)
The guys really like to work with computer programs "math simulators".
More attention is paid to health-saving principles of organizing lessons. The adaptation period coincides in time with the season of the year, when there are favorable opportunities for excursions and targeted walks in the lessons of the outside world, during which children get directly acquainted with the outside world, the accumulation of sensory experience, real vivid impressions, which are very important for successful knowledge of the environment. But replacing all the lessons of the surrounding world with walks and excursions is not advisable, since their effectiveness may be significantly reduced. The observations made are comprehended, generalized, built into the emerging system of ideas about the world, and this is possible precisely in the classroom. Excursions and targeted walks are determined by the educational program, according to which schoolchildren study.
In the period of adaptation to new school conditions for the child, the lessons of fine arts and technology play a special role.
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 play forms of communication.
Artistic activities during the period of adaptation have various forms: walks and excursions to a park or forest in order to develop skills of perception, aesthetic admiration and observation, as well as the collection of natural materials for artistic pursuits; excursions to museums; games.
In order for a child to understand and create an artistic image, he needs to incarnate in it, depict it through the movements of his body. This creates a variety of forms of activity and completeness of impressions in the lessons of fine arts, helping to relieve tension.
The main areas of work in the first technology lessons include expanding the sensory experience of children, developing hand motor skills, cognitive processes(perception, attention, memory, thinking, imagination), coordination of movements, the formation of the initial methods of working with hand tools, etc.
Like other lessons, part of the technology lessons are conducted in the form of excursions or games: preparatory work for creating an artistic image takes place on such excursions as: “The beauty of the surrounding nature”, “Images of the native land”, “Fabulous animals”, “Bird market ". Here, the ability to see images in surrounding objects is trained, which children will later embody in their works; the collection of natural material is carried out on the excursion “Nature is an artist and sculptor” (“What does nature give us?”), Which includes competition games: “Collect leaves of the same shape”, “Who will come up with more images that can be made from a cone” , “From what natural materials can chanterelle figurines be made”, “Who does this branch resemble?”, “Find leaves that resemble a bird’s feather in shape”, etc .; lessons-competitions using manufactured crafts (theatrical competition “Voice the character that you portrayed”, lesson-game “Paper Aviation”, etc.
The teacher draws attention to the peculiarities of the organization of the lesson in the 1st 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 three structural element: organizational moment, the main part of the lesson and reflection.
We use the organizational moment 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.). It requires patient, long-term work, which is based on step-by-step instruction a teacher 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”, that is, it consists of several interconnected, but various kinds activities. Particular attention is paid to the use of games as a structural part of the lesson. It is necessary to use 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.
Teachers pay special attention to the organization of educational cooperation in the classroom, as the most important part of social adaptation. So working in a “micro team” (pair, group), children master the technology of group work in the classroom, realize the importance of cohesion at the time of completing tasks. Working in pairs teaches children to listen and hear the other, to give and take advice, to work together and at the same pace. This is facilitated by joint writing on the board with one small piece, pair reading, juggling with balls.
Monitoring and evaluation of learning outcomes in grades 1 is carried out in accordance with the Letter of the Ministry of Defense of the Russian Federation “On the organization of education in the first grade of a four-year primary school” dated 01.01.2001 No. 000/11-13: the system of scoring (marking) assessment is excluded . The evaluation activity of teachers is aimed at stimulating the educational and cognitive activity of first-graders. Each teacher has a "piggy bank" of control and evaluation techniques and tools, among which are common such as the Rubinstein-Dembo ruler, sheets individual achievements etc.
Great importance is given to reflection at various stages of the lesson and at the end of the lesson.
In the learning process, it is important to take into account the individual characteristics of the child. Some first-graders have a lack of formation of school-significant functions: many get tired quickly, hardly organize their activities without external control. Different guys come in terms of the level of intellectual, speech, moral and volitional development.
You can use the forms of individual differentiated work in the first class:
Tasks varying degrees difficulties;
Specially selected general developmental exercises for development
thinking, speech, imagination, attention, memory, etc., occupying no
most 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.
Each child is not required to memorize additional content, since it serves more to maintain the interest of children than to increase their awareness.
Of great importance for the pedagogical support of the child's adaptation to school is the extracurricular activities of first-graders in the GPA mode. It is organized in accordance with the interests and desires of children and their parents.
The process of adaptation of the child largely depends on the situation in the classroom, on how interesting, comfortable, safe the child feels during the lessons, in the situation of interaction with the teacher and classmates. Special game exercises help children to quickly enter the unusual world of school life, to master a new social position of a student. The teacher should create an atmosphere of friendly and constructive interaction in the classroom that allows children to relax internal stress get to know each other, make friends.
Designing a system of pedagogical support for first-graders during the period of adaptation to school life
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 capabilities of 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. It is impossible to neglect various forms of non-verbal communication - to 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, a 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 grim 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 provide lessons literary reading, mathematics, the world around us, 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.