home › Proverbs › Directions for adaptation of young children. Psychological features of adaptation of young children to kindergarten conditions

Directions for adaptation of young children. Psychological features of adaptation of young children to kindergarten conditions

Anna Norusheva
Adaptation of young children to kindergarten conditions. Phases of the adaptation period

Phases of the adaptation period.

Depending on duration adaptation period There are three degrees of child adaptation to kindergarten: light (1-16 days, medium (16-32, severe (32-64 days).

For mild adaptation The child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, and sleep improves after 1-2 weeks. The mood is cheerful, interested, combined with morning crying. Relationships with close adults are not disrupted, the child succumbs to farewell rituals, is quickly distracted, and is interested in other adults. The attitude towards children can be either indifferent or interested. Interest in the environment is restored within two weeks with the participation of an adult. Speech is inhibited, but the child can respond and follow the adult’s instructions. By the end of the first month, active speech is restored. The incidence is no more than once, for a period of no more than ten days, without complications. Weight unchanged. There are no signs of neurotic reactions or changes in the activity of the autonomic nervous system.

Average degree adaptation. Violations in the general condition are more pronounced and last longer. Sleep is restored only after 20-40 days, the quality of sleep also suffers. Appetite is restored after 20-40 days. Unstable mood for a month, tearfulness throughout the day. Behavioral reactions are restored by the 30th day of stay in the preschool educational institution. His attitude towards loved ones is emotionally excited (crying, screaming when parting and meeting). The attitude towards children is usually indifferent, but can also be interested. Speech is either not used or speech activity slows down. In the game, the child does not use the acquired skills; the game is situational. Attitude towards adults is selective. The incidence is up to two times, for a period of no more than ten days, without complications. Weight does not change or decreases slightly. Signs of neurotic reactions appear: selectivity in relationships with adults and children, communication only in certain conditions.Changes in the autonomic nervous system: pallor, sweating, shadows under the eyes, flushed cheeks, peeling skin (diathesis)- within one and a half to two weeks.

Severe degree adaptation. The child falls asleep poorly, sleeps short, screams, cries in his sleep, wakes up with tears; appetite decreases greatly and for a long time, persistent refusal to eat, neurotic vomiting, functional disorders of the stool, and uncontrolled stool may occur. The mood is indifferent, the child cries a lot and for a long time, behavioral reactions are normalized by the 60th day of stay in the preschool educational institution. The attitude towards loved ones is emotionally excited, devoid of practical interaction. Attitude towards children: avoids, withdraws, or is aggressive. Refuses to participate in activities. Does not use speech or there is a delay in speech development of 2-3 period. The game is situational, short-term.

Duration adaptation period depends on the individual typological characteristics of each baby. One is active, sociable, inquisitive. His adaptation period It will go quite easily and quickly. The other is slow, calm, loves to be alone with toys. Noise and loud conversations of peers irritate him. Even if he knows how to eat and dress himself, he does it slowly and lags behind everyone else. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.

Factors on which the course depends adaptation period.

1. Age.

2. State of health.

3. Level of development.

4. Ability to communicate with adults and peers.

5. Formation of objective and play activities.

6. Closeness of the home mode to the mode kindergarten.

There are certain reasons that cause tears in a child. nka:

Anxiety associated with a change of environment (a child under 3 years of age still needs increased attention. At the same time, from the familiar, calm home atmosphere, where the mother is nearby and can come to the rescue at any moment, he moves into an unfamiliar space, meets even friendly, but strangers) and regime (it can be difficult for a child to accept the norms and rules of life of the group in which he finds himself). IN children's in the garden they are taught a certain discipline, and in the home conditions she wasn't that important. In addition, the child’s personal daily routine is disrupted, which can provoke hysterics and reluctance to go to preschool.

Negative first impression of the visit kindergarten. It can be decisive for the child’s future stay in preschool, so the first day in the group is extremely important.

The child’s psychological unpreparedness for kindergarten. This problem is the most difficult and may be associated with individual developmental characteristics. Most often this happens when the child lacks emotional communication with his mother. Therefore, a normal child cannot quickly adapt to preschool educational institution, because he is strongly attached to his mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive.

Children 2-3 years old experience fears of strangers and new communication situations, which manifests itself fully in preschool educational institutions. These fears are one of the reasons for the difficulty child adaptation to nursery. Often, fear of new people and situations in the garden leads to the child becoming more excitable, vulnerable, touchy, whiny, he gets sick more often, because stress depletes the body's defenses.

Lack of self-care skills. This greatly complicates the child’s stay in kindergarten.

Excess of impressions. In a preschool educational institution, the child experiences many new positive and negative experiences; he may become overtired and, as a result, become nervous, cry, and be capricious.

Personal hostility of group staff and kindergarten. This phenomenon should not be considered mandatory, but it is possible.

Adults also need to remember that until the age of 2-3, a child does not experience the need to communicate with peers; it has not yet formed. In that age The adult acts for the child as a play partner, a role model and satisfies the child’s need for friendly attention and cooperation. Peers cannot give this, because they themselves need the same.

Causes of severe adaptation to preschool conditions

Lack of a family regime that coincides with the regime kindergarten.

The child has unique habits.

Inability to occupy oneself with a toy.

Lack of basic cultural and hygienic skills.

Lack of experience communicating with strangers.

Reminders for the teacher:

1. Educators get to know parents and other family members, the child himself, find out the following information:

What habits have developed at home in the process of eating, falling asleep, using the toilet, etc.

What is the child's name at home?

What does a child like to do most?

What behavioral features please and what alarm parents.

2. Introduce parents to the preschool educational institution and show the group. Introduce parents to the daily routine kindergarten, find out how the daily routine at home differs from the daily routine in kindergarten.

4.Clarify the rules in communication with parents:

-children's the garden is an open system, parents can come to the group at any time and stay there as long as they see fit;

Parents can pick up their child at a time convenient for them;

5. It is necessary to show joy and care when a child comes to the group.

6. It is necessary to ensure the stability of the composition of teachers at admission period and for the entire period of children’s stay in the preschool educational institution. IN adaptation period and after it transfers are strictly prohibited children to other groups.

7. On adaptation period If possible, a gentle regime is necessary.

8. Proximity of mode kindergarten to home regime.

9. It is important to remember that the child should enjoy communicating with adults and peers.

10. Quality adaptation each child with an assessment of the degree of its severity is discussed at teacher councils or medical-pedagogical councils.

Developing uniform requirements for the child’s behavior, coordinating the influences on him at home and in preschool educational institutions is the most important condition, making it easier for him adaptation to a change in lifestyle.

Adaptation is always a living, active process of a child getting used to the team, getting used to new conditions; it can be both successful and negative, stressful. More often than not, the adaptation period is caused by a stressful situation in the body.

With adequate adaptation, the child experiences inner comfort, emotional satisfaction, and his behavior is distinguished by the ability to quickly and without resistance fulfill any requirements to which the children's team is subject.

To successfully adapt a child, preschool staff need to:

1) make it clear to the child that he is welcome in the group, that he is cared for and attentive to him;
2) try to make him feel comfortable in kindergarten and enjoy communicating with adults and peers;
3) ensure the stability of the teaching staff and other employees of the preschool educational institution for the entire period of adaptation and stay of children in a preschool educational institution, and prevent the transfer of a child from group to group;
4) during the period of adaptation, provide him with a gentle regime of stay in kindergarten;
5) regularly discuss at pedagogical councils the process of children’s adaptation to preschool educational institutions;
6) develop uniform requirements for all preschool children in terms of their behavior, coordinate the requirements with parents so that they support the same discipline requirements at home.

Conditions for a child’s successful adaptation to preschool education. It is better to arrange furniture in groups in such a way as to create isolated corners, similar to small playrooms, so that children feel private and comfortable. It is advisable that the kindergarten have a living corner and many indoor plants, like in a winter garden.

Each group should be equipped with a sports corner where the child can engage in physical exercise at any time.

Fencing off a child’s sleeping place will allow him to feel protected, give the bedroom a more comfortable and cozy look and help him relax and feel at home, especially if his favorite toy, brought from home, is next to him.

Activities that facilitate a child’s adaptation to preschool education.

Fine arts classes help the child adapt with the help of drawings that reflect his emotional state; in drawings he can express his attitude to the world around him. Children love to draw with markers, especially if the paper is large enough and attached directly to the wall so they can draw whenever they want. The color scheme a child uses to depict it in his drawing can tell an attentive and competent teacher or psychologist a lot about the child’s emotional and psychological state. It is advisable that in groups for drawing one of the corners of the room is equipped with everything necessary.

Teachers’ behavior that facilitates children’s adaptation to preschool educational institutions. During the adaptation period, educators need to use the same parenting techniques that the child’s parents use at home. For example, you can rock a 2-3 year old baby if he is used to falling asleep when rocked, you can sit next to him, tell him a fairy tale, give him the toy he asked for. Affectionate attitude, touching, stroking, rocking will help the child adapt faster to the preschool group.

Teachers of preschool educational institutions should satisfy the child’s need for emotional contact with an adult as often as possible so that adaptation occurs easily and quickly.

Having an album where their family photos will be posted will help children adapt to the regime and the group. This will give them the opportunity to see their parents and other loved ones at any time.

From the first days of a child’s stay in a preschool educational institution, he must be taught to follow a daily routine, organization and order, systematic physical activity, and maximum stay in the fresh air. Accustom gradually, but daily and consistently, in the system. Preschool medical staff should monitor daily how the child’s adaptation is going, how much the change in daily routine affects the state of his nervous system, well-being, performance, and whether it leads to overwork. The main components of the daily routine of a preschool educational institution are play and educational activities, being in the open air, sleeping, eating, personal hygiene and rest at the child’s choice at a specially designated time.

The daily routine should provide all sanitary and hygienic procedures necessary for life.

The doctor and nurse of the preschool educational institution are responsible, along with the teachers and administration, for the effective impact of the regime on the child’s body.

The preschool nurse keeps a so-called diary of the child’s development, where all the recommendations and conclusions of the pedagogical council on his adaptation are recorded.

adaptation kindergarten child

Introduction

2 Age and individual characteristics of young children

Conclusions on the first chapter

Conclusions on the second chapter

Conclusion

Bibliography

Application

Introduction

The relevance of the problem lies in the fact that kindergarten is the first non-family institution, the first educational institution with which children come into contact. A child’s admission to kindergarten and the initial period of his stay in a group are characterized by significant changes in the environment, his lifestyle and activities and can cause emotional stress.

The admission of a young child to a preschool educational institution may be accompanied by the problem of his adaptation to new conditions, since adaptation capabilities are limited. The occurrence of the so-called “adaptation syndrome” in a child is a direct consequence of his psychological unpreparedness to leave the family.

This is due to the characteristics of early age. Children are characterized by instability of their emotional state. Separation from loved ones and changes in their usual lifestyle cause negative emotions and fears in children. Prolonged stay of a child in a stressful state can lead to the development of neurosis and a slowdown in the rate of psychophysical development.

The course of the adaptation period and its further development depend on how prepared the child is in the family for the transition to a child care institution. To make the adaptation period for children easier, the family needs professional help. A kindergarten should come to the aid of the family. The kindergarten should become “open” on all issues of development and education.

The pedagogical literature covers to a greater extent the issues of adaptation of young children to preschool (A.I. Zhukova, N.I. Dobreitser, R.V. Tonkova-Yampolskaya, N.D. Vatutina, etc.). Adaptation is defined primarily as a medical and pedagogical problem, the solution of which requires the creation of conditions that satisfy children’s needs for communication, close interaction between family and public education, good medical care for children and the correct organization of the educational process (N.M. Aksarina).

An analysis of research (N.M. Aksarina, N.D. Vatutina, G.G. Grigorieva, R.V. Tonkova-Yampolskaya, etc.) shows that in early childhood pedagogy the problem of child adaptation to kindergarten conditions has been thoroughly studied. The studies highlight the degree of adaptation of the child; factors influencing the nature and duration of the adaptation period are revealed; Recommendations have been developed for teachers and parents on preparing a child for admission to a preschool institution and organizing the adaptation period in a preschool educational institution (Belkina V.N., Belkina L.V., Vavilova N.D., Gurov V.N., Zherdeva E.V. , Zavodchikova O.G., Kiryukhina N.V., Kostina V., Pechora K.L., Tonkova-Yampolskaya R.V.).

At the same time, the problem of adaptation of young children remains, since it is necessary to look for ways for painless adaptation of children, creating conditions for children with different levels of adaptation, taking into account their age and individual characteristics. And of course, work on adaptation of children should take place in close contact with parents and begin in the family, before entering kindergarten.

Analysis of the problem in theory and practice, a large number of studies on the problem of adaptation of young children to a preschool educational institution (PEI) and the lack of competence of parents and educators in working with young children determined the choice of the research topic: “Adaptation of young children to kindergarten conditions” .

The purpose of the study is to theoretically substantiate and experimentally test the psychological and pedagogical conditions that ensure the adaptation of young children to the conditions of a preschool institution.

The object of the study is the process and features of adaptation of young children to a preschool institution.

The subject of the study is the psychological and pedagogical conditions for the adaptation of young children to a preschool institution.

When conducting the study, we proceeded from the hypothesis that adaptation of young children will proceed safely if:

-psychological and pedagogical conditions will correspond to the age and individual characteristics of young children;

-the level of neuropsychic development of young children will be determined;

-pedagogical work with children will be carried out by the children’s adaptation group with a humane and individual approach to children;

-Cooperation will be established with parents of young children adapting to the conditions of the preschool educational institution.

In accordance with the purpose and hypothesis of the study, the following research objectives were identified:

1.to study the psychological and pedagogical aspects of adaptation of young children to a preschool institution;

2.determine the psychological and pedagogical conditions under which the adaptation process successfully takes place;

To solve the problems, the following research methods were used:

-theoretical analysis of psychological and pedagogical literature;

-conversation with teachers;

-child supervision;

-parent survey;

-study and analysis of documentation on adaptation of young children;

Experiment.

Theoretical and methodological foundations of the study:

-research on the adaptation of young children to preschool conditions (V.N. Belkina, N.D. Vavilova, V.N. Gurov, E.V. Zherdeva, O.G. Zavodchikova, N.V. Kiryukhina, K.L. Pechora, R.V. Tonkova-Yampolskaya);

-research on the interaction between kindergarten and family (E.P. Arnautova, T.A. Danilina, O.L. Zvereva, T.V. Krotova, T.A. Kulikova, etc.);

-research in the field of diagnostics of young children (N.M. Aksarina, K.D. Gubert, G.V. Pantyukhina, K.L. Pechora).

The practical significance of the study lies in the development of methodological recommendations for parents and educators on the adaptation of young children to the conditions of preschool educational institutions, in the development of a long-term plan for the work of educators with children with different levels of adaptation.

Main stages of the study:

The first stage (September 2010) is theoretical. Study of psychological and pedagogical literature on the research problem, its generalization and analysis; setting goals and objectives, formulating a research hypothesis.

The second stage (October 2010 - February 2011) is experimental. Diagnosis of neuropsychic development of children, level of adaptation. Development of recommendations for educators and parents, a long-term plan for the work of educators with children with different levels of adaptation.

The third stage (March-April 2011) is generalizing. Analysis and synthesis of the results of the research, preparation of research materials.

Base for the research: MDOU Kindergarten No. 368.

Structure of the study: the work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

Chapter 1. Psychological and pedagogical foundations for organizing the adaptation of young children to the conditions of a preschool educational institution

1 Characteristics of the concept of “social adaptation”

Social adaptation belongs to the category of interdisciplinary scientific concepts. A great contribution to the study of problems of personality adaptation has been made in domestic (M.R. Bityanova, Ya.L. Kolominsky, A.V. Petrovsky, A.A. Rean, etc.) and foreign psychology (A. Maslow, G. Selye, K. Rogers, T. Shibutani, H. Hartmann, etc.). In recent years, issues of social adaptation have been increasingly discussed in pedagogical works (S.A. Amonashvili, G.F. Kumarina, A.V. Mudrik, I.P. Podlasy, etc.).

If psychological science primarily studies the adaptive properties of the individual, the nature of adaptive processes and the mechanisms of adaptation of the individual to the social environment, then pedagogy is interested in issues of management and pedagogical support for social adaptation of the younger generation, the search for means, forms, methods of prevention and correction of unfavorable adaptation options, the role of various institutions of socialization in the adaptation of children and youth.

When considering theoretical problems related to psychology and pedagogy of personality development, adaptation is considered as a phase of the personal development of an individual entering a relatively stable social community (E.V. Ilyenkov, A.V. Petrovsky, D.I. Feldshtein). Personal development here is presented as the process of its entry into a new social environment, adaptation and, ultimately, integration with it.

Highlighting the stages of personality development, A.V. Petrovsky considers the first phase to be the phase of adaptation, where it is assumed that the norms in force in the community are assimilated and the corresponding forms and means of activity are mastered. A subject, entering a new social community, cannot yet manifest himself as an individual before he has mastered the current norms. If an individual fails to overcome the difficulties of adaptation, he develops qualities that lead to serious personal deformation. Adaptation is a prerequisite for individualization and socialization of the individual.

Having been born, a child enters into a special relationship with his environment, and the environment plays not only the role of the external environment, not just the living conditions present and influencing the child, but serves as the main source of his development, acting as a kind of trigger mechanism that enhances or inhibits internal processes . This is all the more important because in the development of a child, as noted by L.S. Vygotsky, what should happen at the end of development is already given in the environment from the very beginning.

The world of human relationships is revealed to the child from a real position, which is determined by the objective place he occupies in these relationships. At the same time, the child’s own internal position is also important, i.e. L.I. believed how he himself relates to his position, what significance the surrounding reality has for him, and how he experiences its demands on himself personally. Bozovic. The child does not passively adapt in a certain social environment, adapts to the surrounding world of objects and phenomena created by previous generations of people, but actively masters their achievements in the process of multifaceted activities, always mediated by the relationship between the child and the adult. Thus, two socio-psychological components are distinguished: forms of individually independent behavior and social and social development of a person.

Human social development is inextricably linked with the need to reproduce oneself in accordance with the conditions and level of development of society and is conditioned by its successful socialization.

The concept of socialization as the process and result of an individual’s assimilation of a system of social norms, values, roles, and skills has different interpretations. For example, socialization in behaviorism comes down to the process of social learning, the result of which is the experience acquired by a person throughout his life (A. Bandura, B.F. Skinner, J. Watson).

The socialization of the individual also presupposes a counter process - the individualization of social life. Individualization as “being-with-oneself” (V.I. Slobodchikov) involves the individual’s search for ways and means to express his individuality, to convey his own experience and worldview to society and reflects the content side of the individual’s subjectivity.

In modern psychology, such an understanding of individualization is accepted, in which its essence lies in activity that tries to reveal itself in all directions and, of its own free will, manifests itself in the implementation of both private and general spiritual interests, in the pursuit of that inner freedom, on the basis of which the subject has principles, has his own views and, because of this, acquires moral independence (V.P. Zinchenko).

Awareness of oneself as a person is impossible without human activity, outside of his communications that occur in the very process of activity. The role of activity in the process of developing a child’s personal qualities and, thus, in the process of adaptation in society was given the greatest attention in the works of L.S. Vygotsky, A.N. Leontyeva, S.L. Rubinshteina, D.I. Feldstein et al., where it is argued that personality as a quality that expresses the social human essence is formed in the child’s activities specially organized by adults.

In the process of its joint implementation, interaction (“co-existence”) between the child and society takes place. In the course of activity, which includes the pole of the subject and the pole of the object, the processes of “objectification” (the subject embodies his plans, his psychological qualities in the object) and “disobjectification” (the subject assigns the qualities of the object of activity) occur, D.I. believes. Feldstein. It is activity that ensures the adequacy of the mental reflection of reality.

Through activity, the subject comes into practical contact with surrounding objects, which enrich and change him. Thus, acting as both a result and a subject of social relations, a person is formed through his own active social actions, consciously and purposefully transforming both the environment and himself in the process of activity.

It is in the process of purposefully organized activity that the formation of all internal personal structures occurs, and the basic mental processes develop themselves. This formation occurs as a result of the actualization of the mechanism of internalization of external forms of activity into the internal, ideal plane of thinking and consciousness. Interiorization refers to the formation of social structures of cognitive processes, the consciousness of the child as a whole (L.S. Vygotsky).

Interiorization occurs through the psyche’s appropriation of structures of external activity with the parallel developing activity of the personality itself, its self-movement, and self-development. This process requires the presence of a developed adaptive potential of the child’s personality, allowing him not only to successfully adapt to the requirements of society, but also to actively transform it.

Such a “broad” understanding of the adaptation process, connecting it with personal subjectivity, is characteristic of the psychological school of J. Piaget. According to his concept, adaptation should be considered as a unity of oppositely directed processes: accommodation and assimilation. The first of them provides modification of the functioning of the organism or the actions of the subject in accordance with the properties of the environment. The second changes certain components of this environment, processing them according to the structure of the organism or including them in the subject’s behavior patterns. Consideration of adaptation in the unity of these opposite directions is an important condition for the use of this concept as a category that plays an active role in explaining any active functioning.

Social-psychological adaptation (E.S. Kuzmin, V.E. Semyonova) is the interaction of the individual and the social environment, which leads to an optimal balance between the goals and values of the individual and the group. In the course of socio-psychological adaptation, the needs, interests and aspirations of the individual are realized, its individuality is revealed and developed, the individual enters a new social environment, becomes a full member of the team, and asserts itself.

In the Russian Pedagogical Encyclopedia, social adaptation is defined as a person’s adaptation to the conditions of a new social environment; one of the socio-psychological mechanisms of personality socialization.

The very concept of “social adaptation” is considered as the process of an individual’s adaptation to a changed environment using various social means. Social adaptation is an element of activity, the function of which is to master relatively stable environmental conditions, solve recurring, typical problems by using accepted methods of social behavior and action.

The main way of social adaptation is the acceptance of the norms and values of the new social environment, established forms of interaction, as well as forms of objective activity.

The result of social adaptation is the achievement of positive spiritual health and compliance of personal values with the values of society, the development of certain necessary personal qualities in the adapting individual (G. Allport, A. Maslow, S. Rogers, A. Bandura).

Analysis of the concept of “social adaptation” seems difficult for two reasons. Firstly, social adaptation is the interaction of two mutually adapting structurally complex systems - the individual and the social environment. The social environment and the individual, who is the subject and object of social relations, are in a complex interaction: the individual adapts the social environment to himself to the same extent as the social environment adapts the individual to itself. Secondly, the analysis of the concept of social adaptation is complicated by the fact that the term “adaptation” is endowed with social content while retaining some biological characteristics.

Bearing in mind the biosocial nature of man, adaptation mechanisms must be considered at different levels of his biological and social organization: adaptation to constantly operating environmental factors is ensured by genetic programs formed in the process of long-term biological evolution.

Under genetic control, morphological, biochemical and functional systems are formed, which could arise gradually due to mutations and natural selection, which contributed to the organism’s adaptation to very slow changes in the environment.

Adaptation at this level occurred as the creation of harmony with the real conditions of existence without taking into account upcoming future changes (K.A. Timiryazev). Such genetic programs are not always optimal in a rapidly changing environment.

In the process of further evolution, more flexible universal mechanisms appeared that allowed the body to adapt to rapidly and continuously changing environmental conditions. These mechanisms reached the level of the nervous system and contributed to the development of organs of higher nervous activity, improvement of the reflex and motor systems, the use of personal experience for protection, education, training of young people, adaptation to new situations through individual changes in behavior and the emergence of behavior of a reasonable type (K.I. Zavadsky, E.I. Kolonsky).

Data from the school of Russian physiologist I.P. Pavlova testify to the special role of higher nervous activity in ensuring the balance of the body with the external environment. In higher animals and especially in humans, adaptation through behavior comes to the fore, as A.N. wrote. Severtsov back in 1922, “a powerful means of adaptation to the environment.” The body responds to rapidly occurring changes in environmental conditions with a certain behavioral reaction without restructuring its morphofunctional organization and, in most cases, adapts to new conditions very effectively.

Behavior is one of the most effective ways of individual adaptation. Behavior provides the body with additional capabilities that can not only complement, but also change autonomic reflex reactions.

In humans, the development of higher nervous activity has reached such a level that behavior has become the determining factor in its adaptation. Human adaptation to various environmental conditions is based primarily on certain forms of behavior, including artificial and technical means, thanks to which he can exist in conditions that are intolerable to other organisms.

Adaptation is the process of a person’s adaptation to the conditions of the living environment, which he himself increasingly creates as a result of environmental transformation, aimed at self-preservation, human development and achieving the main goal of human progress (V.P. Kaznacheev, V.P. Lozovoy).

A person not only adapts to living conditions, but also adapts the external environment to a greater extent to his biological capabilities, creates an artificial environment - an environment of culture and civilization, thanks to which he adapts to any conditions of existence. Of all living beings, man has the greatest ability to adapt (A.N. Skvortsov, D.R. Deryapa).

The evolutionary development of adaptation mechanisms is reflected in the phases, stages of their development and individual adaptation of the organism. Experimental data conducted at different levels under different conditions allow us to consider the creation of an adaptive state as a dynamic process with sequential phases, which are based on their own physiological, psychological and social mechanisms (A.D. Selye).

The adaptation process is a function of time, where physiological, psychological or social mechanisms may be activated at various stages. The ability of various body systems that ensure homeostasis to effectively adapt their activities to changing environmental conditions is determined primarily by the work of central regulatory mechanisms. All normal life processes are adaptive in nature, i.e. all physiological reactions can be either adapted to specific environmental conditions or non-adapted, that is, in the process of adaptation. Hence, the degree of participation of different physiological systems at different levels of adaptation may be different.

Thus, adaptation is understood as the process of a person entering a new environment and adapting to its conditions. Adaptation is an active process that leads either to positive (adaptability, that is, the totality of all useful changes in the body and psyche) results, or negative (stress). In this case, there are two main criteria for successful adaptation:

1.internal comfort (emotional satisfaction);

2.external adequacy of behavior (the ability to easily and accurately fulfill the requirements of the environment).

Mental adaptation is a mental phenomenon expressed in the restructuring of a dynamic personality stereotype in accordance with new environmental requirements.

Social adaptation is the process and result of a child mastering new social roles and positions that are significant for the child himself and his social environment: parents, teachers, peers, people, the entire society.

In the course of a comprehensive study conducted by scientists in different countries, three phases of the adaptation process were identified:

1.acute phase, which is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbances, decreased appetite, regression in speech development (lasts on average one month);

2.the subacute phase is characterized by adequate behavior of the child, that is, all changes decrease and are recorded only in individual parameters against the background of a slower pace of development, especially mental, compared to average age norms (lasts 3-5 months);

.The compensation phase is characterized by an acceleration of the pace of development; as a result, by the end of the school year, children overcome the above-mentioned delay in the pace of development.

There are three degrees of severity of the acute phase of the adaptation period:

-easy adaptation - changes are normalized within 10-15 days, the child gains weight, behaves adequately in a group, gets sick no more often than usual;

-adaptation of moderate severity - changes are normalized within a month, while the child loses weight for a short time, illness may occur for 5-7 days, there are signs of mental stress;

-difficult adaptation - lasts from 2 to 6 months, the child often gets sick, loses existing habits, and both physical and mental exhaustion of the body may occur.

As a result of the analysis of scientific literature, we came to understand the social adaptation of preschoolers as a process of their active exploration of the social environment, mastering forms of behavior aimed at harmonizing relationships with others and their own development in this environment.

Social adaptation at an early age is accompanied by a change in the social development situation and the child’s entry into kindergarten. Positive adaptation experience helps a preschooler adapt outside of elementary school, in an open, rapidly changing society, and creates favorable preconditions for further personal development.

Difficulties that arise in children during the adaptation process can lead to its most unfavorable form - maladaptation, which can manifest itself in violations of discipline, play and educational activities, relationships with peers and teachers.

For successful adaptation of young children, it is necessary to know and take into account the age and individual characteristics of each child.

2. Age and individual characteristics of young children

Adaptation of a child should be based on knowledge of mental, age and individual characteristics.

In domestic pedagogy and developmental psychology, the process of early development of a child from birth to 3 years is divided into two main periods: infancy (from birth to 12 months) and pre-preschool childhood (from 12 to 36 months).

At an early age, intensive mental development occurs, the main components of which are:

-subject activity and business communication with adults;

Active speech;

-voluntary behavior;

-formation of the need to communicate with peers;

-the beginning of a symbolic game;

-self-awareness and independence.

Early age has enormous opportunities for forming the foundations of a future adult personality, especially its intellectual development. At this time, such intensive brain development occurs that will not occur in any of the subsequent periods of life. By 7 months A child’s brain increases 2 times, by 1.5 years - 3 times, and by 3 years it already accounts for 3/4 of the mass of an adult’s brain.

It is during this sensitive period that the foundations of intelligence, thinking, and high mental activity are laid. Underestimation of the capabilities of an early age leads to the fact that many of its reserves remain undiscovered, and subsequently the lag is compensated with difficulty and not completely.

At an early age, a child has a very special attitude to reality; this feature is usually called situationalism. Situationalism is the dependence of the child’s behavior and psyche on the perceived situation. Perception and feeling are not yet separated from each other and represent an inextricable unity that causes direct action in the situation. Things have a special attractive force for a child. The child perceives a thing directly here and now, without bringing his own intentions and knowledge about it into the situation.

The ages of 1-3 years are a period of significant changes in the life of a young child. First of all, the child begins to walk. Having gained the opportunity to move independently, he masters distant space and independently comes into contact with a mass of objects, many of which were previously inaccessible to him.

By the end of the second year of life, children's coordination of movements improves and they master increasingly complex sets of actions. A child of this age knows how to wash himself, climb onto a chair to get a toy, loves to climb, jump, and overcome obstacles. He feels the rhythm of movements well. Communication between children and adults at an early age is an indispensable condition for the development of objective activities that lead the activities of children of this age.

A child of the second year of life actively masters actions with such objects-tools as a cup, spoon, scoop, etc. At the first stage of mastering tool action, he uses tools as an extension of the hand, and therefore this action was called manual (for example, a baby uses a spatula to get a ball that has rolled under a cabinet). At the next stage, the child learns to correlate the tools with the object on which the action is directed (sand, snow, earth are collected with a spatula, water is collected with a bucket).

Thus, it adapts to the properties of the weapon. Mastery of objects-tools leads to the child’s assimilation of the social way of using things and has a decisive influence on the development of the initial forms of thinking.

As a result of this “liberation” of the child, the reduction of his dependence on the adult, cognitive activity and objective actions rapidly develop. In the second year of life, the child experiences the development of objective activities; in the third year of life, objective activities become leading. By the age of three, his dominant hand is determined and coordination of the actions of both hands begins to form.

With the emergence of objective activity, based on the assimilation of precisely those methods of acting with an object that ensure its use for its intended purpose, the child’s attitude towards surrounding objects changes, and the type of orientation in the objective world changes. Instead of asking “what is this?” - when faced with a new object, the child has a question: “what can be done with this?” (R.Ya. Lekhtman-Abramovich, D.B. Elkonin).

At the same time, this interest is expanding extremely. Thus, with a free choice of objects and toys, he strives to get acquainted with as many of them as possible, involving objects in his activities.

In close connection with the development of object actions, the child’s perception develops, since in the process of actions with objects the child becomes acquainted not only with the ways of using them, but also with their properties - shape, size, color, mass, material, etc.

Practical objective activity of children is an important stage in the transition from practical to mental mediation; it creates conditions for the subsequent development of conceptual and verbal thinking. In the process of performing actions with objects and denoting actions with words, the child’s thought processes are formed. Among them, generalization is of greatest importance at an early age. Children develop simple forms of visually effective thinking, the most primary generalizations, directly related to the identification of certain external and internal characteristics of objects.

At the beginning of early childhood, the child’s perception is still extremely poorly developed, although in everyday life the child looks quite oriented. Orientation occurs more on the basis of recognition of objects than on the basis of genuine perception. Recognition itself is associated with the identification of random, conspicuous landmarks.

The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activities, especially instrumental and correlative actions, during the performance of which he is forced to focus on different properties of objects (size, shape, color) and brings them into correspondence according to a given characteristic. First, the correlation of objects and their properties occurs practically. This practical correlation then leads to the emergence of correlations of a perceptual nature. The development of perceptual actions begins.

The formation of perceptual actions in relation to different content and different conditions in which this content is embodied does not occur simultaneously. In relation to more difficult tasks, a young child may remain at the level of chaotic actions, without any consideration of the properties of the objects with which he acts, at the level of actions using force that do not lead him to a positive result. In relation to tasks that are more accessible in content and closer to the child’s experience, he can move on to practical orientation - to problems that in some cases can provide a positive result of his activities. In a number of tasks, he moves on to perceptual orientation itself.

Although a child at this age rarely uses visual correlation, but uses extensive “trying on”, it provides a better account of the properties and relationships of objects and provides more opportunities for a positive solution to the task. Mastering “trying on” and visual correlation allows young children not only to differentiate the properties of objects at the “signal” level, i.e. search, detect, distinguish and identify objects, but also display the properties of objects, their true perception based on the image. This is reflected in the ability to make choices according to a model.

The close connection between the development of perception and activity is manifested in the fact that the child begins to make choices based on a model in relation to shape and size, i.e. in relation to the properties that must be taken into account in practical action, and only then in relation to color (L.A. Wenger, V.S. Mukhina).

The development of speech during this period is especially intensive. Speech acquisition is one of the main achievements of a child in the second or third year of life. If by the age of 1 year a child arrives almost completely without speech, having 10-20 babbling words in his dictionary, then by the age of 3 his vocabulary includes more than 400 words. Throughout early childhood, speech becomes increasingly important for the entire mental development of the child. It becomes the most important means of transmitting social experience to the child. Naturally, adults, guiding the child’s perception, actively use the name of the properties of objects.

By the end of the second year, the child begins to use two-word sentences in his speech. The fact that they intensively master speech is explained by the fact that babies love to pronounce the same word over and over again. It's like they're playing with it. As a result, the child learns to correctly understand and pronounce words, as well as construct sentences. This is a period of his increased sensitivity to the speech of others. Therefore, this period is called sensitive (favorable for the development of a child’s speech).

The formation of speech at this age is the basis of all mental development. If for some reason (illness, insufficient communication) the baby’s speech capabilities are not used to a sufficient extent, then his further general development begins to be delayed. At the end of the first and beginning of the second year of life, some rudiments of play activity are observed. Children perform with objects the actions of adults that they observe (imitate adults). At this age, they prefer a real object to a toy: a bowl, cup, spoon, etc., since due to insufficient development of imagination it is still difficult for them to use substitute objects.

The emergence of speech is closely related to the activity of communication; it appears for the purposes of communication and develops in its context. The need for communication is formed through the active influence of an adult on a child. A change in forms of communication also occurs with the initiative influence of an adult on a child.

In infancy, the manifestation of interest of one child in another is dictated by the need for new impressions, interest in a living object. At an early age, a peer acts as an interaction partner. The development of the need to communicate with peers goes through a number of stages:

-attention and interest in a peer (second year of life);

-the desire to attract the attention of peers and demonstrate their successes (end of the second year of life);

-the emergence of sensitivity to the attitude of a peer and its influences (third year of life).

Children’s communication with each other at an early age takes the form of emotional and practical influence, the characteristic features of which are spontaneity, lack of substantive content, irregularity, mirror reflection of the actions and movements of the partner. Through a peer, the child distinguishes himself and realizes his individual characteristics. At the same time, adults play a decisive role in organizing interaction between children.

A second year child is very emotional. But throughout early childhood, children's emotions are unstable.

At an early age, the rudiments of moral feelings begin to form. This happens when adults teach the child to take other people into account. “Don’t make noise, dad is tired, he’s sleeping,” “Give grandpa the shoes,” etc. In the second year of life, the child develops positive feelings towards the friends with whom he plays. Forms of expression of sympathy are becoming more diverse. This is a smile, a kind word, sympathy, attention to other people, and, finally, the desire to share joy with another person. If in the first year the feeling of sympathy is still involuntary, unconscious, and unstable, then in the second year it becomes more conscious.

In the process of communicating with adults in the second year of life, a child develops an emotional reaction to praise (R.Kh. Shakurov). The emergence of an emotional reaction to praise creates internal conditions for the development of self-esteem, pride, and for the formation of a stable positive emotional attitude of the child towards himself and his qualities.

Studying the individual characteristics of children requires considerable time and systematic observations. For this purpose, the teacher needs to keep a diary, recording in it the characteristics of the pupils’ behavior, periodically making brief generalizations of the observation results.

The individual characteristics of the child are also associated with the type of his nervous activity, which is hereditary. I.P. Pavlov in his doctrine of higher nervous activity identified the basic properties of nervous processes:

-strength of excitement and imbalance;

-balance and imbalance of these processes;

Their mobility.

Based on studying the course of these processes, he identified 4 types of higher nervous activity:

Strong, unbalanced, characterized by strong excitation and less strong inhibition, corresponds to the choleric temperament. A child with choleric temperament is characterized by increased excitability, activity, and distractibility. He takes on all matters with passion. Without measuring his strength, he often loses interest in the work he has started and does not complete it. This can lead to frivolity and quarrelsomeness. Therefore, in such a child it is necessary to strengthen the inhibition processes, and switch the activity that goes beyond the limits to useful and feasible activities. It is necessary to control the completion of tasks, demand that the work started be completed. In classes, such children need to be guided to comprehend the material, set more complex tasks for them, and skillfully rely on their interests.

Strong, balanced (the process of excitation is balanced by the process of inhibition), mobile, consistent with the sanguine temperament. Children with sanguine temperament are active, sociable, and easily adapt to changing conditions. The characteristics of children of this type of higher nervous activity are clearly manifested upon entering kindergarten: they are cheerful, immediately find friends, delve into all aspects of the life of the group, with great interest and actively participate in classes and games.

Strong, balanced, inert (corresponds to a phlegmatic temperament). Phlegmatic children are calm, patient, they follow through on solid work, and they treat others evenly. The disadvantage of a phlegmatic person is his inertia, his inactivity, he cannot immediately concentrate or direct attention. In general, such children do not cause trouble.

Of course, traits such as restraint and prudence are positive, but they can be confused with indifference, apathy, lack of initiative, and laziness. You need to very carefully study these characteristics of the child in various situations, in various types of activities, not be hasty in your conclusions, check and compare the results of your observations with the observations of colleagues and members of the child’s family.

Weak, characterized by weakness of both excitation and inhibition with increased inhibition or low mobility (corresponds to a melancholic temperament). Children with melancholic temperament are unsociable, withdrawn, very impressionable and touchy. When entering kindergarten or school, it takes a long time for them to get used to the new environment; the group of children feel homesick and sad. In some cases, the experiences even affect the child’s physical condition: he loses weight, his appetite and sleep are disturbed. Not only teachers, but also medical personnel and families should pay special attention to such children and take care of creating conditions that evoke in them as many positive emotions as possible.

The properties of each person’s nervous system do not fit into any one “pure” type of higher nervous activity. As a rule, the individual psyche reflects a mixture of types or manifests itself as an intermediate type (for example, between a sanguine person and a phlegmatic person, between a melancholic person and a phlegmatic person, between a choleric person and a melancholic person).

When taking into account the age-related characteristics of children's development, the teacher largely relies on generalized data from pedagogy and developmental psychology. As for individual differences and the characteristics of the upbringing of individual children, here he has to rely only on this material, which he receives in the process of personal study of the pupils.

Thus, early childhood covers the period from 1 year to 3 years. During this period, the social situation of the child’s development changes. By the beginning of early childhood, the child, acquiring the desire for independence and independence from the adult, remains connected with the adult, because he needs his practical help, assessment and attention. This contradiction finds resolution in the new social situation of the child’s development, which represents cooperation or joint activity of the child and the adult.

The child’s leading activities also change. If the infant has not yet identified the method of action with an object and its purpose, then already in the second year of life the content of the child’s objective cooperation with an adult becomes the assimilation of socially developed ways of using objects. The adult not only gives the child an object, but together with the object “transmits” the way of acting with it.

In such cooperation, communication ceases to be the leading activity; it becomes a means of mastering social ways of using objects.

In early childhood, one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere. In the speech development of a young child, the main thing is to stimulate his active speech. This is achieved by enriching the vocabulary, intensive work to improve the articulatory apparatus, as well as expanding the area of communication with adults.

3 Factors that determine the nature, severity and duration of children’s adaptation to new conditions. Organization of adaptation of young children to kindergarten

The complex and multivariate process of social adaptation is influenced by various factors that determine its course, pace and results. The scientific literature presents different groups of factors:

-external and internal;

-biological and social;

-factors that depend and do not depend on preschool teachers.

It should be noted that the factors that complicate the adaptation of preschool children and lead to personality maladjustment have been more fully studied and characterized in the psychological and pedagogical literature.

Based on research by specialists studying adaptation problems, factors can be divided into two groups - objective and subjective. The first group includes factors related to the environment surrounding preschool children, the second group includes factors related to their biological and psychological characteristics.

We included among the objective factors:

-external environmental factors (socio-economic, socio-cultural, environmental features of the country and region in which the child lives),

-pedagogical factors (training program; personality of the teacher, his competence, communication style; the state of the material and technical base of the preschool educational institution, sanitary and hygienic conditions; continuity between the preschool educational institution and primary school),

-family (material, living conditions of the family; general cultural level of parents, their social status; nature of marital and child-parent relationships; style of family education),

-peer groups (kindergarten group; the nature of communication of a primary school student with peers outside the preschool educational institution).

The group of subjective factors included the state of health, age and individual characteristics of preschoolers, the level of training of their adaptive capabilities.

Objective and subjective factors are in inextricable unity, constant interaction and can have both positive and negative effects on the process of social adaptation of young children.

Adaptation as the body’s adaptation to a new environment includes a wide range of individual reactions depending on the psychophysiological and personal characteristics of the child, the specific nature of family relationships and upbringing, and the conditions of stay in kindergarten. Until 2-3 years of age, a child does not feel the need to communicate with peers, replaced by his mother and loved ones. Therefore, normal and especially emotionally sensitive, impressionable and attached children have difficulty adapting to kindergarten, since they react affectively to separation from their mother and the lack of an equivalent substitute.

T.A. Kulikova in her works writes about the difficulties associated with a child’s adaptation to new conditions, which requires the destruction of previously established connections and the rapid formation of new ones. At first, in kindergarten, everything seems unusual to the child, he is worried, and sometimes frightened by the situation: a large room, unfamiliar children around, strange adult teachers, a nurse, a music director. The level of noise in a group room can have a strong psychotraumatic effect on a small child: conversations of a large group of adults, stomping feet, sounds made by toys, slamming doors.

Children respond to these changes in life, as I.P. said. Pavlov, a reaction of caution or protest: they become timid, withdrawn, lethargic, whiny, capricious, stubborn, restless. Often they do not want to leave home and invent imaginary illnesses.

In the behavior of individual children, under the influence of difficult experiences, traits characteristic of younger children may appear: speech becomes more primitive, some skills are temporarily destroyed (for example, skills of personal neatness). Neurogenic disorders occur: regurgitation, vomiting, temporary fever, and the appearance of a rash. For some, sleep deteriorates, for others, appetite decreases.

A.I. Barkan describes indicators of the psycho-emotional level that quite informatively characterize the behavioral characteristics and manifestations of emotions in a child adapting to a new organized team.

1.Negative emotions

As a rule, this component is found in every child adapting to new conditions for the first time. Manifestations vary: from subtle to depression. The child is depressed and indifferent to everything: does not eat, does not answer questions, does not sleep. Then his behavior changes dramatically: he rushes about, conflicts with everyone. It closes again. This reaction is repeated several times a day. Children often express their negative emotions by crying: from whining to constant crying. But the most informative is paroxysmal crying, indicating that at least for a while, the child’s negative emotions suddenly recede due to the fact that they are being pushed aside by positive ones. Children who are almost adapted to the garden are characterized by “crying for company”, with whom the child supports the “newcomers” who have come to the group. Usually, the child who retains the longest negative emotion is the so-called whining, with which he seeks to provoke a protest when parting with his parents.

2.Fear

Always present with negative emotions. The child is afraid of an unknown situation, meeting strangers, new teachers, and most importantly, losing his parents. Fear is a source of stress, and its attacks can be regarded as a trigger for stress reactions.

3.Anger

Against the backdrop of stress, the child’s anger flares up. During the adaptation period, the child is so vulnerable that anything can serve as a reason for anger. Anger gives rise to aggression.

4.Positive emotions

Usually in the first days of adaptation they do not appear at all or are slightly expressed in those moments when the child is distracted by novelty. The easier the adaptation, the earlier positive emotions appear: joy, smile, cheerful laughter.

5.Social contacts

A child’s sociability is a benefit for the successful outcome of the adaptation process. N.D. Vatutina considers communication between adults and children to be the root of the entire process of getting used to a preschool institution. She divides children into 3 groups according to their level of communication:

-in the first group, children who have a predominance of negative emotions: refusal of adults, contacts with peers, every minute remembering loved ones;

-the second group is children with an unstable emotional state. Such a child holds on to his skirt with his fingertips, is afraid of losing an adult and constantly monitors him; there may be responses to the adult’s suggestions, but there is no contact with peers. The child constantly feels the need to communicate with adults and as soon as the teacher stops supporting him, he moves into the first group with difficult adaptation;

-the third group is active contact with adults. Children actively move around the group, play with toys, have temporary contact with peers, and use initiative speech. When the adult’s attention is weakened, the child moves to the first group after 2-3 days. Such a child needs help from any adults to master communication skills. As soon as the child is able to establish the necessary contacts in the group, all shifts in the adaptation period will subside - this is an important step towards completing the entire process of adaptation of the child.

6.Cognitive activity

Present next to positive emotions. As a rule, cognitive activity decreases and fades against the background of stress reactions. At three years old, this activity is closely related to play. Therefore, when a child first comes to the first kindergarten, he is often not interested in toys and does not want to be interested in them, and does not want to get to know his peers. As soon as stress activity becomes minimal, cognitive activity will soon resume.

7.Social skills

Under the influence of stress, children usually change so much that they lose almost all the self-care skills that they have long learned and used at home (eating on their own, dressing and undressing, using a handkerchief). As the child adapts to the conditions of an organized team, he “remembers” the skills he had forgotten and easily learns new ones.

8.Features of speech

In some children, due to stress, their speech changes towards regression. The vocabulary becomes scarce; only infantile, simplified words are used when speaking. There are no nouns or adjectives in speech, only verbs. The sentences are monosyllabic. Such speech is the result of difficult adaptation. If it is mild, it does not change or changes very little. However, in any case, the replenishment of his active vocabulary, which is necessary for the child’s age, is difficult.

9.Physical activity

During the adaptation process, it is quite rarely maintained within normal limits. The child is severely inhibited or uncontrollably hyperactive. However, one must not confuse his activity, changed in the process of adaptation, with the activity inherent in the child’s temperament.

10.Sleep

At first there is no sleep at all. As the child gets used to kindergarten, he begins to fall asleep, but his sleep is restless and is constantly interrupted by sudden awakenings. And only when the child adapts to the garden can he sleep peacefully.

11.Appetite

The less favorable the child adapts, the worse his appetite, sometimes it is completely absent. Normalization of decreased or increased appetite, as a rule, signals that negative shifts in the adaptation process are not increasing, and soon all other indicators of the child’s emotional “portrait” will return to normal. Due to stress, a child can lose weight, but having adapted, he will easily and quickly not only restore his original weight, but will also begin to recover in the future.

At the beginning of attending kindergarten, adaptive stress changes the reactivity - the body's defenses. The child often begins to suffer from acute respiratory diseases, bronchitis, and infections. In addition, the period of adaptation to a preschool institution may coincide with the crisis of three years, which involuntarily places another heavy burden on the child’s shoulders, straining his psyche.

In the first weeks of their stay in kindergarten, children need to feel the constant help and care of the teacher, his readiness to protect, caress, and reassure. The sooner a child feels trust in teachers and establishes contact with them, the more calmly he will tolerate changes in his life and separation from home.

A necessary condition for successful adaptation is the coordination of the actions of parents and educators, the convergence of approaches to the individual characteristics of the child in the family and in kindergarten.

Children who have previously attended kindergarten, but not regularly, may experience significant difficulties in adaptation. Consequently, we can conclude that children’s communication is a necessary element of preparation for school, and kindergarten can provide the greatest opportunity for its implementation.

The common task of teachers and families is to help the child enter the life of kindergarten as painlessly as possible. The position that the family takes during the preparation of the child for kindergarten, in the first days of his stay there, is important. The formation of this position should be influenced by the head of the kindergarten, psychologist, medical staff and, of course, teachers of the group to which the child will be sent.

To avoid complications of the first stage and create an optimal course of adaptation, it is necessary to ensure a stage-by-stage, gradual transition of the child from family to preschool institution.

The first stage is preparatory. It should begin six months before the first admission to the kindergarten group. This stage is accompanied by information: a survey. Parents need to help prepare their child for kindergarten. With individual contacts, find out what worries and worries parents about the kindergarten, whether they have prejudices against preschool institutions, and why they arose.

Further tactics with the parents of a new child should be aimed at relieving their anxieties and worries, convincing them that the child will be loved and cared for: they are introduced to the group room, the regime, the contents and organization of meals and activities. Games with children. Together with parents, a gentle regimen is developed for the child during the first weeks of his stay in a preschool institution.

During the adaptation period, educators must earn the child’s trust and provide him with a sense of confidence and security in kindergarten. The program of this work is designed for a maximum of four weeks.

During the first week, the child comes to kindergarten fed, so that new food and unusual conditions for receiving it do not become a traumatic factor, and remains in the group for 2-3 hours in the presence of close relatives. During this time, he masters new premises for him and gets acquainted with other children. If the child is in a good mood and easily lets his parents go, they can leave him alone in the group for 2-3 hours from the second day.

Every day, the time spent in kindergarten should be increased, until lunchtime. It is desirable that at this time the mother would come to pick up the child at the end of the walk, help him undress, and he would have lunch in kindergarten in her presence. In the third week, the baby can continue to nap during the day. The teacher should set the child up for sleep in advance and offer to bring a soft toy from home. A child will be more willing to go to bed with a favorite toy. When the child gets used to sleeping in kindergarten, he is left for the whole day.

In the first weeks, the child should feel the constant help and care of the teacher, his readiness to protect, caress, and reassure. For example, after a nap, it is important to show children that their awakening is greeted with joy. You need to do a very easy gymnast in bed with the children, caress them, stroke them, that is, gradually “win” the children’s affection and trust.

It is necessary to constantly approve the slightest manifestations of independence in children, praise for any achievements. They should constantly feel that the teacher rejoices at their successes, supports them, and gives them strength in their capabilities.

During this period, it is important to conduct collective games in which all children act as equal participants and perform the same actions together. During the game, it is necessary to provide each child with short-term, but individual contact with the teacher. According to L. Pyzhyanova and R. Kalinina, the main goal of teachers when organizing the lives of children entering kindergarten for the first time is to create an emotionally favorable atmosphere in the group that helps the child develop a positive attitude and desire to go to kindergarten.

Developing a unified approach to raising a child, coordinating the impact on him at home and in a preschool institution is the most important condition that makes it easier for him to adapt to a change in lifestyle.

Thus, the problem of a child’s adaptation to a preschool institution is closely related to the problem of interaction between preschool educational institutions and the family.

Based on the analysis of the literature studied, it is logical to conclude that the success of a preschool institution is determined by the psychological and pedagogical foundations of interaction between teachers and families. Building a system of relations between teachers and parents should be based on the psychology of trust. Parents and teachers lack information about the child’s upbringing and the characteristics of his development beyond the boundaries of their direct influence. There is a need for mutual assistance. This need can be unconscious, and the motives for interaction between family and kindergarten do not always coincide.

Information material that is placed on stands, in parent corners, and in the lobby of a preschool institution will help expand parents’ ideas about the life of children in kindergarten. It is important that this material is dynamic, reflects current events and carries specific knowledge. Family support or a clear focus on family problems is required: training and assistance from specialists.

In an open kindergarten, parents have the opportunity to come to the group at a time convenient for them, observe what the child is doing, and play games with him.

Collaboration is incompatible with monologue, and even more so with teaching, which is what modern teachers and many parents gravitate toward. Cooperation is a dialogue, and dialogue constantly enriches all partners.

Both teachers and parents should look for positive ways and forms of communication that can encourage a partner to interact, to think, to empathy, that do not humiliate or cause a defensive reaction. The line of interaction between the teacher and the family does not remain unchanged. The turn to interaction with each family carries a preference for individually formed work (individual conversations, consultations, family visits).

It is necessary to study the interaction in a small group of parents who have similar problems of home education, that is, to implement a differentiated approach.

A significant and important line of interaction with the family is through the child, who shares his positive emotions and impressions with his household, thereby attracting parents to help and cooperate in the preschool institution.

Conclusions on the first chapter

Adaptation is a complex process of adaptation of the body, which occurs at different levels - physiological, social, psychological. It is necessary to develop a unified approach to raising a child, coordinating the influences on him at home and in a preschool institution.

For successful adaptation of young children, it is necessary to know and take into account the age and individual characteristics of each child. By the beginning of early childhood, the child, acquiring the desire for independence and independence from the adult, remains connected with the adult, because he needs his practical help, assessment and attention. This contradiction finds resolution in the new social situation of the child’s development, which represents cooperation or joint activity of the child and the adult.

The psychological and pedagogical conditions for children’s adaptation to a preschool institution are: taking into account their individual psychological and age characteristics, “risk” factors that complicate adaptation; organization of interaction between preschool educational institutions and families; consulting parents and educators on the problem of adaptation of young children.

Kindergarten should become a real, and not a declared, open system; parents and teachers should build their relationships on the psychology of trust. The success of cooperation depends largely on the mutual attitudes of the family and the kindergarten. Both parties - preschool institutions and the family - feel the need for mutual assistance. However, this need can be unconscious, and the motives for interaction between family and kindergarten do not always coincide. This means that it is necessary to create conditions that ensure the satisfaction of this need.

Chapter 2. Psychological and pedagogical conditions for the adaptation of young children to the conditions of kindergarten

1 Diagnostic study of adaptation of young children to new conditions

The purpose of the experimental work is to study the process of adaptation of children, the influence of various factors on the duration and nature of the child’s adaptation to new living conditions.

Objectives of the experimental work:

1.identify the child’s level of adaptation to preschool educational institutions in the first days of his admission to kindergarten;

2.develop a long-term plan for the work of educators with children with different levels of adaptation;

Diagnostics of the level of adaptation of young children on the basis of preschool educational institution kindergarten No. 368 in Chelyabinsk. 19 children aged 2-2.5 years took part in the experiment.

The following research methods were used: conversation with teachers; child supervision; parent survey.

The first meeting with parents took place immediately before the child entered kindergarten (about a week before the child joined the group). Parents were asked to answer the questions of the questionnaire “Child’s readiness to enter kindergarten” (Appendix).

Based on the results of processing the questionnaire data, the state of readiness of children in this group to enter a preschool educational institution was revealed, which is reflected in the figure (Table 1, Fig. 1).

Table 1. Readiness of children to attend preschool educational institutions

ReadinessScoresResultsNumber of children%Ready55-40526.3 Conditionally ready39-241052.6Not ready23-16421.1

According to parents, 26.3% of children are ready to enter kindergarten, 52.6% are conditionally ready, 21.1% are not ready.

Fig.1. Readiness of children to enter kindergarten

Thus, the majority of children have an insufficient level of readiness for the conditions of a preschool educational institution. The level of preparation of children for preschool, identified on the basis of a survey of parents and observations of children, can be characterized as average, since the assessment of “conditionally ready” predominates.

A conversation with teachers showed that when a child entered kindergarten, teachers used forms of organizing communication, both individual and frontal.

In individual conversations with parents, they found out the child’s living conditions in the family, his state of health, habits, character traits, regime, relationships between adult family members; introduced them to the kindergarten staff who will work with the children; talked about the daily routine of children in kindergarten.

Visual information for parents was used quite fully. It included the following:

-A business card of the institution indicating the direction of its activities and program of work, additional services.

-Information about achievements (diplomas, certificates of both institution staff and children).

-A stand on the rights and responsibilities of parents, which contains brief excerpts from regulatory documents from the international to the local level (Convention on the Rights of the Child, the Constitution of the Russian Federation, the Law on Education and others).

-Work schedule of employees with children and parents (indicating the employee’s last name, first name, patronymic).

The stand for visual information for parents is designed in the same style, is not overloaded with material, is distinguished by good design, simplicity and logic of the material presented.

The period of adaptation of children in the presence of parents lasts up to two weeks, gradually reducing the intensity of their participation in the child’s activities, while simultaneously monitoring the adequacy and competence of the teacher’s actions.

The result of the ascertaining experiment showed that the preschool institution has created conditions for organizing the process of adaptation of children to kindergarten, but they should be updated and expanded using new forms and methods of working with children, parents and teachers of the preschool educational institution.

In kindergarten, attempts to solve the problem of adaptation mainly come down to recommendations to parents to bring the child’s daily routine as close as possible to the routine of a preschool institution. In addition, some educators have a simplified idea of the emotional reactions of children who come to kindergarten for the first time. They believe that crying and whims are the result of spoiling and pampering in the family. This opinion may be the result of a child’s negative attitude in kindergarten.

The duration and nature of adaptation are particularly influenced by factors such as social and emotional-psychological. When going through the acute phase of the adaptation period in a preschool institution, the level of adaptation of moderate severity prevails in children, and the level of adaptation is also average.

To determine the success of children’s adaptation, we used the methodology proposed by A. Ostroukhova. By observing the adaptation process and entering the data of his observations into a special protocol, the teacher draws a conclusion about the result of each child’s adaptation.

The success of adaptation is manifested in behavioral reactions and the duration of the adaptation period. There are four main factors of behavioral adaptation: emotional state, communication skills, afternoon sleep, appetite.

Each of the factors can be assessed from +3 to -3, that is, from excellent adaptation to complete maladaptation.

For the convenience of data processing and to avoid subjective interpretation, brief characteristics of the different ratings are given (+1, +2, +3, 0, -1, -2, -3).

In total, for all four factors you can get +12 or -12, within the range of which the adaptation levels are determined. The duration of the adaptation process can be limited to one day (when the child is socialized on the first day in a preschool educational institution) or can be as long as desired.

The level of adaptation is derived from the interaction of the duration of the adaptation period (A) and behavioral reactions (P). When identifying the level of adaptation to preschool educational institutions, we relied on the recommendations of A. Ostroukhova.

Table 2. Level of adaptation of children to preschool institution

Adaptation Timing (A) Behavioral reactions (P) Levels of adaptation Easy From 5 days. to week +12…+8A-1 and P-1 A-1 and P-2 high Average From 15 days. up to 3 weeks +7...0A-1 and P-3 A-2 and P-2 averageComplicated From 25 days. up to 5 weeks -1...-7A-2 and P-4 A-3 and P-3 complex Disadaptation More than 5 weeks -8...-12A-3 and P-4 A-4 and P-4 maladjustment

Determination of behavioral response in accordance with the assessment of adaptation factors.

1)Emotional state of the child.

3 Cheerful, cheerful, mobile, active.

2 Smiling, good mood, calm.

1 Sometimes thoughtful, withdrawn.

Mild tearfulness, whining.

Cries for company; paroxysmal crying.

Strong, prophylactic crying; depressed mood.

2)Child's social contacts.

3 Many friends, willingly plays with children.

2 Restrained, asking to be held; reluctant to play with children.

1 Indifferent to games; withdrawn, withdrawn.

He is not happy, does not interact with children, even if he is involved in the game.

Shows anxiety and abandons started games.

Unfriendly, aggressive, interferes with children's play.

3) Child's sleep.

3 Sleep is calm, deep, falls asleep quickly.

2 Restful sleep.

1 Does not fall asleep soon, sleeps peacefully, but not for long.

He falls asleep with a whimper and is restless in his sleep.

He falls asleep crying and is restless for a long time in his sleep.

Lack of sleep, crying.

4)Child's appetite.

3 Very good appetite, eats everything with pleasure.

2 Normal appetite, eats until full. Peaceful sleep.

1 The appetite is selective, but intense. , but not for long.

Rejects some dishes and is capricious.

We have to make sure that he eats, eats for a long time, reluctantly.

Aversion to food, feeding is painful.

The first signs that the child has adapted:

-a good appetite,

-willing communication with other children,

-adequate reaction to any proposal from the teacher,

-normal emotional state.

The results of the analysis of the adaptation map of children are presented in Table 3. In percentage terms, the levels of adaptation can be presented in the form of a diagram (Fig. 2).

The results showed that a high level of adaptation was detected in 36.8% of children, an average level in 47.4%, a complex level in 10.5%, maladaptation was observed in one child, which is 5.3%.

Table 3. Level of adaptation of children to preschool educational institutions

LevelNumber of children%High (up to 1 week) 736.8 Average (up to 3 weeks) 947.4 Complex (up to 5 weeks) 210.5 Disadaptation (more than 5 weeks) 15.3

Fig.2. Level of adaptation of children to preschool educational institutions

Thus, the results of diagnosing the adaptation of young children to the conditions of a preschool educational institution showed that a group of children was identified who did not adapt to kindergarten; the adaptation period exceeded 4 weeks. It is necessary to work with these children taking into account individual characteristics with the involvement of parents.

The results of the study showed the need to use new, additional forms and methods when organizing the process of adaptation of children, which would allow creating all the necessary conditions for a more successful, faster and painless passage of this period in the lives of children and their parents.

When developing forms and methods of adaptation, we relied on the recommendations of Larionova G.B., Kalitina R., Danilina T.A.

As a result, a work program was developed: “Adaptation as a process and the result of assimilation of experience in communication of joint activities.”

Goal: preparing the child for self-discovery of personality, self-realization of social and creative abilities.

1.taking into account their individual psychological characteristics and “risk” factors that complicate adaptation; communication in the joint activities of the teacher and children.

2.organization of interaction between the preschool educational institution and the family, which includes:

-awareness and understanding by preschool teachers of the role of the family;

-inclusion of parents in the life of preschool educational institutions, expansion of parents’ ideas about the life of children in preschool educational institutions;

-psychological counseling for parents;

-development of a unified approach to raising a child at home and in a preschool institution, uniform requirements for him.

To ensure these conditions, it is necessary to carry out work in the following areas:

1.Work with parents began long before the child entered the preschool educational institution (six months in advance) in order to achieve a gradual transition from family to kindergarten.

2.Create a “Young Family Club” and “Mother’s School” on the basis of the kindergarten to improve the pedagogical culture of parents.

.To create an emotionally favorable atmosphere in the group, to increase the professional level of educators, to develop in them such qualities as empathy, organizational and artistic abilities, and emotional stability. To do this, systematically conduct seminars, pedagogical councils, and psychological trainings with educators.

.Correctly organize play activities during the adaptation period, aimed at forming emotional contacts “child-adult”, “child-child” (Appendix).

The stages of program implementation are presented in Table 4.

Table 4. Stages of program implementation

StagePeriodContentPreparatoryUntil AprilFirst acquaintance with the teachers and the group during the child’s enrollment MayTraditional holding of a parent meeting: a detailed acquaintance with the conditions of the kindergarten, with the organization of the life of children in the kindergarten. Familiarization of parents with the characteristics of age-related opportunities and indicators of early childhood development. Familiarity with the features of the adaptation period and the factors on which its course depends: health status, level of development, age, ability to communicate with adults and peers, development of object and play activities, proximity of the home regime to the kindergarten regime. Information support - “Memo for parents” August Preliminary acquaintance with children, visits to the group by parents with children for three days during the preparation of the group for the opening; the formation of a positive associative connection in children with preschool educational institutions. Questioning parents to determine their child’s readiness to enter a preschool educational institution. Medical-psychological-pedagogical service - forecasting the course of adaptation based on a survey, identifying the “at-risk” group, developing a sequence for admitting children and recommendations for teachers and parents. Discussion with parents of the date of admission and the duration of the child’s daily stay in kindergarten during the adaptation period. Observation stage August-September Phased admission of children into the group, gradual increase in the time children stay in the group, mother’s presence in the group if necessary, monitoring the behavior of children, counseling parents. Development of an individual regime for a child - the child’s gradual entry into the life of a kindergarten. Preparation of adaptation sheets, assessment of the level of neuropsychic development of children. Stages of analysis and conclusions. End of September Processing of results and analysis of adaptation sheets, individual development cards. Identification of children with severe adaptation and individual work with them. Making changes to the existing work model In kindergarten, we created a design model for the junior group “Rainbow”. The group environment model is based on two simple ideas. First: kindergarten is a second home for a child, where it should be cozy and joyful; second: for the full and comprehensive development of children, a specially organized environment for games and recreation, for classes and various activities accessible to this age is necessary.

The image of the house is created by the interior of the group room: one of the walls is decorated with a poster in the form of a house made by the hands of group teachers and parents (from different pieces of wallpaper). In the group, as in the child’s apartment, there is a wide variety of large-sized children’s furniture: a table, chairs, a stove, a sink, a sofa, armchairs, a bathtub for playing with water, a large soft carpet in warm colors. In the “foyer” children are greeted by a cheerful clown swinging on a swing at the child’s eye level. On every child’s crib, in a cozy bedroom decorated in warm golden tones, lies his favorite toy. The group has a mini-museum “Fun Toy”, which brings great joy to children. With the help of parents, toys with color sound effects and mechanical (wind-up) toys are collected here.

For the convenience of organizing a variety of activities for children in the group, several corners have been allocated:

-Children's sensory development corner. To develop sensory skills, the corner contains material for children to develop ideas about shape, color, size, and the nature of the surface of objects (pyramids, cubes, insert toys, mosaics). There are also various didactic games for mastering actions with certain objects and teaching the culture of communication.

-Design corner. There are various materials here: soft modules, wooden cubes, “bricks”, plates.

-Sports section. Equipped with multi-colored bright balls of different sizes, skittles, soft-stuffed cubes, toys - rocking chairs, jump ropes, ring thrower, crawling hoops, a dry pool with many multi-colored soft furry balls.

-Fine Arts Corner. Large stencils of various animals, pencils, coloring books, plasticine, crayons, markers, various stamps, and a “magic screen” are collected here.

-Music corner. Represented by various musical instruments and unusual instruments, made by the hands of teachers (maracas from Kinder Surprises, rattles from felt-tip pens, etc.).

-Artistic and speech corner. Attracts with bright books and pictures.

-Pets' corner. Created to form a careful and friendly attitude towards nature. Children watch aquarium fish and indoor plants, a guinea pig.

-Corner for parents. Here, in addition to traditional information, there are folders of the Medical, Psychological and Pedagogical Service. Each kindergarten specialist came up with his own business card - with his own color photograph, with specific information about children's development, with tips, recommendations and applications. A widespread form of work is the presence of letters of gratitude to parents and teachers from the administration of a preschool institution. These letters and certificates are also placed in the corner for parents.

The main method and form of organizing adaptation work is a game.

The main task of games during the adaptation period is the formation of emotional contact and children’s trust in the teacher. The child should see in the teacher a kind person, always ready to help and an interesting play partner. Emotional communication occurs on the basis of actions accompanied by a smile, affectionate intonation, and concern for each child.

The first games are played from the front so that no child feels deprived of attention. The initiator of the games is always an adult. Games are selected taking into account the playing capabilities of children and the location.

Timid, shy children who feel uncomfortable in a group need special attention and an individual approach. You can ease their state of mind and lift their spirits with finger games. In addition, these games teach consistency and coordination of movements. Games can encourage a timid child and cheer up a crying child, and can redirect the attention and relax an angry, aggressive child (Appendix).

Children of two or three years of age do not yet feel the need to communicate with peers. They can watch each other with interest, jump holding hands, and at the same time remain completely indifferent to the state and mood of the other child. An adult must teach them to communicate through play, and the foundations of such communication are laid precisely during the adaptation period.

Thus, the clear, professionally coordinated and thoughtful work of teachers, the participation of parents and a favorable microclimate in kindergarten are the key to the optimal course of children’s adaptation to a preschool institution.

The formation of adaptation mechanisms depends primarily on the ability of educators to create an atmosphere of warmth, comfort and love in the group. The child must make sure that the teacher is ready to take care of his well-being. The first contacts with the child should be contacts of help and care. The main task of the teacher is to earn the child’s trust.

A teacher working with young children should first of all love children, and this love should be manifested in his appearance, words and actions.

Children like in teachers: emotionality and sincerity, kindness and responsiveness, a cheerful mood and the ability to create it in others, the ability to play enthusiastically and invent stories, quiet speech and soft, affectionate movements.

A professional teacher has an arsenal of techniques that allow them to inhibit the negative emotions of children. He can offer:

-games with sand and water (give children unbreakable vessels of different sizes, spoons, funnels, sieves, let the child pour water from one container to another or catch balls and fish with a net);

-monotonous hand movements (stringing pyramid rings or balls with a hole on a cord);

-squeezing the hands (give the baby a rubber squeaky toy, let him squeeze and unclench his hand and listen to the toy squeak);

-drawing with felt-tip pens, markers, paints;

-listening to quiet, calm music (“Morning” by Grieg, “The Dwarf King” by Schubert, “Melody” by Gluck);

-do laughter therapy.

At first, almost any child experiences discomfort from the size of the group and bedroom - they are too big, not like at home. In order for a child to want to go to kindergarten with pleasure, it is necessary to “domesticate” the group. The introduction of elements of family life into the practice of early childhood groups should become the norm for educators.

It would be nice if parents bring from home the baby’s favorite toy, with which he is used to playing and falling asleep, a plate and spoon, which he is used to using at home.

A bedside rug, a curtain, a pajama set, and a phyto-pad made by mom will help create a feeling of psychological comfort, security, and give the bedroom a more cozy look. All these attributes become a symbol and a part of home for the baby.

It is very good to have an album in the group with photographs of all the children in the group and their parents. The baby can see his loved ones at any time and will no longer feel so sad away from home.

In order to visually make the group room smaller, it is better to place furniture not around the perimeter, but in such a way that it forms small rooms in which children feel comfortable.

It’s good if the group has upholstered furniture: an armchair, a sofa, where the child can be alone, play with his favorite toy, look at a book he likes, or just relax. It is advisable to place a living corner next to the corner of “silence”. The green color of plants has a beneficial effect on a person’s emotional state.

Reminders were developed for parents (Appendix).

There is no need to plan many activities with children during the day. It is enough to organize 1-2 forms of work for each direction.

When planning game interaction, the teacher selects various types of games:

Plot;

Games with water;

Sand games;

-finger games;

-games with educational toys;

Fun games.

The “Play and Build” direction reflects children’s activities with plastic and wooden construction sets, as well as construction from soft modules.

The section “Building emotional responsiveness” can include:

Reading rhymes;

-storytelling;

Singing songs;

-listening to music;

-looking at toys, books, pictures;

-observation of a natural object;

-drawing pictures for children.

When planning the “Child Development” section, the teacher selects:

-game exercises;

Outdoor games;

-musical games.

In order for adaptation to be successful, a work plan was developed (Table 5).

Table 5. Approximate work plan for two weeks of the adaptation period

Week Playful interaction We play and build with kids Forming emotional responsiveness Developing movements 1 week Story game “Riding a doll on a horse” Playing with a didactic toy matryoshka Building game “Tower made of cubes for a nesting doll” Examination of the new toy “Hello, doll Masha” Reading an excerpt from A. Barto’s poem “Mashenka” Game exercise “Go to the horse” Outdoor game “Horse” Story game “Let’s bake a bun, feed the doll” Play with sand “Bake pies” Construction game “Tower of cubes for a bird” Reading the poem “Masha is having lunch” by S. Kaputikyan Looking at illustrations for the poem Game exercise Outdoor game “Catch up with the bird” Story game “We’re dressing up, going to visit” Fun game “Catch, fish” Construction game “Let’s build a train, let’s go on a visit” (soft modules) Drawing pictures for kids “Flowers for kids and Masha’s dolls” Observation “Flowers in our flowerbed” Game exercise “Visiting the dolls” Outdoor game “Funny handkerchiefs” Story game “Let’s put the doll to sleep” Finger game “Fingers stood up” with a matryoshka toy Construction game “House from a cube and a prism” Singing the lullaby “Bayu, bayu” , bye! Rocking a doll" Reading the nursery rhyme "Katya, little Katya" Game exercise "Walk along the path" Outdoor game "Collect balls and balls" Fun game "Sail, little boat" Construction game "House of two cubes and a prism" Reading a poem by A.S. Pushkin “The wind is walking on the sea” Dancing to the music “Dance, my doll” Game exercise “Find the boat” Outdoor game “Carousels” Week 2 Story game “A bear cub visiting the children in kindergarten” Didactic game “Collect cones in a basket” Construction game “Little Tower” Examination of the new toy “Hello, Teddy Bear” Reading nursery rhymes “Ladushki” Game exercise “Teddy bear” Outdoor game “Catch up with the bear” Story game “Feed the bear with pancakes” Game with a pyramid Construction game “Big Tower” Reading nursery rhyme “Goyda” , goyda, lyulenki" Game exercise "Take the pancakes to the bear cub" Outdoor game "Pancakes-pancakes" Story game "Take the bear cub for a ride in the car" Game with water "Wash the car" Construction game "Car path" Drawing pictures for kids "Multi-colored balls" Reading the nursery rhyme “Let’s go, let’s go...” Game exercise “Slide down the hill” Outdoor game “I’ll catch, I’ll catch” (with a wind-up toy) Story game “Let’s put the car to sleep” Construction game “Bed for a little bear” Reading a poem by A. Barto “ Bear" Listening to a lullaby Game exercise "Go to the horse" Outdoor game "Hello, buddy - bye, buddy." Fun game “We gently stroke the animals” Construction game “A bear cub goes to visit a bunny along the path” Examination of subject pictures “Friends of a teddy bear” Reading the poem “Bunny” by A. Barto Game exercise “Find the bear cub” Outdoor game “Catch a balloon”

When building a developmental environment for children from one and a half to three years old, one should take into account the child’s age-related physiological and mental characteristics, increased motor activity and pronounced cognitive activity, which manifests itself in an irrepressible desire to explore everything that is in the child’s field of vision.

Let's consider the main characteristics of the subject environment for early childhood groups.

1.Diversity. Availability of all kinds of gaming and didactic material for sensory development, productive and musical activity, development of fine motor skills, organization of motor activity, etc.

2.Optimal saturation. Materials and equipment must create an optimally rich (without excessive abundance and without deficiency) holistic environment. The thesis “a lot is good” is wrong in this case. Avoid an oversaturated, kaleidoscopic environment; this is harmful to the child’s development, just like a poor environment.

.Stability. Young children react poorly to spatial changes in the environment and prefer stability, therefore all materials and aids, markers of the play space must have a permanent place.

.Availability. The location of gaming and didactic material in the child’s field of vision (high furniture and closed cabinets are excluded).

.Emotionogenicity. Ensuring individual comfort, psychological security and emotional well-being (the environment should be bright, colorful, attracting the child’s attention and evoking positive emotions in him).

.Zoning. Construction of play and learning areas that do not intersect with each other (this is due to the peculiarities of the play activity of young children - they do not play together, but nearby).

Teachers design the spatial environment in such a way as to provide sufficient space for all types of children’s activities: from active ones to those requiring concentration and silence.

Conclusions on the second chapter

The second chapter presents the diagnostic results. The state of adaptation of the child to the preschool educational institution in the first days of his admission to kindergarten was revealed. A program of work with children and their parents has been developed, aimed at increasing the level of adaptation of children admitted to preschool educational institutions to its conditions. The program takes into account social and psychological factors that influence the level of adaptation of children to a preschool institution.

Necessary conditions for a child’s adaptation to a preschool educational institution are: coordination of actions between parents and educators, convergence of approaches to the individual characteristics of the child in the family and in kindergarten.

The process of a child getting used to kindergarten is quite lengthy and is associated with significant stress on all physiological systems of the child’s body, and since the child’s adaptive capabilities at an early age are limited, a sharp transition to a new social situation and a long stay in a stressful state can lead to emotional disturbances or a slowdown in psychophysical development. pace of development. A gradual transition of the child from family to preschool institution is necessary, which will ensure optimal adaptation.

In the process of long-term observations of the adaptation period of children of early preschool age to the conditions of a kindergarten, it was revealed that it is necessary to develop uniform stages during the transition of a child from a family to a preschool institution.

Conclusion

As a result of the research work, its goal was achieved: psychological and pedagogical conditions conducive to the successful adaptation of a child to a preschool institution were identified and theoretically substantiated; a program of work to create effective psychological and pedagogical conditions for a child’s adaptation to a preschool institution was introduced into the practice of a preschool institution.

The research objectives were also solved: the problem of children’s adaptation to a preschool educational institution was studied in the psychological and pedagogical literature; based on the analysis of psychological and pedagogical literature, the psychological and pedagogical conditions for a child’s adaptation to a preschool institution have been identified and theoretically substantiated; a program of work with teachers, children and their parents has been developed to ensure psychological and pedagogical conditions for a child’s adaptation to a preschool institution.

The underlying hypothesis was confirmed, that is, the process of adaptation of a child to a preschool institution is successful if the psychological and pedagogical conditions are met.

1.Create additional services for parents in order to gradually acclimate children to kindergarten, for example, a short-term stay group, a Sunday group.

2.Support the family with an information base when focusing on its problems.

.To establish cooperation with the children's clinic in order to obtain complete information about the physical health of children from birth, to predict the level of adaptation and the use of individual forms and methods of work with both the child and his family.

.Periodically analyze the forms and methods of communication used with children and parents during the adaptation period, make amendments, adjust.

.To find effective and non-traditional forms of working with families on the problem of adaptation, it is necessary to exchange experience with other preschool institutions.

.It is advisable to learn to predict and determine the expected result of the development of new forms of cooperation with the family.

Bibliography

1.Adaptation of a child to the conditions of a kindergarten: process management, diagnosis, recommendations / Comp. N.V. Sokolovskaya. - Volgograd: Teacher, 2008. - 188 p.

.Aisina R., Dedkova V., Khachaturova E. Socialization and adaptation of young children // Child in kindergarten. - 2003. - No. 5. - P.49-53.

.Aksarina N.M. Raising young children. - M.: Education, 1991. - 228 p.

.Alyamovskaya V. Nursery is serious. - M.: Linka-Press, 1999. - 144 p.

.Arnautova E.P. Planning the work of a preschool educational institution with the family // Preschool educational institution management. - 2002. - No. 3. - pp. 31-35.

.Ball G.A. The concept of adaptation and its significance for personality psychology // Questions of psychology. - 1989. - No. 1. - P.57-64.

.Belkina V.N., Belkina L.V. Adaptation of young children to the conditions of preschool educational institutions. - Voronezh: Teacher, 2006. - 236 p.

.Bozhovich L.N. Personality and its formation in childhood. - M.: Prospekt, 2002. - 414 p.

.Bure R.N. Social development of the child / Ed. O.L. Zverevoy. - M.: Education, 1994. - 226 p.

.Vatutina N.D. The child enters kindergarten. - M.: Education, 1993. - 170 p.

.External environment and mental development of the child / Ed. R.V. Tonkova-Yampolskaya. - M.: Pedagogy, 2004. - 232 p.

.Voloshina L.D., Kokunko L.I. Modern educational system of kindergarten. // Preschool education. - 2004. - No. 3. - P. 12 - 17.

.Questions of psychology of a preschool child: Sat. Art. / Ed. A.N. Leontyev, A.V. Zaporozhets and others - M.: International Educational and Psychological College, 1995. - 144 p.

.Vygotsky L.S. Infancy. Collection Op. at 6t. - M.: Pedagogy, 1984. - 356 p.

.Gurov V.N. Content and organization of social adaptation of a child’s personality in a preschool institution. - Stavropol, 1999. - 198 p.

.Davydova O.I., Mayer A.A. Adaptation groups in preschool educational institutions: Methodological manual. - M.: Sphere shopping center, 2006. - 128 p.

.Danilina T.A., Stepina N.M. Social partnership of teachers, children and parents. / Manual for practical workers of preschool educational institutions. - M.: Iris-Press, 2004. - 112 p.

.Doronova T.A. Interaction of a preschool institution with parents // Preschool education. - 2004. - No. 1. P. 18 - 21.

.Preschool and family - a single space for child development: Methodological guidance for preschool workers. - M.: Linka-Press, 2001. - 204 p.

.Evstratova E.A. New forms of interaction between preschool educational institutions and families. Collection: Raising young children in a kindergarten. - St. Petersburg, 2003. - 276 p.

.Zherdeva E.V. Young children in kindergarten (age characteristics, adaptation, daily scenarios). - Rostov n/d: Phoenix, 2007. - 192 p.

.Zavodchikova O.G. Child adaptation in kindergarten: interaction between preschool educational institution and family. - M.: Education, 2007. - 79 p.

.Zvereva O.L., Ganicheva A.I. Family pedagogy and home education. - M.: Academy, 2000. - 408 p.

.Zubova G., Arnautova E. Psychological and pedagogical assistance to parents in preparing their child to attend kindergarten / Preschool education. - 2004. - No. 7. - P.66-77.

.Playing with kids: games and exercises for young children: A manual for educators / G.G. Grigorieva, N.P. Kochetova, G.V. Gubanova. - M.: Education, 2003. - 80 p.

.Kalinina R., Semyonova L., Yakovleva G. The child went to kindergarten // Preschool education. - 1998 - No. 4. - P.14-16.

.Kiryukhina N.V. Organization and content of work on adaptation of children in preschool educational institutions. - M.: Iris-press, 2006. - 112 p.

.Kozlova S.A., Kulikova T.A. Preschool pedagogy. - M.: Vlados, 2004. - 416 p.

.Kostina V. New approaches to the adaptation of young children / Preschool education. - 2006. - No. 1 - P.34-37.

.Craig G. Developmental Psychology. - St. Petersburg: Peter, 2000. - 992 p.

.Krokha: A manual for the upbringing, training and development of children under three years old / G.G. Grigorieva, N.P. Kochetova, D.V. Sergeeva and others - M.: Education, 2001. - 253 p.

.Kryukova S.V., Slobodnyak N.P. I’m surprised, angry, afraid, boastful and happy: A training program for children’s adaptation to the conditions of a preschool institution. - M.: Genesis, 2000. - 123 p.

.Lashley J. Working with young children. - M.: Education, 1991. - 223 p.

.Lyamina G.M. Raising young children. - M.: Education, 1974. - 359 p.

.Morozova E. Short-term stay group: my first experience of cooperation with parents // Preschool education. - 2002. - No. 11. - P.10-14.

.Ostroukhova A. Successful adaptation // Hoop. - 2000. - No. 3. - P.16-18.

.Pavlova L. Early childhood: family or society? // Hoop. - 1999. - No. 2. - P.17-22.

.Pedagogy of early childhood / Ed. G.G. Grigorieva, N.P. Kochetkova, D.V. Sergeeva. - M., 1998. - 342 p.

.Pechora K.L. Young children in preschool institutions. - M.: Education, 2006. - 214 p.

.Pyzhyanova L. How to help a child during the adaptation period // Preschool education. - 2003. - No. 2. - P.14-16.

.Ronzhina A.S. Classes with children 2-4 years old during the period of adaptation to a preschool institution. - M.: book lover, 2003. - 72 p.

.Samarina L.V., Kholopova V.A. Discover a new world. Program for adaptation of young children to kindergarten. Collection: education of young children in a kindergarten. - St. Petersburg, 2003. - 221 p.

.Sevostyanova E.O. Friendly family: Program for adaptation of children to preschool educational institutions. - M.: Sfera, 2006. - 128 p.

.Smirnova E.O. Socialization of young children. Collection: Raising young children in a kindergarten. - St. Petersburg, 2003. - 221 p.

.Social adaptation of children in preschool educational institutions / Ed. R.V. Tonkova-Yampolskaya. - M., 1980. - 315 p.

.Teplyuk S. A baby’s smile during the adaptation period // Preschool education. - 2006. - No. 4. - P.46-51.

.Tonkova-Yampolskaya R.V., Chertok T.Ya. To the teacher about a preschool child. - M.: education, 1987. - 432 p.

Application

Questionnaire “Child’s readiness to enter kindergarten”

FULL NAME. child _____________________________________

What mood prevails in the child (underline)

cheerful, balanced - 3 points

irritable, unstable - 2

depressed - 1.

How does your child fall asleep?

quickly (up to 10 min.) - 3

slowly - 2

calm - 3

restless - 2.

What do you do to make your child fall asleep?

additional impact - 1

without impact - 3.

How long does a child sleep?

less than 1 - 1.

What is your child's appetite?

good - 4

electoral - 3

unstable - 2

bad - 1.

How does your child feel about potty training?

positive - 3

negative - 1

asks to go potty - 3

doesn't ask for it, but it can be dry - 2

does not ask and walks around wet - 1.

Does your child have negative habits?

sucks a pacifier or sucks a finger, rocks (specify others) - 1

no negative habits - 3.

Is your child interested in toys, objects at home and in new surroundings?

sometimes - 2.

Is there any interest in the activities of adults?

sometimes - 2.

How does your child play?

knows how to play independently - 3

not always - 2

does not play by himself - 1.

Relationships with adults:

makes contact easily - 3

selectively - 2

difficult - 1.

Relationships with children:

makes contact easily - 3

selectively - 2

difficult - 1.

Attitudes to activities: attentive, diligent, active:

not always - 2.

Does your child have self-confidence?

not always - 2.

Do you have any experience of separation from loved ones?

endured the separation easily - 3

hard - 1.

Is there an affective attachment to any of the adults?

Adaptation forecast

Ready to enter kindergarten - 55-40 points

Conditionally ready - 39-24 points

Not ready - 23-16 points.

Adaptation card for the junior group (19 people)

No. Adaptation time frame (A) days Behavioral reactions (P) Level of adaptation Emotional state Social contacts Child’s sleep Child’s appetite Total 113+1+1+1+1+4medium 25+2+3+3+1+9high 320+2+2-3- 3-2 complex 412+1+1+2+1+5medium 514+1+2+2+1+6medium 64+3+3+3+1+10high 714+1+1+2+1+5medium 85+2 +2+2+2+8high 93+1+2+3+2+8high 1010+1+1+2+1+5average 1115+1+1+2-10average 1232-3-2-3-2-11maladaptation 1323 -1-1+1-1-2complicated 1411+2+2+1-2+3medium 1510+2+2-1+1+4medium 162+3+3+3+2+11high 173+2+3+2 +2+9high 181+3+3+3+3+12high 199+1+1+2+1+5medium

Reminders for parents

Dear parents!

Soon you and your baby will have to start a new life. In order for your child to quickly and easily get used to a new way of life, so that he feels confident and comfortable in the group, we ask for your cooperation during the period of his adaptation to new conditions.

Conduct your child’s first acquaintance with kindergarten in absentia using the photo album “We are waiting for you, baby.

Bring your child for morning and evening walks several times, this will make it easier for your child to get to know the teachers and other children. The baby must see how mothers and fathers come for their children.

Bring your child to the group when other children are walking, give him the opportunity to learn a new environment.

The first week, bring your child to 9 o'clock so that he does not see the tears and negative emotions of other children when parting with his mother. It is advisable that the baby is fed.

During the second week of being in kindergarten, the baby remains in the group for the same time as in the first week, but without his mother.

It is advisable that the mother arrives at the end of the morning walk and the child has lunch in her presence.

During the third and fourth weeks, we offer the child to stay for a nap and ask parents to pick up the baby shortly after nap.

Develop self-care and personal hygiene skills in children.

The home regime must correspond to the preschool regime.

Encourage games with other children and expand your social circle with adults.

If you have any questions about the problems of the kindergarten, do not discuss it in front of your child, but be sure to share it with the staff of our institution.

Regulations on "mother's school"

General provisions

“Mother’s School” was created with the aim of establishing cooperation between kindergarten and family in matters of raising young children.

“Mother’s School” operates in accordance with regulations in the field of education, the charter of the preschool educational institution, and these Regulations.

The participants of “Mom’s School” are: parents of young children, teachers, head nurse of a preschool educational institution, as well as doctors of a children’s clinic.

The head of the preschool educational institution writes an order on the creation of “Mother’s School,” assigning a specific area of work to each preschool educational institution specialist.

The main principles of the “Mom’s School” are voluntariness, competence, and adherence to pedagogical ethics.

The main activities of “Mama’s School”

Providing medical, psychological and pedagogical assistance to parents of young children.

Promoting positive family education experiences.

Increasing the pedagogical knowledge of parents of young children.

Popularization of the activities of preschool educational institutions among the population of the microdistrict.

Rights and responsibilities of participants in “Mom’s School”

Parents (legal representatives) have the right:

to receive qualified advice on child care, problems of upbringing, development and adaptation of a child in a preschool educational institution;

to receive practical assistance in organizing activities with children at home;

to express their own opinions and share experiences in raising children.

DOW has the right:

to study and disseminate positive experiences of family education;

to make adjustments to the work plan of “Mom’s School” depending on emerging problems, interests and requests of parents.

The preschool educational institution is obliged:

organize the work of “Mom’s School” in accordance with the plan approved by the head of the preschool educational institution and taking into account the interests and needs of parents;

provide qualified advisory and practical assistance to parents.

Organization of activities of “Mom’s School”

The work of “Mom’s School” is carried out on the basis of a kindergarten;

Work planning is based on the results of a survey of parents (legal representations);

At the final meeting of “Mother’s School” the results of the work and its effectiveness are discussed;

Forms of organizing the work of “Mom’s School”:

round table, psychological trainings, workshops, solving pedagogical situations, providing experience in family education, video viewings on organizing the lives of children in preschool educational institutions.

Topics of the “young family club”

No. Subject of the club's work Form of implementation Dates Responsible 1 Adaptation of a child to preschool education Psychological training October Senior educator, educational psychologist 2 Family Code - a document regulating legal issues of family relations on the basis of the current Constitution of the Russian Federation and new civil legislation Consultation November Lawyer 3 The importance of the daily routine in preserving the emotional well-being of the child Consultation December Educators 4 O features organizing nutrition for young children in kindergarten and in the family Workshop January Art. nurse5If a child is naughtyRound tableFebruaryEducator-psychologist6Creating conditions for the development of children's sensory abilitiesPracticum March Senior teacher7Hardening as one of the means of preventing coldsConsultation April Pediatrician8Types of social assistance for familiesConsultation May Employee of the Department of the Center for Social Protection of the Population9Development of independence and cultural and hygienic skills in young childrenConsultation (decision sung . situations) June Early childhood educators 10 Protecting the rights and dignity of the efforts of families and kindergartens Round table July Specialists from the department of protection of the rights of minors 11 Activation of the child’s speech and motor activity Round table August Senior teacher 12 Meeting with law enforcement officials Questions and answers evening September Representatives of law enforcement agencies

Games during the adaptation period with children two to three years old

Sunshine and rain

Progress of the game. Children squat down behind chairs located at some distance from the edge of the platform or the wall of the room, and look out the “window” (into the hole in the back of the chair). The teacher says: “The sun is in the sky! You can go for a walk!” Children run all over the playground. On the signal: “Rain! Hurry home! - run to their places and sit down behind the chairs. The game repeats itself.

Progress of the game. The teacher suggests playing “train”: “I am the locomotive, and you are the carriages.” Children stand in a column one after another, holding onto the clothes of the person in front. “Let’s go,” says the adult, and everyone begins to move, saying: “Choo-chu-chu.” The teacher drives the train in one direction, then in the other, then slows down, stops and says: “Stop.” After some time, the train sets off again.

This game helps to practice basic movements - running and walking.

Sunny bunnies.

Material. Small mirror.

Progress of the game. The teacher lets in the sunbeams with a mirror and says: “The sunbeams are playing on the wall. Lure them with your finger. Let them run to you!” At the signal “Catch the bunny!” the children are trying to catch him.

The game can be repeated 2-3 times.

Playing with a dog.

Material. Toy dog.

Progress of the game. The teacher holds the dog in his hands and says:

Bow-wow! Who's there?

This is a dog visiting us.

I put the dog on the floor.

Give Petya a paw, little dog!

Then he approaches the child, whose name is named, with the dog and offers to take it by the paw and feed it. They bring a bowl of imaginary food, the dog “eats soup,” “barks,” and says “thank you!” to the child.

When repeating the game, the teacher calls the name of another child.

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

The nursery patronage has ended. And now the baby crosses the threshold of kindergarten. In the life of a child, the most difficult period begins during his entire stay in kindergarten - the period of adaptation.

Adaptation is usually called the process of a child entering a new environment and getting used to its conditions.

During the adaptation period, children may experience disturbances in their appetite, sleep, and emotional state. Some children experience a loss of already established positive habits and skills. For example, at home he asked to use the potty, but in kindergarten he doesn’t do this; at home he ate on his own, but in kindergarten he refuses. Decreased appetite, sleep, and emotional state lead to decreased immunity, deterioration in physical development, weight loss, and sometimes illness.

Download:

Preview:

Adaptation of young children

Adaptation is usually called the process of a child entering a new environment and getting used to its conditions.

There are three degrees of adaptation: mild, moderate and severe.

With easy adaptation, the negative emotional state does not last long. At this time, the baby sleeps poorly, loses appetite, and is reluctant to play with children. But during the first month after entering kindergarten, as you get used to the new conditions, everything returns to normal. The child usually does not get sick during the adaptation period.

With moderate adaptation, the child’s emotional state normalizes more slowly and during the first month after admission, he usually suffers from acute respiratory infections. The disease lasts 7-10 days and ends without any complications.

The most undesirable is difficult adaptation, when the child’s emotional state normalizes very slowly (sometimes this process lasts several months). During this period, the child either suffers repeated illnesses, often with complications, or exhibits persistent behavioral disorders. Severe adaptation negatively affects both the health and development of children.

What determines the nature and duration of the adaptation period?

Research by teachers and doctors shows that the nature of adaptation depends onthe following factors:

· age of the child. It is more difficult for children aged 10-11 months to 2 years to adapt to new conditions. After 2 years, children can adapt to new living conditions much easier. This is explained by the fact that by this age they become more inquisitive, understand adult speech well, and have richer experience of behavior in different conditions.

· health status and level of development of the child. A healthy, well-developed child can more easily endure the difficulties of social adaptation.

· formation of objective activity. Such a child can be interested in a new toy or activity.

· individual characteristics. Children of the same age behave differently in the first days of kindergarten. Some children cry, refuse to eat or sleep, and react to every suggestion from an adult with violent protest. But several days pass, and the child’s behavior changes: appetite and sleep are restored, the child watches his friends’ play with interest. Others, on the contrary, are outwardly calm on the first day. They fulfill the teacher’s demands without objection, and in the following days they part with their parents crying, eat poorly, sleep poorly, and do not take part in games. This behavior may continue for several weeks.

· living conditions in the family. This is the creation of a daily routine in accordance with age and individual characteristics, the formation of children's skills and abilities, as well as personal qualities (the ability to play with toys, communicate with adults and children, take care of themselves, etc.). If a child comes from a family where conditions for his proper development have not been created, then, naturally, it will be very difficult for him to get used to the conditions of a preschool institution.

· level of training of adaptation mechanisms, experience of communication with peers and adults. Training mechanisms does not happen on its own. It is necessary to create conditions that require new forms of behavior from the child. Children who, before entering kindergarten, were repeatedly exposed to different conditions (visiting relatives, friends, going to the country, etc.) get used to preschool more easily. It is important that the child develops trusting relationships with adults in the family and has the ability to respond positively to the demands of adults.

Objective indicators of the end of the adaptation period in children are:

· deep dream;

· a good appetite;

· cheerful emotional state;

· complete restoration of existing habits and skills, active behavior;

· age-appropriate weight gain.

Games during the child’s adaptation to kindergarten

To reduce stress, it is necessary to switch the baby’s attention to activities that bring him pleasure. This is, first and foremost, a game.

Game “Pour, Pour, Compare”

Toys, foam sponges, tubes, and bottles with holes are lowered into a basin of water. You can fill a bowl of water with buttons, small cubes, etc. and play with them:

· take as many objects as possible in one hand and pour them into the other;

· collect, for example, beads with one hand and pebbles with the other;

· lift as many objects as possible on your palms.

After completing each task, the child relaxes his hands by holding them in the water. The duration of the exercise is about five minutes, until the water cools down. At the end of the game, the child’s hands should be rubbed with a towel for one minute.

Game "Sand Drawings"

Scatter the semolina on a tray. You can pour it in a slide or smooth it out. Bunnies will jump along the tray, elephants will stomp, and rain will fall. The sun's rays will warm it, and a pattern will appear on it. And what kind of drawing will be told to you by a child who will be happy to join this game. It is useful to perform movements with both hands.

Game "Conversation with a toy"

Place the glove toy on your hand. There is also a glove toy on the child’s hand. You touch it, you can stroke it and tickle it, while asking: “Why is my... sad, his eyes are wet; who he became friends with in kindergarten, what are the names of his friends, what games did they play,” etc. Talk to each other, say hello with your fingers. Using the image of a toy, transferring his experiences and moods onto it, the child will tell you what worries him and share what is difficult to express.

Phases of the adaptation period.

Depending on the duration of the adaptation period, there are three degrees of adaptation of a child to kindergarten: easy (1-16 days), moderate (16-32), severe (32-64 days).

With easy adaptationThe child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, and sleep improves after 1-2 weeks. The mood is cheerful, interested, combined with morning crying. Relationships with close adults are not disrupted, the child succumbs to farewell rituals, is quickly distracted, and is interested in other adults. The attitude towards children can be either indifferent or interested. Interest in the environment is restored within two weeks with the participation of an adult. Speech is inhibited, but the child can respond and follow the adult’s instructions. By the end of the first month, active speech is restored. The incidence is no more than once, for a period of no more than ten days, without complications. Weight unchanged. There are no signs of neurotic reactions or changes in the activity of the autonomic nervous system.

Average degree of adaptation.Violations in the general condition are more pronounced and last longer. Sleep is restored only after 20-40 days, the quality of sleep also suffers. Appetite is restored after 20-40 days. Unstable mood for a month, tearfulness throughout the day. Behavioral reactions are restored by the 30th day of stay in the preschool educational institution. His attitude towards loved ones is emotionally excited (crying, screaming when parting and meeting). The attitude towards children is usually indifferent, but can also be interested. Speech is either not used or speech activity slows down. In the game, the child does not use the acquired skills; the game is situational. Attitude towards adults is selective. The incidence is up to two times, for a period of no more than ten days, without complications. Weight does not change or decreases slightly. Signs of neurotic reactions appear: selectivity in relationships with adults and children, communication only in certain conditions. Changes in the autonomic nervous system: pallor, sweating, shadows under the eyes, burning cheeks, peeling skin (diathesis) - for one and a half to two weeks.

Severe degree of adaptation.The child falls asleep poorly, sleeps short, screams, cries in his sleep, wakes up with tears; appetite decreases greatly and for a long time, persistent refusal to eat, neurotic vomiting, functional disorders of the stool, and uncontrolled stool may occur. The mood is indifferent, the child cries a lot and for a long time, behavioral reactions are normalized by the 60th day of stay in the preschool educational institution. The attitude towards loved ones is emotionally excited, devoid of practical interaction. Attitude towards children: avoids, withdraws or shows aggression. Refuses to participate in activities. Does not use speech or there is a delay in speech development for 2-3 periods. The game is situational, short-term.

The duration of the adaptation period depends on the individual typological characteristics of each child. One is active, sociable, inquisitive. His adaptation period will pass quite easily and quickly. The other is slow, calm, loves to be alone with toys. Noise and loud conversations of peers irritate him. Even if he knows how to eat and dress himself, he does it slowly and lags behind everyone else. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.

Factors on which the course of the adaptation period depends.

1. Age.

2. State of health.

3. Level of development.

4. Ability to communicate with adults and peers.

5. Formation of objective and play activities.

6. The home regime is closer to the kindergarten regime.

Exist certain reasons that cause tears in a child:

Anxiety associated with a change of environment (a child under 3 years of age still needs increased attention. At the same time, from the familiar, calm home atmosphere, where the mother is nearby and can come to the rescue at any moment, he moves into an unfamiliar space, meets even friendly, but strangers) and regime (it can be difficult for a child to accept the norms and rules of life of the group in which he finds himself). In kindergarten they are taught a certain discipline, but at home it was not so important. In addition, the child’s personal daily routine is disrupted, which can provoke hysterics and reluctance to go to preschool.

Negative first impression of visiting kindergarten. It can be decisive for the child’s future stay in preschool, so the first day in the group is extremely important.

Psychological unpreparedness of a child for kindergarten. This problem is the most difficult and may be associated with individual developmental characteristics. Most often this happens when the child lacks emotional communication with his mother. Therefore, a normal child cannot quickly adapt to a preschool educational institution, since he is strongly attached to his mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive.

Children 2-3 years old experience fears of strangers and new communication situations, which manifests itself fully in preschool educational institutions. These fears are one of the reasons for the child’s difficulty adapting to the nursery. Often, fear of new people and situations in the garden leads to the child becoming more excitable, vulnerable, touchy, whiny, he gets sick more often, because stress depletes the body's defenses.

Lack of self-care skills. This greatly complicates the child’s stay in kindergarten.

- Personal rejection of the group and kindergarten staff. This phenomenon should not be considered mandatory, but it is possible.

Adults also need to remember that until the age of 2-3, a child does not experience the need to communicate with peers; it has not yet formed. At this age, an adult acts as a play partner for the child, a role model, and satisfies the child’s need for friendly attention and cooperation. Peers cannot give this, because they themselves need the same.

Reasons for difficult adaptation to preschool conditions

Lack of a family regime that coincides with the kindergarten regime.

The child has unique habits.

Inability to occupy oneself with a toy.

Lack of basic cultural and hygienic skills.

Lack of experience communicating with strangers.

Memo for the teacher:

1. Educators get to know the parents and other family members, the child himself, and learn the following information:

What habits have developed at home in the process of eating, falling asleep, using the toilet, etc.;

What is the child's name at home?

What does your child like to do most?

What behavioral features please and what alarm parents.

2. Introduce parents to the preschool educational institution and show the group. Introduce parents to the daily routine in kindergarten, find out how the daily routine at home differs from the daily routine in kindergarten.

4. Clarify the rules in communication with parents:

Kindergarten is an open system; parents can come to the group at any time and stay there as long as they see fit;

Parents can pick up their child at a time convenient for them;

Etc.

5. It is necessary to show joy and care when a child comes to the group.

6. It is necessary to ensure the stability of the composition of teachers for the period of admission and for the entire period of children’s stay in the preschool educational institution. During the adaptation period and after it, transferring children to other groups is strictly prohibited.

7. During the adaptation period, a gentle regimen is necessary if possible.

8. The proximity of the kindergarten regime to the home regime.

9. It is important to remember that the child should enjoy communicating with adults and peers.

10. The quality of adaptation of each child with an assessment of the degree of its severity is discussed at teacher councils or medical-pedagogical councils.

Developing uniform requirements for the child’s behavior, coordinating the influences on him at home and in preschool educational institutions is the most important condition that facilitates his adaptation to changes in lifestyle.

Bibliography:

1. Barkan A.I. Practical psychology for parents, or how to learn to understand your child. - M.: AST-PRESS, 2007.

2. Vatutina N.V. The child enters kindergarten / Ed. Kaplan L.N.-M., 1983.

3. Preschool pedagogy/Ed. Loginova V.I., Samorukova P.G., part two, M.: “Enlightenment”, 1988.

Adaptation of young children to kindergarten (recommendations for parents)

Mironova Valeria Vladimirovna , teacher

Sections: Working with preschoolers , Working with parents

Objectives of the recommendations:increasing the psychological and pedagogical knowledge of parents of future kindergarten students; development of positive and trusting interaction between parents and kindergarten teachers.

Currently, the issue of children's adaptation is relevant. More and more often, we, teachers, observe children who have a strong emotional attachment to their mother. For a newly opened group in a kindergarten, 1-2 such children are enough for the teacher to be, as they say, in the lather. In this situation, the teacher has to mobilize all his strength: teaching experience, cunning, internal potential. Simply put, he has to become an actor for a while. Parents are simply lost and don’t know how to behave while their child is adapting to kindergarten.

What parents should know

Several possible characteristics of a child’s behavior in kindergarten.

1. Favorite toy.Usually such a child will take a toy with him to the garden, maybe more than one. Perhaps he will bring her in and take her away every day, change toys. In this situation, a toy for a child is, in its own way, a part of his home world - “it’s not so scary to go to the garden with it, I’ll have something to play with there,” the child thinks.

In my practice, there was a boy who every day brought and took back home a large car, which he rode in a group. He also took a whole package of small toys - cars. Moreover, during his stay in the garden he did not lose a single one. Cars are my favorite toys!

A lot of time passed before Matvey began to leave his toy “to spend the night” in the kindergarten, so as not to bring it here again tomorrow. And before that, my parents drove me like that. Maybe some of you will have to do this, tune in to it. “Whatever the child enjoys, as long as it doesn’t cry.”

2. Hysterical in the morning.It can start in a child on the way to kindergarten, unexpectedly before entering the kindergarten, or as soon as you enter the dressing room. It is important here that parents help the child change clothes as quickly as possible and hand him over to the teacher. Do not persuade or cooze with him - this will only aggravate the situation with a new influx of tears and whims.

3. Emotional parents.It happens that the parents themselves, seeing their baby so unhappy, begin to cry. Try to keep your emotions in hand. Many children, upon entering a group, quickly calm down and get distracted while playing. And you, dear parents, can always call your teacher and find out how things are going. No one will ever refuse such a request.

4. Individual owners. As a rule, such children are initially independent and require special attention from the teacher: you need to answer questions, play with his toy. The teacher should be interested in everything that the child is interested in. The child begins to see his teacher as his ally and gets used to him. This is very good! Maybe tomorrow or the day after tomorrow he won’t be so scared to go to kindergarten. The teacher will attract 1-2 other children to the game, and the child’s social circle will begin to slowly expand.

5. Just get over it.Know that your child’s behavior – “not accepting kindergarten” – is not a whim. Here, in the garden, no one offends or scolds him. He simply cannot behave differently today, now. This is a period that needs to be survived and recovered, like after any childhood illness.

6. Teachers are not magicians.Some parents believe that we, educators, are like magicians. All this should stop in at least two weeks. No and no again! This process is labor-intensive and time-consuming for each student. A child who is difficult to adapt will go through several stages of his formation in the group before we see that he is already smiling, laughing and does not want to leave kindergarten.

Stages observed in practice during a child’s difficult adaptation to kindergarten

1. The child constantly cries, then calms down for a short time, forgets himself, the nature of his activity is chaotic. He often approaches the teacher with the question: “Will mom come?”

We, educators, sometimes have to answer “No, not until he comes.” I’ll explain why we are forced to behave so unpedagogically, in your opinion.

If you tell your baby not to cry, because... Mom will come soon, but in fact it will not be soon, the child will understand that he was deceived and will not trust you

The child is told the following: “You cry constantly, and mom gets upset seeing you so sad.” Here there is some pause, the child falls silent and looks at the teacher, perplexed about his answer. The pause may drag on - the child will step aside, muttering something under his breath, casting sidelong glances at the teacher.

This approach in practice can be called the “all-in method.” In this case, it does not harm the child’s psyche, but, on the contrary, somehow puts a “brake” on the child’s negative emotions, and he calms down.

After some time, he will approach the teacher with the same question, having already calmed down. The teacher’s answer will be: “Are you not crying anymore? Won't you cry? Mom will be happy when she sees you not crying, but on the contrary, cheerful. So you've matured a little. What a good (smart) fellow you are! The child thinks about what was said, “he (s) has matured.”

2. The child’s activity time increases; it is more meaningful in nature rather than chaotic. The child sobs sometimes and walks around the group. He approaches the children, observes what they are doing, and begins to share his toys. The child develops his first independent contacts with peers. Rarely does he approach the teacher with a question that is familiar to us; the teacher calmly answers: “Of course, he will come.” The child calms down and goes on playing.

3. Daytime sleep. We try to leave it for a daytime nap. The child, of course, does not want to sleep, especially in the garden. He knows that his parents must pick him up from lunch, as always. A new wave of whims begins.

And again, the teacher must show all his pedagogical skills and innovation, because the child does not even want to go into the bedroom, let alone sleep. The teacher begins to talk about those magical beds that stand in the bedroom, that when you sleep on them, you have interesting dreams and “cars too.” She tries to put the child’s favorite toy to sleep, so that later she will tell what she dreamed about. The student becomes interested, he willingly looks into the bedroom and sees how his toy is doing.

In such a situation, there are many variations; for each child there is only one, his own, suitable for his mood, character, and affections.

But, in any case, the teacher will always allow the baby to lie down with his favorite toy, “to lie down with his eyes open,” which in turn will inadvertently lead the child to the point that in a week, or maybe on the third day, he will simply fall asleep .

4. Final. At this stage, the child feels confident in the group, actively communicates with his peers, that is, his activities are confident. In the morning he calmly enters the group, does not ask if they will pick him up from lunch, because now this is not so important for him. He knows that now, in the morning, he and the teacher will play and study, and then there will be a walk, lunch and sleep, and after sleep, a little later, they will go for a walk to meet their mother - this is how he associates an evening walk. Thus, the child already knows his day in kindergarten.

- do not discuss the morning hysteria with your child on the way home from the kindergarten - pretend that nothing happened;
- know, parents, that we, educators, are not magicians and the process of adaptation, especially difficult, is long, and it happens that after 2 weeks it does not stop.

And in general, remember yourself as a child: maybe you also didn’t like going to kindergarten and your child feels it?

I suggest you take part in the express survey. It will serve as a support for the teacher when working with your children during the adaptation period.

Without using a dictionary, explain in your own words how you understand the meaning of the word “adaptation.”
Explain how your child adapts to kindergarten (easy, medium, difficult).
What particular problem did you encounter in adapting your child, what were the specific difficulties, please name.
Who is your child according to the horoscope (year, zodiac sign)
What games does he like to play, does he have a favorite toy that he especially values: he sleeps with it, takes it with him everywhere, etc.
List, in your opinion, the main characteristics of the teacher, group and other conditions that contribute to a normal, healthy degree of adaptation of the child to kindergarten.
In your opinion, how does a child’s adaptation differ from an adult’s adaptation?
Do you think the course of adaptation and the role of adults in it: teachers and parents influence the future development of the child as an individual, her self-affirmation and self-realization.
Your real tips for ensuring the successful adaptation of children to kindergarten (settings, game moments; imagine that you are a teacher).
And you, parents, with what mood do you remember your kindergarten?

Adaptation of children to the living conditions of preschool educational institutions

Adaptation of children to preschool educational institutions

Before talking about measures to facilitate children’s adaptation to preschool educational institutions, it is necessary to understand some aspects of the individual structure of child development to understand the problem. Back at the beginning of the 20th century. some scientists, for example P. Ya. Troshin, noted that it is unacceptable to divide children into normal and children with deviations in physical, mental, physiological, and intellectual development. A researcher of problems in this area, L. S. Vygotsky, pointed out in his works that such a concept as defectiveness is a social term. Any anomaly in the development of a child should not be considered an underdevelopment or deviation, but only his individual Originality. When determining the level of adaptation to the regime of a preschool institution, this is of decisive importance, especially when providing medical, social and psychological-pedagogical assistance to children who have crossed the threshold of a preschool institution for the first time. It is the attitude towards a child on the part of adults (parents, educators, medical workers) that forms his self-esteem and subsequently affects the attitude of his peers towards him: as an equal person or, on the contrary, abnormal, worthy of ridicule.

Adaptation of children to preschool educational institutions. The task of adults, and first of all the medical staff of a preschool educational institution, is to provide every child who comes to kindergarten with medical and psychological assistance in adaptation. After all, the individual structure of children’s development is determined not by the presence of any deviations or defects, but by the reserve capabilities of the body during the development process. The reserve of potential development opportunities is determined by such facts as the degree of existing deviations from the norm: mild or pronounced degree, pathology. To give an objective assessment of the psychophysiological development of a child, it is necessary to compare the level of his development with the norms characteristic of a certain age. It is important to accurately and correctly determine what age and stage of development the child tested during a medical examination upon admission to a preschool educational institution corresponds to.

When there is a delay in development, the leading activity is characteristic of an earlier age, for example, instead of the desire to explore the world, the desire to learn, the child’s need for play and entertainment prevails, he is unable to concentrate on classes.

The pace of changes occurring in the physical, mental, and intellectual state is also of great importance for easy and rapid adaptation and development adequate to the physiological age. This is determined primarily by the individual constitutional and genetic characteristics of the child.

A child’s behavior is determined by his age-related interests: what he strives for, what he is able to get carried away with. The development of a child is based on the evolution of his interests and the structure of his behavior. Diagnosis of the capabilities and psychosomatic state of preschool children attending preschool educational institutions must be carried out taking into account all their individual characteristics and age-related needs.

Each child has different abilities: one is more inclined to comprehend the exact sciences, another - the humanities, the third has imaginative thinking. Social factors, genetic inheritance, and family upbringing all play a role here. Therefore, when examining a child, and especially during the period of adaptation to preschool education, one should take into account favorable prerequisites for his development and entry into a new system of relationships, considering all the uniqueness of personality traits as a reserve of his potential.

One of the most important concepts influencing a child’s adaptation in a preschool educational institution is the social situation of his development. When examining and diagnosing the child’s psychosomatic state, the development of his abilities and intelligence, one should take into account the dynamics of the child’s relationships with the people around him. It is social relationships that can clarify the uniqueness of a child’s individual qualities. This will help educators and medical staff of preschool educational institutions choose the correct, effective tactics for a particular child in organizing educational, developmental and health-promoting activities, as well as activities that help him adapt to the conditions of the preschool educational institution.

The development program must have an individual approach, be personality-oriented, so that adaptation is painless, easy and quick. The child must feel confident, feel supported by adults, and for this, during the first medical examination, it is necessary to identify individual characteristics, social conditions of upbringing, his environment and health status.

When examining a child entering a preschool educational institution, one should take into account the data from previous examinations: diseases he has suffered, childhood infections to which he was exposed, vaccinations he was given, allergy history, developmental defects, heredity, development of speech and other body functions.

Usually, parents bring their child to a preschool educational institution in the 2-3rd year of life. Since a child at this age is very attached to his mother, adaptation to new conditions for him leads to disruptions in the functioning of the body, a general decrease in immunity, which, in turn, can lead to illness. Most often in such cases, respiratory diseases occur. To prevent this from happening, measures should be taken that will help overcome the negative consequences of adaptation and will help strengthen the psychological and physical condition of the child. They relate to the sphere of care, physical development, hardening procedures, the formation of hygienic and other skills.

Medical personnel should conduct a systematic examination of a child arriving at a preschool educational institution:

1) condition of the nasopharynx;

2) examination of the legs to exclude the development of clubfoot;

3) the state of the cardiovascular system (the presence of noise over the heart area can be caused by some pathology);

4) state of the bronchopulmonary system;

5) examination of the genital organs in order to exclude adrenogenital syndrome in boys;

6) assessment of neuropsychic development, speech development.

The medical staff of the preschool educational institution instructs parents on raising a child, touching on the issues of teaching hygiene skills (brushing teeth, washing hands before eating, regularity of gymnastics classes, hardening procedures).

Adaptation of children to preschool educational institutions. Tips for parents on preparing their child for admission to a preschool educational institution:

1) strengthen the child’s immunity, conduct hardening;

2) teach the child to self-service, the ability to consume food independently;

3) teach cleanliness and accuracy, accustom to daily hygiene procedures;

4) gradually adjust the child’s daily routine, bringing it closer to the kindergarten routine;

5) teach the comb to play independently;

6) take the child to the playground and teach him to communicate with other children;

7) postpone the start of kindergarten to an earlier time if an addition is expected in the family.

Tips for parents to make it easier for their child to adapt to preschool education:

1) bring your child to kindergarten for the first time only to meet the group and the teacher, and do not leave him alone;

2) gradually increase the child’s time in kindergarten, leaving him first until breakfast, then until lunch. Then take it away after sleep and only after 3-4 weeks leave it for the whole day;

3) pick up the child from kindergarten themselves throughout the entire adaptation period;

4) tell the preschool teacher and medical staff about the child’s characteristics and habits (what fairy tales he likes, what he likes to play, how he reacts to loud sounds, a large number of people, what makes him cry, etc.);

5) bring a toy, a photograph, a book from home so that the child does not feel lonely, abandoned, and has at least something from the surroundings that are familiar to him;

6) be sure to ask the child about how his day was at the preschool educational institution, praise him for his behavior, good luck;

7) on weekends, periods of illness and other days when the child is away from kindergarten, give him enough attention so that he does not feel abandoned;

8) do not transfer the child to another kindergarten.

These measures will help children quickly go through the adaptation period and return to their usual physiological and mental state.

In order for a child to develop a positive image of a preschool educational institution, parents in the family should always speak positively about the work of teachers, living conditions, interior design, and the regime of a preschool institution, despite a possible critical personal attitude. If a child is lagging behind in something, or cannot cope with something, he should be supported, put in a positive mood, and taught to overcome obstacles. Failure to comply with any requirements of preschool teachers and medical staff leads to negative forms of child behavior; to avoid this, it is necessary to convince him of the need to obey the requirements of the preschool educational institution regime. Psychological readiness to attend a preschool educational institution is one of the most important indicators of his mental and physical development.

The success of adaptation depends on the level of mental and physical development achieved by the child, his state of health, the degree of hardening, the self-care skills instilled in him, the ability to communicate with adults and peers, the child’s personal qualities, the degree of his anxiety, the personal qualities and social status of his parents.

If a child has any deviations in one of the above areas, it will be more difficult for him to adapt to a new microclimate and other conditions for organizing life and activity. That is why, at the beginning of his stay in a preschool educational institution, medical, psychological and pedagogical support, analysis and, if necessary, help are so necessary.

To successfully adapt a child, preschool staff need to:

1) make it clear to the child that he is welcome in the group, that he is cared for and attentive to him;

2) try to make him feel comfortable in kindergarten and enjoy communicating with adults and peers;

3) ensure the stability of the teaching staff and other employees of the preschool educational institution for the entire period of adaptation and stay of children in a preschool educational institution, and prevent the transfer of a child from group to group;

4) during the period of adaptation, provide him with a gentle regime of stay in kindergarten;

5) regularly discuss at pedagogical councils the process of children’s adaptation to preschool educational institutions;

6) develop uniform requirements for all preschool children in terms of their behavior, coordinate the requirements with parents so that they support the same discipline requirements at home.

Each group should be equipped with a sports corner where the child can engage in physical exercise at any time.

It is better to equip sleeping rooms for children with bedside curtains to protect the children from each other during the daytime sleep, because in a large partitioned room with many children, some of them may find it difficult to fall asleep. Fencing off a child’s sleeping place will allow him to feel protected, give the bedroom a more comfortable and cozy look and help him relax and feel at home, especially if his favorite toy, brought from home, is next to him.

Activities that facilitate a child’s adaptation to preschool education. Fine arts classes help the child adapt with the help of drawings that reflect his emotional state; in drawings he can express his attitude to the world around him. Children love to draw with markers, especially if the paper is large enough and attached directly to the wall so they can draw whenever they want. The color scheme a child uses to depict it in his drawing can tell an attentive and competent teacher or psychologist a lot about the child’s emotional and psychological state. It is advisable that in groups for drawing one of the corners of the room is equipped with everything necessary.

Teachers of preschool educational institutions should satisfy the child’s need for emotional contact with an adult as often as possible so that adaptation occurs easily and quickly.

The daily routine should provide all sanitary and hygienic procedures necessary for life.

The doctor and nurse of the preschool educational institution are responsible, along with the teachers and administration, for the effective impact of the regime on the child’s body.

During adaptation to the conditions of a preschool educational institution, the nurse fills out an adaptation sheet every day, in which he records how the day went, how the child ate, slept, whether he took part in games, and how he is feeling. The preschool nurse keeps a so-called diary of the child’s development, where all the recommendations and conclusions of the pedagogical council on his adaptation are recorded.

graduate work

1.2 Age and individual characteristics of young children

Regardless of the style inherent in a particular family, it always plays a cardinal role in raising a child. And it is the family that is the reason for the lack of social adaptation of the child, since the child is constantly surrounded by his parents, develops, and is formed in the family.

In this case, the structure of the family, its educational and cultural level, the moral character of the family, the attitude of parents towards children and their upbringing play a role.

The role of the family in the formation of a child’s “I-concept” is especially strong, since the family is the only social environment for a child who does not attend child care institutions. This influence of the family on the child’s adaptation continues in the future.

The child has no past, no behavioral experience, no criteria for self-esteem. The experiences of the people around him, the assessments that are given to him as an individual, the information that his family gives him, and the first years of his life form his self-esteem. [ 3, p. 67]

The influence of the external environment reinforces the self-esteem gained by the child at home: a self-confident child successfully copes with any failures in kindergarten and at home; and a child with low self-esteem, despite all his successes, is constantly tormented by doubts; one failure is enough for him to lose self-confidence.

According to Samsonova O.V. For children aged 2-3 years, the following criteria for the age-related state of the child’s mental and physical development are characteristic.

Age features of development of children 2-3 years old

SOCIAL-EMOTIONAL DEVELOPMENT:

Plays independently and shows imagination. Likes to be liked by others; imitates peers. Plays simple group games.

GENERAL MOTOR SKILLS, HAND MOTOR SKILLS:

Learns to run, walk on toes, and maintain balance on one leg. Sits on his haunches and jumps off the bottom step. He opens the drawer and dumps its contents. Plays with sand and clay. Opens lids, uses scissors. He paints with his finger. Strings beads.

VISUAL-MOTOR COORDINATION:

Can turn the phone dial with his finger, draw lines, reproduce simple shapes. Cuts with scissors.

PERCEPTION AND OBJECT-GAME ACTIVITY:

Looks at the pictures. Disassembles and folds the pyramid without taking into account the size of the rings. Selects a paired picture based on a sample.

MENTAL DEVELOPMENT:

Listens to simple stories. Understands the meaning of some abstract words (big - small, wet - dry, etc.). Asks questions "What is this?" Begins to understand the other person's point of view. Answers “no” to absurd questions. An initial idea of quantity develops (more - less; full - empty).

SPEECH COMPREHENSION:

There is a rapid increase in vocabulary. Understands complex sentences like: “When we get home, I will...”. Understands questions like: “What do you have in your hands?” Listens to explanations of "how" and "why". Follows a two-step instruction such as: “First, let’s wash our hands, then we’ll have lunch.”

But the above criteria for the physical and mental state of the child’s development determine the child’s development without deviations in the child’s health. This state of health of preschool children is very different from the actual level of health in modern society.

If we talk about the causes of frequent mental health problems in children, then among their diversity, I would especially like to dwell on two aspects.

The first aspect is the increasing incidence of perinatal damage to the nervous system in the womb or during childbirth. They manifest themselves in the first months of a child’s life through agitation, sleep disturbances, and changes in muscle tone. By the age of one year, these disorders usually disappear (are compensated).

But this is a period of so-called “imaginary well-being,” and by the age of three, more than half of these children develop behavioral changes, impaired speech development, and motor disinhibition, that is, syndromes of minimal brain dysfunction appear.

These children not only have impaired behavior and development of higher brain functions, but also have difficulty adapting to preschool institutions and school, and have learning difficulties. This, in turn, determines their increased tendency to emotional disorders and neuroticism.

In these children, vegetative shifts are determined very early and dysregulation diseases are formed, the so-called neurosomatic pathology. These can be various diseases of the cardiovascular system (for example, arterial hypotension and hypertension), the digestive tract (gastroduodenitis), and the respiratory system (bronchial asthma).

The second aspect of frequent mental health disorders is stressful situations in a child’s life. They can be caused both by the socio-economic disadvantage of the family and by improper upbringing of the child. Stressful situations can arise when a child is separated from his family when he enters a preschool institution.

The unfavorable course of children's adaptation is often preceded by mental health disorders existing from an early age. Therefore, it is very important to identify emotional disturbances as early as possible and correct them.

At the age of three, the child begins to feel like a person for the first time and wants others to see this. But for adults, at least at first, it is easier and more common for everything to remain the same. Therefore, the baby is forced to defend his personality to us and his psyche during this period is in extreme tension. She becomes more vulnerable than before, reacts more sharply to various environmental circumstances.

According to the laws of our country, a mother can go to work when the child turns three years old. For some, this way out, a return to their former life, is desired and long-awaited, for others it is a necessity. But before making a decision about going to work, you need to look carefully at the baby: if the crisis of three years is in full swing, then it is better to wait out this period, especially since it does not last so long.

On the other hand, an unfavorable course of adaptation to kindergarten leads to a slowdown in intellectual development, negative changes in character, disruption of interpersonal contacts with children and adults, that is, to a further deterioration in mental health indicators.

In prolonged stressful situations, these children develop neuroses and psychosomatic pathologies, and this makes it difficult for the child to further adapt to new environmental factors. A vicious circle arises.

A special role in the long-term persistence of a stressful situation is given to interpersonal conflict. It is no coincidence that recently the problems of didactogenic diseases caused by non-pedagogical behavior of the teacher have become relevant.

It should be noted that educators themselves often have health problems that are similar in structure to the illnesses of their students; they often exhibit a neurasthenic syndrome. Spending the bulk of their time in kindergarten, the teacher and his students, being in a single psycho-emotional ring, have a mutually contagious effect. Therefore, in the child health care system, it is very important to normalize the psycho-emotional state of the teacher.

The admission of a child to kindergarten causes a change in the social environment around him, and has an impact on the mental and physical health of children. In this case, it is necessary to pay special attention to the development of the necessary skills in the child. If a three-year-old child preparing to enter kindergarten speaks well, has basic self-care skills, and is drawn to children's society, then a younger child is less adapted to separation from the family, is weaker and more vulnerable.

It is this age that is accompanied by illnesses, and the child’s adaptation to a child care facility takes longer and is more difficult. During this period, intensive physical development and formation of the child’s psyche occurs.

Being in an unstable state, they are accompanied by sharp fluctuations and even breakdowns. Changing environmental conditions and the need for new forms of behavior require efforts from the child, accompanied by tension.

The duration and course of the adaptation period, as well as the further development of the baby, depend on how prepared the child is for the transition from family to child care institution. Changes in a child's lifestyle lead to disruption of his emotional state.

During the period of adaptation to a children's institution, children are characterized by emotional tension, anxiety or lethargy. The child cries a lot, strives for contact with adults or, conversely, avoids adults and peers.

Since the child’s social connections are disrupted, emotional stress affects sleep and appetite. The child expresses separation and meeting with his family very violently, exaltedly: the baby does not let his parents go, cries for a long time after they leave, and greets their arrival again with tears. His activity and attitude towards toys changes, they leave him indifferent, and interest in the surrounding stop decreases. At the same time, the level of speech activity is limited, vocabulary is reduced, and learning new words becomes difficult. Depressed emotional state and the fact that the child is surrounded by peers and is at risk of infection with foreign viral flora impairs the body’s reactivity and leads to frequent illnesses.

A child’s emotional relationships are built on the basis of his experience of communicating with the people closest to him. During the first months of his life, a baby treats any adult equally kindly; the simplest signs of attention from the latter are enough for him to respond to them with a joyful smile, hooting, and extending his arms.

Starting from the second half of life, the baby begins to clearly distinguish between close people and strangers.

At about eight months, all children may develop fear of strangers. The child avoids them, clings to the mother, and sometimes cries. Parting with the mother, which until this age could have happened painlessly, suddenly leads the baby into despair, he refuses to communicate with other people, from toys, loses appetite, and sleep.

Such manifestations of negativity towards strangers require a serious reaction from parents. Limiting the child's communication to only personal communication with the mother will create difficulties in contacts with other people.

In relationships with adults, a new link should appear - an object that will distract the child from the person with whom he is communicating.

Of course, children prefer to play with a loved one. But, if he has experience communicating with different people, he quickly gets used to strangers and gets involved in new relationships that do not require special emotional intimacy.

The transition to a new form of communication is necessary for the child’s successful entry into a wider social circle and well-being within it. This path is not always easy and requires increased attention from adults.

It has been established that children who have difficulty adapting to a child care institution most often have limited contact with adults at home. They play with them little, and if they play, they do not greatly activate the initiative and independence of the children’s actions. Such children are most often spoiled and caressed.

In a children's institution, where teachers cannot give them the same attention as in the family, children feel uncomfortable and lonely. Their level of play activity is reduced: they are predominantly occupied with toys. Communication with adults and other children becomes emotional. Cooperation with adults, which is necessary for this age, is difficult and causes constant timidity and fear in children.

Thus, the reason for the difficulty of getting used to the nursery may be the prolonged emotional communication between the child and adults, the lack of skills in activities with objects, which requires another form of communication with adults - cooperation with them.

Psychologists have identified a clear pattern between the development of a child’s objective activity skills and his adaptation to kindergarten.

Those kids who can act with toys for a long time, in a variety of ways and with concentration, find it easier to adapt to a child care facility, they respond more quickly to the teacher’s invitation to play, and explore new toys with interest. For them this is a habitual activity. In case of difficulty, such children persistently look for a way out of the situation, and do not hesitate to turn to an adult for help. They love to solve subject problems together with an adult: assembling a pyramid, constructor. For such a child it is not difficult to contact any adult, since he has the means necessary for this.

Children who have great difficulty getting used to kindergarten are characterized by an inability to operate with objects, they cannot concentrate on play, are not proactive in choosing toys, and are not inquisitive. Any difficulty upsets their activity, causes whims and tears. Such children do not know how to establish business contacts with adults and limit communication with them to emotions.

The problem of adaptation of a young child has not yet been specifically studied. Modern psychology needs to solve the following questions: how does a small child integrate into a new reality, what psychological difficulties does he experience in the process of adaptation, how can his emotional state be assessed during this period, what are the psychological criteria for the adaptive capabilities of a young child and what are the ways to establish contact with an adult .

Today, the number of children with behavioral disorders (aggression, anxiety, hyperactivity, etc.), neurotic disorders continues to grow. It is more difficult for such children to adapt to new social conditions.

It should be noted that neurotic disorders are transient conditions, i.e. they are distinguished by dynamism, they can quickly arise in stressful situations and disappear quite quickly, even with a little help eliminating psychogenic factors. This is especially true for neurotic reactions; they are the initial form of mental maladjustment, i.e. a behavioral reaction that is inadequate to an external stimulus.

For example, a child who does not want to go to kindergarten because he is afraid of the teacher returns home. There he is surrounded by loving parents, he finds himself in a familiar situation, but still cries, is afraid to be alone, eats poorly and falls asleep, although before entering kindergarten there were no such changes in the child’s behavior at home.

The teacher's orientation towards a more affectionate attitude towards such a child contributes to his adaptation to the kindergarten and, especially, to the teacher. In this case, behavioral changes disappear without drug correction.

In the absence of timely help for such children, neurotic reactions are transformed into more persistent disorders - neuroses. At the same time, autonomic disorders intensify, the regulatory function of the nervous system and the activity of internal organs are disrupted, and various somatic diseases may arise. It has been proven that more than half of chronic diseases (up to 80%) are mental and nervous diseases. As we say in Russia: “All diseases come from nerves.”

Based on the above definition of mental health, we should not limit ourselves to identifying neurotic disorders. It is also important to evaluate indicators of neuropsychic development in a child: at an early age of children (the first 3 years of life), this is, first of all, speech, motor development, and emotional state. At all ages, when assessing mental health, it is necessary to characterize the child’s emotional state and social adaptation.

The main tasks for preventing and overcoming maladaptation of children in kindergarten are:

· analysis of a specific single case in the context of new changed conditions (typical for preschool educational institutions);

· identifying the causes of maladaptation and disturbances in the child’s emotional and personal sphere;

· assessment of the child’s psycho-emotional state at the beginning of the adaptation period and after its end.

All work is carried out in three stages:

1. Primary diagnosis takes place in three directions:

Parents' description of the condition of their children in the family (questionnaire)

Teachers’ assessment of children’s condition during the period of adaptation to kindergarten conditions (observation map)

Assessment of the psycho-emotional state of children (individual adaptation sheet).

Based on the results of a survey of parents, educators identify families of students with increased anxiety. In the future, survey data will make it possible to competently build preventive and advisory work with parents. The main task here is not just to inform parents about the peculiarities of the child’s adaptation period, but also to give recommendations on how to communicate with him during this period.

2. The second stage includes psychoprophylactic and correctional and developmental work aimed at relieving problems that arise in the initial period of children’s adaptation to the conditions of an educational institution.

3. At the third stage, a control diagnosis (repeated) is carried out - at the end of the adaptation period and a repeated survey of parents.

The child’s relationship with his peers also has a huge impact on the adaptation process.

When communicating with other children, children do not behave the same way: some avoid their peers, cry when they approach, others join in the game with pleasure, share toys, and strive for contacts. Inability to deal with other children, combined with difficulties in establishing contacts with adults, further aggravates the difficulty of the adaptation period.

Thus, the state of the child’s mental and physical health, his communication skills with adults and peers, active subject and play activities are the main criteria by which one can judge the degree of his readiness to enter children’s institutions and a successful stay in them.

Dyslexia, dysgraphia and their prevention at an early age

Individual characteristics of schoolchildren's learning

The personal development of a person bears the imprint of his age and individual characteristics, which must be taken into account in the process of training and education. Age is associated with the nature of a person’s activity, the peculiarities of his thinking...

Individual approach to raising children

The personal development of a person bears the imprint of his age and individual characteristics, which must be taken into account in the process of education. Age is associated with the nature of a person’s activity, the peculiarities of his thinking...

Methods and techniques for developing imagination in the senior group of preschool educational institutions

The problem associated with the specific age and individual characteristics of the types of ideas and forms of imagination was studied in various aspects by scientists V.D. Shadrikov, N.P. Anisimova, E.N. Korneeva, M.V. Gamezo, M.V. Matyukhina, T.S...

Pedagogical conditions for the development of young children

At an early age, the child begins to develop complex brain functions and rapid speech development. Higher nervous activity is improved...

Pedagogical conditions for sensory education of children at an early age

All childhood from birth to 18 years is divided into a number of age periods, each of them has qualitative characteristics. Different researchers offer different classifications. In our country, the majority of physiologists, psychologists and teachers (N.M...

Psychological and pedagogical aspects of choosing repertoire when teaching primary school children in a choreographic group

Junior school age is associated with children's education in primary school. Their physical development is characterized by important features. By this time, the ossification of the skull of the head is basically completed, the fontanelles are closed...

Development of preschool children through didactic play

The fourth year of life is a crucial period in the formation of play activity, a fundamentally new stage in its development. The psychological characteristics of the game change: its content creates the basis for communication and joint actions of children...

Development of visual perception in primary schoolchildren when studying the subject “The World Around us”

The act of visual perception begins with reactions to the detection of visual information, selection, discrimination and analysis of the signs of perceived objects, to the awareness and appropriation of this information in the form of images of perception...

Development of a student’s personality in the context of implementing a competency-based approach

The formation of professional competence cannot be limited only to educational processes within the walls of a university. It begins long before entering university and continues throughout a person’s entire activity after graduation...

Listening to music in kindergarten as the main way to develop emotional responsiveness and foster interest in music

The child’s abilities develop in the process of active musical activity. Correctly organizing and directing it from early childhood, taking into account changes in age levels, is the task of the teacher...

Social adaptation of young children to kindergarten conditions

Regardless of the style inherent in a particular family, it always plays a cardinal role in raising a child. And it is the family that is the reason for the lack of social adaptation of the child...

Theatrical and play activities as a factor in the development of speech in young children

In developmental psychology, the period of a child’s life from one to three years is called early age or the period of early childhood. At this age, the child masters socially developed ways of perceiving the objects around him...

Formation of independence and hard work in younger schoolchildren

primary school age independence hard work “Each age represents a qualitatively special stage of mental development and is characterized by many changes...

Characteristics of individual and age characteristics of adolescent schoolchildren

Education and training in the family and school is aimed at ensuring that new generations, while assimilating socio-historical experience, are at the same time prepared for objectively established requirements...

Popular in the category: