Presentation "difficulties in adapting first-graders to school". Presentation for the parent meeting on the topic "adaptation of first graders" Presentation of recommendations for teachers on the adaptation of first graders

Age features of first-graders. Transition from preschool to junior school age often accompanied by a crisis of 7 years. Norms and rules school life sometimes go against the wishes of the child. These rules need to be adapted. Children, along with joy, delight or surprise about what is happening at school, experience anxiety, confusion, tension. The child is not always aware of his new position, but he certainly experiences it: he is proud that he has become an adult, he is pleased with his new position. The self-esteem of the individual is formed. A first grader already understands that the assessment of his actions is determined primarily by how his actions look in the eyes of the people around him. Children are excitable, easily distracted, tk. the frontal lobes of the cerebral hemispheres are not formed, they will form by the age of 13. special role in the life of a schoolchild is played by a teacher who acts as the center of his life. The period of adaptation to the requirements of the school exists for all 1st graders. For some, it lasts 1 month, for others 1 quarter, for 3 it stretches over the 1st academic year.

The beginning of schooling often coincides with an age crisis. Signs of an age crisis7 years - Increased fatigue - Irritability - Mood swings - Changes in the work of the cardiovascular, nervous and other systems - Changes in character (stubbornness, rebelliousness) - Changes in self-esteem

Features of a modern first-grader: Children have great differences in their passport and physiological development. Children have extensive knowledge on almost any issue. But she is completely unorganized. Today's children have a stronger sense of their "I" and freer independent behavior. High level of self-esteem. The presence of distrust of the words and actions of adults. There is no faith in everything they say. Authority is not the same! Today's children are in poorer health. Most of them stopped playing collective "yard" games. They were replaced by TVs, computers. And as a result, children come to school without the skills to communicate with their peers, they do not understand well how to behave, what are the norms of behavior in society.

Difficulties that often arise in first graders. In the first days, weeks of attending school, the body's resistance decreases, sleep, appetite may be disturbed, and the temperature rises. First-graders are distracted, quickly tired, excitable, emotional, impressionable. Behavior is often characterized by disorganization, lack of assembly, lack of discipline. Children are prone to fatigue

Adaptation to school Adaptation to school is the restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling. Disadaptation is a violation of the adaptation of the student's personality to the conditions of schooling, which acts as a particular phenomenon of the child's disorder of the general ability for psychological adaptation due to any pathological factors.

Levels of adaptation High level of adaptation. The first grader has a positive attitude towards the school; perceives requirements adequately; educational material assimilates easily, deeply and completely; solves complex problems; diligent, attentively listens to instructions and explanations of the teacher; performs tasks without superfluous control; shows great interest in independent work; prepares for all lessons; occupies a favorable position in the class.

Average level of adaptation. The first grader has a positive attitude towards the school, her attendance does not cause negative feelings; understands the educational material if the teacher presents it in detail and clearly; assimilates the main content of training programs; independently decides typical tasks; is concentrated only when he is busy with something interesting for him; performs public assignments in good faith; friends with many classmates.

Low level of adaptation. A first-grader has a negative or indifferent attitude towards school, complaints of ill health are not uncommon; depressed mood dominates; violations of discipline are observed; the material explained by the teacher assimilates fragmentarily, independent work with the textbook is difficult; when performing independent educational tasks does not show interest; prepares for lessons irregularly, he needs constant monitoring, systematic reminders and incentives from the teacher and parents; maintains efficiency and attention with extended pauses for rest; He has no close friends, knows only a part of his classmates by their first and last names.

Indicators of adaptive difficulties: Insufficient realization of personal potential; Weak integration of the child in the children's team - low status in the group, lack of authority, incomplete acceptance of the role of the student; Difficulties in communication; Acute experience of failure; Inadequate self-esteem; Lack of independence, search for reasons outside.

Scale “Cost of adaptation of a child to school” Variable name Variable content 1 AR B16a Looks tired after school, needs extra rest 2 AR B16b Difficulty falling asleep in the evening 3 AR B16c Sleep became restless (spinning around in sleep or waking up often) 4 AR B16d Wakes up with difficulty in the morning 5 AR B16e Wakes up in the morning in a bad mood 6 AR B16f Comes after school and immediately goes to bed 7 AR B16g Appetite has changed (increased or no appetite) 8 AR B16h Excited after school 9 AR B16i Has difficulty calming down in the evening 10 AR B16j Become noticeable obsessive movements: biting nails, twisting hair, clothes, sniffing, etc. 11 AR B16k Worried about school affairs 12 AR B16l Afraid of being late for school and not doing something 13 AR B16m Complaints about health (headache, stomach ache) 14 AR B16n Began acting up Questioning parents

Analyzing the process of adaptation of first-graders to school, it is advisable to single out those of its forms, the knowledge of which will make it possible to implement the ideas of continuity in the work of a preschool teacher and teacher. secondary school. 1. Adaptation of the body to new conditions of life and activity, to physical and intellectual stress. In this case, the level of adaptation will depend on the age of the child who went to school; whether he visited kindergarten or his preparation for school was carried out at home; on the degree of formation of morphofunctional systems of the body; the level of development of arbitrary regulation of the behavior and organization of the child; how the situation in the family has changed.

2. Adaptation to new social relations and connections refers to a greater extent to spatio-temporal relations (daily routine, a special place for storing school supplies, school uniform, preparing lessons, equalizing the child in rights with older brothers, sisters, recognizing his "adulthood", granting independence, etc.); personal-semantic relationships (attitude towards the child in the classroom, communication with peers and adults, attitude towards school, towards oneself as a student); to the characteristics of the activity and communication of the child (attitude towards the child in the family, the style of behavior of parents and teachers, the peculiarities of the family microclimate, the social competence of the child, etc.).

3. Adaptation to new conditions cognitive activity depends on relevance educational level child (knowledge, skills) obtained in preschool or at home; intellectual development; from learning as the ability to master the skills and abilities of educational activities, curiosity as the basis of cognitive activity; from the formation of creative imagination; communication skills (ability to communicate with adults, peers).

Parent meeting "Adaptation of the first grader to school"

Adaptation is the body's adaptation to new conditions. The success of mastering depends on adaptation learning activities, the comfort of staying at school, the health of the child, his attitude to school and learning.

Adaptation allows you to optimally "fit" into the school environment: - coordination of your "I want" and school "must"; - ability to complete tasks independently; - ability to follow school rules; - the ability to establish and maintain friendly relations with children; - understanding of the fact that studying at school is their “work”, that the student is a socially significant role.

High level of adaptation: The child loves school, he is glad that he is now a student. He learns easily, acquires new knowledge with interest and joyfully shares it with others, diligently completes tasks at school and at home (and without much external control and “pressure”), listens attentively to the teacher in the classroom, is able to learn or prepare something on his own initiative, “beyond the program”, conscientiously performs “public assignments”, easily converges with classmates.

Average level of adaptation: The child does not seem to be averse to attending school, lessons do not cause negativity and rejection in him, he is interested. V good relations with classmates and a teacher, but prefers to work under the supervision of an adult and according to his instructions. Independent work for such a child "does not go." For him, it is not knowledge that is important at school, but the status of the student itself. Such children need constant monitoring, they do not show initiative in obtaining knowledge, they have poorly developed independence in those matters that do not represent direct

Such children have a negative or simply indifferent attitude towards school, they are depressed at the lessons, “absent”. Or, on the contrary, they often violate discipline, do not fully assimilate the educational material, work independently with difficulty and without interest, do not always do homework. They need help to master the material Low level of adaptation: adults: repeated explanations and repetitions, more time than others. These children carry out public assignments without much desire, and often do not have friends in the class.

Causes of maladjustment: the style of raising a child in the family BEFORE school. If he does not have the skills of independence, the ability to establish contacts and work “in a team”, if he does not have an interest in learning, it will be difficult for such a child at school. primary education system. The younger the child, the harder it is for him to adapt to such harsh realities that suddenly fell on his head - therefore, those who went to school closer to 6, and not to 7, are most vulnerable. poor preparation for school, lack of knowledge, poor memory and attention.

Causes of disadaptation: fatigue, overwork, overload of both the nervous system and the immune system. If the child is weak, not used to stress, he will have a hard time at school even with excellent abilities and good communication skills. too high anxiety, suspiciousness of the child himself, excessively strong experience of misses both in school and in relationships.

What to do: 1. It is pointless and not at all useful to panic, scold and blame the child himself. The child needs help, not evaluation, let alone censure. 2. Try in conversations with him to identify his "weak spot" - what exactly is the cause of maladjustment: lack of independence, inability to establish contacts with children or adults, lack of motivation, poor development - and try to eliminate it. 3. Practice at home in what the child is weak in, ask the teacher to support you. Try to create a strong motivation in the child, to interest him in something in the educational process, or at least outside of it, so that the kid perceives the school not as a senseless misfortune that has fallen on his head, but as something useful and interesting.

Help for children should go in three directions: - organization of the daily routine; - control over homework; - teaching children to be independent.

Memo for parents number 1. Health problems associated with a change in the status of the child: Observe the daily routine. Go to bed at the time of 21.00. doing homework, observing the light regime. Prevention of myopia, spinal curvature training of small muscles of the hands. Organizing a nutritious meal. Vitaminized food. Parents' concern for the hardening of the child, the maximum development of motor activity (circles, sports sections). Raising independence and responsibility of the child.

Important conditions for psychological comfort in the life of a first grader: attitude towards the child from all family members; self-esteem, the more difficulties the child has at school); creation of a favorable psychological climate for the role of the child's self-esteem in adapting to school (the lower the formation of interest in the school, the school day lived; mandatory acquaintance with the children in the class and the possibility of inadmissibility of physical measures of influence, intimidation, Memo for parents No. 2. their communication after school; criticism of the child, especially in the presence of third parties (grandparents, peers); the exclusion of such punishments as deprivation of pleasure, physical and mental punishment; taking into account temperament during the period of adaptation to schooling; providing the child with independence in educational work and organizing control for his educational activities; encouragement of the child not only for academic success, but also moral stimulation of his achievements; development of self-control and self-esteem, self-sufficiency of the child.

13 harmful first grader tips for parents

1. Throw away all the toys, let nothing distract the child from studying. 2. In no case do not leave your child free time. Load it to capacity, record for several sections right from September.

discipline above all else! It doesn't matter that the child loses his former interests, 3. Of course, iron desires, a taste for life in general. 4. Never praise your child. After all, self-esteem is such nonsense, the main thing is not to become proud!

5. Remember, rewriting is the best way to love writing, even with tears in your eyes. 6. And of course, often set other, more successful children as an example to your child. After all, envy is much more important than self-confidence!

7. The best way to help a child is to do everything for him. Fast and hassle free! 8. At all costs, make your child have a hearty breakfast in the morning. It does not matter that there is no appetite, that the day begins with tears and conflicts.

9. Always collect the portfolio yourself so as not to forget anything. So more reliable. And for the coming years, this will become your favorite pastime in the mornings or evenings. 10. Dress your child yourself too - save time getting ready for school. After all, the independence of your child in the future will only get in the way!

11. In no case should the child rest after school. Lessons are best done immediately, while everything is fresh in memory. 12. The best way to take a break from lessons is a computer and TV. The child is interested and does not bother you. And joint games, walks are a waste of time for both of you.

13. And, of course, it's time to give up the useless habit of reading fairy tales to your child before bedtime. He already knows how to read.

P.S. If you feel that these tips are not for you, then you are an understanding and caring parent.

Take an interest in school events every day. What was the most interesting thing today?, What did you learn in the reading lesson?, What was fun in the physical education lesson?, What games did you play?, What were you fed today in the canteen?, Whom did you make friends with in class?

Work with Work with paper. paper. Folding Folding (origami). (origami). Weaving. Weaving. Applications. Applications. Massage Massage of the hands and arms and fingers. fingers. Games with groats, groats, beads, beads, buttons, buttons, pebbles. pebbles. Graphically Graphically e exercises exercises. Hatching. . Hatching. Finger gymnastics gymnastics Fine motor skills tools Cutting out Cutting out with scissors with scissors i.i. Games with designers Games with designers and mosaics. and mosaic. Drawing and Drawing and coloring coloring.. Games with Games with rope, rope, lacing. lacing. Playing with Playing with plasticine plasticine..

A few tips from a psychologist A few tips from a psychologist ““How to live at least one day without hassle How to live at least one day without hassle”” - Wake up your child calmly. Waking up, he should see your smile and hear your voice. - Take your time. The ability to calculate the time is your task. If you don't do well, it's not your child's fault. - Do not say goodbye, warning and guiding: “Look, do not indulge!”, “So that there are no comments today!”. Wish me luck, find some kind words. - Forget the phrase: "What did you get today?". When meeting a child after school, do not bring down a thousand questions on him, let him relax a little, remember how you yourself feel after a working day. - If you see that the child is upset, silent - do not ask; let him calm down and then he will tell everything himself. - After listening to the teacher's remarks, do not rush to arrange a thrashing. Try to keep your conversation with the teacher without the child. - After school, do not rush to sit down for lessons. The child needs 2 hours of rest. Classes in the evenings are useless.

Do not force to do all the exercises at once: 20 minutes of classes - 10 minutes break. -During the preparation of lessons, do not sit "over your soul." Let the child work on his own. If you need your help, be patient: a calm tone, support are needed. -When communicating with a child, try to avoid the conditions: "If you do, then ..". -Find at least half an hour during the day when you belong only to the child. -Choose a single tactic of communication with the child of all adults in the family. Solve all disagreements about pedagogy without him. -Be attentive to the child's complaints of headache, fatigue, feeling unwell. Most often, these are objective indicators of overwork. -Keep in mind that even "big children" are very fond of a bedtime story, a song, gentle stroking. All this will calm the child and help relieve stress accumulated during the day.

Only together. "Happy and successful school life" - the mission is POSSIBLE!

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Slides captions:

Adaptation of first graders Prepared by: teacher primary school Sorokina N.S.

Adaptation is a natural state of a person, manifested in adaptation (in getting used to) to new living conditions, new activity, new social contacts, new social roles. Slide to insert text with a picture.

The purpose of the adaptation period To create psychological and pedagogical conditions that ensure a favorable course of adaptation of first-graders to schooling. Slide to insert text with a picture.

The first 2-3 months are the hardest.

Statistics A significant part of children (50%-60%) adapt within 2-3 months.

Statistics The second group of children (30%) needs more time to get used to the new school life.

Statistics The third group of children is found in each class (approximately 14%). These are children who have significant difficulties academic work difficulties of painful and long-term adaptation are added, up to about 1 year.

Preservation of mental, physical and social health. Slide to insert text with a picture.

Establishing relationships with students and teachers. Slide to insert text with a picture.

Formation of adequate behavior.

Mastering the skills of educational activities.

Family - the key to success Patience and goodwill, emotional support and praise, love and participation of parents - the key to successful adaptation of the first grader.

On the topic: methodological developments, presentations and notes

This presentation can be considered as an appendix to methodological development to hold a meeting of parents of first graders ...

Parent meeting "Adaptation of a first-grader to school" Presentation.

[[("type":"media","view_mode":"media_large","fid":"9361426","attributes":("alt":"","class":"media-image"," style":"float: left; height: 144px; width: 120px;"))]]Goals: To educate parents about possible...

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The bell rings for ten years in a row.
Hearing it, people smile,
And the faces of the guys bloom:
It's time for the lessons to begin.

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Adaptation

Adaptation is the natural state of a person, manifested in adaptation (getting used to it) to new living conditions, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual life situation for children is manifested in the fact that not only the success of mastering educational activities, but also the comfort of being at school, the health of the child, his attitude to school and learning depend on the well-being of its course.

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Problem

Is the child ready for a new stage in his life: schooling?

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3 components:

• Physiological adaptation
• Psychological adaptation
• Adaptation social or personal

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Can you be sure that

• The first grader likes school, he goes there with pleasure, willingly talks about his successes and failures.
• The first grader is not too tired.
• The first grader is quite independent
• He made classmates.
• To the question: "Maybe it's better to return to kindergarten?" he emphatically replies, "No!"

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Academic success depends

• From the desire and ability to learn
• Ability to see the connection of phenomena, patterns
• From the desire to understand, to understand why, how, why ...

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And

• The child must understand the role of the student
• Obey general school and teacher requirements

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• The child must be able to concentrate for a sufficiently long time
• Hold attention, don't get distracted
• Listen to the teacher, be able to sit through the whole lesson
• Find mutual language with classmates

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Degree of adaptation

The first group of children adapts during the first two months of training. These children relatively quickly join the team, get used to school, make new friends. They almost always have good mood, they are calm, friendly, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime.

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The second group of children has a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept new situation learning, communication with the teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school and teacher. "Risk group

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The third group is children whose socio-psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn with great difficulty learning programs. It is these children that teachers most often complain about: they "interfere" with work in the classroom.

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Difficulties

Chronic failure.
In practice, there are often cases when the difficulties of adapting a child to school are associated with the attitude of parents to school life and the child's school performance. On the one hand, this is the parents' fear of school, the fear that the child will be bad at school. This is often heard in the speech of parents: "If I had my way, I would never send him to school, I still have nightmares about my first teacher."

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Fears that the child will get sick, catch a cold.
On the other hand, this is an expectation from the child of only very good, high achievements and an active demonstration of dissatisfaction with the fact that he cannot cope, that he does not know how to do something. During the period of primary education, there is a change in the attitude of adults to children, to their successes and failures. A “good” child is one who learns well, knows a lot, easily solves problems and copes with educational tasks. The parents, who did not expect this, have a negative attitude to the inevitable difficulties at the beginning of education (verbally and non-verbally).

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Reasons for failure

Insufficient readiness of the child for school (underdeveloped fine motor skills - a consequence: difficulties in learning to write, unformed voluntary attention - a consequence: it is difficult to work in a lesson, the child does not remember, misses the teacher's tasks).

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The anxiety that developed preschool age under the influence of family relations, family conflicts. In families where there were more conflicts between spouses, the child grows up anxious, nervous, insecure, because. the family cannot satisfy his basic needs for security and love, the consequence: a general lack of self-confidence and a tendency to react in a panic to some difficulties are automatically transferred to school life.

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Parents' high expectations.
The normal average successes of the child are perceived by them as failures. Real achievements are not taken into account, they are rated low. Consequence: anxiety grows, the desire to achieve success, self-confidence decreases, low self-esteem is formed, which is reinforced by the low evaluation of others. Often parents, trying to overcome difficulties, to achieve better (from their point of view) results, increase the load, arrange daily extra classes, forced to rewrite tasks several times, overly control. This leads to even greater inhibition of development.

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Difficulties

Withdrawal from activity.
This is when a child sits in a lesson and at the same time, as it were, is absent, does not hear questions, does not fulfill the tasks of the teacher. This is not due to the increased distractibility of the child to foreign objects and activities. This is withdrawal into oneself, into one's inner world, fantasies. This often happens with children who do not receive enough attention, love and care from parents, adults (often in dysfunctional families).

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Negativistic demonstrativeness.
It is typical for children with a high need for attention from others, adults. Here there will be complaints not about poor study, but about the behavior of the child. He violates the general norms of discipline. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention. Attention in any form is an absolute value for a child, which is deprived of parental affection, love, understanding, acceptance.

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Verbalism.
Children who develop in this way are different high level speech development and thought delay. Verbalism is formed at preschool age and is associated primarily with the peculiarities of the development of cognitive processes. Many parents believe that speech is important indicator mental development and make great efforts so that the child learns to speak smartly and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development (the development of abstract, logical, practical thinking are role-playing games, drawing, designing) are in the background. Thinking, especially figurative thinking, lags behind.

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Ways to solve the problem

It is necessary: ​​to pay more attention to the development of imaginative thinking: drawings, design, modeling, appliqué, mosaic. The main tactic: keep the speech flow and stimulate productive activity.

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Difficulties

"The child is lazy" - These are very frequent complaints. Anything can stand behind this.

1. reduced need for cognitive motives;
2. motivation for avoiding failure, failure (“I won’t do it, I won’t succeed, I don’t know how”), that is, the child refuses to do something, because he is not sure of success and knows that for a bad grade, his work will not be praised , and once again accused of incompetence.
3. general slowness of the pace of activity associated with the peculiarities of temperament.

The child works conscientiously, but slowly, and it seems to the parents that he is “too lazy to move”, they begin to push him, get irritated, show dissatisfaction, and the child at this time feels that he is not needed, that he is bad. Anxiety arises, which is the disorganization of activity.

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• high anxiety as global problem self-doubt, is also sometimes regarded by parents as laziness. The child does not write a phrase, an example, because not sure how and what to write. He begins to evade any action, if he is not convinced that he is doing the right thing, well, because he already knows that his parents will love him if he does everything well, and if not, then he will not receive that "portion" of love necessary for him. Less common is laziness in the proper sense, when a child does only what pleases him. This is spoilage.

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How can I help you adjust to school?

They will help the child quickly adapt to new living conditions.

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What to do?

The most important result of such assistance is to restore a child's positive attitude towards life, including everyday school activities, towards all persons involved in the educational process (child - parents - teachers).

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In no case should you compare his mediocre results with the standard, that is, with the requirements of the school curriculum, the achievements of other, more successful students. It is best to never compare your child to other children.

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• You can only compare a child with him and praise only for one thing: improving his own results.
• The main reward is kind, loving, open, trusting communication in those moments when the child is calm, balanced, doing something.

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For students who have reached the age of 6.5 by the beginning of training, classes are held only in the first shift, not earlier than 8 am, on a five-day academic week, in compliance with a stepped mode (in the first quarter - 3 lessons of 35 minutes; in the second quarter - 4 lesson for 35 minutes).

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To create such a regime, it is recommended to place the first classes in a separate educational section. The layout of many schools does not allow this; in this case, teachers should be recommended to devote the last 10 minutes of the lesson to quiet games, drawing, watching funny cartoons. From the second half of the year, no more than four lessons of 45 minutes are allowed. After the second or third lesson, a dynamic lesson lasting at least 40 minutes should be organized daily with the organization of outdoor games under the supervision of a teacher in the air or, in case of adverse weather conditions, in recreation.

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Great importance to facilitate adaptation, first-graders observe the norms of motor activity. To do this, they should be organized at school: gymnastics before classes, physical education in the classroom, outdoor games during breaks, a dynamic pause - daily, physical education lessons - at least twice a week, as well as extracurricular sports activities. Parents are encouraged to take their child for a daily walk after school and before bed.

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Of course, to facilitate the adaptation of first-graders, a rational daily routine should be organized.
In the daily routine of children, it is necessary to provide for a quiet rest after lunch; it is possible to organize daytime sleep for children who do not attend an extended day group. The duration of a night's sleep for first graders should be at least 9.5 hours, and playing games on the computer and watching TV should not exceed 1 hour a day.

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Conclusion

The first grade of school is one of the most difficult periods in the life of children. When entering school, the child is influenced by the class team, the personality of the teacher, and the change in the regimen, and the unusually long restriction of motor activity, and the emergence of new duties. Adapting to the school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation for each individual, so each child needs help and great patience from all the surrounding adults.

Adaptation first - class students to school learning

"Be ready for school today -

Be ready for school

means to be ready to learn all this.”

L.A. Wenger, A.L. Wenger.

"Is your child ready for school?"

READINESS

TO SCHOOL EDUCATION

PSYCHOLOGICAL READINESS

PHYSIOLOGICAL

READINESS

SOCIAL

(PERSONAL)

READINESS

An approximate list of what a child should know and be able to do when entering school

• The general outlook of the child
• Mathematical representations
• Colloquial speech
• Development of attention

and thinking

5. fine motor skills

• Stage 1 (first-second weeks) - indicative. Significant tension of all body systems.
• Stage 2 (third-fourth weeks) - unstable, gradual adaptation.
• Stage 3 ( fifth or sixth week) is a relatively stable adaptation.

"School stress":

• Severe fatigue - in 40%.
• Neurosis-like reactions (disturbed sleep or appetite, fear of school, headaches, abdominal pain - up to 75% of children at the beginning of the school year).
• Deterioration in health.

Indicators of adaptation difficulties. "School stress":

• Changes in behavior (aggressiveness, tearfulness, moodiness, lethargy or overexcitation, irritability).
• Difficulties in mastering the program.
• Relationship problems with peers and teachers.

The success of adaptation depends on

• school readiness in the light of the Federal State Educational Standards

• Personal
• Regulatory
• cognitive
• Communicative

School readiness

1. social readiness

( To communicative UUD) - involves the development of cooperation in children: the ability

hear, listen and understand the partner,

plan and coordinate joint activities,

assign roles,

mutually control each other's actions,

negotiate, negotiate,

express your thoughts correctly

support each other

and cooperate effectively

build relationship

both with the teacher and with peers.

School readiness

2. Personal readiness

assumes that the first grader must understand and perform rules and regulations behavior at school, be at peace with oneself, restrain, control oneself.

According to the new standards, it sounds like this: personal UUD - awareness, exploration

and acceptance life values, orientation in moral rules and regulations, development of one's life position in relation to the world.

The main thing in the first class is

formation of educational motivation:

the development of cognitive (“I want to know everything”) and social (“I want to become an adult ...”) motives in a first grader contributes to the emergence internal position of the student, attaining student status.

School readiness

3. Assumes formation regulatory UUD – ability to manage cognitive and educational activities

The first grader must be ready to:

- listen carefully to instructions

- set a goal before completing a task

- plan how to get it done

- control the correct execution

- to correct (correct) their actions

- Evaluate the success of your work

School readiness

4. Intellectual, mental readiness

presupposes the formation

cognitive UUD:

• research, search, selection

and systematization of the necessary information,

• modeling, structuring,
• generalization and practical use studied material,
• development of mental operations.

Graduate portrait

ELEMENTARY SCHOOL

PRESCHOOL CHILD

• active and active

• research

interest

• creative

• communication

• curious

• responsibility

• initiative

• self-regulation

• open to the outside world

friendly and responsive

• respect for

surrounding, to another point

vision

• with a positive attitude,

self-confident

• self-organization skills

and healthy lifestyle

• with a sense of self

dignity

LEARNING INDEPENDENCE = ABILITY TO LEARN

• Daily sleep - 11.5 hours (10 +1.5).
• Rise - 1-1.5 hours before class.
• Morning gymnastics.
• Meals (breakfast, lunch, afternoon tea, dinner).
• Walking - 3-3.5 hours a day.
• Classes at home - from 16 to 20 hours, no more than one hour with breaks after 20 minutes.

• Extracurricular activities - according to the state of the child, calmly, without haste.
• Games, favorite activities at home.
• Strong help around the house.
• Communication with relatives.
• Watching TV shows - 2-3 times a week for no more than 30 minutes.
• At the computer - no more than 15-20 minutes with gymnastics for the eyes and posture.

• Joint preparation for school in the evening: collect a portfolio, prepare clothes, discuss the breakfast menu.
• Going to bed - at the same time, after quiet games and hygiene procedures. The child should sleep in complete silence and darkness.

• Patience and kindness, emotional support and praise, love and participation of parents are the key to successful adaptation of a first grader.

Parents should always be with their children : and on excursions, and in labor affairs, and in competitions, and in games - in all children's undertakings. Only then will children share their experiences with their parents.