Consultation for parents "What our children will remember"
We live in the age of computer technology, we work a lot to provide for families, our children attend all possible circles and sections, we have no time to spend time with a child, because we have a million things to do, and we are busy all the time, but we don’t think about it only one of these childhood memories will your child remember? Computer games? Purchased toys? Childhood spent in kindergarten and various circles? Or maybe your already matured child will have absolutely nothing to remember?
Not all memories cause a smile, but still there are surprisingly happy moments among them that we will always remember. And if we want our children to have such memories in the future, then we do not need to do so much:
3. Hug them.
It doesn't matter if we are small or large, we all need hugs. Each child is individual, someone wants to be crammed, for someone one hug will be more than enough, you just need to pay attention to their needs and not deny them to children. Just don't ask whether to hug or not! Say, "I want to hug you!" and hug. Hugs are a symbol not only of love, but also of confidence, protection and just happiness.
4. Create family traditions.
For example, host a movie night or night once a week when the whole family is watching a movie together. And believe me, it won't be just watching a movie when it comes to tradition!
5. Joint meal
Time flies by, cooking takes a long time, and work eats up everything else. Due to different schedules and simply the desires of family members, it becomes very difficult to find everyone at the same table at once. As a result, children eat cereals, hot dogs, ice cream, etc. But even this is not the worst thing! It is important that the absence of joint meals has the most negative effect on family relations, on trust and warmth. Therefore, you need to choose at least one meal, be it breakfast, lunch or dinner, and always spend it all together.
6. Tell them that they are the most beloved in the world.
Psychologists advise telling children that you love them up to 10 times a day. Believe me, it is very important for children to know that they are loved.
7. Support children in their endeavors, and celebrate their "small" victories!
Children want everything to work out for them exclusively the first time, and when this does not happen they lose heart. The role of an adult is to support the child at this moment, to explain that not everyone succeeds the first time, you just need to practice or try again.
All children are different and their achievements are different. Someone at 5 years old reads better than someone at 10 years old. Someone is successful in sports, while someone is just allergic to the ball. Some are the best student in the class, and some are engaged with tutors. But every child has something that he does well, and whatever it is, parents should support it and celebrate all the achievements!
8. Play together.
All children love to play, but adults usually find these fun uninteresting. But you just need to find something that will bring pleasure to the whole family - board games, hiking, fishing, outdoor recreation, playing sports, cycling, reading, watching movies, any activity that will provide fun and bring everyone together, creating memories. that kids will never forget.
9. Remember your promises.
Yes, we promise so much and so often forget to do it ... And the life of children consists of moments, and these situations become very painful for them ... Therefore, all those events that are extremely important for the child - meetings, birthdays, rehearsals, competitions, sports competitions, conferences should never be forgotten by parents! And for the children it will be the very fact that they remember about him, not forget about him ... And in the future, having matured, the child himself will learn to fulfill his promises ...
Mistakes not to be made
(advice for parents)
All parents bring up children based on their life experience, understanding of life. Each of us dreams that he will be the best, smartest and kindest in relations with his child. And it often works. But there are times when the child's behavior is perplexing, annoying; and we do something that makes you feel ashamed, uncomfortable, and you start scolding yourself and swearing to yourself that this will not happen in the future. So what mistakes do we make?
The first mistake is indifference
"Do what you want, I don't care"
Parents' opinion:
When I was little, they didn’t bother with me. The child himself must learn to solve his problems. And in general, the child must be prepared for adulthood, let him soon become independent.
The opinion of psychologists:
The child, feeling your indifference, will immediately begin to check how "real" it is. The check, perhaps, will consist in the commission of misconduct. The child waits for criticism to follow such an act or not. It turns out that both of you are "running in a vicious circle." Therefore, it is better, instead of ostentatious indifference, to try to establish friendly relations with the child, even if his behavior does not suit you at all.
Mistake two - too much severity
"You have to do what I told you. I am mom, I am in charge of the house."
Parents' opinion:
Children should always obey their parents - this is the most important principle in education. Alternatives are not allowed here. It doesn't matter how old the child is, whether he is a high school student or a preschooler. Children should not be given indulgences, otherwise they will finally sit on our necks.
The opinion of psychologists:
Children must understand why and why they are doing something. Too strict parenting based on principles that a child does not always understand is like training. The child can unquestioningly do everything when you are around, and ignore all the prohibitions when you are not around. Persuasion is better than rigor. If necessary, you can say: "You are now doing as I say, and in the evening we will calmly discuss everything - why and why."
The third mistake - children should be pampered
"Perhaps I will do it myself. My baby is not yet able to do it."
Parents' opinion:
We are ready to do everything for our baby, because children should always receive the best. Childhood is so fleeting, so it must be beautiful. It's so nice to guess and fulfill any child's wish.
The opinion of psychologists:
It is very difficult for spoiled children in life. Excessive care and concern in the future can lead to problems. When parents literally anticipate every movement, every breath, the child does not feel happier from this. Rather, on the contrary - he feels completely helpless and alone. “Try to do it yourself, and if it doesn't work out, I'll be happy to help you,” - this is one of the options for a wise attitude towards a daughter or son.
The fourth mistake - the imposed role
"My baby is my best friend"
Parents' opinion:
The child is the main thing in our life, he is so smart, you can talk with him about everything. He understands us just like a real adult.
The opinion of psychologists:
Adult problems should not fall on the shoulders of children. It is unacceptable to involve them in conflicts, interpersonal relationships of adults. Children are designed in such a way that they are interested in everything. Of course, they will listen to you as much as you want. Most likely, they will take your side. Toddlers are ready to immerse themselves in the complex world of adult problems, instead of discussing their interests with peers. But at the same time, their own problems remain unresolved.
Fifth mistake - monetary
"More money - better education"
Parents' opinion:
We have a small salary. There are not enough funds to allow a child to be pampered.
If we had more money, we would give the child everything and make him happier.
The opinion of psychologists:
Love cannot be bought with money - it sounds pretty commonplace, but it is. It often happens that in families with low incomes, adults do everything so that the child does not need anything. They literally stretch out to the string, so that their child is no worse than others. But such parents should not feel remorse for not being able to fulfill all the wishes of their child. In fact, attention, affection, joint games and communication are much more important than the contents of the wallet. And, if you look at it, it is not money that makes a child happy at all, but the realization that he is the MOST-MOST for the parents.
Mistake six - Napoleonic plans
"My child will be playing music (tennis, figure skating). He shouldn't miss his chance."
Parents' opinion:
Many adults dreamed of doing ballet, learning to play the piano, or playing tennis as children, but they didn’t have the opportunity. And now the main goal of dads and moms is to give children the best education. It doesn't matter if the kids don't really want this, time will pass and they will appreciate the efforts of adults.
The opinion of psychologists:
Unfortunately, children do not always appreciate the efforts of their parents. Parents themselves provoke such "ungrateful" behavior of children. After all, often a brilliant future, drawn by adults in their imaginations, is just the ambitions of a mom or dad, but not a child's true desire. While the baby is still small, he obeys adults. Growing up, he wants to break out of the "tight embrace" of parental love, begins to express protest in the ways available to him - this can be taking drugs, or just a passion for hard rock at night. A situation of misunderstanding, alienation, resentment on the part of adults arises. Therefore, before deciding something for the child, listen to his interests. Observe his behavior and mood, try to understand if he likes what he is doing. Don't make a child's life a satisfaction of their own ambitions.
Mistake seven - too little affection
"Kisses, hugs and other affection are not all that important for a child."
Parents' opinion:
Many adults believe that affection (kissing with mom, hugging with dad) during childhood can lead to problems in sexual orientation in the future. In short, no hugs and kisses. There are more necessary and serious things.
The opinion of psychologists:
Children of any age strive for affection, it helps them feel loved and gives them confidence in their abilities. There is an opinion that for the whole day a child should receive at least 10 touches (stroking on the head, hugs, kisses) for good health and good mood. Otherwise, the child may feel emotionally hungry and think. That they don't like him.
Mistake Eight - Your Mood
"Is it okay or not? It depends on the mood."
Parents' opinion:
Trouble at work, bad family relationships, "so-so mood." How often adults let off steam on a child! Many are sure that there is nothing wrong with that. It is enough then to pretend that nothing happened or buy a long-promised toy, and everything will be all right.
The opinion of psychologists:
Parents should show their child that they are pleased with his good deeds and upset with bad ones. This creates in children a consciousness of the unshakability of life values. When adults, for the sake of their egoism and mood, today allow something, and tomorrow they forbid it, the child can understand only one thing: it does not matter what I do, the main thing is, what is my mother's mood. However, if you feel that you cannot change yourself, it is better to agree in advance with the child: “So, when I am in a good mood, you will be allowed to do whatever you want.
Mistake number nine - too little time to raise a child
"Unfortunately, I have no time for you at all."
Parents' opinion:
Many adults are very busy at work, but they try to spend every free minute with their children: they take them to the kindergarten and school, cook for them, wash, buy everything they need. Children themselves should understand that parents simply do not have time to play and read with them.
The opinion of psychologists:
Adults often forget a simple truth - if they have already given birth to a child, they must also find time for him. A kid who constantly hears that adults do not have time for him will look for kindred spirits among strangers. Even if your day is scheduled by the minute, find in the evening half an hour (in this matter, quality is more important than quantity) to sit by the baby's crib, talk to him, tell a story or read a book. The crumb needs it.
Galina Goncharenko
Consultation of a teacher-psychologist for parents "Television and a preschooler, or What your baby is watching"
Consultation of a teacher-psychologist Goncharenko G... And for parents« TELEVISION AND PRESCHOOLER, OR WHAT LOOKS YOUR KID»
In modern world TV became very widespread. It is difficult to imagine the life of a modern Russian family without TV. Parents begin to teach children to TV from early childhood. A television it is very convenient - it brings pleasure to the child, as well as broadens his horizons. But often parents forget, what television does not always carry only positive aspects. And if at the beginning parents are happy that sitting at the computer or TV the child receives useful information, then over time they begin to notice that the behavior of the beloved child has changed markedly. The child becomes moody, refusal to play or viewing cartoons causes a violent negative reaction, from somewhere there is tearfulness and irritability. So imperceptibly banal viewing cartoons forms a bad habit in a child, and in the future it can lead to a risk of developing computer and television addiction, with pathological and irreversible changes in the personality of the child.
Harmful influence noted TV and a computer for the health of children. Long sitting in front of "Blue" the screen leads to the development of myopia, impaired posture, metabolism, often leading to obesity, disruption of the cardiovascular system, weakening of the immune system, etc.
In addition, various violations in mental and the emotional development of children.
If speak about mental development, then, first of all, oddly enough, the development of the mental sphere, attention, memory suffers, since the visual channel of information is the simplest and does not require serious mental efforts for its perception. Thus, the child simply swallows large streams of information without comprehending or analyzing it. In childhood, the level of thinking development is closely related to the level of speech development. While sitting by TV the child does not need to use the mechanisms of active speech - he only listens.
Therefore, the speech of children in the game becomes scarce - they limit themselves to exclamations, snatches of phrases and ridiculous imitations of sounds, accompanying them with robotic movements. It is not just silence in front of your speech that affects speech. TV screen... The programs are mostly built stereotypically and do not in any way encourage the child to develop their own imagination and creativity. In addition to influencing speech, TV contributes to the child's loss of interest in spontaneous, creative play and natural movement. Thus, development is inhibited in children. mental functions: the development of speech and thinking slows down, there is no stimulus for the formation of imagination, there is no emotional contact with parents, coherent speech does not develop, children cannot concentrate on the content or retell it. Reading a fairy tale to a child, teaching retelling, composing your own stories, forcing the child to talk, you contribute to his intellectual development.
But the biggest harm is computer addiction and television damages the emotional development of the child.
At each age, the development process sets its own urgent tasks. So in a year a child needs to learn to walk, at three years old - to talk, at 5 a child absolutely needs to play and learn to communicate with peers. If children learn to walk and talk more or less on time, things are much worse when it comes to play and communication. By playing and communicating with peers, the child actively learns peace: fantasizes, learns to maintain a conversation, moves. "Interaction" with the TV develops passivity in the kid, the emotional plane - he becomes insensitive to the emotions of other people and can gradually go into "Virtual reality".
Thus, there is a danger that the child may "Slip through" that age period when children actively learn to make contact and establish interpersonal interaction and friendships. In the future, it will be difficult for such a child to adapt to the new team and make new friends.
Currently, there is practically no doubt that the scenes of violence shown on the screens TVs, contribute to an increase in the level of aggressiveness in children.
The main characters of the cartoon are aggressive, they seek to harm others, often maim or kill other characters. Consequence viewing such a cartoon can be a manifestation of cruelty, ruthlessness, aggression by a child in real life.
We must not forget about the addictive effect and the infectiousness of aggressive behavior: constant viewing scenes of violence dulls the emotional feelings of children, they get used to cruelty, become indifferent to human pain, and after a while the child begins to perceive violence as a norm, as a standard of emotional response.
When selecting a children's show or cartoon parents you have to be 10 times more careful than when choosing a book, because visual images affect the child much more strongly. Therefore, very often it is TV viewing causes the emergence of children's fears.
It is necessary to take into account the special impressionability of children and the ability of the child psyche to suggestion... Scary dreams, images or sounds can disturb him and lead to increased anxiety or neurotic symptoms, as well as to the appearance of fears in the child.
How is this bad habit formed? Often parents themselves contribute to its occurrence. We plant children for watching cartoons so that they do not interfere with our household chores, relax, communicate with friends. Or, having come home from work, we immediately turn on our favorite TV shows, bury ourselves at the computer monitor, thereby showing the children a bad example. Behavior parents are a model, on the basis of which children build their behavior, style of communication with others and their pastime.
Everything parents know very well about the harm TV set for raising children... But not all parents take this issue seriously. I want to trust so much TV, give him your child at least for an hour or two, so that he can do his own thing. And then they are surprised that their baby ruthless and nervous. And he just copies the heroes he saw on TV. Television takes an active part in raising children preschool age... That's why parents must control TV viewing by children... Besides the negative psychological influence on the subconscious toddlers, excessive amount views gear leads to problems with posture and blurred vision. Completely exclude TV in preschool education age is not necessary and it is not possible. You just need to adhere to the rules watching TV, and at what age allow them watch to know the impact of parenting preschool age with the help TV... For kids preschool age recommended watch TV for no more than 1 hour, for schoolchildren - up to 2 hours a day.
Any joint activities with the child, such as drawing, modeling, reading, outdoor games, household chores, or just a joint walk, are suitable as compensation. At the same time, you do not need to take on the role of a mass entertainer. The main thing is to awaken in the child a natural craving for activity and direct it. Then the child will be able to occupy himself perfectly.
Do not need to use TV for falling asleep... It only excites the child's nervous system. At watching TV the distance to the screen must be at least 3 meters. View only in a sitting position. Control that watching child, let watch only good transmissions. ... It is necessary to intelligently combine the time spent at the computer and TV with the child's motor activity, communication with peers, friends, with smart, understanding adults, books, music, painting, etc.
What to do if, nevertheless, the computer and television took a huge place in life toddler and worries parents?
1. First, count the time he spent in front of the screen. The results of the calculated « TV hours» may well surprise you. Set a simple and realistic goal, such as limit time viewing two cartoons a day. Teach your children to do without TV... You may encounter some resistance at first, but at such an early age children will easily accept the new rules of the game. But, of course, this goal should not be achieved on the first day.
2. It is also worth paying attention to the place where your television... It is best to put it in the hall. It is not advisable to install TV in the child's bedroom to save him from the temptation to uselessly click the remote control instead of useful activities.
3. Be sure to explain to the child the conditions under which the TV will be turned off... Specialists advise: eating, reading, playing should not be combined with viewingBlue screen... The first step in the fight against tele-addiction- limitation of free time baby: Walk with him in the fresh air more often. Exciting activities will not only interest the child and dispel his boredom, but also allow him to forget about TV... Offer him regularly those interesting activities that have the greatest impact on the development of brain structures, and exactly: 1) various types of speech (oral, written, for example, read books with the child, tell fairy tales, learn tongue twisters; 2) exercises to coordinate the movement of the hand (modeling, drawing, constructors, etc.... etc.)... Sing often with your child - this develops his speech skills and hearing. Play outdoor games with your child.
4. Don't forget to turn off television when you are not look- children quickly adopt the bad habit of adults leaving television"Background";
5. Try to distract toddler interesting occupations: drawing, reading a book, various games. Get out your old toys, study the alphabet and numbers. Offer your child to help you with home: children just love to help their mother in washing dishes and cleaning the room.
Thus, ways to distract the child from a great variety of TVs, and all that is required of you is strength and patience. But on the other hand, subsequently, your child will be able to find something to his liking without any difficulty, if he is not around TV... And not everyone can boast of this in our time.
So dear parents, let's summarize. Leaving your children with TV, we not only entrust their upbringing to other people's uncles and aunts, we not only damage their health, provoking delayed motor development, physical inactivity and visual impairment. Television"Helps" we form in children passivity and inertia of character, mediocrity of thinking. Day after day, imperceptibly through the cumulative effect, our unique child becomes part of the crowd, gray and mediocre. And at the same time, the main responsibility lies with us, parents... Let our children be tomorrow among those who will design original buildings, do unique operations, make bright reports and set new world records. But today, first you just need to turn off television and help your children preserve their unique uniqueness.
I, Sedyakina Ksenia Anatolyevna, graduated from the Volgograd Social and Pedagogical University in 2011. She studied in the specialty "Pedagogy and Psychology". In 2011 the qualification was awarded teacher-psychologist. I have been working in kindergarten No. 226 since 2011. The general teaching experience is 4.5 years. The directions of my work are psychological support of the educational process: R work with children, namely NS sychodiagnostics(diagnostics of personal and cognitive characteristics of preschool educational institutions),(correction and development of cognitive processes in children). Working with parents, the purpose of which is psychological education of parents, counseling for parents on various topics planned in the annual plan ("About lies, I'm going while I'm lying", "Bad habits", "How to help an anxious child"), NS illumination, psychoprophylaxis - holding p teacher meetings for parents of children attending preschool educational institutions.Working with educators, the purpose of which is the psychological education of educators: counseling, education, psychoprophylaxis.
Schedule of work of a teacher - psychologist of preschool educational institution № 226 Sedyakina K.A.
Monday 12.00-19.00
Tuesday 9.00-16.00
Wednesday 9.00-16.00
Thursday 9.00-16.00
Friday12.00-19.00
Consultations for parents of preschool educational institutions: Monday, Friday 16.00-19.00
Approved by
Head Preschool educational institution number 226
Popova S.G.___________
Date ____________________
Work plan
Educator-psychologist MOU D / S (general developmental type) № 226 Sedyakina K.A.
For the 2011-2012 academic year
The main tasks of the MOU (tasks of the annual plan):
1. Formation of moral and ethical qualities in preschoolers.
2. Continue to create conditions for protecting the life and health of children.
3. to improve work on the development of artistic and aesthetic abilities of pupils through basic and additional education, using music, visual activity, means of physical education.
-"Rainbow".
Priorities in the work of the MOU -
work with children of the preparatory group (preparing children for school).
|
Types of workgoals and objectives |
Form and means implementation |
Subjects, number
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Timing, time |
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Work with children Purpose: - to identify the level of formation of the moral qualities of the individual, cognitive mental processes, the level of readiness for schooling Prevention of maladjustment for attending kindergarten, increasing the level of general awareness of children entering school. |
Psychodiagnostics Babysitting Initial individual conversation with children Diagnostics of the personal characteristics of preschool educational institutions (projective technique "Non-existent animal", test "Drawing of a person" - from 4 years old, test "Drawing of a tree", test "You are a magician"), parent-child relations (projective technique "My family") Diagnostics of the cognitive development of children. Diagnostics and development of moral qualities in children 5-6 years old according to the program "Friends of the Little Prince" Diagnostics of the moral development of an older preschooler. Gr. # 2 Diagnostic game "Ice Cream Rescuers" Individual diagnosis of children with developmental disabilities in difficult life situations (study of the level of cognitive processes) Correctional development work (preparatory group) Developing activities with children of the nursery group and their parents (adaptation to kindergarten) "Malyshkina school" Correctional and developmental work with children of preschool educational institutions with developmental disabilities, at the request of parents |
Preschool children Childist. and prep. gr. Children podg. Children attending preschool educational institution number 226 Nursery children and their parents Preschool children |
Aug. Sept October January April May During a year October-March August During a year |
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Working with parents Purpose: psychological education of parents |
counseling Consultation “About lies. I'm going while I'm lying. "
Consultations at the request of parents. Consultation for parents: "Bad habits". Consultation: "How to help an anxious child" Parents' meeting for parents of middle groups on the topic: “Moral education of children of middle preschool age. Teaching parents how to teach their child to kindergarten |
Parents of children attending preschool educational institution number 226 parents |
August September during a year March December December August |
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Working with educators Purpose: psychological education of educators. |
counseling Consulting on the stages of adaptation of children to kindergarten Consultation: "The role of pedagogical assessment in the emotional development of a child." Consultations at the request of educators Consultation: "Games and situations of experience that develop moral feelings and good attitude towards peers and family members." Consultation for educators: "Activation of human resources in case of emotional fatigue." Consultation "The Role of Pedagogical Assessment in the Emotional Development of a Child" Education, psychoprophylaxis Pedagogical advice: « Moral development is one of the foundations for the formation of the personality of preschoolers. " Workshop on the formation of moral and aesthetic concepts among preschoolers "The book is my friend, helper and educator" results cognitive development of children for educators. |
Educators of preschool educational institutions St. vosp, pedagogue psychologist |
August October January April November January |
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Scientific and methodical work Drawing up work plans for the year, stands "Features of adaptation of a child to kindergarten" Preparing for the teacher's council number 2 Preparation of all teaching staff for the final teachers' council. preparation for the pedagogical council "Moral development is one of the foundations of the formation of the personality of preschoolers" |
Senior educator, educational psychologist |
September October October November (11/29/2011) |
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participation in trainings, seminars, |
round table Integrated support system for children with developmental disabilities Workshop Psychological support for the implementation of new educational standards The conference New forms of work with disorganized children Theoretical and practical seminar Continuity and continuity in the development of children of early and young preschool age The role of play in the mental development of a preschooler and the formation of preconditions for UUD Network club "Parent Academy" |
October January March May December, February March |
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Educator-psychologist K.A. Sedyakina
CONSULTATION FOR PARENTS
TOPIC: Consulting on the stages of adaptation of children to kindergarten
entering kindergarten.
Dear adults, if your child is 2.5 - 3 years old
1. Tell your child what kindergarten is, why children go there. Why do you want the kid to go to the garden. Get him interested, tell him that you also need to go to work, agree in the evening to share information with whom, what interesting things happened during the day.
2. As you pass the kindergarten, happily remind your child how lucky he is - soon he will be able to come here. Tell your family and friends in the presence of the baby about your luck, say that you are proud of your child, because he was admitted to kindergarten.
3. Tell your child in detail about the kindergarten regime: what, how and in what sequence he will do it. The more detailed your story is, and the more often you repeat it, the calmer and more confident your child will feel when he goes to the garden. Ask your child if he remembered what he will do in the garden after the walk, where to put his things, who will help him to undress, and what he will do after lunch. With these kinds of questions, you can check whether the child remembers well the sequence of events. Little ones are frightened by the unknown. When the child sees that the expected event happens as promised, he feels more confident.
4. Talk to your child about possible difficulties. Who can he turn to for help, how he will do it. Explain also that there will be many people in the group and that sometimes you will have to wait in line to get what you want.
5. Together with your child, prepare a “joy box” by putting inexpensive things there. These can be small toys that remain attractive to your child and will definitely please other children. These can be boxes with funny objects embedded in them, beautiful paper napkins or scraps of fabric that is pleasant to the touch, picture books. Over the summer, you can fill the box and in the fall send the child with some toy from it to the kindergarten, so that he can be calmer there.
6. Teach your baby to get to know other children, address them by name, ask, not take away toys, offer their toys, their services to other children.
7. Work with your child to develop a simple pattern of farewell signs of attention, and it will be easier for him to let you go.
8. Remember that it may take up to six months for a child to get used to kindergarten. Calculate your strengths, capabilities and plans. It is better if for this period the family will have the opportunity to adapt to the peculiarities of the adaptation of their baby.
9. Make sure in your own confidence that your family needs a kindergarten right now. The child feels great when parents doubt the appropriateness of "garden" upbringing. Children whose parents have no alternative to kindergarten get used to it easier and faster.
10. The child will get used to it the faster, the more children and adults he can build relationships with. Help your child with this. Get to know other parents and their children. Call other children by their first names in front of your child. The better your relationship with the caregivers and other parents and their children, the easier it will be for your child to get used to kindergarten.
11. There are no perfect people. Be patient and condescending towards others. If any situations bother you, be sure to explain them, it is better to do it in a mild form or through specialists (teachers of your kindergarten group, a psychologist, etc.).
12. Avoid criticizing the kindergarten and its staff in the presence of your child. Never scare your child with kindergarten.
13. Support your baby emotionally during the adaptation period. Now you spend less time with him. Compensate for this with the quality of communication. Hug your child more often (at least 8 times a day), cheer him up.
14. If after a month your child is not yet used to kindergarten, check the list of recommendations and try to follow the recommendations that you forgot about.
Dear mums and dads!
If you need help, psychologists are waiting for you!
Dear Parents! Pay attention to anamnestic risk factors that complicate the adaptation of a preschooler to new social conditions.
1. Before childbirth (antenatal factors)
Toxicosis of the 1st half of pregnancy.
Stressful situations in the mother during pregnancy.
Mother's use of alcohol during pregnancy.
Unwanted pregnancy.
2. During labor (intrapartum factors)
The presence of asphyxia of varying severity.
Cerebral circulation disorder.
Birth injury.
3. Postpartum (postnatal factors)
Prematurity of the child.
Artificial feeding.
Delayed neuropsychic development in the first year of life or throughout the entire period of early age.
Frequent ARVI and other acute infectious diseases.
The presence of chronic somatic diseases (pyelonephritis, glomerulonephritis, rheumatism, cholecystitis, etc.)
Defects of hearing, vision and speech.
The presence of various diseases of the nervous system.
The presence of enuresis, stuttering, obsessive fears, tics.
Alcoholism of parents (mother, father).
Conflict situations in the family.
Improper parenting of the child.
Divorce of parents.
Incomplete family.
Rejection of the child and constant opposition to other children in the family.
Low self-esteem.
Various inferiority complexes of the child.
High level of anxiety.
Low sociability.
Lack of curiosity
CONSULTATION FOR PARENTS
TOPIC: “About lies. I'm going while I'm lying. "
The life of every preschooler is filled with inventions and fantasies. This is one of the psychological characteristics of age, since the ability to separate the fantasy world from reality is formed by the beginning of the school stage of life, i.e. by the age of 7-8. But if at 4-5 years old the child's fantasies are innocent, then at 5-6 years old the baby begins to think about how to avoid punishment. An intuitive search for ways to avoid trouble stops at the easiest - a lie. This tool is always available and helps to achieve the desired in the shortest possible time.
Lies by their nature are many-sided and multifaceted, and the motives that push the child to lie are also numerous.
As often happens, the unseemly actions of children are the result of mistakes and miscalculations of parents.
For example, a child is accused of eating sweets left on the table without permission, and a candy wrapper was found with his brother. The kid refuses, says that it is not him. Parents have something to think about. Firstly, it is a signal that not everything is well in relations between brothers, but most likely, this is not simple childish jealousy, but unconsciously cultivated rivalry by parents, which manifests itself in comparison and with each other. Secondly, it must be remembered that volitional efforts or voluntary control of behavior are poorly developed in preschoolers, they cannot resist temptation. Moreover, the system of prohibitions in many families is unreasonably wide, and therefore ineffective.
Another reason for the deceitfulness of a child may be an exaggerated system of requirements imposed on him by his parents. Most likely, these requirements are not based on the actual capabilities and desires of the child. In this case, he tries to protect himself from unreasonable attacks, and also to protect his parents from disappointment.
Usually, justifying his inability to do the part (depending on the requirements of the parents), the child indirectly blames someone or something else: circumstances, unnaturalness of educators or teachers, peers. And neurotic parents, deprived of life in their opinion, are led by such a lie. Most often, such a situation develops in single-parent families in which the mother alone brings up the child, wishing him the best and fearing that he will be offended.
What is the driving force pushing the child to lie? Fear. Fear of losing a parent's love, his location, fear of being unjustifiably accused, punished. The tragedy of the situation is in constant fear of being caught. As a result - a vicious circle. Gradually he gets used to such a situation and develops within the framework of a double morality - for himself and for others.
Another widespread reason for children's lies is, paradoxically, the example of parents. Children - preschoolers are inclined to imitate, they adopt the manner of behavior, movement, words of those people who like them and who have authority for them. Most often, these are the parents. And if a child often becomes an example of parental lies, he begins to perceive it as the norm. It is all the more difficult to explain to him that "cheating is not good." On the other hand, parents make a lie, covering it up with a plausible pretext of age-related misunderstanding of children ("storks", "cabbage"), thereby brushing them off. Therefore, children, not wanting to go into the details of their lives, gradually begin to hide the truth, and this is one of the consequences of loss of trust.
Thus, work should begin with clarifying the characteristics of family relations, the personality traits of the parents themselves. Next, you can analyze the real capabilities and abilities of the child, as well as his view of family relationships.
It is important to explain to parents that their task is not to catch the child in a lie, but to understand the motives of such behavior. It is better to use indirect methods of influence: fairy tales, stories, problem situations, during the discussion of which it is possible, firstly, to identify the features of the existing system of values, and secondly, to painlessly and tactfully influence it.
REMINDER TO THE PARENTS OF FIRST CLASSMATS
1. Undoubtedly accepting a child means loving him not because he is handsome, smart, capable, excellent student, assistant, and so on, but simply because he is!
2. You can express your dissatisfaction with individual actions of the child, but not with the child as a whole.
3. You can condemn the child's actions, but not his feelings, no matter how undesirable or "inappropriate" they are. Since they have arisen for him, it means that there are grounds for this.
4. Dissatisfaction with the child's actions should not be systematic, otherwise it will grow into rejection of him.
5. Do not interfere in the business that the child is busy with if he does not ask for help. With your non-interference, you will inform him: "You are all right! You, of course, can handle it!"
6. If it is difficult for the child, and he is ready to accept your help, be sure to help him.
Wherein:
Take upon yourself only what he cannot do on his own, leave the rest to him to do.
As your child learns new actions, gradually transfer them to him.
7. Gradually, but steadily, relieve yourself of the concern and responsibility for your child's personal affairs and hand them over to him.
8. Allow your child to face the negative consequences of their actions (or their inaction). Only then will he grow up and become conscious.
9. If your child is causing you negative experiences with his behavior, tell him about it.
10. When you talk about your feelings to your child, speak FIRST PERSON. Report YOURSELF, YOUR experience, not about him, not about his behavior.
11. Rules (restrictions, requirements, prohibitions) must be present in the life of a child, but they must be flexible, agreed between adults.
12. Use friendly phrases in everyday communication, for example:
"I feel good with you"
"I'm glad to see you"
"It's good that you came"
"I like how you ..."
"It's so good that we have you"
"You are my good one."
14. Hug at least 4, and preferably 8 times a day.
Being a parent is a special art. I would like to wish the parents of future first-graders patience, strength, joyful moments of pride in the successes and achievements of their children.
Remember, parents know their child best of all, which means they are more likely to come to the rescue if he has problems in school. This is the key to success!
2012 - 2013 academic year
educational psychologist
MOU d / s No. 226
Sedyakina Ksenia Anatolievna
Schedule:
Monday 12.00-19.00
Tuesday 09.00-16.00
Wednesday 10.00-17.00
Thursday 09.00-16.00
Friday 12.00-19.00
Approved by
Head Preschool educational institution number 226
Popova S.V.___________
Date ____________________
Work plan
teacher-psychologist MOU D / S (general developmental type) № 226 Sedyakinoy K.A.
2012-2013 academic year
The main tasks of preschool educational institution number 226 for the 2012-2013 academic year
1. To improve the work on the development of the game activity of preschoolers in different age groups by improving the professional skills of teachers in the management of the game.
Continue to improve the subject-developing environment in order to create conditions for the development of full-fledged play activities of children.
2. To systematize the work of the preschool educational institution according to the artistic and aesthetic direction (educational area "Artistic creativity")
3. To develop and strengthen the psychophysical health of preschoolers through the improvement of the education system and the formation of skills for a healthy lifestyle. To increase the effectiveness of physical culture and health-improving work in a preschool educational institution by strengthening the personal responsibility of each participant in the educational process.
4. Development and implementation of the main general education program in the preschool educational institution. Implementation of the main general education program in the preschool educational institution in accordance with the FGT.
Improve the system of complex thematic planning of the educational process, taking into account the content of educational areas according to the FGT to the structure of the main general educational program of the preschool educational institution
The main tasks of the teacher-psychologist of preschool educational institution No. 226 for the 2012-2013 academic year:
1. Promote the mental health of children
2. Formation of moral and ethical qualities in preschoolers
3.Promote psychological and pedagogical educating parents and caregivers
The program according to which the kindergarten number 226 works-"Rainbow".
Priorities in the work of the MOU - moral education, development of artistic and aesthetic abilities of pupils of preschool educational institution №226.
Priority areas of work of a psychologist - work with children of the preparatory group (preparing children for school).
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Types of workgoals and objectives |
Form and means implementation |
Subjects, number
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Timing, time |
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Psychological support of the educational process |
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Work with children Purpose: - to identify the level of formation of cognitive mental processes, the level of readiness for learning at school Prevention of maladjustment to attendance at kindergarten |
Psychodiagnostics Observing children in play activities Collecting information from group educators about changes in social sphere of children Express diagnostics in kindergarten (Pavlova, Rudenko) Observation and diagnosis of children belonging to families requiring special psychological and pedagogical attention (parent-child relationships, emotional sphere, diagnosis of post-traumatic stress disorder) Diagnostics of children with disabilities at the request of parents, educators Diagnostics of the emotional sphere of children Diagnostics of character traits, fears of children A study of the perception of time by modern preschoolers Repeated diagnostics of Pavlova, Rudenko (children of the middle and older groups) Diagnostics of children of the preparatory group for identifying preschool maturity "Ice Cream Rescuers" Correctional development work Educational games and exercises with children of the nursery group Educational games and exercises with children of the younger group Educational games and exercises for children who require specialpsychological - pedagogical attention Developmental activities with children entering first grade children with disabilities based on the results of diagnostics Correctional and developmental work withchildren according to the results of primary diagnosis Educational fairy tales for children entering school |
Preschool children Preschool children Prep. gr. Art. gr. Wed gr. Children from families "at risk" Children with disabilities Art., Pod. group Art, pod. group Art, pod. group Wednesday, Art. prep. group Nursery group Junior group Children from "families at risk" Children under the group Children with Art. gr., Wed gr. |
September September September October September - May October - May March, April September October September October September-May October - March October-May October - February March, April |
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Working with parents Target: psychological and pedagogical parent education Purpose: familiarizing parents with the age and psychological characteristics of children of this age Purpose: establishing emotional contact between teachers, parents, children; improving parent-child relationships. Goal: increasing parental competence in the upbringing and training of left-handed children Objective: to increase parental competence in child health protection. Purpose: to promote knowledge on family psychology. |
Questionnaire “Your child's games and toys. Is the game important? " Consulting Consultation for parents "Difficulties in adapting to DOE " Memo "The role of play in a child's life" Individual counseling at the request of parents Consultation "How children play" Memo "What toys does a child need?" Consultation "Aggressive child - what to do?" Consultation "Whims and stubbornness of a preschool child" Consultation "What sleep disorders should parents worry about" "What is abnormal development" (conversation, memo) Consultation "Is drawing so important in a child's life" Consultation "We teach the child to communicate" "Crisis at the age of three" Consultation "On the threshold of school" "Love me please!" (memo) Education, psychoprophylaxis "Features of the behavior of children 5-6 years old" Parent-teacher meeting "Psychological characteristics of an early age" Children of four years of age "Evening of questions and answers General parent meeting "Tasks of educational and health improvement work for the academic year" Initial meeting at the Parents' Club Children with increased activity Modeling of game and problem situations for parents.
"The child is left-handed" "Parent's piggy bank" "Country of understanding" (evening of questions and answers, questionnaire)
"Developing habits in a child" "Parent's piggy bank"
Meeting at the parent club "Our capricious" Round table. "Parent's piggy bank" "Grow healthy, baby!" Talking to parents "How to communicate with children correctly?" (Round table "," Parent's piggy bank ") Organization of a meeting in the parent club Holding a general parent meeting. General meeting of parents participating in the program "To kindergarten with mom" |
jar., ml. group jar., ml. group jar., ml. group jar., ml. st, sub group jar., ml. wednesday st. podg. group group environments group environments jar., ml. st, sub group jar., ml. wednesday group sub group Art. group young group prep. group prep. group st group I'm with. group Wednesday group parents of preschool children clear group Wednesday group sub group sub group Wednesday group I'm with. group Wednesday group senior group Wednesday group clear group clear group |
September September September September September September |
Educator-psychologist K.A. Sedyakina
Memo to parents of future first graders
Going to school is a watershed moment in every child's life. The beginning of schooling radically changes his whole way of life. The carelessness, carelessness, immersion in the game characteristic of preschoolers are replaced by a life filled with many requirements, responsibilities and restrictions: now the child must go to school every day, work systematically and hard, obey various norms and rules of school life, fulfill the teacher's requirements, and engage in topics in the lesson as determined by the school curriculum, diligently do homework, achieve good results in school work, get along with children in the classroom, etc. For normal development, it is important for a child to successfully adapt to new living conditions for him. For the adaptation to be successful, the child must be prepared for this.
There are several main directions in preparing a child for school:
· Formation of the child's desire to go to school, the development of interest in classes. For this it is important: during classes with the child, create situations of success for him (select tasks in accordance with his capabilities); celebrate a child's achievements and praise for them; in no case do not scold for mistakes and failures; generally create such conditions so that the child likes to study; rejoice at the child's success, talk about the importance and usefulness of schooling, not frighten the child with school. Deliberately make the child notice your mistake.
· The development of the child's abilities necessary for successful learning (self-discipline, organization, attentiveness, independence, responsibility, commitment, etc.). For this, it is important to teach the child to independently diligently fulfill any assignments and tasks, not to rush to provide him with help, to encourage and support the manifestation of any positive quality: independence, diligence, accuracy, concentration, etc. responsibilities for the performance of which he is responsible (it is better to agree on the extent of responsibility with the child in advance).
· Raising the child's general awareness of what to do communicate more with him... By the beginning of learning, a child needs to be able to navigate in space and time, which gives him more confidence. To do this, at least, you should know your address, other streets of the city, other cities where he has been; know your date of birth, navigate the seasons and know their characteristics, etc. Talk with the child more often, talk about various objects and natural phenomena, answer his questions.
· Development of general educational skills in a child. When entering school, there are no formal requirements for the educational skills of the child. Typically, these requirements include: the ability to hold a pencil, pen (development of fine motor skills of the hand), the ability to highlight sounds in words, basic reading and counting skills. If a child in his educational preparation lags behind the average level of readiness of children in the class, then he has to experience increased stress until he catches up with everyone.
· Fostering disciplined behavior. Compliance with the rules and norms of social behavior is a very important skill that a child needs at school, and he needs to be brought up at every opportunity in any public place. At the same time, it is important to correlate the requirements for the child's behavior with his specific capabilities, that is, to observe the principle of gradualness, support the child even for small successes, stimulate his desire for order. Tell and teach the child the rules of conduct on the street (SDA), at a party, at the table, in public places.
· Raising the child's ability to communicate with children. A child at school gets into a team, and in order for the team to accept him, it is important for him to be able to focus not only on his own interests, but also on the interests of those around him. Teach your child to respect adults and peers, take into account their opinions, be empathetic, polite, tactful with the people around them.
· Teach you to navigate well in the surrounding space (home - school, traffic rules)
· Teach how to prepare your workplace (clean up toys, school supplies after class).
The child must be prepared for school so that he is comfortable studying at least in a regular general education school, so that he feels comfortable in the system of school requirements and relationships, and so that he has a positive attitude towards school, towards children, and towards the teacher.
This is the foundation of a child's future mental health.
Dear parents !!!
Entering school is a very important, crucial moment, both for the child and for the parents.
The beginning of schooling radically changes his whole way of life. The carelessness, carelessness, immersion in the game characteristic of preschoolers are replaced by a life filled with many requirements, responsibilities and restrictions: now the child must go to school every day, work systematically and hard, obey various norms and rules of school life, fulfill the teacher's requirements, and engage in topics in the lesson , as determined by the school curriculum, diligently do homework, achieve good results in academic work, get along with children in the classroom, etc.
It is difficult for a child to move to a new level and pace of life on his own. And therefore, we, adults, need to help him before entering school.
His parents, the first and most important educators, can do a lot for him.
A child must be psychologically prepared for the beginning of school. The first thing that should form in him is the desire to go to school.
Secondly, he must be able to interact with peers, fulfill the requirements of an adult (in the future, a teacher), and be able to control his behavior.
Thirdly, he must be resilient in order to withstand the load during the lesson and the whole school day, he must have good self-esteem and an adequate level of ambition.
And, of course, he must have age-appropriate mental development, which is the basis for the successful mastery of school ZUN. If all these indicators correspond to the norm, then it will be easier for the child to adapt to the new school conditions, to a new team of both peers and adults, and to gradually successfully move from play activities to learning activities.
We must prepare children for this moment now. I offer you some simple games that you can play on the road, for example, if you are going somewhere or when you are traveling with your child.
Memory game.
This game can be played with your child, for example, on long trips. The adult starts this game and says, "I put apples in the bag." The next player repeats what was said and adds something else: "I put apples and bananas in the bag." The third player repeats the entire phrase and adds something of his own. You can just add one word at a time, or you can select words alphabetically. (you can play this game both together with a child, taking turns naming words, or with a group of children.
Game for training thinking and quick wits "How can you use it?"
Encourage your child to play - find as many options for using an object as possible. For example, you name the word "pencil", and the child comes up with how to use it - write, draw, use it as a stick, pointer, doll thermometer, fishing rod, etc.
-What domestic, wild animals do you know? Why are they called that?
- for a cow - a calf, for a dog - ..., for a cat - ... --- cucumber, tomato, carrot, beet - is this ...?
And here are the exercises that require a sheet of paper and a pencil:
Exercise for the development of voluntary attention.
Give the child a piece of paper, colored pencils and ask him to draw 10 triangles in a row. When this work is completed, warn the child to be careful, since the instruction is pronounced only once. "Be attentive, shade the third, seventh and ninth triangles with a red pencil." If the child asks again, answer - let him do as he understands. If the child coped with the first task, you can continue to work, gradually complicating the tasks.
Exercise for the development of observation.
Offer the child a game: "Look carefully around the room and find objects that have a circle, a circle." The child names objects - a clock, a pencil base, a switch, a vase, a table.
Test "Ridiculous" - to assess figurative - logical thinking
Show your child a picture that depicts various absurdities and ask him to carefully examine the picture and tell him what was drawn incorrectly. Ask your toddler to explain what is wrong with these ridiculous situations. The entire task is given 2 minutes. It is good if the child notices more than 8 absurdities during this time.
Try to to kid during classes it was interesting, use game form of classes.
Develop in your child communication skills, the spirit of cooperation and teamwork.
Celebrate more often successes child, find words of support... Never compare him to other children. Form with him self-confidence, high self-esteem.
Rejoice and enjoy the process of communicating with your child !!!
