Early age is the degree of adaptation to the dhow. Features of adaptation of young children to the conditions of a preschool educational institution. Forms of work to organize the process of adaptation of the child to new conditions

24.08.2020 Interface

“Childhood is the most important period of human life, not preparation for future life, but a real, bright, original, unique life. And from the one who led the child by the hand in childhood, what entered his mind and heart from the world around him - it decisively depends on what kind of person today's baby will become. "

V.A. Sukhomlinsky

The problem of kindergarten - whether it is good or bad, whether to give a child or not - sooner or later arises in every family. The urgency of the problem almost does not depend on the level of the family's well-being and on the employment of the parents, each of whom has his own experience and his own opinion about the advantages and disadvantages of preschool institutions.

Adaptation is the adaptation of the body to a new environment, and for a child Kindergarten ik is undoubtedly a new, yet unknown space, with a new environment and new relationships. Relevance is due by the fact that adaptation period - a serious test for kids early age: from a familiar family environment, he finds himself in new conditions for him, which inevitably entails a change in the child's behavioral reactions, sleep and appetite disorders.

The topic of adaptation of young children to preschool educational institutions is relevant, since the problem of adaptation of children 2-3 years of age to the conditions of a kindergarten is of great importance. Upon admission to a preschool institution, kids break stereotypes: from a familiar home environment, a child finds himself in an unusual kindergarten environment. Compliance with the daily routine, new requirements, constant contact with peers, a completely different environment, communication style - become a source of stressful situations for the baby.

The problem of adaptation of a young child remains practically undeveloped. Until now, it has not been specially studied how a small child is included in a new reality, what psychological difficulties he experiences in the process of adaptation, how it is possible to assess his emotional state during this period, what are the psychological criteria for the adaptive capabilities of a young child and what are the ways of establishing contact between an adult ... Today, the number of children with behavioral deviations (aggressiveness, anxiety, hyperactivity, etc.), neurotic disorders continues to grow. It is more difficult for such children to adapt to new social conditions.

The task of the educator is to create the maximum conditions for the child to painlessly go through all the stages of getting used to conditions of the preschool educational institution. In order for the process of getting used to kindergarten not to be delayed, the following is necessary.

1.Creating an emotionally supportive atmosphere in the group.

It is important to form a positive attitude in the child, a desire to go to kindergarten. This depends primarily on the skill and efforts of the educator. If a child feels this warmth from the first days, his worries and fears disappear, adaptation will be much easier. To make it pleasant for a child to come to kindergarten, you need to “domesticate” the group. It is necessary in every possible way to satisfy the extremely acute need of children in the period of adaptation for emotional contact with an adult.

Affectionate treatment of the child, periodic stay of the baby in the arms of an adult give him a sense of security, help him adapt faster.

2. Formation of a sense of confidence in the child.

One of the tasks of the adaptation period is to help the child get used to the new situation as quickly and painlessly as possible, to feel more confident, the master of the situation. To form a sense of confidence in the environment, it is necessary:

• acquaintance, rapprochement of children with each other;

· Acquaintance with educators, the establishment of open, trusting relationships between educators and children;

· Acquaintance with the group (playroom, bedroom, etc. rooms);

· Acquaintance with the kindergarten (music hall, medical room, etc.);

· Acquaintance with teachers and kindergarten staff.

3.Correct organization during the adaptation period play activities .

Play activity is aimed at the formation of emotional contacts "child - adult" and "child - child" and necessarily includes games and exercises. The main task of games during this period - the formation of emotional contact, children's trust in the teacher. The child should see in the educator a kind, always ready to help person (like a mother) and an interesting partner in the game. Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, and a manifestation of care for each baby. The first games should be frontal so that no child feels left out. Games are always initiated by an adult. Games are selected taking into account the capabilities of the children, the venue.

4.Working with parents.

It is advisable to start interacting with parents even before the child enters kindergarten. A necessary condition for successful adaptation is the coordination of actions of parents and educators, a convergence of approaches to the individual characteristics of a child in a family and kindergarten.

It is advisable to recommend to parents in the first days to bring the child only for a walk - this way it is easier for him to get to know the educators and other children. In the early days, it is worth bringing the child to the group later than 8 hours so that he does not witness the tears and negative emotions of other children when parting with their mothers. The teacher's task is to reassure adults first of all: invite them to inspect the group rooms, show the locker, bed, toys, tell what the child will do, what to play, introduce them to the daily routine, and discuss together how to facilitate the adaptation period. In turn, parents should carefully listen to the teacher's advice, take into account his advice, observations and wishes. If a child sees a good, benevolent relationship between his parents and caregivers, he will adapt much faster to the new environment. Work with parents was structured as follows :

· parenting meetings,

Consultations,

· Conversations,

· Questionnaires,

Visiting families of pupils,

Individual consultations (based on the results of diagnostics and parental requests),

· Design of information stands for parents,

The adaptation period is considered over, if a child eats with appetite, falls asleep quickly and wakes up in a cheerful mood, plays with peers. The duration of adaptation depends on the level of development of the child.

Very important, so that parents during this period treat the child very carefully and attentively, strive to help him survive this difficult moment in life, and not persist in their educational plans, do not fight whims. The period of adaptation of young children is conventionally divided on three levels:

1st level- the period of adaptation to a preschool institution, children show anxiety, anxiety. At home, they have a pronounced negative, negative attitude towards the teacher and their peers, little experience of communication, they are not in the care of all relatives in turn, so they are not used to occupying themselves on their own for a minute. They require constant attention from the educator, do not notice their peers, besides, due to their age, peers cannot clearly demonstrate their positive attitude towards them, the level of playing skills is not high, and the level of independence formation is low. During the day, the emotional state practically does not change (inactivity, crying, require consolation, sit indifferently, do not come into contact with children ). Severe level of adaptation (from 2 to 6 months).

2nd level- children of this level are characterized by getting used to kindergarten, adequate behavior: they observe the actions of adults and their peers, avoid them, then imitate them, cry in the first days, remember their parents after they leave, and during the day they play with their peers, communicate with adults. Such children have developed self-service skills, they are looking for contacts with peers, are calm, and actively play. Average adaptation level (20-40 days).

Level 3- when familiarizing himself with the environment, he easily joins in objective, independent activity or play. The game can be played both independently and with peers. They quickly establish contact with adults. They can engage themselves in a meaningful game without feeling helpless, as they are independent, self-service skills are formed. During the day they laugh, rejoice, sing, joyfully run towards their peers, educators. Easy adaptation (10-15 days).

Indicators of the end of the adaptation period:

Calm, cheerful, fun mood the child at the time of separation and meetings with parents;

• balanced mood during the day;

· Adequate attitude to the proposals of adults;

· Communication with them on their own initiative;

· Ability to communicate with peers, not to conflict;

· The desire to eat independently, to finish eating the set norm to the end;

· Restful daytime sleep in the group until the appointed time.

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Theme of work: "KINDERGARTEN FOR CHILDREN" Prezentacii.com (adaptation of young children to the conditions of a preschool educational institution)

“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And from the one who led the child by the hand in childhood, what entered his mind and heart from the world around him - it decisively depends on what kind of person today's baby will become. " V.A. Sukhomlinsky

The relevance is due to the fact that the adaptation period is a serious test for young children: from a familiar family environment, he finds himself in new conditions for him, which inevitably entails a change in the child's behavioral reactions, sleep and appetite disorders. Today, the number of children with behavioral deviations (aggressiveness, anxiety, hyperactivity, etc.) continues to grow. It is more difficult for such children to adapt to new social conditions. Children with different degrees of social readiness when entering kindergarten initially have different starting opportunities. Therefore, it is the adaptation period that makes it possible to eliminate this problem.

Adaptation is the process of developing adaptive reactions of the organism in response to new conditions for it. Adaptation should be based on knowledge of the mental, age and individual characteristics of the child. The task of the educator is to create the maximum conditions for the child to painlessly go through all the stages of getting used to the conditions of the preschool educational institution.

The process of transferring a child from a family to a kindergarten is difficult for both the child and the parents. There is a need to overcome psychological barriers. The three most significant problems are identified. The first problem is that children entering kindergarten have a rather low level of neuropsychic development. This is due both to the peculiarities of upbringing in the family and to biological factors (during pregnancy, childbirth). The greatest delay is manifested in the skills of active speech, in sensory development, which negatively affects the further development of the little person. The second problem is associated with various deviations in the behavior of children. It concerns sleep, the appetite of babies, hyperexcitable or low-emotional, non-contact children, children with manifestations of fears, enuresis, tics, etc. Therefore, it is important to get to know each child, to find out his features of development and behavior.

The correct organization of a child's life in a preschool institution allows him to form a positive attitude towards kindergarten. To organize the successful adaptation of young children, it is necessary to properly organize the educational and educational process, where, along with playing sessions and entertaining activities, other various forms of work are used: entertainment, didactic and outdoor games that are interesting for children, acquaintance with fiction.

Factors that determine the success of adaptation of young children to preschool educational institutions: health status and level of development of the child; the age at which the baby enters the child care facility; the degree of formation of the child's communication with others and object-play activity.

frequent diseases of the mother during pregnancy; inconsistency between the home regime and the preschool educational institution; low cultural and educational level of the family; parental abuse of alcohol; conflicting relationships between parents; lag in the child's neuropsychic development; the presence of chronic diseases. Adaptation Difficulty Factors

Organization of conditions for adaptation of young children. 1. Creation of an emotionally supportive atmosphere in the group. 3. Formation of a sense of confidence in the child. 4. Working with parents. 2. Correct organization of play activities during the adaptation period.

Prior familiarization of parents with the conditions work of the preschool educational institution... Individual approach to the child Flexible mode Singing lullabies when putting children to bed Creation of a subject-developing environment Encouraging the child to communicate with adults and peers Play with the teacher and with peers Control over the child's physical condition Preservation (in the first 2-3 weeks) of the babies habits Elements of body therapy Fairy tale scratching MODEL OF ORGANIZATION OF THE ADAPTIVE PERIOD

For emotionally stressed children, it is good to use games and exercises aimed at emotional relaxation. They contribute to a closer acquaintance of children and an adult with each other, the emergence of positive emotions in children and the cohesion of the group.

And the games should be frontal so that more than one child does not feel left out. They should not be too long (it is better to play with children several times a day, but little by little). Games should use copies of real objects, not their substitutes. In this, children are offered the same items. The initiator of the game is always an adult. Game requirements

The main task of games during this period is the formation of emotional contact, children's trust in the teacher. The child should see in the educator a kind, always ready to help person (like a mother) and an interesting partner in the game. Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, a manifestation of care and attention to each baby.

Five Rules for Mitigating Your Child's Stress Rule 1. The first and most important rule is voluntary participation in the game. Rule 2. An adult must become a direct participant in the game. Rule 3. Multiple repetition of games, which is a prerequisite for the developmental effect. Rule 4. Visual material (certain toys, various objects, etc.) must be protected, it must not be turned into ordinary, always available. Rule 5. An adult should not evaluate the actions of a child. Give the child the opportunity to show, express himself, do not drive him into your own, even the best, framework.

Desktop-printed ("Whose house", "Who hid", "Collect the picture", "From what fairy tale", etc.) Role-based ("Hospital", "Let's take my daughter to kindergarten", etc.) Adaptive ("Look to me through the window "," We walked, walked, walked and found something ", etc.) Musical (" Guess what is ringing ",.) Outdoor games (" The sun and the rain "," Bear-footed "," Catch up you ", etc.) Round dance (" Bubble "," Loaf "," Carousel ", etc.) , "What do we do in the morning, afternoon and evening in kindergarten", etc.) Play activities: children's games

It is very important that parents during the adaptation period treat the child very carefully and attentively, strive to help him survive this difficult moment in life, and do not persist in their educational plans, do not struggle with whims. The most important thing is a positive attitude towards kindergarten, if parents believe that kindergarten is the best place on earth for a child, so will the child, albeit at the level of internal sensations.

Work with parents was structured as follows: Parental meetings Consultations and conversations Questionnaires and tests Visiting the families of pupils Individual consultations (at the request of parents), Forming information stands The purpose was: 1. Identification and analysis of the reasons for the dissatisfaction of parents with upbringing and education in kindergarten ; 2. determination of the main content of work with parents; 3. informing parents about the successes, achievements of the child; 4. Finding ways to solve problems. Purposeful preparation of parents gives their positive adaptations and makes it easier for the child to get used to new conditions.

Adaptation levels

During the period of adaptation to a kindergarten, children show anxiety and anxiety. At home, they have a pronounced negative, negative attitude towards the teacher and peers. They require constant attention from the educator, do not notice their peers, the level of playing skills is not high, and the level of independence is low. During the day, the emotional state practically does not change (inactivity, crying, require comfort, sit indifferently, do not come into contact with children). Level 1: Severe (2 to 6 months)

Children of this level are characterized by getting used to kindergarten, adequate behavior: they observe the actions of adults and peers, avoid them, then imitate them, cry in the first days, remember their parents after they leave, and during the day they play with their peers, communicate with adults. Such children have developed self-service skills, they are looking for contacts with peers, are calm, and actively play. Second level: Medium (20-40 days)

When familiarizing himself with the environment, he easily joins in objective, independent activity or play. The game can be played both independently and with peers. They quickly establish contact with adults. They can engage themselves in a meaningful game without feeling helpless, as they are independent, self-service skills are formed. During the day they laugh, rejoice, sing, joyfully run towards their peers, educators. Third level: Easy (10-15 days)

calm, cheerful, cheerful mood of the child at the time of parting and meeting with parents; balanced mood during the day; the ability to communicate with peers, not to conflict; the desire to eat independently, to finish the set rate to the end; restful daytime sleep in the group until the scheduled time; good appetite, desire to eat food on their own, adequate attitude towards adults, communication with them on their own initiative. The indicators of the end of the adaptation period were

If a kid is happy and talks a lot about kindergarten, if he is in a hurry there, if he has friends there and a bunch of urgent matters, we can assume that the adaptation period is over. Purposeful training of parents and educators gives its positive results, even with difficult adaptation, makes it easier for the child to get used to new conditions.

"Games during the period of adaptation of the child to kindergarten"

Adaptation of young children

End of the home patronage. And now the kid crosses the threshold of the kindergarten. In a child's life, the most difficult period for his entire stay in kindergarten begins - the period of adaptation.

It is customary to call adaptation the process of a child entering a new environment and getting used to its conditions.

In children, during the adaptation period, appetite, sleep, and emotional state may be disturbed. Some babies experience a loss of already established positive habits and skills. For example, he asked for a potty at home - he does not do this in kindergarten, at home he ate on his own, and in kindergarten he refuses. A decrease in appetite, sleep, and emotional state leads to a decrease in immunity, to a deterioration in physical development, weight loss, and sometimes to illness.

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

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

With adaptation of moderate severity, the emotional state of the child normalizes more slowly and during the first month after admission he suffers, as a rule, with acute respiratory infections. The disease lasts 7-10 days and ends without any complications.

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

What determines the nature and duration of the adaptation period?

Studies of educators and physicians show that the nature of adaptation depends on the following factors:

· The age of the child. Children aged from 10-11 months to 2 years old adapt to new conditions more difficult. After 2 years of age, children can much more easily adapt to new living conditions. This is due to the fact that by this age they become more inquisitive, understand the speech of an adult well, they have a richer experience of behavior in different conditions.

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

· The formation of objective activity. Such a child can be interested new toy, occupations.

· Individual characteristics. Children of the same age behave differently in the first days of kindergarten. Some children cry, refuse to eat, sleep, and react with violent protest to every proposal of an adult. But several days pass, and the child's behavior changes: appetite, sleep are restored, the child watches with interest the play of his comrades. Others, on the contrary, are outwardly calm on the first day. Without objection, they fulfill the requirements of the educator, and in the following days they part with their parents crying, eat poorly, sleep, and do not take part in games. This behavior can continue for several weeks.

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

· The level of training of adaptive mechanisms, experience of communication with peers and adults. Mechanism training does not happen by itself. It is necessary to create conditions that require new forms of behavior from the child. Kids who, before entering kindergarten, have repeatedly found themselves in different conditions (visited relatives, friends, went to the dacha, etc.), it is easier to get used to the preschool institution. It is important that the child develops a trusting relationship with adults in the family, the ability to have a positive attitude to the requirements of adults.

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

· deep dream;

· a good appetite;

• cheerful emotional state;

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

· Age-appropriate weight gain.

Games during the period of adaptation of the child to kindergarten

To reduce stress, it is necessary to switch the baby's attention to activities that bring him pleasure. This is, first of all, a game.

The game "Pour, pour, compare"

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

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

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

· Raise as many objects as possible on your palms.

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

The game "Drawings in the sand"

Sprinkle the semolina on a tray. You can fill it with a slide or smooth it out. Bunnies will gallop on the tray, elephants will trample, rain will drip. The sun's rays will warm it, and a drawing will appear on it. And what kind of drawing, a child will tell you, who will be happy to join this game. It is useful to perform movements with both hands.

Game "Conversation with a toy"

Place a glove toy on your hand. There is also a glove toy on the child's hand. You touch her, you can stroke and tickle her, while you ask: “Why is my… sad, he has wet eyes; who did he make friends with in kindergarten, what are the names of his friends, what games they played, ”and so on. Chat with each other, say hello with your fingers. Using the image of a toy, transferring his feelings and moods to him, the child will tell you what worries him, share what is difficult to express.

It is customary to call adaptation the process of a child entering a new environment and getting used to its conditions.

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Adaptation of young children

It is customary to call adaptation the process of a child entering a new environment and getting used to its conditions.

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

What determines the nature and duration of the adaptation period?

Studies of educators and physicians show that the nature of adaptation depends onthe following factors:

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

· The formation of objective activity. Such a child can be interested in a new toy, activities.

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

· deep dream;

· a good appetite;

• cheerful emotional state;

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

· Age-appropriate weight gain.

Games during the period of adaptation of the child to kindergarten

To reduce stress, it is necessary to switch the baby's attention to activities that bring him pleasure. This is, first of all, a game.

The game "Pour, pour, compare"

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

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

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

· Raise as many objects as possible on your palms.

The game "Drawings in the sand"

Game "Conversation with a toy"

Phases of the adaptation period.

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

At easy adaptation the child's behavior returns to normal within two weeks. Appetite is restored by the end of the first week, after 1-2 weeks sleep is getting better. The building is cheerful, interested, combined with morning cry. Relationships with close adults are not violated, the child succumbs to farewell rituals, is quickly distracted, he is interested in other adults. The attitude towards children can be both indifferent and interested. Interest in the environment is restored within two weeks with the participation of an adult. Speech is slowed down, but the child can respond and follow the instructions of the adult. Recovers by the end of the first month active speech... The incidence is not more than once, for a period of not more than ten days, without complications. Weight unchanged. Signs of neurotic reactions and changes in the activity of the autonomic nervous system absent.

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

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

The duration of the adaptation period depends on the individual - typological characteristics of each baby. One is active, sociable, curious. His adaptation period will pass quite easily and quickly. Another is slow, unperturbed, likes to retire with toys. Noise, loud conversations of peers annoy him. Even if he knows how to eat and dress himself, he does it slowly, lagging behind everyone. These difficulties leave their mark on relationships with others. Such a child needs more time to get used to the new environment.

Factors on which the course of the adaptation period depends.

1. Age.

2. Health status.

3. The level of development.

4. Ability to communicate with adults and peers.

5. Formation of objective and game activity.

6. The closeness of the home regime to the kindergarten regime.

Exists certain reasons that cause tears in a child:

Anxiety associated with a change in environment (a child under 3 years old still needs increased attention. At the same time, from the familiar, calm home atmosphere, where the mother is near and at any time can come to the rescue, he moves into an unfamiliar space, meets, albeit benevolent, but strangers) and the regime (it can be difficult for a child to accept the norms and rules of the life of the group into which he fell). In kindergarten, a certain discipline is taught, but at home it was not so important. In addition, the child's personal daily routine is violated, this can provoke tantrums and unwillingness to go to a preschool educational institution.

Negative first impression of kindergarten. It can be crucial for the child's continued stay in preschool, so the first day in the group is extremely important.

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

Children 2-3 years old experience fears of strangers and new situations of communication, which is exactly what is fully manifested in the preschool educational institution. These fears are one of the reasons for the difficult adaptation of the child to the nursery. Often, the fear of new people and situations in the garden leads to the fact that the child becomes more excitable, vulnerable, touchy, tearful, he is more likely to get sick, since stress depletes the body's defenses.

Lack of self-service skills. This greatly complicates the child's stay in kindergarten.

Excessive impressions. At the preschool educational institution, the baby experiences many new positive and negative experiences, he can become overworked and, as a result, get nervous, cry, and be capricious.

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

Also, adults need to remember that up to 2-3 years old the child does not feel the need to communicate with peers, it has not yet formed. At this age, an adult acts as a play partner, a role model for the child and satisfies the child's need for benevolent attention and cooperation. Peers cannot give this, because they themselves need the same.

Reasons for difficult adaptation to the conditions of a preschool educational institution

The absence of a regime in the family that coincides with the regime of kindergarten.

The child has peculiar habits.

Inability to occupy oneself with a toy.

Lack of formation of elementary cultural and hygienic skills.

Lack of experience with strangers.

A reminder for the educator:

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

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

What is the name of the child at home;

What the child loves to do most of all;

What behavioral features please, and which alarming parents.

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

4. Clarify the rules for communicating with parents:

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

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

Etc.

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

6. It is necessary to ensure the stability of the composition of educators for the period of admission and for the entire period of stay of children in preschool educational institutions. During the adaptation period and after it, the transfer of children to other groups is strictly prohibited.

7. For the period of adaptation, if possible, a gentle regime is required.

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

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

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

The development of uniform requirements for the behavior of the child, the coordination of the influences on him at home and in the preschool educational institution is the most important condition that facilitates his adaptation to a change in lifestyle.

Bibliography:

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

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

3. Preschool pedagogy / Ed. Loginova V. I., Samorukova P. G., part two, Moscow: "Education", 1988.

Adaptation of young children to kindergarten (recommendations for parents)

Mironova Valeria Vladimirovna , educator

Sections: Working with preschoolers , Working with parents

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

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

What Parents Should Know

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

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

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

It took a long time before Matvey began to leave his toy for the night in the kindergarten, so that he would not be brought here again tomorrow. And before that, the parents drove it that way. Maybe some of you will have to do so, tune in to it. “Whatever the child is amusing himself with, as long as he does not cry.”

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

3. Emotional parents.It happens that the parents themselves, seeing their baby so unhappy, begin to cry. Try to keep your emotions in hand. Many children, having entered the group, quickly calm down and are distracted by the game. And you, dear parents, can always call your caregiver and find out how things are going. No one will ever deny you such a request.

4. Individual farmers. As a rule, such children are at first single-handed and require special attention from the educator: you need to answer questions, play with him with his toy. The teacher should be interested in everything that the kid is interested in. The child begins to see his ally in his teacher, to get used to him. It is very good! Maybe tomorrow or the day after tomorrow he will not be so scared of going to kindergarten. The teacher will attract 1–2 other children to the game, and the child's social circle will begin to slowly expand.

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

6. Educators are not magicians.Some parents think that we caregivers are magicians. All this should stop at least in two weeks. No and no again! This process is time consuming, individual in time for each pupil. A hard-to-adapt child will go through several stages of his formation in a group, before we see that he is already smiling, laughing and does not want to leave kindergarten.

Stages observed in practice during difficult adaptation of a child to kindergarten

1. The child cries constantly, then on a short time calms down, is forgotten, the nature of his activity is chaotic. Often he approaches the teacher with the question: "Will mom come?"

We educators sometimes have to answer “No, until it comes”. I am explaining why we have to behave in such a non-pedagogical manner, in your opinion.

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

The child is told the following - "You cry all the time, and mom gets upset to see you so sad." There comes a pause, the child becomes silent and looks at the teacher, perplexed about his answer. The pause can drag on - the child will step aside, muttering something under his breath, throwing sidelong glances at the teacher.

In practice, such an approach can be called the “all-in” approach. In this case, it does not harm the child's psyche, but, on the contrary, somehow gives a "brake" to the child's negative emotions, and he calms down.

After a while, he will approach the teacher with the same question, already calmed down. The teacher's answer will be: “You are not crying anymore? Won't you cry? Mom will be delighted when she sees you not crying, but rather cheerful. So you have matured a little. What a fellow (ah) you are (clever)! The child thinks about what has been said, “he (a) has matured (a)”.

2. The time of the child's activity is increasing, it is already more meaningful than chaotic. The child sobs sometimes, walks through the group. He comes up to the children, observes what they are doing, begins to share his toys. The child develops the first independent contacts with peers. He rarely approaches a teacher with a familiar question, the teacher calmly answers: “Of course he will come”. The child calms down and leaves to play further.

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

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

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

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

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

- do not discuss with the child, on the way home from the garden, morning hysteria - pretend that nothing happened;
- you should know, parents, that we, educators, are not magicians and the adaptation process, all the more difficult, lengthy, and it so happens that after 2 weeks it does not stop.

And in general, remember yourself in childhood: maybe you, too, did not like to go to kindergarten and your child feels it?

I propose to take part in an express survey. It will serve as a support for the educator when working with your children during the adaptation period.

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

Adaptation of children to the living conditions of the preschool educational institution

Adaptation of children to preschool educational institutions

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

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

With a developmental delay, the leading activity is characteristic of an earlier age, for example, instead of a desire to learn about the world, a desire to learn, the child's need for play, entertainment prevails, he is not able to concentrate on classes.

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

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

Each child has different abilities: one is more inclined to comprehend the exact sciences, the other - the humanitarian, the third has figurative thinking. Here play a role and social factor, and genetic inheritance, and upbringing in the family. Therefore, when examining a child, and especially during the period of adaptation to a preschool educational institution, one should take into account the favorable prerequisites for his development and entry into a new system of relationships, considering all the originality of personality traits as a reserve of his potential capabilities.

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

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

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

Usually, parents bring a child to a preschool educational institution at the 2nd or 3rd year of life. Since a child at this age is very attached to his mother, adaptation to new conditions for him leads to malfunctions in the body, a general decrease in immunity, which, in turn, can lead to illness. Most often in such cases, respiratory diseases occur. To prevent this from happening, it is necessary to carry out activities that will help to overcome the negative consequences of adaptation, will help to strengthen the psychological and physical condition child. They relate to the field of care, physical development, hardening procedures, the formation of hygiene and other skills.

The examination of a child who has come to a preschool educational institution should be carried out by medical personnel in a systematic manner:

1) the condition of the nasopharynx;

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

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

4) the state of the bronchopulmonary system;

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

6) assessment of neuropsychic development, speech development.

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

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

1) strengthen the child's immunity, harden;

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

3) teach cleanliness and accuracy, accustom to the daily performance of hygienic procedures;

4) gradually adjust the child's day regimen, bringing it closer to the kindergarten regimen;

5) teach the comb to play independently;

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

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

Tips for parents to facilitate the adaptation of a child to a preschool educational institution:

1) for the first time to bring a child to kindergarten only to get to know the group and the teacher, not to leave alone;

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

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

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

5) bring a toy, photograph, book from home, so that the child does not feel lonely, abandoned, has at least something from his familiar environment;

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

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

8) do not transfer the baby to another kindergarten.

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

In order for a child to develop a positive image of a preschool educational institution, parents in a family should always speak positively about the work of educators, about living conditions, interior design, the regime of a preschool institution, despite the possible critical personal attitude. If the kid is lagging behind in something, is unable to cope with something, he should be supported, tuned in a positive way, taught to overcome obstacles. Failure to comply with any requirements of educators and medical staff of the preschool educational institution leads to negative forms of child behavior; to avoid this, it is necessary to convince him of the need to obey the requirements of the preschool regime. Psychological readiness to attend a preschool educational institution is one of the most important indicators of his mental and physical development.

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

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

Adaptation is always a lively, active process of getting a child into a team, getting used to new conditions, it can be both successful and negative, stressful. More often, the adaptation period causes just a stressful situation in the body.

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

For the successful adaptation of the baby, the staff of the preschool educational institution must:

1) make it clear to the child that they are happy in the group, that they are being cared for, they are attentive to him;

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

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

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

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

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

Conditions for the successful adaptation of a child to a preschool educational institution. It is better to arrange furniture in groups in such a way that isolated corners are obtained, following the model of small playrooms, so that children feel alone and comfortable. It is desirable that the kindergarten has a living corner, many indoor plants, like in a winter garden.

Each group should have a sports corner where the child can exercise at any time.

It is better to equip sleeping rooms for children with bedside curtains to keep the little ones apart during the daytime, because in a large, fenced room with many children, some of them find it difficult to fall asleep. Fencing off the child's sleeping place will allow him to feel secure, give the bedroom a more comfortable and cozy look and help to relax, feel at home, especially if next to him lies his favorite toy brought from home.

Activities that facilitate the adaptation of the child to the preschool educational institution. Visual arts classes help the child adapt with the help of drawings, which reflect his emotional state; in drawings, he can express his attitude to the world around him. Children love to draw with felt-tip pens, especially if the sheet of paper is large enough and attached directly to the wall so that they can draw whenever they want. What color range uses the child to depict in his drawing, can tell a lot to an attentive and competent educator or psychologist about the emotional and psychological state of the baby. It is advisable that in groups for drawing, one of the corners of the room is equipped with everything you need.

The behavior of educators, facilitating the adaptation of children to preschool educational institutions. During the adaptation period, educators need to use the same upbringing techniques that the child's parents use at home. For example, a 2-3-year-old baby can be shaken, if he is used to falling asleep when he is sick, you can sit next to him, tell him a story, give him a toy that he asked for. Affectionate attitude, touching, stroking, motion sickness will help the child to quickly adapt in the preschool education group.

Educators of a preschool educational institution should satisfy the child's need for emotional contact with an adult as often as possible, so that adaptation is easy and quick.

The presence of an album, where their family photos will be placed, will help children to adapt to the regime and the group of the group. This will give them the opportunity to see their parents and other close people at any time.

From the first days of a child's stay in a preschool educational institution, he must be taught to fulfill the daily regimen, organization and order, systematic physical exertion, maximum exposure to the fresh air. Train gradually, but daily and consistently, in the system. The medical staff of the preschool educational institution should monitor on a daily basis how the child is adapting, how much the restructuring of the daily routine affects the state of his nervous system, well-being, working capacity, whether it leads to overwork. The main components of the daily routine of a preschool educational institution are play and educational activities, stay in the open air, sleep, eating, personal hygiene and rest at the choice of the child himself at a specially allotted time for this.

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

For the effective impact on the child's body of the regime, the doctor and nurse of a preschool educational institution are responsible, on an equal basis with the educators and the administration.

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

The kid is growing up, and the period comes when it is time to send him to kindergarten. Many parents face difficulties that a child creates for them, who cries, screams and does not want to stay in a preschool educational institution. Is it possible now not to leave the child until he gets used to the new conditions? Parents should be given advice on how to promote the supportiveness of their young children.

The online magazine site refers to the early age of toddlers, who must quickly rebuild from a normal environment to a new one. Life is constantly flowing and changing, which parents understand, but which children are absolutely not familiar with. Explaining to a child why he should go to kindergarten sometimes becomes a meaningless activity, since he is driven by only one desire - not to change anything in life.

A child who comes to a preschool educational institution for the first time is faced with a large number of innovations in his life:

A new daily routine to which he must obey and treat it normally.
New children, with whom he is absolutely not familiar, so he may be afraid of them or simply not know how to behave.
New adult aunts who begin to command him, make him do something, which is different from the behavior of his mother.
New walls, another bed, an unusual table and chair - everything is so unusual that the child does not know how to react to it.

Due to the fact that the child does not understand the need for a kindergarten in his life, as well as the appearance of a large number of new factors, he is confused. From not knowing what to do and how to react to new phenomena, the child simply starts crying and wants to return home. It is easier for him to return to a familiar environment than to be in the confusion in which he found himself.

Adults, although they are perplexed why the child behaves this way, should draw their attention to their own experience. How did they behave when they were little? How do they feel now, in adulthood, when they have to change their way of life, move to a new place of work, get acquainted and establish a common language with people with whom they are forced to communicate? Even an adult does not always manage to calmly endure any new phenomena in his life. The child feels the same way.

It is noted that a child who is familiar with another child in a new team, or even is a sibling, tolerates the new conditions of a preschool educational institution much easier than a child who is alone in his situation. Often younger brothers and sisters endure kindergarten trips more easily if they periodically see their older relatives.

What is the adaptation of young children to the conditions of preschool educational institutions?

The adaptation of young children to the conditions of a preschool educational institution is a complex and difficult process when a child is placed in new conditions for himself and begins to get used to them. A nursery or kindergarten is a new institution that the baby has never been to before. He was not used to his conditions, daily routine, food, educators and their orders, new children. In other words, the baby is placed in conditions that are completely unfamiliar to him. At the same time, he remains alone with his problems. There is no dad or mom nearby. He doesn't see them for half a day. All this is quite stressful for a child who has not previously been forced to change his life so drastically.

Explanations of the parents that they are leaving for a while will definitely come for him, so that he be patient, etc., do not work. And this is understandable: try to listen to yourself wise advice other people when, and the only thing you want is to run away from a frightening and unpleasant situation.

The adaptation of children to a preschool institution is a rather difficult process, since for a child it becomes the first experience of adaptation to a social environment. At home, everyone loves and regrets him. He can be capricious, eat at any time, sleep whenever he wants, watch cartoons and just hang around his parents' neck. But in kindergarten everything is different. No one will pity the child, they will begin to accustom him to an independent life, which begins with the fact that the baby falls into conditions that are aggressive and ruthless.

A kindergarten is the first social institution in which a child learns to communicate with other people. Here the rules of the game, that is, interactions between people, are completely different. No one will regret, will not give a pacifier in their mouth when it is bad, they will not give in on demand. You can call a DOE - an army, when a child first begins to adapt to real life, comes out from under the "mother's skirt" or "father's shoulder."

The baby's adaptation depends on many factors:

His personality traits.
His physiology.
His relationship with his parents.
His preparation for the preschool educational institution.

Since for every child, kindergarten initially becomes a place where one does not want to go, parents should actively interact with educators. Educators have a track record of effectively promoting addiction to children. However, parents should also support this process on their part, treat the preschool educational institution correctly, guide the child and create favorable conditions at home.

The adaptation process is always difficult. At first, parents are faced with crying, poor sleep and appetite, the child's capriciousness, even the occurrence of various somatic diseases in him. Therefore, three phases of adaptation are distinguished here:

The first phase is called mild and lasts up to 16 days. The baby can get sick once a month for up to 8 days without complications.
The second is called average and lasts 16-32 days. The child adapts more slowly, the mood is constantly changing, often whiny and indifferent. In this case, the baby adapts only after a month. The kid painfully and with tears in his eyes leaves his parents in the morning, is absolutely indifferent to the educators and children, does not show his desire to play. Speech is inhibited, inactive. Diathesis, bags under the eyes, red cheeks, sweating may appear, which disappears after 2.5 weeks.
The third phase is considered the most difficult and lasts from a month to 2 months. Here appetite is often lost, sleep both day and night becomes restless and intermittent. The mood is aggressive, whiny and indifferent. The morning begins with crying and screaming when parting with parents. The mood returns to normal only after 3 weeks of stay at the preschool educational institution.

At the end of the week, the child returns to his appetite and normal sleep. His mood is depressed in the morning, then rises an hour later, remains good until the evening, and then changes again. It is quite difficult for a child to part with parents in the morning. However, then the child is distracted with toys or games, after which everything is normalized. With other children, the baby either does not communicate at all, or shows only a slight interest.

The interest in the child begins to arise at the end of the second week. Speech gradually resumes as you get used to it. After a week, she becomes active, that is, habitual, and before that time she may be a little inhibited.

How to promote adaptation of young children to preschool education - advice to parents

First, you need to collect information about the kindergarten and teaching staff, with whom the child will constantly encounter. All this must be told to the child even before he goes to kindergarten for the first time. It is very important in the adaptation of young children to a preschool educational institution that parents carry out preliminary training, which will be carried out even before he enters kindergarten for the first time.

Gradually change the baby's day regimen at home. Find out what daily routine is observed in the kindergarten to which you send the baby, and then gradually teach the child to it even before joining the preschool educational institution. It assumes the time of waking up, falling asleep during the day, playing time and even feeding, which should be the same at home as in kindergarten.
Explain to the child why he will go to the preschool educational institution. There is no need to describe possible dangers to him, but you should not paint utopian pictures, how everything will be fine.
To teach your baby to eat well without snacks. Better to make the diet the same as in kindergarten.
Teach your baby to go to the toilet before doing important things: before walking on the street, before falling asleep, before eating, etc.
Start hardening the baby. Understand that caregivers will not be able to keep an eye on all babies so that they have all the buttons buttoned up and they are not caught in drafts. Teach your kid to walk barefoot on the grass, wash cold water etc.

How parents prepare a baby for a preschool educational institution, it is better to ask the teachers who will work with him. Each baby is individual, therefore, the adaptation process lasts its own time. If necessary, parents may be offered the first time to stay with the child together in the group, if he is categorically unable to adapt on his own. Parents stay here only for the first few days, so that the baby feels support and feels a little more relaxed.

Then the parents are encouraged not to stay, so that the baby will further adapt on its own.

Not every kid can easily adapt to a preschool educational institution. Much depends on his personality characteristics, as well as on the environment that reigns within the family. Psychologists distinguish the child's adaptation problems in the following:

When the baby's day regimen at home differs significantly from the regime that is offered at the preschool educational institution.
When the baby does not have self-care skills or possesses, but performs everything very slowly. This will cause him some discomfort when the baby sees that he is lagging behind other children.
Lack of skills to communicate with other children.
Inability to play with children or yourself.

Parents should be prepared for the fact that at first the child's behavior will change, he will become withdrawn, whiny, irritable or aggressive. Also, at the level of physiology, various unpleasant signs will begin to appear - somatic diseases associated with psychological stress.

Outcome

Parents should treat a child with patience and understanding, who will display unpleasant behavior patterns in many ways until they adapt to a preschool educational institution. At first, the baby will become simply unbearable and capricious, which is natural, since he is simply afraid. The kid will do everything so that his parents do not take him to kindergarten. And how quickly the adaptation process will take place depends on the willingness of the parents to go through all the cries and tears of the baby.

It should be understood that kindergarten is the first place where the baby goes, adapts to the social order and learns to contact the real world. Then there will be school, institute, work. It is in kindergarten that the kid learns to follow other people's rules, to have the skills to communicate with various categories of people. Parents should be patient with the baby and not punish him for the fact that he simply does not know how to behave in kindergarten until he gets used to it.

CONSULTATION FOR PARENTS. Topic: “Adaptation of children to kindergarten. Recommendations for creating favorable conditions for its course ”.

Kindergarten is a new period in a child's life. For a kid, this is, first of all, the first experience of collective communication. Not all children accept the new environment, strangers immediately and without problems. Most of them react to kindergarten with crying. Some easily enter the group, but they cry at home in the evening, are capricious and cry before entering the group.

Adaptation processes cover three sides: the child, his parents and teachers. The final result depends on how much everyone is ready to survive the adaptation - a calm child who is happy to attend a preschool educational institution.
The issues of adaptation of the child to kindergarten have been raised and resolved for more than a dozen years. But their relevance continues unabated. This is due to many aspects of our life: the kindergarten has changed, children and their parents are changing. The problems of adapting to kindergarten revolve around the child. It is on him that the concerns of parents and the professional view of teachers are directed.

It is very difficult for children of all ages to start going to the garden. In their life, everything changes dramatically. In the literal sense of the word, the following changes burst into the child's usual, established way of life:
clear daily routine;
absence of relatives nearby;
long-term contact with peers;
the need to obey and obey an unfamiliar adult;
a sharp decrease in personal attention to him;
features of the new spatially objective environment.
The adaptation of a child to a preschool educational institution is accompanied by various negative physiological and psychological changes.
An adaptable child is distinguished by:
the predominance of negative emotions, including fear;
unwillingness to come into contact with either peers or adults;
loss of self-care skills;
sleep disturbance;
decreased appetite;
regression of speech;
changes in motor activity, which either falls to an inhibited state, or increases to a level of hyperactivity;
decreased immunity and numerous diseases (consequences of a stressful situation).

Parents

Parents send their child to kindergarten for various reasons. But even if this decision is not connected with serious life needs of the family (for example, the obligatory departure of the mother to work), it instills a feeling of anxiety in almost every person close to the child. Precisely anxiety, not boundless joy and tranquility. And the closer the day when the baby crosses the threshold of kindergarten, the more often the following manifestations make themselves felt:
episodes of personal experience of attending kindergarten come to mind (and in the first place, as a rule, negative ones);
“marketing in the sandbox” begins (conversations with walking moms on the playground all the time revolve around the questions: “Do you go to kindergarten? And how is it?”);
attention is sharpened to the child's habits and skills, and not only to cultural and hygienic (the ability to use the toilet, wash hands and face, eat and drink, undress and dress, etc.), but also to behavioral (how he communicates with other children, how he listens and fulfills the requests of adults, etc.);
in communication with the child and with each other, the words "kindergarten" and "teacher" appear (when you go to kindergarten ... What will the teacher say if she sees this ...).
And here is the kid in kindergarten. A difficult period of adaptation to new living conditions begins.
An adaptive parent is distinguished by:
increased anxiety;
heightened feeling of pity for the child and for oneself;
the predominance of interest in everything related to the maintenance of the child's life (food, sleep, toilet);
increased attention to teachers (from increased control to fawning);
verbosity (asks a lot of questions, is interested in details and details from the day the child has lived).

When recruiting a new group, each teacher (especially if he has work experience) knows that this process is never the same. It is important not only to get to know and understand each child, but also to teach him to live in a team. And behind each child are his relatives, with whom it is also necessary to establish contact, build relationships based on understanding, respect and cooperation. In general, teachers, like other participants in the life of a kindergarten group, face the inevitability of an adaptation process.
The educator knows that theoretical knowledge, accumulated methods and techniques for the successful adaptation of children to the conditions of a kindergarten do not always work in relation to a new child and his parents. This means that there is a tense stage of work ahead, always associated with the search, the name of which is adaptation.
An adapting teacher is distinguished by:
a feeling of inner tension, which leads to rapid physical and psychological fatigue;
increased emotionality.
How long will it last ?! Or when will adaptation end?
There are three degrees of adaptation:
easy (15-30 days);
medium (30-60 days);
severe (2 to 6 months).
According to statistics, the majority of children admitted to preschool educational institutions are experiencing moderate or severe adaptation.

The end of the adaptation period is considered to be the moment when negative emotions are replaced by positive ones and regressing functions are restored. It means that:
when parting in the morning, the child does not cry and goes to the group with desire;
the child more and more willingly interacts with the teacher in the group, responds to his requests, follows regime moments;
the kid is guided in the space of the group, he has favorite toys;
the child recalls forgotten self-care skills; moreover, he has new achievements that he learned in the garden;
speech and normal (typical for a particular child) physical activity at home and then in kindergarten were restored;
sleep is normalized both in kindergarten and at home;
appetite is restored.
Adaptation- This is the adaptation of the body to the changed conditions of life, to the new environment. And for a child, kindergarten is undoubtedly a new, unexplored space, where he meets many strangers and he has to adapt.
How is the adaptation period going? To begin with, it should be noted that each child individually lives this difficult period. Some get used to it quickly - in 2 weeks, other children take longer - 2 months, some cannot get used to it within a year.
How the adaptation process will proceed is influenced by the following factors:
1. Age;
2. Health status;
3. The level of development of self-service skills;
4. Ability to communicate with adults and peers;
5. Formation of subject and game activity;
6. The proximity of the home regime to the regime of the kindergarten;

What difficulties does the baby have to face?

Firstly, it must be remembered that up to 2-3 years old, the child does not feel the need to communicate with peers, it has not yet formed. At this age, an adult acts as a play partner, a role model for the child and satisfies the child's need for benevolent attention and cooperation. Peers cannot give this, because they themselves need the same.

Secondly, children 2-3 years old experience fears of strangers and new situations of communication, which is exactly what is fully manifested in the nursery. These fears are one of the reasons for the difficult adaptation of the child to the nursery. Often, the fear of new people and situations in the nursery leads to the fact that the child becomes more excitable, vulnerable, touchy, tearful, he is more likely to get sick, since stress depletes the body's defenses.

Third, young children are emotionally attached to their mothers. For them, their mother is a safe guide on the path of learning about the world. Therefore, a normal child cannot quickly adapt to the nursery, because he is strongly attached to the mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive.

Fourthly, at home, the child is not required to be independent: the mother can feed it from a spoon, put it on and put the toys back in place. Arriving at kindergarten, the child is faced with the need to do some things on their own: dressing, eating with a spoon, asking and going to the potty, etc. If the child does not have developed cultural and hygienic skills, then addiction is painful, since his need for constant adult care will not be fully satisfied.
And lastly, children who have retained bad habits take longer to get used to: sucking on a pacifier, walking with diapers, drinking from a bottle. If you get rid of bad habits before starting kindergarten, then the child's adaptation will go smoother.
There are certain reasons that cause tears in a child:
Change of scene anxiety. From the familiar, calm home atmosphere, where mom is near and at any time can come to the rescue, he moves into an unfamiliar space, meets, albeit friendly, but strangers

Mode. It can be difficult for a child to accept the norms and rules of group life. In kindergarten, a certain discipline is taught, but at home it was not so important.

Lack of self-service skills. This greatly complicates the child's stay in kindergarten.
By the time of admission to kindergarten, the child should be able to:
- sit on a chair on your own;
- Drink from a cup on your own;
- use a spoon;
- actively participate in dressing, washing.

The child has peculiar habits.

Unfortunately, sometimes parents make serious mistakes that make it difficult for the child to adapt.
What should not be done in any case
You can't punish or get angry with a baby for crying when parting or at home when he mentions the need to go to the garden! Remember, he is entitled to this reaction. A strict reminder that "he promised not to cry" is also completely ineffective. Children of this age do not yet know how to keep their word. It is better to remind you again that you will definitely come.
You cannot frighten with kindergarten (“If you behave badly, you will go to kindergarten again!”). A place to be scared will never be loved or safe.
You can’t speak badly about the caregivers and the kindergarten with the child. This may lead the kid to think that the garden is not a good place and there are bad people around him. Then the alarm will not pass at all.
You cannot deceive a child by saying that you will come very soon if the child, for example, has to stay in the kindergarten for half a day or even a full day. Let him know better that mom will not come soon than wait for her all day and may lose confidence in the closest person.

Ways to reduce your child's stress.

It is necessary in advance to create a daily routine for the child at home (sleep, play, food intake), corresponding to the preschool educational program.

In the early days, you should not leave your baby in kindergarten for more than 2 hours. The residence time should be increased gradually. After 2-3 weeks, taking into account the desire of the baby, you can leave it on for the whole day.

Every day you need to ask the child about how the day went, what impressions he got. it is imperative to focus on the positive aspects, since it is the parents who are able to form a positive attitude towards the preschool educational institution with such short remarks.

It is advisable to put the child to bed early, stay with him longer before bedtime, talk about the kindergarten. You can agree in the evening what toys he will take with him to the kindergarten, together decide what clothes he will wear in the morning.

On weekends, adhere to the daily routine adopted in the preschool educational institution, repeat all types of activities.

It is advisable to give the child a couple of days of rest if he categorically refuses to go to kindergarten. All this time it is necessary to talk about the kindergarten, about how many interesting things await him there.

When giving a child to a preschool educational institution, parents may encounter difficulties:
first of all, it is the parents' unpreparedness for the child's negative reaction to the preschool educational institution. Parents are frightened by the child's tearfulness, confused, because at home he willingly agrees to go to kindergarten. Tearfulness is the normal state of a preschooler during the adaptation period. With a patient attitude of adults, it can go away by itself.

A common mistake parents make is to blame and punish a child for crying. This is not a way out of the situation.

A child can get used to kindergarten for 2-3 months.

The parents themselves should be psychologically prepared for the child's attendance at a preschool educational institution. Calm about bumps and bruises.

When a child begins to talk about kindergarten cheerfully, retelling the events that happened during the day is a sure sign that he has got used to it.

How long the adaptation period will last is hard to say, because all children go through it in different ways. But getting used to a preschool educational institution is also a test for parents, an indicator of how much they are ready to support the child, help him overcome difficulties.

How can you help your child relieve emotional and muscle tension?

During the period of adaptation to kindergarten, the child experiences severe stress. And the more intense the stress the child experiences, the longer the adaptation period lasts. The child's body is not yet able to cope with severe shocks, so he needs to help relieve the stress that has accumulated during his stay in kindergarten.

Almost all children are well helped to cope with daytime stress - playing on the water: take some warm water into the bath, turn on a warm high shower. All the scum of the day - fatigue, irritation, stress - will go away, "drain" from the baby. Games in the water obey one general rule - they should be quiet and calm.

You can blow bubbles, play with sponges (watch how they absorb and release water, make your child rain out of a sponge, turn them into boats or dolphins), build colorful pictures out of soft mosaic, just give two or three jars - and let it pour some water back and forth. The sight and sound of pouring water has a calming effect - in 15-20 minutes the child will be calm.
Try to keep your baby outdoors as much time as possible (if time permits). Walking with him, you will get the perfect opportunity to talk with your son or daughter, discuss the events of the day. If something unpleasant or disturbing has happened to the baby, you need to discuss it with him right away, not allowing it to put pressure on him for the whole evening.

Try eliminating the TV from your toddler's evening entertainment. The flickering of the screen will only increase the irritation and strain on the tired brain. An exception can be made for the program "Good night, kids!" or for your favorite quiet cartoon - these programs are broadcast at the same time and can become part of the "ritual" of going to bed. Before going to bed, you can give your baby a relaxing massage, listen to quiet melodic music together, a cassette with recordings of the sound of the sea or the sounds of rain, read a fairy tale.
No matter how wonderful the kindergarten is, no matter what professionals work in it, no one will help your child better than you. If the kid knows for sure that at the end of a noisy day he will have a "quiet pier", eight hours in the kindergarten will not seem to him such a deafening eternity, and the stress will recede!

Early age is the degree of adaptation to the dhow. Features of adaptation of young children to the conditions of a preschool educational institution. Forms of work to organize the process of adaptation of the child to new conditions

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Adaptation of young children

Games during the period of adaptation of the child to kindergarten

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What is the adaptation of young children to the conditions of preschool educational institutions?

How to promote adaptation of young children to preschool education - advice to parents

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