Presentation for parents' meeting "adaptation of first-graders to school." Presentation for parents' meeting "adaptation of first-graders to school" Slides for parents about adaptation of first-graders

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Adaptation of first-graders.

Adaptation to school is a restructuring of the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized school education. This is the process of the child entering a new environment for him. social situation development.

The optimal adaptation period is one to one and a half months. Depending on various factors, the level of adaptation of children to new conditions can be different: high, medium and low. Psychologists have proven that the most stressful for all children are the first four weeks of school. A.L. Wenger describes three levels of adaptation to school learning: 1. High level adaptation. The first grader has a positive attitude towards school; perceives requirements adequately; learns educational material easily, is diligent, listens carefully to the teacher’s instructions and explanations; carries out instructions without unnecessary control; shows great interest in independent work; prepares for all lessons; occupies a favorable status position in the class.

2. Average level adaptation. Has a positive attitude towards school, visiting it does not cause negative experiences; understands educational material if the teacher presents it in detail and clearly; masters the main content of educational programs; independently solves typical problems; is concentrated only when he is busy with something interesting to him; carries out public assignments conscientiously; is friends with many classmates.

3. Low level of adaptation. A first-grader has a negative attitude towards school, complaints about ill health are common; depressed mood dominates; violations of discipline are observed; understands the material explained by the teacher in fragments, independent work with the textbook is difficult; shows no interest when completing independent learning tasks; prepares for lessons irregularly, he needs constant monitoring, systematic reminders and encouragement from the teacher and parents; maintains efficiency and attention during extended rest breaks; has no close friends, knows only some of his classmates by first and last names.

Tips for parents to develop a child’s desire to learn

Pay more attention to the child. Answer the child’s questions. Parents should under no circumstances shy away from their children’s questions, because curiosity is a natural feature of a small, inquisitive creature! Develop curiosity in your child. Develop an interest in everything new in your child, praise him even for small discoveries. Draw your child’s attention to different patterns, the interconnection of various phenomena and events, and conduct simple exercises on attention and memory. Praise your child often. Praise is very important for a child. Interest in everything new in early childhood also contributes to the development of interest in learning at school. It is clear that having a good relationship with teachers, a child feels confident at school and sees the result of his interest in school subjects in the form of excellent grades. Don't scold for bad grades. It is absolutely forbidden to scold or punish a child for bad grades. After such humiliation, he is unlikely to take his studies seriously. It is necessary to find out the reason for the failure, jointly analyze the situation and help draw appropriate conclusions so as not to aggravate the situation. Never do your son or daughter's homework for them. Let him (herself) try to complete all the tasks. If it doesn’t work, let him look for the solution in a textbook or class notebook; even searching for the correct solution on the Internet will be useful. But it is imperative to check homework - it disciplines and teaches responsibility. Don't force your child to study. Some parents resort to cunning and blackmail. “You won’t go for a walk until you’ve done your homework.” “You can’t sit down at the computer until you complete the task.” Of course, children try to finish their lessons as quickly as possible in order to free themselves up for activities that are more interesting to them. For some, this situation becomes a kind of incentive: the sooner I do it, the sooner I will get freedom. It has a negative effect on others, forcing them to do their homework mechanically, without being interested in their content. Be that as it may, any coercion causes a response protest, so you need to motivate the child to study, and not try to force it.

Tips for teachers

Help a first-grader realize that he is a schoolchild and get used to this position;  Give children the concept of assessment and self-esteem, teach them to use these concepts;  Teach children to use the teacher’s help when they need it, to be decisive and confident;  Help parents feel strong in their new role as parents of a student.

Methodological recommendations for teachers on successful adaptation first-graders to school  Before the start of the first lesson, do a set of morning exercises with the class. Such an event normalizes the student’s physiological processes and prepares him for the new school day with its own difficulties and difficulties.  Do not forget to regularly ventilate the classroom: in a stuffy room, performance is significantly reduced.  Remind children to observe the rules of personal hygiene: hands and face should always be clean, clothes should be neat, workplace- clean.  Do not forget to include in the lesson stages the stage of reflection, during which the first-grader’s self-esteem is formed.

Thank you for your attention

Difficulties in first-graders' adaptation to school.

The first school year is a difficult test for both the child and the parents. For a child, this is associated with a transition to a new social level, a change in the usual environment, activities, as well as with the crisis of 6-7 years

According to the periodization of mental development proposed by L.S. Vygotsky, the central psychological new formation of the preschool period of development is imagination.

Many authors rightly point to imagination as the basis of human creativity, connect the development of imagination with the general mental development of the child, and believe that the development of imagination is an indispensable condition psychological preparation children to school.

Thus, the problem of the “crisis of seven years”, or, in other words, the problem psychological readiness to school education receives its concretization as the problem of changing the leading types of activity in a given age period. In relation to the age of interest to us, this problem begins to sound like a problem of the transition from role-playing games to educational activities.

This is also a challenge for parents:

firstly, it is during this period that maximum participation in the child’s life is required;

secondly, as the child begins to study at school, past shortcomings in upbringing and teaching become visible;

thirdly, in the presence of good intentions, but the absence of a psychologically competent approach, parents themselves often become the culprits of school stress in children.

Adaptation to school is the process of getting used to new school conditions, which every first grader experiences and understands in his own way. Its components are physiological

adaptation and social

psychological adaptation

(to teachers and their requirements,

to classmates).

Physiological adaptation

Getting used to new conditions and requirements, the child’s body goes through several stages: during the first 2-3 weeks of training, the child’s body responds to all new influences with significant stress on almost all of its systems, that is, children spend a significant part of their body’s resources. This explains the fact that in September many first-graders get sick. Next is an unstable device. The child’s body finds acceptable, close to optimal responses to new conditions. After this, a period of relatively stable adaptation begins. The body reacts to stress with less stress.

Socio-psychological adaptation

Observation of first-graders showed that their socio-psychological adaptation to school occurs in different ways.

Conventionally, according to the degree of adaptation, all children can be divided into three groups.

The first group of children adapts to school during the first two months of school. These children get used to a new team relatively quickly, find friends, and almost always have good mood, they are calm, friendly, friendly, communicate well with peers, carry out school duties with desire and without visible stress.

The second group of children undergoes a longer adaptation, the period of non-compliance of their behavior with the requirements of the school is prolonged: children cannot accept the situation of learning, communicating with the teacher, classmates - they can play in class or sort things out with a friend, do not respond to the teacher’s comments or their reaction - tears, resentment. As a rule, these children also experience difficulties in mastering the curriculum. Only by the end of the first half of the year do the reactions of these students become adequate to the requirements of the school and teacher.

The third group is children whose socio-psychological adaptation is associated with significant difficulties: negative forms of behavior and a sharp manifestation of negative emotions are noted. Often they do not master the curriculum; they are characterized by difficulties in learning to write, read, count, etc. It is these children that teachers, classmates, and parents complain about: they often “treat the children,” “interfere with work in class,” and their reactions are unpredictable. Problems accumulate and become complex.

The duration of the entire adaptation period for a first-grader varies from 2 to 6 months, depending on the individual characteristics of the student.

Main indicators of favorable socio-psychological adaptation of a child:

• formation of adequate behavior;
• establishing contacts with students and the teacher;
• mastering the skills of educational activities.

Eight terrible parenting mistakes people make

parents and teachers.

Mistake #1. Compulsion

Mistake #2. Shaming

Mistake #3: Punishment

Mistake #4. Threats

Mistake #5. Criticism

Mistake #6. Humiliation, curses

Mistake #7. Praise

Mistake #8. Ignoring

Slide 1

Adaptation of first grade students in the conditions of the new Federal State Educational Standards
Teacher primary classes MBOUSOSH No. 16 Dubinevich A.E.

Slide 2

"The most important task modern system education is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. All this is achieved through students’ conscious, active appropriation of social experience.”

Slide 3

What is first-grader adaptation?
“Adaptation” - the term was introduced by A. Ubert (German psychologist), “adaptatio” - adjustment, adjustment. Adaptation to school - “restructuring the cognitive, motivational and emotional-volitional spheres of the child during the transition to systematic organized schooling” (Kolominsky Ya.L.)

Slide 4

Objectives of the school for the child:
Successfully master educational activities; Master school standards of behavior; Join the cool team, adapt.

Slide 5

Types of adaptation (Dorozhevets T.V.)
Social
Academic
Personal
Characterizing the degree of compliance of a child’s behavior with the norms of school life
Characterizing the child’s level of acceptance of himself as a representative of a new social community
Reflecting the success of a child’s entry into a new social group

Slide 6

Academic adaptation
Stage I is indicative. The first 2-3 weeks of training are called a “physiological storm.” During this period, children spend a significant part of their body's resources. This explains the fact that in September many first-graders get sick. Stage II - unstable adaptation. The child’s body finds acceptable, close to optimal responses to new conditions. “The storm begins to subside” Stage III - relatively stable adaptation. The body reacts to stress with less stress.

Slide 7

Social (psychological) adaptation
The social status of the former child changes - a new social role “student” appears. This can be considered the birth of the child’s social “I”. Which entails a revaluation of values. What was important before becomes secondary, and what is relevant to learning becomes more valuable. The developing ability to generalize also entails a generalization of experiences. Thus, a chain of failures (in studies, in communication) can lead to the formation of a stable inferiority complex and low self-esteem.

Slide 8

Conditions for social adaptation:
the social position changes (from a preschooler he turns into a student. He has new responsibilities) a change in leading activity (from play to learning) the social environment changes (the success of adaptation depends on the attitude of the teacher, classmates, peers) Restraint of motor activity

Slide 9

The first group of children adapts to school during the first two months of school. During the same period, the most acute physiological adaptation occurs. These children get accustomed to a new team relatively quickly, find friends, they are almost always in a good mood, they are calm, friendly, friendly, communicate well with their peers, and carry out their school duties.

Slide 10

Conventionally, according to the degree of adaptation, all children can be divided into three groups:
The second group of children undergoes a longer adaptation, the period of inconsistency of their behavior with the requirements of the school is prolonged: children cannot accept the situation of learning, communicating with the teacher, classmates - they can play in class or sort things out with a friend, do not respond to the teacher’s comments or their reaction is tears , grievances.

Slide 11

Conventionally, according to the degree of adaptation, all children can be divided into three groups:
The third group is children whose socio-psychological adaptation is associated with significant difficulties: negative forms of behavior and a sharp manifestation of negative emotions are noted. Often they do not master the curriculum; they are characterized by difficulties in learning to write, read, count, etc. The problems accumulate and become complex.

Slide 12

School (lack of an individual approach, timely assistance, inadequacy of educational measures) Family (unfavorable material, living and emotional situation in the family, alcoholism of parents, abandonment of the child or vice versa, overprotection) Microsocial (negative influence of the environment)

Slide 13

Factors of school maladjustment:
Macrosocial (deformation of social and moral ideals, propaganda of violence and permissiveness) Somatic (severe chronic and physical illnesses) Mental (mental disorders, pathological course of age-related crises, mental retardation)

Slide 14

Types of maladjustment:
1. Chronic failure. In practice, there are often cases when difficulties in a child’s adaptation to school are associated with the parents’ ATTITUDE towards school life and the child’s school performance. This, on the one hand, is the parents’ fear of school, the fear that the child will feel bad at school. Fears that the child will get sick or catch a cold

Slide 15

Types of maladjustment:
On the other hand, this expectation from a child is only very high achievements and actively showing him dissatisfaction with the fact that he can’t cope, that he can’t do something. Reasons leading to failure: Insufficient preparation of the child for school Anxiety formed in preschool age under the influence of family relationships, family conflicts. Inflated expectations of parents.

Slide 16

Types of maladjustment:
2. Withdrawal from activities. This is when a child sits in class and at the same time seems to be absent, does not hear questions, does not complete the teacher’s assignments. This is not associated with the child’s increased distractibility to foreign objects and activities. This is withdrawal into oneself, into one’s inner world, fantasies. This often happens to children who do not receive enough attention, love and care from parents and adults.

Slide 17

Types of maladjustment:
3. Negativist demonstrativeness. Characteristic of children with a high need for attention from others and adults. He violates general rules of discipline. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention.

Slide 18

Types of maladjustment:
4. Verbalism. These children have a high level of speech development and delayed thinking. Parents make great efforts to ensure that the child learns to speak fluently and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development appear in the background. Thinking, especially figurative thinking, lags behind.

Slide 19

Types of maladjustment:
5. “The child is lazy” - These are very common complaints. Anything can be behind this. 1) reduced need for cognitive motives; 2) motivation to avoid failure, failure 3) general slowness of the pace of activity associated with temperamental characteristics.

Slide 20

MBOU secondary school No. 16
“...development of the student’s personality based on the mastery of universal educational actions, knowledge and assimilation of the world”

Slide 21

Organization of extracurricular activities for first-graders
Organization of health and preventive work
Studying the socio-psychological adaptation of children at school
Organization of educational and cognitive activities during the adaptation period
Activities of the methodological association of teachers of MBOU Secondary School No. 16

Slide 22

Organization of the school life of a first-grader
Stepped mode of classes 45 minutes 35-40 minutes I I half of the year I half of the year September-October for 3 lessons (35 min) After the 2nd lesson - a dynamic break, mainly in the fresh air. The motor regime is also observed in lessons. Teachers conduct breathing exercises and physical exercises to relieve tension from the muscles of the back, limbs, eye muscles, and to strengthen fine motor skills.

Slide 23

Office for psychological relief

Slide 24

Slide 25

Health and preventive work

Slide 26

Health and preventive work
The task of the first year of education is to ensure that parents become like-minded teachers and contribute to the creative and personal development of their children.

Slide 27

Health and preventive work

Slide 28

School of the future first-grader “Know-It-All” Objectives: -introduce the child into a new system of relationships; -introduce future first-graders to new academic subjects. At this time, the development of organizational skills and abilities for studying at school takes place.

Slide 29

Educational and cognitive activity
Initial psychological and educational subject diagnostics. We study: -psychophysiological and intellectual maturity; - the child’s educational skills; - individual and personal characteristics of the child; -health status; -family, parenting strategy.

Slide 30

Diagnostics of first graders
Using the following tests and programs: Diagnostics: - Kern-Jerasik test; -Bankov's test conversation; -computer processing program for Almaty tests “Diagnostics of readiness for school education and adaptation of first-graders.” Tests: - “Houses” by O.A. Orekhov based on A. Atkins’ test; - “Mood screen”.

Slide 31

Diagnostic results Emotional condition first graders

Slide 32

Attitude to school

Slide 33

Adaptation to school

Slide 34

Game Educational activities Collective group individual
Educational activities

Slide 35

Unmarked training
The main goal of grade-free education is to form and develop the evaluative activity of children, to make the pedagogical process humane and aimed at developing the child’s personality. This is content-based learning. Functions of grade-free learning: Health-saving – based on pedagogical support technology, based on an emotionally friendly assessment background. Psychological – associated with the development of adequate self-esteem, which contributes to successful adaptation. Dynamic – associated with the formation of a holistic concept of assessment activity.

Slide 36

Unmarked training
1st GRADE: STUDENT'S SELF-ASSESSMENT PRECEDES TEACHER'S ASSESSMENT The incompatibility of these two assessments becomes a subject of discussion. In our school, grade-free education is carried out only in the 1st grades, although self-assessment techniques are used in all grades of primary school. It is from the first grade that it is important to teach a child to compare himself with himself.

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13

Slide 14

Slide 15

Slide 16

Slide 17

Slide 18

Slide 19

Slide 20

Slide 21

Slide 22

Slide 23

Slide 24

Slide 25

Slide 26

Slide 27

The presentation on the topic “Adaptation of first-graders” can be downloaded absolutely free on our website. Project subject: Pedagogy. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 27 slide(s).

Presentation slides

Slide 1

Problems of adaptation of first-graders at school.

Parent meeting

MOU Primary comprehensive school"Opening" G. Khabarovsk

Primary school teacher: Egorova Irina Mikhailovna

Slide 2

Slide 3

Slide 4

Slide 5

I law. The law of unity of the requirements of the father and mother presented to the child.

II law. The law of the importance of praise for a child.

III law. Law labor participation each family member in the life of the whole family.

IV law. The law of equal sharing of material and moral goods between adults and children.

Slide 6

A modern first-grader has the following features:

1. Children have large differences in physical and physiological development. Today there is not a single class where there is an even student population.

2. Children have extensive knowledge on almost any issue. But it is completely unsystematic.

3. Modern children have a stronger sense of self and freer, independent behavior

4. The presence of distrust of the words and actions of adults. There is no faith in everything they say.

5. Children today have poorer health.

6. For the most part, they stopped playing collective “yard” games.

Slide 7

The priority goal of a modern school is student-centered learning.

The objectives of constructing such training are:

Form all mental processes that will ensure a complete education.

Develop communication skills, the ability to communicate and collaborate with other people.

Create educational activities. Teach your child to learn:

be able to accept learning task; find ways to solve it; select the necessary funds; control your steps; evaluate the results yourself.

Slide 8

What was the most interesting thing today?, What did you learn in reading class?, What was fun in gym class?, What games did you play?, What did they feed you in the cafeteria today?, Who did you make friends with in class?

Be interested in school events every day.

Slide 9

A child should not be terrified of making a mistake. It is impossible to learn something without making mistakes. Try not to develop a fear of making mistakes in your child. The feeling of fear is a bad adviser. It suppresses initiative, the desire to learn, and simply the joy of life and the joy of learning. Remember: for a child not to be able to do something and not to know something is a normal state of affairs. That's why he's a child. This cannot be reproached. Do not compare your child with others, praise him for his successes and achievements. Recognize your first grader’s right to individuality, the right to be different.

“A school is good if every child and adult feels good there.”

Slide 10

Never compare boys and girls, do not set one as an example to the other: they are different even in biological age - girls are usually older than their peers. Remember: your child will learn at school differently than you once learned. Never scold your child with hurtful words for their inability to understand or do something. You just need to positively evaluate your child’s studies, even if it seems to you that his success is clearly insufficient. Live for the sake of your child, show him maximum attention, worry about every failure of the baby and rejoice in even his smallest successes. Be his friend, then the baby will trust you with his most secret things.

Slide 13

Slide 14

Conclusion: Parental claims are based not on understanding and taking into account the real capabilities of the child, but on abstract ideas about a certain ideal. A situation of excessive demands often arises. The child bears the burden of a double burden: “Behave well at school so that I don’t feel bad.” Often such a load becomes unbearable for the child. Support your child's desire to become a school student. Your sincere interest in his school affairs and concerns, a serious attitude towards his first achievements and possible difficulties will help the first grader confirm the significance of his new position and activities.

Slide 15

Slide 17

Slide 18

We need to try to make the child remain a “why” longer. A schoolchild who does not ask questions is a cause for parental concern. “Curiosity makes scientists.”

The family should form a cult of intelligence - in creating a home library, in interesting conversations, and disputes. You need to start doing everything together with the child.

It is necessary to put the child in a situation of reflection. The adult’s task is not so much to answer the child’s question as to encourage him to think, suggest, and choose.

Slide 19

You need to teach your child to analyze his work. Do not point out the mistake made in the work, but direct his attention to finding it.

It is necessary to develop the child’s attention and memory.

A situation of success has a positive effect on him. It satisfies the child’s need for self-esteem and increased prestige.

When assessing the results of a child’s activities, do not transfer them to the personality of the child himself. As a person, he is always good and desired by his parents.

More often put yourself in your child’s shoes and remember yourself at his age.

Slide 20

Living at school for a considerable part own life, your child sometimes does not know how to talk about it in such a way that you would get a more or less clear idea of ​​the child’s joys, experiences, successes and difficulties. By offering you several simple methods of parental diagnostics, we hope that they will allow you to penetrate your child’s school world quite easily and naturally.

Methods for determining a child’s comfort and difficulties at school

Slide 21

"Five questions at the end of the week"

"Conversation on Cool Photography"

“How will I finish the quarter (year)?”

"The Pros and Cons of the School Day"

"School Success Box"

Slide 22

Parents need to know this

Slide 23

How can parents get involved? Everyday life class?

Together with the teacher, think through the celebration of the birthday person’s days (draw up a program of holidays, plan gifts).

Offer excursion routes and your accompaniment for a children’s tourist group.

Offer an excursion to your enterprise, organization, company, if the scope of its activities will be interesting to children of this age and safe for them.

Slide 24

Tips for parents

To get an objective assessment of your child’s studies and behavior, try to go to parent-teacher meetings yourself, rather than sending a grandparent or nanny.

Leave your problems and bad mood behind the school threshold.

Focus on why you came to the meeting.

It is best to approach teachers and the class teacher with personal questions before the meeting or arrange a meeting on another day if you want more time to be given to you.

Slide 25

No matter how terrible the child’s “sins” are, never scold him in the presence of the teacher. Talk to him alone and explain that you had an unpleasant conversation with a teacher or educator and you would like to figure out the situation together.

Parents who communicate with each other and know their child’s classmates will always achieve great success in raising their children and will better navigate school problems.

If a conflict is brewing, do not try to resolve all issues at a meeting. Talk to the teacher when you are alone with him. This will make it easier for him to delve into the essence of the issue and change his point of view.

Slide 26