Ways to organize the educational and educational activities of first-graders in the adaptation period. Forms and methods used by the teacher to adapt first-graders receptions of the organization of the classroom of the first grader at school
Instruction
The perfect option, of course, if the child has a separate room. In this case, the space should be divided into zones: a gaming area, a work zone and a sleep zone. For the working area, the location is best suited by the window. So that the child during operation was not distracted by the events taking place on the street, the table must be put on the right. Walls around the workplace should be arranged in calm neutral tones, bright motley accents will constantly distract the attention of the student. In the interior of the working area there should be nothing superfluous, only everything you need for study. In addition to the table and chair, you need a rack for books, a mounted locker or shelf. It is not necessary to have mounted furniture right above the table - this will create a feeling of discomfort. On this wall, it is better to equip a student organiser in the form of a cork board and several pockets from a non-timing fabric for all sorts of school trifles. And such distracting factors, like favorite toys, a computer and a TV, must be far beyond the working area. If there is no other place for a computer in the room, then you should purchase an angular table and lay the monitor aside, and not on the working surface.
What to do when the apartment is small and no children's? In this case, in the common room you need to highlight the place for the working area, where the child could retire. You can create a comfortable closed space using a different kind of retractable partitions, racks, and even the cabinet. In this situation, the main thing is to provide peace for the child and tranquility during work.
The required kit consists of a student table, a comfortable chair and a place for textbooks and notebooks (drawers, racks, shelves, lockers). The future schoolboy must take part in choosing furniture for its working corner. You can safely buy a table and highchair for a child if: the back is comfortable resting on the back of the chair; The legs bent at an angle do not hang, but stand on the floor; the size of the working surface of the table in the range of 60-80 cm (depth), and 120-160 cm (width); Location of the working surface of the table at the chest level of the child. The surface of the table, located under the tilt, will be an additional convenience for posture of the student.
It is very important to correctly consider the lighting of the working area to work in the evening. Naturally, on the working surface of the left there should be a table lamp, but only as an additional, but in no case is not the only source of light! Combined room lighting should be thought out, without sudden drops that contribute to impairment of vision. The light from the desk lamp should evenly disperse on the working surface of the table, and in no case fall into the child in the eye. The competent organization of the workspace for the future schoolboy will be the key to his successful learning and will avoid serious problems arising in the educational process.
Adaptation of first-graders to school
We are considering the physiological aspects of adaptation so that the teacher knows and understood why this stage of training can not be excessively intensifying the learning work, why children get tired so quickly and so hard to keep their attention. The possibilities of the children's body are far from endless, a / long-term stress and the associated fatigue and overwork can cost the body of a child of health. In accordance with this, the teacher needs to build the entire pedagogical process so as not to damage the health of each child. We must not forget that the readiness of children to systematic learning is different, the state of their health is different, and therefore the process of adaptation to school in each case will be different.
Meanwhile, sometimes it happens that neither a teacher nor parents often realize all the complexity of this process, and this ignorance and loading of the load complicate even more than such a simple period. The discrepancy between the requirements and capabilities of the child leads to adverse changes in the state of the central nervous system and a sharp drop in educational activity, to a decrease in performance. A significant part of schoolchildren at the end of training sessions marked sharply pronounced fatigue.
However, there are factors substantially facilitating the adaptation of children to school - this is a rational organization of training sessions and a rational regime of the day.
Also organized motor activity should be most of the total time stay of children to school. Therefore, it is advisable to carry out from 2 to 3 fizminutka for the lesson. I offer readers several types of physical attacks for lessons:
2. Psychological Adaptation
The main indicators of the psychological adaptation of the child to the school is to form adequate behavior, establishing contacts with students, teacher, mastering skills learning activities. That is why, when conducting special research to study the adaptation of children to school, the nature of the child's behavior was studied and its features were analyzed. In this regard, I had a diagnosis of adaptation on the projective method of "School of Beasts" in the first grade, where children were offered to portray themselves and teachers in the form of animals. Many children could not name the names of classmates, they drew themselves closer to the teacher, but in general, the analysis of the results of the diagnosis showed that a prosperous psychological atmosphere is in the classroom. Children are well referred to each other, friendly. The adaptation process continues, children get used to each other and to the teacher. Next, the characteristic of the adaptation of each student is given, for example: Yagzhidayeva Nastya: I like the child at school. Most of the learning process, relationships with classmates are good, everything is safe. Or - Ibraray Talgat: The child suggests his position in the team, but some anxiety is characterized, seeks to be closer to the teacher. Perhaps there are difficulties in communicating with classmates. Such detailed analysis Allows you to help the child individually, in accordance with his difficulties.
Observations for schoolchildren of the first classes have shown that psychological adaptation of children to school can pass in different ways, the first group of children adapts to school quickly. These children quickly pour into the team, mastering at school, acquire new friends, they have a good mood, they are calm and conscientiously fulfill the requirements of the teacher.
The second group has a long adaptation period: children cannot accept learning situations - they can play lessons, do not respond to the teacher's comments and, as a rule, these children experience difficulties in the learning program.
The third group is children who have psychological adaptation are associated with significant difficulties, they do not assign a curriculum, they have negative forms of behavior, teachers and children are most often complaining about such children: they are "interfere with working in the class", "children". The constant failures of these children in study, the lack of contact with the teacher creates the alienation and negative attitude of the peers. Children become "rejected". A teacher, briefing children, should do everything possible to facilitate the process of adaptation for such children. In the first lessons, special games are able to conduct special games for familiarizing children with each other and teacher. I propose the game "Let's get acquainted." Acquaintance of children is in the form of a game: the teacher calls supportword, for example, "Name", "Family", "Summer" and D.R., and children must ask questions with their neighbors on the desk on this topic. So that students were able to, get acquainted with other children, at a signula of the Transplant Teacher, children transplanted to other places, and there is a similar acquaintance with the new neighbor.
Or the game "Be attentive." With a conversation, people look at each other. To check your observation - close your eyes and put your head on the desk.
- Who has a neighbor in a party with blond hair? Raise your hand (with closed eyes).
- Open your eyes and check yourself. Shake again.
- Who has a neighbor with dark eyes? Raise your hand, etc. (hereinafter, the teacher asks the same questions regarding the appearance of his class students)
The school adaptation process continues and the current of the first year of study, but the first 6-9 weeks of the "acute" adaptation lay the basis for the success of the further learning process. Therefore, teacher is important to know and take into account in your work. functional features The state of the organism of the first grader and, in accordance with this, build a learning process.
- 2. Continuity and its role in the adaptation of the child to school
An important role in adapting a child to school has the continuity of working methods and pedagogical communication Children's garden teacher and school teachers working with first graders. The fact is that one of the frequent causes of the difficulties of adapting children to school consists in a sharp change in the style of communication of the teacher with children. Even with a positive attitude towards children, the teacher often applies more rigid, authoritarian forms of pedagogical impact than those who are accustomed to preschoolers. These forms of pedagogical impact are often perceived by the child as an expression of personal hostility, which leads to passivity, suppresses the initiative, independence, creates insecurity.
What are the ways to implement the continuity of pedagogical work with children between kindergarten and school? Let's call some of them who justified themselves in fact:
1. Seating "The first days of a child in school" with the participation of teachers of the first classes, educators, psychologist and speech therapist.
2. Conferences, seminars on the exchange of experience of educators of kindergartens and teachers of schools,
3. Entertaining teachers of kindergartens, monitoring children walking in the first class, for organizing activities (game, educational, artistic, etc.).
4. Socially - psychological characteristics for each child compiled by educators preparatory group kindergarten.
5. Development of contacts of the pupils of kindergarten with students of the school (joint venture).
Development of first-graders of organizational skills and skills in the adaptation period
1. Basic rules of behavior in class
The attitude of children to school is largely determined by the teacher introduces disciplinary requirements, the rules of the new life. Unlike a rather free chainless routine, to which the preschooler in kindergarten is used and in the family, the behavior at school is regulated by blacks, strict standards. The student is not a Dol Lei without the permission of the teacher to get up during the lesson, communicate with the neighbors, engage in outsiders. If you wish, something to say, he must pre-raise his hand. Each step of a small schoolboy is limited by new and unusual requirements for it. Therefore, many children at first lose: there is a constant fear of violating any of numerous requirements. As a result, the child gets used to abide by the rules of behavior, but it does not have pride, and the fear of the censure, comments. Anxiety appears, internal tensions, insecurity. The school becomes for children the source is not positive, but negative emotions. This is what writes about
principles of slave7a with children of this age Sh.A.Monashvili: "Is it possible to force children to immediately fulfill orders and orders of the teacher? - Not! Is it possible to strictly demand from children so that they sat in the lessons without lying? - Not!". In order for first-graders to be easily and naturally included in school life, the requirements for their behavior should be introduced gradually, reaching full volume only by the end of the first year of study. Yes, and to lick them in the form of requests or the wishes of the teacher, and not the requirements. Accordingly, their violation will cause no censure or punishment, but directly emotional teacher's reaction: regret, easy insult (but not irritation). Previously unfamiliar, unusual action to children, such as raising hands when you want to say anything, it is advisable to present them as a rule of games. I offer the reader several games for familiarizing children with the rules of behavior.
The game "Want to speak - raise your hand."
- You know that my name is Lyudmila Alekseevna. But you can't say that I love, what a fond of where I am. I live like I spent the summer. You can find out all this by asking me questions. Ask that you are interested in, I will answer (first, several "trial" questions, for which the teacher answers. And then children begin to ask questions all at the same time, without listening and interrupting each other.) In this place, the teacher interrupts the dialogue:
Stop! When everyone says at the same time, it turns out noise, you do not hear each other, interrupt, and it's hard for me to understand what you are saying. So that this is not, in school there is a rule: "You want to say - raise your hand" (the teacher demonstrates the gesture).
And now we will ask questions as it should be students. And so what else do you want to ask me?
Game "ready for lesson"
At school, there is a "ready for lesson" rule. According to the call, the student becomes near his desk and waiting for the teacher's team. Let's take care of doing this rule (the teacher says: "Change" - children are free, and then rings the bell:
1. "Call!" - Children must stand at their desk.) The game is held 2 - 3 times. The game "Lesson is over" 
- At the beginning of the lesson, we learned to fulfill the rule "ready for lesson", the same should be done when the lesson is completed. A call teacher says: "The lesson is completed," and all students must stand near their partition (children train with a bell).
Sounds now call -
Our end (chorus kids) lesson!
Teacher: - Lesson is finished!
The game "Write finished"
- Some of you coped with the work faster, others are more. Teacher at the lesson you need to know who has already finished writing, and who is not. For this, there is a rule: finished writing, the student raises his hand with a handle. (The teacher demonstrates the gesture).
- Dorisite, children, and show the gesture to "write finished".
The game "Work is performed"
- when students finish performing any -; ] Tasks, they show this gesture "Work done" (the teacher shows the gesture, folding his hands in front of the party).
Rapidation rules.
Get together every time the teacher enters the class. The desk is not a bed, and you can not lie on it. You sit at the desk Slim and behave adequately in the lessons do not chat, as a talking parrot.
You want to answer - no noise, but only a hand lift.
2. Skills of individual: steam and collective work. Learning activities, i.e. Conscious activities to assimilate knowledge, skills and skills, in mastering the foundations of sciences, develops gradually. Its formation occurs throughout the entire period of learning in junior grades with subsequent improvement. In the task of grafting the skills of individual, steam room, collective work includes the creation of some of the initial prerequisites for the formation of training activities. The most important of them is a high level of activity, initiatives, independence in academic work; respectful attitude to the teacher, the ability to fulfill his tasks; A rather high level of arbitrariness, the ability to plan and control own actions, focus on the task set.
For the prolongation of the skills of individual, pair and collective work of first-graders in the adaptation period, the following work forms are possible.
Training a choral answer
- At the lesson, we agreed with you that if you wish, you need to raise your hand. But this is not always done. There are such answers where students answer all together, choir, without raising his hands. Let's practice the answer to the choir, (the teacher can enter a specific gesture, denoting a choral response: handwriting by hand I.T.P.).
Difference of choral and individual response
- And now the task is more difficult: on some questions it will be necessary to answer the choir, there are no on others. Be careful.
- Tell the choir, how much will 1 + 1?
- Tell me together: Which animal has a long trunk?
- Which of you knows which berries grow in the forest?
- Leaves fall away when it happens?
- What brands of passenger cars do you know?
- The name of fabulous hero With long nose? Tell me together.
- Your favorite toy?
- Choir: What day of the week will be after Monday?
- What are the names of the boys you know?
- What are the names of girls you know?
- Finish the proposal: Birds are able to fly, and fish
- Friendly: What is my name?
- Who do you want to become? (the last question is a slaughter, it is impossible to answer him)
Game "Cotton."
Students transmit cotton to each other in turn, starting at the first version of the first row, then the second version of I.T.D. When the student is slapped with the last part of the first row, the queue of the second row of I.T.D.
Training answer chain
At school, except for answers one and choral response, there is a chain response. In the game "Chain response" you need to transfer words. Let's try to tell the poem on the chain so that it happened together, without a stick, so that it might seem, which says one person, (by the chain "passes" a poem A. Barto "Toys")
Conversation about work in pairs. 
- There is such a proverb: "One head is good, and two better"
- How do you understand her?
- In this lesson, all tasks you will be performed in pairs.
- Couple - these are two people sitting at one desk. (The teacher gives the task of each pair to paint two balls
so that they become completely the same.)
- In order for a couple to cope well with the task, you must first discuss, agree how to do it. At the same time, try to talk so as not to interfere with other couples. After you finish work, show the gesture "We are ready," (the couple takes hands and raises hands up)
The game "Mirror".
Each couple turns face to each other. One pair shows any movement, and the other is a "mirror." Then the disciples are changing.
3. Organization, feedback with teacher and assessment, success and failures of first-graders in the adaptation period
From the relationship of the teacher to. Pupils at this initial stage of adaptation to the school largely depends on how the relationship between the teacher is a student, relationships that determine largely psychological adaptation of the child at school. As a rule, a teacher for a student - the highest authority, which is at first inferior to even the authority of his parents. The teacher is not just an adult, but an authoritative mentor that requires the fulfillment of certain rules of behavior and activities of obtaining knowledge. Pupils tend to understand this very well. But there are children "not ready" to school who do not know how to understand the conventionality of the relationship of the teacher and the student. Such a child can tell the teacher in response to his remark: "I do not want to learn, I am not interested." With such a child, to defend his "I" is quite difficult. In such cases it is useless to order, punish, because you need to conquer the trust and respect of the child; Therefore, it is important to show patience, goodwill, to arrange a student to himself, try seriously, "by -loslomy", talk with him alone.
Of particular importance in the relationship of the teacher and. Pupils, and students among themselves at the first initial stage of training, has an assessment of the teacher of success and failures in the process of study. The psychology of perception by the child is an assessment of its activities - ultimately, is an assessment of his personality as a whole. All this testifies to the great responsibility of the teacher for the evaluation that he gives every child, and undoubtedly improves the requirements for the teacher, to the technique of his communications with children.
Now in the practice of schooling at the initial stage (in the process of adaptation), marks should not be used to assess the success of first-graders. There should be no, because the mark can be a permanent psychotrauming situation that makes it difficult to adapt the child to school. But in practice, teachers are difficult to abandon this fairly simple and visual assessment method; Therefore, instead of traditional twos, the tops are used drawings, stamps, stars, and D.R. In such cases, the stamps, and the stars are equivalent to the marks: because all this for the child, the conditional signs of his success.
"Evaluation of work"
At the beginning of the lesson, the teacher must introduce children with its estimation system. On the board, three drawings of the truck are drawn in advance; 1 - with all the necessary details, but drawn carelessly (windows curves, etc.), 2 - drawn very carefully, but with a lot of wrong parts (wheels are on the side, etc.), 3 - drawn correctly.
- What picture is done correctly, but inaccurate?
- What neat, but wrong?
- What neat, and right?
- What should be changed in the first drawing?
- And in the second?
- Which stamp will put?
- Draw in the notebook the correct and neat truck,
4. Organization of the class team
The training activities are collective in nature, which is why the child should have certain communication skills with peers, the ability to work together.
Most children quickly get acquainted, are mastered in the new team, work together. Some long do not get closer to classmates, feel lonely and uncomfortable, they play on the sideline on the side or pumped to the wall. In the formation of relations between children, on this complex for each child, the stage of entry into the new for him, the teacher plays an important role. It was he who should introduce the guys with each other, maybe something about everyone to tell, create an atmosphere of the overall work of cooperation, mutual understanding.
The child should feel that he is interested and joyful among classmates; After all, he is very necessary their assessment, their attitude, everyone wants to conquer the authority and confidence of the guys. Positive emotions that the child is experiencing when communicating with peers, largely form his behavior, facilitate adaptation to school. And here the role of the teacher is extremely great. At school, the most common children are watching each other with the eyes of the teacher. Therefore, the attitude of the teacher to the child is a kind of indicator of relations to him and his classmates, and from the negative attitude of the teacher, the child suffers doubly: the teacher belongs to him "badly", and the children belong to him: therefore, it is better to avoid negative evaluations of the student's behavior, And his school success. 
Some teachers have been allocated "Pets" from the first days, they distribute and collect notebooks, they are taking into account the comments, perform other "personal" instructions of the teacher. Children see all this. A class bundle occurs that does not contribute to the establishment of friendly relationships between all students. So for the development of sociability and collectivism, various joint games have considerable importance, in the plot-playing game, the teacher should participate in the distribution of roles, the participation of children to justice in the distribution, so that attractive roles are executed by children in turn. When a robust shy child goes out any "team" role, you need to help him handle it.
The teacher must support the friendship of the guys in interest, to form these interests. Important goal educational work In the first months of staying a student at school - to instill a feeling that the class, the school is not alien to him by a group of people. This is a friendly, sensitive team of peers, younger and senior comrades. Sh. Tips parents of first-graders but upbringing in the adaptation period
The first year of study is one of the essential turning periods in the life of the child. After all, from how addictive to school go, in many ways depend emotional condition, performance, success of studies in elementary school to all subsequent years and, of course, health.
The child entered the school falls into the unusual Wednesday. All lifestyle changes. Daily training sessions require tense mental labor, activation of attention, focused work in lessons and, moreover, relative to the fixed position of the body, to hold the right working posture.
In response to new improvements, the requirements for the body in the first weeks and months of training may appear complaints of children for fatigue, headaches, irritability, plasticity, sleep disorder, appetite. The difficulties of the psychological plan occur also, such as, for example, a sense of fear, a negative attitude towards studying. All this set of phenomena some experts are classified as an adaptation disease.
In this difficult period for the child and at school, and at home it must be surrounded by attention, show goodwill and tolerance.
I offer several advice to parents of first-graders for the period of adaptation to school.
- The peculiarity of today's children who came to the first class is fast fatigue.
In the first lesson, they frankly yawn, on the third - lie on the desks. How do we, adults we can help the child? First of all, it is necessary to remember the old and reliable methods of maintaining the health of the first grader - this is observing the mode of the day. Sleep at least 10 hours a day, necessarily full nutrition, exercise. It will be justified to limit the TV shows up to 30 minutes. in a day. Well restore the emotional well-being of the child long-term (up to 2 hours) walks in the air - not a shopping walk, but a walk in the park. From early morning, set up a child for a good attitude to everything. Tell me: "Good morning!", - And are going to school without fuss.
- Having come to school with a child, try to do bechers of morals, because They do not give anything other than morning fatigue, but it is necessary to explain the safe way to school to school. Safe, but not short.
"When meeting a child after lessons, you will delight with him that he managed to work out on his own, without you, as many as three hours. Patiently listen to it, praise, support and, in no case, do not scold - because it is still not for that '.
- What to do if the first difficulties appeared? Be generos on praise, for first grader now it is important. The remark should be concrete, and not touch the personality of the child. He is not a sludge, just now he has a small mess in the notebook. Do not make a child a few comments immediately.
- In no case do not compare the child with other children. This leads either to bite, or to the formation of self-satisfaction.
- There are no such parents who would be offended by their children for the evaporated pelleys, but for the evaporated notebooks, how much please. Although in the same case, the period of Mary is inevitable. The child does not need the position of the prosecutor, which parents often occupy: "You will rewrite five times until it turns out well!". It is unacceptable. 
- Today, one of the main tasks of the school is the recovery of the child, and therefore, in order to facilitate the adaptation of first-graders, a stepped mode of training sessions with gradual increase in training load are used. The spiritual and physical health of the first grader depends on contacts with everyone who works at school. It is impossible not to respect the primary school teacher, because he works and lives the life of his guys. Support the word and the matter of your teacher, help him. Do not hurry to condemn the teacher, the school administration, not hurry to categorically express your opinion about them - it is better to consult: after all, everything that is done by the teacher is primarily done for the benefit of your child.
What is the purpose of the interview with the future first grader and his parents when writing to school?
The main purpose of the interview with the future first grader and his parents when entering school is:
- identification of the level of pre-school training, development and readiness for systematic education in school;
- recommendations to parents in choosing a learning system (correctional education, traditional training system, pedagogical systems educational training);
- recommendations to parents to compile an individual plan for the preparation of a child to the top of training, corrective work are offered consultations with narrow specialists: a speech therapist, a psychologist, if necessary, with a psychoneurologist, examination at the medical and pedagogical commission to clarify the issue of the choice of school type: general education or special ( correctional);
An advance forecast of difficulties and timely assistance from parents, teachers, specialists - the task facing the school team at the first meeting with the future first grader. 
Currently, there are alternative forms of training and a whole fan of possibilities opens to parents. You can send a child to school from 6 or 7 years old, to pass the first year of study at school or based on preschool institution, teach a child in a private or public educational institution. Solve this issue with the help of educators, teachers and psychologists, parents can, only determining the degree of its readiness for school.
What are the readiness criteria for a child for school learning?
Personal readiness - The child is ready for school learning if the school attracts it not by the outside (attributes: portfolio, notebook), and the ability to get new knowledge.
Intellectual readiness - the presence of a horizon, the stock of specific knowledge, interest in knowledge. The ability to understand the links between phenomena, reproduce the sample.
- Development logical thinking (the ability to find similarities and differences in different items when compared, the ability to correctly combine objects into groups by general significant features).
- The development of arbitrary attention (the ability to hold attention to the work performed within 15-20-minutes).
- Development of arbitrary memory (mediated memorization ability: bind a storage material with a specific symbol / word-picture or word-situation /).
Socio-psychological readiness:
- Training motivation (wants to go to school; understands the importance and need for teaching; manifests a pronounced interest in obtaining new knowledge).
- The ability to communicate with peers and adults (the child easily comes into contact is not aggressive, knows how to find a way out of problem situations Communication, adult authority recognizes).
- The ability to take a learning task (listen to carefully, if necessary, clarify the task).
Physiological readiness - The level of physiological development, the level of biological development, the state of health as well as the development of school-meaningful psychological functions:
- The development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors).
- Spatial organization, coordination of movements (the ability to correctly define above - below, forward - back, on the left - right).
- Coordination in the eye-hand system (the child can correctly transfer the simplest graphic image into the notebook - the pattern, the figure - visually perceived at a distance (for example, from books).
Questions on the work of school psychologists can be set on the phone 311-71-18.
What knowledge should be formed by the future first grader? 
In the field of speech and readiness for mastering the future of the future first-grader, it is necessary:
- be able to clearly pronounce all speech sounds
- be able to intonationally allocate sound in words
- be able to highlight the specified sound in the speech stream
- to be able to determine the place of sound in the word (at the beginning, in the middle, at the end)
- be able to pronounce words by syllables
- be able to draw up offers from 3-4-5 words
- to be called in the sentence only the 2nd word, only the 3rd word, only the 4th word, etc.
- be able to use generalizing concepts (bear, fox, wolf are animals)
- to be able to make a story on the picture (for example, "in the zoo", "on the playground", "rest on the sea", "for mushrooms", etc.)
- be able to make several proposals about the subject
- distinguish genres fiction (Fairy Tale, Story, Poem, Bass)
- to be able to read your favorite poems
- know the author of a read poem
- be able to consistently transfer the content of a fairy tale
By the beginning of school school, elementary mathematical representations should be developed at the school:
- know the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
- be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.
- be able to call the previous and subsequent number regarding any number within the first dozen
- know the signs +, -, \u003d,<, >.
- be able to compare the numbers of the first dozen (for example, 7< 8, 5 > 4, 6=6)
- be able to correlate the number and number of items
- be able to compare 2 groups of items
- be able to make up and solve problems in one action for addition and subtraction
- know the names of the figures: Triangle, Square, Circle
- be able to compare objects in color, size, form
- to be able to operate with the concepts: "left", "right", "up", "down", "earlier", "later", "before", "for", "between"
- be able to group on a certain sign proposed items.
In the field of ideas about the world around the world, the future first grader is necessary:
- to be able to distinguish with the appearance of plants, common in our area (for example, spruce, birch, oak, sunflower chamomile) and call their distinctive signs
- be able to distinguish wild and pets (protein, hare, goat, cow ...)
- be able to distinguish between bird appearance (for example, woodpecker, crow, sparrow ...)
- have ideas about seasonal signs of nature (for example, autumn - yellow and red leaves on trees, fading grass, harvesting ...)
- know 1-2-3 indoor plants
- know the names of 12 months of the year
- know the names of all days of the week
- In addition, the child entering the first class should know:
- in which country he lives, in which city, on what street, in which house
- full names of members of their family, have general concepts about various types of their activities
- know the rules of conduct in in public places And on the street.
With six or seven years old, you need to give a child in grade 1?
Unambiguously answer this question is impossible, since it is necessary 
consider a number of factors that determine the preparation of the child to learning. It is from how much a child is physically developed, mentally, mentally and personally, and what is the state of the health of the child, and will depend on what age he needs to start learning at school. It matters the entire complex of factors determining the level of child's development, in which the requirements of systematic training will not be excessive and will not lead to a violation of its health.
Recall that children who are not prepared for systematic learning are harder and continues the period of adaptation (adaptation) to school, they have much more often than learning difficulties, they are much more difficult among them, and not only in the first grade.
According to the sanitary and epidemiological rules of SanPiN 2.42.1178-02 "Hygienic requirements for training conditions in general educational institutions»In the first grades of schools, children are accepted by children of the seventh or eighth year of life at the discretion of parents on the basis of the conclusion of the psychological and medical and pedagogical commission (consultation) on the readiness of the child for learning.
The prerequisite for receiving the school children of the seventh year of life is the achievement by the age of September 1, at least six and a half years old. Training of children who have not reached six and a half years to the beginning of the school goal, is carried out in a kindergarten.
How to organize classes with a child at home and what is their duration?
To answer this question, it is necessary to clearly represent how a person absorbs information
Various senses are involved in any activity: rumor, vision, touch, sometimes even smelling and taste. Therefore, the more you will use them all, the better and faster (and more fun) will occur the memorization process.
The fact that the child himself performs his hands, he digested by 90%! Therefore, try so that the child not only listened to, but also tried to write an example independently, glue the circles, etc. Even if it seems to him that nothing is incomprehensible.
70% of what we say - postponed in memory. The child needs to vote for your information, and not silently listen to it. Discuss together all the acts done. Leading questions are summing up a child to the correct thought, but try to give the final correct answer to himself.
Only 20% of what a child hears - he remembers. Therefore, some explanations will not be enough.
30% of what the child sees - he digested. Therefore, show your fantasy and creativity: sculpt from plasticine, stick, draw pictures explaining the material being studied.
The duration of daily domestic training in the development of cognitive abilities of first-graders (according to the individual recommendation of the teacher) should not exceed 30 minutes.
Remember that for a child of 6-7 years old is the main way to know the surrounding world. Therefore, it is necessary to include playing elements.
What classes are useful for the child during the preparation of him to school?
1) Development of small muscles hands:
- working with designers of different types;
- work with scissors, plasticine;
- drawing in albums (pencils, paints).
2) the development of cognitive abilities (development of memory, attention, perception, thinking).
Psychologist's advice to parents of first-graders. 
School ... How many expectations, hopes, excitements are associated with children, parents, teachers with this word.
Admission to school is the beginning of a new stage in the life of a child, entering into the world of knowledge, new rights and duties, complex and diverse relationships with adults and peers.
You have an event - your child for the first time crossed the school threshold. How will he have time to do in school, will it like to be a student, how will the relationship with the teacher, classmates? These alarms overcome all parents, even if the second, third or fifth child is already in school.
It is natural, since every little person is unique, he has his own inner world, his own interests, their abilities and opportunities. And the main task of parents together with teachers is to organize training so that the child will gladly attend school with pleasure, knowing the world around and, of course, well studied.
How should adults behave to achieve this? It is necessary "blood" interest in successes, in school cases of a small student. He must feel that parents, grandfathers and grandparents are very important and it is interesting to know what happened at school, which is new (for each subject separately) he learned today. It is advisable to maintain interest in learning, transferring new knowledge of the child on daily life (Use the skill of the account to calculate how many birds the village on the branch or how many red cars stands at the house, reading skill - to read the sign or name of the new book, purchased by mom).
And, of course, it is necessary to encourage every small and great achievement of your sibling. The fact is that, especially at the age of 6-10 years, children are focused on the adult response. They very sensitively respond to praise or censure of parents, teachers, try to attract attention to themselves feel necessary and loved ones (good). Therefore, for dads and mothers, grandparents, this is a real lever to maintain and increase interest in school and learning.
To except external attributes school Life (portfolio, notebooks, textbooks, etc.) there was an internal feeling of the transition to the new quality "student", it is necessary to attach adults to school admission as to the responsible, serious step of the child ("You are now a student, a big boy, you have new Serious duties "). Of course, your child will continue to play in dolls, and in the cars, but you need to install on the "mature". And this is not only new responsibilities, but also new opportunities, more complex orders and defined independence. The control is necessary (the degree of its manifestation in the competence of each parent), but still try to give the opportunity to your first-grader to "grow up" in your globility, feel older.
Each person must have its own space. If the child has no her room, you need to organize a workplace - a desk, where he will be engaged in his serious business - to learn. It is good and about the point of view of compliance with the rules of hygiene - the right landing that allows you to save the posture, the necessary lighting.
Please dear parents, do not overdo it in the performance of homework. Children at the age of 6-7 should do no more than half an hour, then you need to take a break for at least 15 minutes. The quantity does not always go into quality! In addition, the long-lasting spelling of sticks and hooks can be repeatedly discovered by learning.
Remember, the child is a blank sheet that we have to fill. And on how we will do it, the image of a future person depends.
What should I remember the parents? 
1. Avoid excessive requirements. Do not ask the child everything immediately. Your requirements must correspond to the level of development of its skills and cognitive abilities. Do not forget that such important and necessary qualities as adjacent, accuracy, the responsibility is not formed immediately. The child is still just learning to manage themselves and organize its activities. Do not frighten the child with difficulties and failures at school, raising unnecessary insecurity in it
2. Give the child the right to an error. Everyone from time to time is mistaken, and the child here is no exception. It is important that he is not afraid of mistakes, but he studied on them. Otherwise, the child will make a conviction that he cannot.
3. Helping the child to perform the task, do not interfere in everything he does. Give him the opportunity to achieve the task yourself.
4. Teach the child to keep their things in order and school supplies.
The success of the child in the school is largely dependent on how he knows how to organize his workplace. Prepare a child's workplace in the family in advance: let him be his desk, his hands, pencils and notebooks. Teach it to maintain order on your workplace, explain how best it can be achieved during class.
5. Good baby manners - family relationship mirror 
"Thank you", "Sorry", "Can I ...", Appeal to an adult on "You", should enter the child's speech to school. Teach a child to be polite and calm in circulation and attitude towards people (and adults and children).
6. Teach the child to independence in everyday life and self-service skills.
The more the child can do it yourself, the more adult and confident in his abilities he will feel. Teach the child to undress yourself and hang your clothes, fasten buttons and zippers, tie the laces, gently eat ...
7. Do not miss the first learning difficulties. Pay attention to any difficulty, especially if the latter become systematic. All problems with studying, behavior and health are much easier to solve together! beginning (in first grade). Do not close your eyes to the problems, they still will not go anywhere!
8. To date, one of the most common parent mistakes is the desire to grow in advance. Even before entering the school, the child is trained most of the first class curriculum, and it becomes uninteresting in the lessons. Of course, parents want their child to study well and was generally the most. However, if your child is truly a genius, he will still manifest himself. And the overload of the child classes can affect his health and desire to learn. Preparation of the child to school should be simply in its overall development - attention processes, memory, thinking, perception, speech, motility. It is necessary to do not be laid in a child of naked knowledge, but to the expansion of its horizons and ideas about the world around.
The main task of the preschooler's parents is to maintain interest in knowledge as a whole. 
9. Reading books, be sure to discuss and retell read with the child; Learn it to clearly express my thoughts. Then in school the child will not have problems with oral responses. When you ask him about anything, do not be content with the answer "yes" or "no", clarify why he thinks so, help bring your thought to the end. Teach consistently telling about the events that occurred and analyze them.
10. Be sure to follow the mode of the day and walk!The health of your child depends on this, and therefore its ability is better and easier to absorb training material! Health is a base for the whole development of the child, this is the number of its forces that he can spend not overwhelmingly, but, therefore, and without a variety of consequences (nonsense, irritability, haziness, frequent colds, tearlessness, rudeness, headaches, etc. .). This is especially true of those children who have increased nervous excitability from birth, fast fatigue or any neurological complications. In this case, the correct and clear mode of the day becomes not only organizing, but also a prophylactic means against the further weakening of the nervous system.
11. Do not forget that the child will continue to play for a few more years (this is especially true). Nothing wrong with that. On the contrary, in the game the child is also learning. Better play with it and in the process to learn any concepts (for example: left - right).
12. Limit the time of finding your child for a TV and a computer up to 1 hour per day. Parents mistakenly believe that pasting the TV and the computer are rest or unloading after a strained day. Unlike adults, both of these classes act excitingly to the rapid nervous system of the child, in turn, provoking increased fatigue, motor activity, overexcitation, irritability, etc.
In the 1st grades, children of the 8th or 7th year of life are accepted according to parents. Reception B. educational institution Children of the 7th year of life are carried out upon reaching them by September 1 school year age at least 6 years 6 months.
Children's training in the 1st grade is carried out in compliance with the following requirements:
training sessions are carried out only in the first shift;
The duration of the school year is 33 weeks;
5-day school week;
The maximum allowable weekly load is 20 hours;
carrying out no more than 4 lessons per day;
Duration of lessons no more than 35 minutes;
Organization of a lightweight school day in the middle of the school week;
Use in health and health purposes to facilitate the process of adapting children to the school of "stepwise" learning regime in the first half of the year:
in September - 3 lessons for 35 minutes each, the 4th school hour should be unconventional (lesson-theatricalization, lesson-game, lesson - excursion, etc.);
from the second quarter - 4 lessons for 35 minutes each.
with the third quarter - 4 lessons for 40 minutes
training without homework (in the first half of the year) and the scoring assessment of knowledge of students during the entire school year;
Additional week holidays in the middle of the third quarter (February);
test papers held in April of the current year.
Program organization
The process of adaptation of first-graders to school learning
in MOU SOSH №41 Tomsk
The program of organizing the process of adaptation of first-graders to school learning.
Introduction
The beginning of school life is a serious test for most children coming in the first class associated with a sharp change in the entire lifestyle. They must get used to the team, to new requirements, to everyday duties.
The beginning of school training coincides with intensive mental Development. There is a formation cognitive activity, various types of memory are developing, verbally logical thinking. High emotionality contributes to the predominance of involuntary reactions. But the disciples can already consciously manage their behavior, obey the necessary requirements - arbitrariness develops. In the younger school age Children actively occurs in the formation of an internal action plan, the ability to develop the ability to reflect.
As a rule, the guys seek to become schoolchildren: they go to school with large interest and readiness to perform learning tasks. But for many of them, school requirements are too difficult, and the routine is too strict. For these children, the period of adaptation to school may be injured.
Adaptation- The natural state of the person manifested in the adaptation (addiction) to new living conditions, new activities, new social contacts, new social roles. The value of this period of entry into unusual life situation is manifested in the fact that not only the success of mastering academic activities depends on the well-being of its flow, but also the comfort of stay at school, child health, his attitude to school and teaching.
The purpose of this program:
create psychological and pedagogical conditions, providing a favorable course of adaptation of first-graders to school.
Planned Result: A favorable course of adaptation of first-graders to school training.
The main indicators of the favorable adaptation of the child:
preservation of the physical, mental and social health of children;
establishing contact with students, with a teacher;
formation of adequate behavior;
Mastering training skills.
An indicator of the difficulty of the adaptation process to school is negative changes in the behavior of a child: it may be excessive excitement, even aggressiveness or, on the contrary, inhibition, depressiveness. There may be a sense of fear, the reluctance to go to school, etc.
With an unfavorable course of adaptation in children, growth slows down, the body mass falls. The acute incidence of first-graders during this period can be 2 times the magnitude of this indicator from older schoolchildren.
Between the 6th and 7th year comes new level Social development of the child. He is trying to go beyond preschool age. At this stage, the dominant role of the family is characterized in satisfying the material, communicative, emotional needs of the child, so work with future first-graders begins with familiarity with the family. This is long before the child becomes a first-grader.
1. The work of the administration and teachers MOU SOSH №41 begins with the "day open doors", Which traditionally in April. The purpose of this event is to introduce the parents of future first-graders with the psychological and pedagogical conditions of the school, with the material and technical base, with the peculiarities of the organization of the educational process, the traditions of MOU SOSH No. 41.
3. In August (when the first-graders lists have already been formed), the first class assembly is held: "How great that we all have gathered here today" the goal of the meeting: to introduce parents of future first-graders with a classroom, with a school building, with class teacher, With the CMD, in which children will be trained, as well as with each other. Help parents in preparing a child for future school life and new social status: student.
4. In early September (as a rule, a parental meeting is held on the first academic week, which addresses the following issues:
The difficulties of adapting first-graders (speech of the psychologist).
Acquaintance features of the organization of the educational process in the first grades in connection with the transition to new standards (speech by the Deputy Director for Academic Affairs.
Organization of extracurricular activities of first graders at the budgetary and contractual foundations
5. In the course of the year, parental meetings are held and individual advice from the specialists of the MOU SOSH No. 41 on adaptation issues.
The activities of the pedagogical team of school No. 41 on the organization of a favorable adaptation environment at the transition from preschool to the initial school education aims to create the following psychological and pedagogical conditions:
Organization of the mode of school life of first-graders. Creating an area of \u200b\u200bspatial environment.
Organization of health and preventive work.
Admission to school is not only a big joy for children, but also huge loads, because the first grader masters a completely new world for him. From how effectively the process of adaptation will be, the success will be largely dependent, the emotional state of the child, its further attitude towards school. With successful adaptation, the study is perceived as a fascinating process of communication with peers and teachers. In case of deadaption, the school turns into a child in a bladder service.
Especially acute children need psychological and pedagogical accompaniment in crisis moments of life. The first year of study at school requires a child to mobilize all resources and activates the problem of its accompaniment through the "thorny" of the educational process.
In the literature on the problem of accompanying the child during the adaptation period, as its main criterion, it is customary to consider the success of a schoolchild in educational activities.
However, we believe that the work on the organization of the adaptation of the first grader is not limited to help in mastering learning skills. After all, the child, coming to the first class, is forced to get used to unusual loads for himself, primarily static, to a new social environment, the rules and traditions that are adopted in this school finally to the system of assessing his labor.
In the first days at school, the training of first-graders is based on accessible to almost all children preschool material: Games, drawing, design, elementary experimentation.
Among the psychological and pedagogical measures aimed at facilitating the adaptation of children to school, an important place belongs to a decrease in the training load at the first stage of training. Home tasks in the first class are not specified.
Given the features of first-graders, the lesson is constructed differently than in the following grades of primary school. The lesson presents two structural elements: an organizer and the main part.
The organizer is used to teach children skills to organize a workplace (get the tutorial, decompose the box of letters, position on the desk right and convenient notebook, etc.). It requires patient, long-term work, which is at the heart of the Kotopoi underlies the teacher's step-by-step instruction, explaining in detail what and how to make an action to welcome the sequence of actions).
The main part of the lesson is "fractional" i.e. consists of several interrelated but different species Activities. Special attention is paid to the use of games as the structural part of the lesson. It is necessary to use as didactic games not only the game with the rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development of creative abilities, the basis of which is imagination.
In the process of learning, it is important to take into account the individual characteristics of the child. It is known how many children who come to the first class are. Part of the first-graders has the non-formation of school-meaningful functions: many are quickly tired, with difficulty organizes their activities without external control. Different cares guys and in terms of intellectual, speech, moral and volitional development. Forms of individual differentiated work in the first class:
- * tasks of varying degrees of difficulty;
- * Specially selected overall exercises on the time of the lesson developing in time. At the same time, if possible, children are combined into pairs, groups to collectively solve this or that logical or creative task;
- * Suggested children in class an additional material that creates a favorable intellectual and emotional learning background.
Not required from each child to memorize additional content, because It is more served to maintain the interest of children than increasing their awareness.
So, B. last years Priorities have changed significantly primary education - The first plan was put forward targets for the development of the student's personality, the formation of an ability to learn from the younger schoolboy at the same time high level Knowledge, skills and skills. The implementation of these goals is impossible without accurate knowledge by the teacher of intellectual and personal abilities of each student. This is especially important in the first year of study when children are going to in one class with very different levels readiness for school training.
The most essential for pedagogical activities is to determine the formation of prerequisites for mastering diploma and mathematics, i.e. those components that form the basis for the assimilation of these items. Moreover, this diagnosis must be made by the teacher, in order to use the data obtained in the process of its implementation, for the implementation of an individually differentiated approach to children when learning in grade 1.
Diagnostic tasks should maximize the features and capabilities of 7-year-old children, to ensure adequate understanding of their contents, not depend on the level of reading skills, letters and other subject knowledge, which are included in the first class program.
Mandatory condition for successful conduct pedagogical diagnosis is the transition of a teacher from the position of a training person to the position of a person conducting diagnostics. If in the process of everyday pedagogical work the main goal is to teach, get the right answer, then in the process of diagnostics, the main thing is to get reliable data on the readiness of the child to school. Therefore, even when assisting the child, the main purpose of the teacher should be not learning a certain action, but identifying and fixing the steps of the assistance provided to the child in the process of performing work, since it will allow to identify those pedagogical tools that should be applied to raise the child to more high level.
To study the pedagogical readiness of first-graders to school, you can use the methodology L.E. Juron. This diagnosis includes five tasks proposed by children on working sheets, during the cat, the ability to transmit the shape of the shape, orient on the plane (sheet of paper), the ability to correctly understand the statements, compare the set by the number of elements, the skill to copy the specified sample.
To identify the psychological and emotional readiness of the child to school training in school, the AE technique can be used. Khasanova "Is I ready to become a schoolboy." The child responds to 12 questions that determine the attitude towards school school.
To study the level of learning motivation of first-graders - Professor N.G. Luskanova "Assessment of the level of school motivation of first-graders." It includes 10 questions reflecting the attitude towards school and training. Based on the answers, a concrete student can be attributed to one of the levels of school motivation.
Questionnaire for parents of first-graders "Adaptation of a child to school" M.R. Bityanova aims to determine the level of formation of prerequisites for educational activities and adapting first-graders to school learning. Parents are offered questions and options for their answers. Parents choose the answer that is most suitable for their child.
In addition, the psychologist can use special diagnostic methods to determine the readiness of the child to school.
The readiness of the child to school learning is determined by the systemic examination of the state of intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate techniques aimed at identifying:
- 1) the level of mental development;
- 2) availability necessary skills and skills;
- 3) the state of motivational relationship to school education.
Features of intellectual development
Features of the development of thinking
processing process, activity, sequence, evidence, criticality of judgments
establishing causal dependencies and functional ties
difficulties in building conclusions, generalizations, conclusions
features of operating knowledge: differentiance, substitution of signs, the allocation of significant
the state of visual effective, visual-figurative, conceptual thinking
individual quality thinking
Features of memory development
memorism and Playback
value value in memorization
development of visual and auditory memory
ratio of figurative and verbal memory
status of operational auditory memory
Features of the development of phonderatic hearing
understanding children's reversed speech. Speech communication
the state of analytical synthetic phondatic activity
violation of speech. General underdevelopment Speech
Development of mathematical representations
the ability to relate the subject with a symbol (conditional sign, number)
performing elementary operations with objects
possession of Presentations of Equality, "More", "Less"
Features of the development of the emotional-volitional sphere
Features of emotions
emotional attitude to activities, emotional severity in behavior, action. Plugacy, instability of an emotional relationship
individual emotional status
Features of the volitional regulation
vollage regulation and self-regulation in a given activity. Perseverance, tendency to the completion of activities. Oscillations in the volitional installation. Performance, initiative
Features of the development of the motivational sphere of the child's personality
Features of the motivation of attitudes for school education
interest in school. The presence of one's own desire. Personal expectations. Interpretation of your own relationship to school learning. The awareness of the motives of school learning.
Before the beginning of the psychological diagnosis, a psychologist must be carefully familiar with the characteristic of a child from a preschool institution, drawings, crafts of a child. The study begins with acquaintance with the activities of the child in vivo (during games, classes, when performing labor orders, etc.).
Before starting the survey to establish emotional contact with the child, the right attitude towards a psychologist must be held a conversation. Its content should be aimed at identifying the features of the child's ideas about the world around the world, disclosing the interests of the child with the help of his favorite games, classes. If you care from questions, the refusal of communication can be offered an interesting book, a toy, gradually engaging in contact with the child.
In the survey process, a calm benevolent environment is needed, a friendly emotional tone, respectful attitude towards the identity of the child.
When training first-graders in their first days of study at school, it is necessary to adhere to the following methodological techniques and suggestions:
- - Create methodical piggy bank Games that would help during changes to remove static stress tested by children during the lesson. It is important to choose games that will be trauma-safe, allowing to use various muscle groups, relieve fatigue;
- - regularly spend during the lesson of physical attachment, selecting such a material so that he causes the revival, smile;
- - Allow children when signs of fatigue, stand up from behind the desk or sit as it is convenient;
- - In the first three months, reduce the duration of the lesson up to 30 minutes, then gradually increasing it;
- - equip the office for first-graders with game space, toys, carpet on the floor, where you can lie and relax;
- - Before the beginning of the school year, talk with parents on the topic "Training loads of the first grader, the day of the day" and "Development of a child before entering school", familiarize them with recommendations on the organization of the day, workplace, the system of the first grader;
- - Create favorable ergonomic conditions in the classroom. Beautiful plants, cleanliness and order in the class will help reduce the tension.
When organizing the socio-psychological adaptation of first-graders, the following techniques and forms of work can be involved:
- 1. Interpersonal contacts. They suggest familiarity with each other. However, children even the names of their classmates can immediately remember, so all the teachers and school workers are obliged to wear Beijiki. Given that the majority of children go to school already reading, first-graders during September, too, must wear bageiks with a large named afternhip, name, class number.
- 2. Story about yourself. "Open" every child, show classmates of his dignity, lift the child in his own eyes will help adaptive trainings.
- 3. Entrance to the team. Children who experience the difficulties of interpersonal communication (shy, low-consumable, aggressive, unrestrained, selfish, etc.) must be adapted to the system of interpersonal relations, having conducted training with them to form the skills of communicative competence.
- 4. Correspondence acquaintance. Children are often shy to approach and link acquaintance, to enter the game with a classmate you like. It is much easier to do, talking at first by phone or email. In the first school days are offered to children exchange phone numbers and electronic addresses. It is important to bring every child to the thought that lonely and anxious can be not only to him, but also his classmates. A phone call will help cope with these unpleasant feelings.
- 5. General business. Nothing shares the team as common things. It is necessary to think over their list, focus, expediency and regularly carry out collective cases to create a class community.
The procedure of sociometry allows you to establish the status of a child in a group, its sympathy and antipathy when choosing a partner to communicate. The results of sociometry use as a basis for working with children who are not successful in communication.
Future first-graders will receive a brilliant opportunity to look at each other, establish contacts if the Sunday School is organized for them.
Trust in the teacher, the lack of stiffness, fear of the teacher will come when organizing informally communication with him. Adaptation takes not only a child, but also the whole family. Therefore, you can offer parents a new school tradition - a family can invite a teacher to visit. In such a situation, not only the teacher has the opportunity to get acquainted with the child and his parents, but the family can get closer to the teacher. The campaign attracts communication on the territory of the child, and therefore in more comfortable conditions for him. This will allow the child to fully reveal, and subsequently - it is easier to take the features of school communication.
The institutional adaptation complex of first-graders includes the following activities:
- 1. Creating booklets where information about the school, its traditions, history, internal regulations will be placed, the contact numbers of persons responsible for the key positions of school life are given. Booklets are supposed to be given to the parents of first-graders when they bring a statement about admission to school.
- 2. Creating a site "My Native School", where materials will be published on important school, traditions, the problems of school.
- 3. Today it is important to explain both parents and children reasons for those or other administrative decisions. It is important that the child and the family will not only submit to the requirements of the school, but also understood them.
- 4. Evaluation - a new phenomenon in the life of the first grader. It is important that the child reacted correctly to it. Parents may help adapt the child to the assessment, but they need to be aimed at such a job, to prompt them effective acceptance of evaluation perception. This work is carried out in the first days of September.
Modern primary school not only for a child, but also for his parents. Easily and successfully mastered the program without resorting to their participation in the educational process, it is unlikely possible. For parents interested in the success of their child, it is necessary to conduct individual advice.
Organization of training of first-graders in the adaptation period
The initial period of study in the first grade should create favorable conditions for adapting a child to school, providing him with further prosperous development, training and upbringing.
Adaptation - The level of the actual adaptation of a person, his social status and self-assumption, satisfaction or dissatisfaction with their own lives.
In modern educational practice, along with the formation of knowledge and skills, among the priorities, the objectives associated with the general personal development and preservation psychological health Pupils. The psychological and pedagogical support of the trainees is essential in their achievement.
Close attention to school adaptation is caused by the fact that it provides age development. The mechanisms of adaptation arising in the process of adaptation are fixed in the personality structure and become substructures of its nature.
The process of adapting the child to school can be divided into several stages, each of which has its own characteristics.
First stage - Approximate, characterized by a rapid reaction and a significant voltage of almost all organism systems. Lasts two or three weeks.
Second phase - Unstable adaptation when the body is looking for and finds some optimal reactions to these effects. At the second stage, costs decrease, the stormy reaction begins to sink.
Third stage - a period of relatively sustainable adaptation, when the body finds the most suitable versions of the load response, requiring fewer voltages of all systems. The possibilities of the children's body are far from endless, but a long-term voltage and the associated overwork can cost the body of a child health.
What contributes to the successful adaptation of first-graders?
In the 1st grades, children of the 8th or 7th year of life are accepted according to parents. Reception to the educational institution of children of the 7th year of life is carried out when they reach the age of September 1, the academic year of age at least 6 years 6 months.
Organization of the mode of school life of first-graders.
Children's training in the 1st grade is carried out in compliance with the following requirements:
training classes are held only in the first shift;
the duration of the school year is 33 weeks;
5-day school week;
the maximum allowable weekly load is 20 hours;
carrying no more than 4 lessons per day
According to paragraph 10.10 of the sanitary rules 2.4.2 2821-10, introduced by the Resolution of the Chief State Sanitary Doctor Russian Federation From 29.12.2010, for № 189, in the first half of the first grade, a "stepped" learning mode is used:
In September - October - 3 lessons per day for 35 minutes each, the rest of the time is filled with targeted walks, excursions, physical education, educational games
In November - December - 4 lessons for 35 minutes each,
In January - May - 4 lessons for 45 minutes each.
According to the letter of the Ministry of Defense of the Russian Federation "On the organization of training in the first grade of a four-year-old elementary school" (from 09/25/2000 № 2021 / 11-13), physical attacks are carried out at each lesson duration of 1.5-2 minutes (it is recommended to hold on the 10th and 20 minutes lesson),daily flag before classes. Various exercises include various exercises in order to prevent violations of vision, colds, diseases of the musculoskeletal system, as well as a minute of rest, relaxation in a complex with music therapy;
organization of a lightweight study day in the middle of the school week;
catering and walking for children visiting the extended day group;
additional weekly vacation in the middle of the third quarter (February);
in the first grades after the third (or second) lesson, it is necessary to carry out a dynamic pause (walking in the fresh air or place in the room) with a duration of at least 40 minutes.
Each first-grader is provided by a convenient workplace at the desktop or table in accordance with the growth and state of hearing and vision. For children with hearing impairments and vision desks, regardless of their growth, are put first, and for children with reduced urgency, they are placed in the first row from the window, according to the health sheets that fill the nurse for each class.
Tables in classrooms are located so that you can organize frontal, group and pair work of students in the lesson. If possible, textbooks and didactic benefits for first-graders are stored in school.
To remove the statistical voltage of schoolchildren, it is recommended to use the fourth lessons on the fourth lessons, and other forms of organization educational process. Lessons-theatricalizations, lessons - excursions, improvisation lessons, i.e. In these lessons, training and consolidation of educational material is invited to conduct non-traditional form. In the class journal it is advisable to indicate the form of a lesson, if the lesson is not carried out in a cool-time form.
When conducting three lessons per day for two months, the fourth training hours should be planned otherwise than traditional lessons. These forty hours of training load (8 weeks of 1 lesson daily) can be planned as follows: 16 Physical education lessons and 24 unconventional lessonwhich can be distributed between different subjects, flexibly using the schedule of lessons. For example, to carry out the last lessons during the September - October 4-5 excursions to the world around the world, 3-4 - on the visual arts, 4-6 - according to work, 4-5 lessons of theatricalization of music and 6-7 game lessons and excursions mathematics.
Theme lesson
Form of conducting lesson
What is homeland?
Lesson-excursion
What do we know about the peoples of Russia?
Victorian lesson
Who are birds?
Victorian lesson
What is our head?
Lesson-journey
Who are birds?
Victorian lesson
Theme lesson
Form of conducting lesson
Images everywhere around us.
Lesson-excursion
You can portray the spot.
Lesson-tale
Multicolored paints
Lesson-tale
Artists and viewers
Virtual excursion lesson
Technology
Theme lesson
Form of conducting lesson
Materials and tools. Organization of the workplace.
Victorian lesson
What is technology.
Lesson - excursion to workshops
Applique from natural material
Lesson-game
Plasticine Applique
Lesson-tale
One lessonmathematics every week it is recommended to carry out in the air.
The listed forms of training activities can be used in learning the following issues of the program:
1. Signs of objects (comparison of objects in color, size, form): excursions in school, school court; On the sports field with the inclusion of games "How to find your group", "Who's first", "Guess-Ka", "Who is next, who is above, who is more", etc.
2. Spatial representations, Mutual location of items: Excursions to the park, through the streets of the city, for a school area; Moving games with various tasks.
3. Comparison of groups of items for their number, subject account: Excursions for school, in the park, shop.
Features of the organization of the lesson in the 1st grade.
Given the features of first-graders, the lesson is constructed differently than in the following grades of primary school. In the lesson, we present two structural elements:organizational moment and main part .
Organizational moment We use to educate children skills to organize a workplace (get the textbook, decompose the box of letters, position on the desk right and convenient notebook, etc.). It requires a patient, long-term work, which is based on a step-by-step instruction of a teacher, explaining in detail what and how to do (use the reception of the sequence of actions).
The main part of the lesson is "fractional" i.e. Consists of several interrelated, but various activities. Special attention is paid to the use of games as the structural part of the lesson. It is necessary to use as didactic games not only the game with the rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development of creative abilities, the basis of which - imagination is widely used didactic games With motor orientation.
Individual work with first graders.
In the process of learning, it is important to take into account the individual characteristics of the child. The level of readiness of the child to school can be high and very low. Some first-graders are not formed school-meaningful functions: many are quickly tired, with difficulty organizes their activities without external control. Different cares guys and in terms of intellectual, speech, moral and volitional development.
Forms of individual differentiated work in the first class:
tasks of varying degrees of difficulty;
specially selected overall exercises for development
thinking, speech, imagination, attention, memory, etc., do not occupy
most of the time part of the lesson. At the same time, if possible, children are combined into pairs, groups to collectively solve this or that logical or creative task.
Not required from each child to memorize additional content, because It is more served to maintain the interest of children than increasing their awareness.
Home tasks in the first grade are not asked (Letter of the Ministry of Defense of the Russian Federation "On the organization of training in the first grade of a four-year-old elementary school" of September 25, 2009 No. 2021/11-13.).
In accordance with the requirements of GEF for each student, "Portfolio" is instituted, in which all the achievements of the first grader are recorded for the current school year.
Control and evaluation of learning outcomes.
Monitoring and evaluation of learning outcomes in 1 grades is carried out in accordance with the letter of the Russian Federation "On the organization of training in the first grade of a four-year-old elementary school" of September 25, 2009 No. 2021/11-13:
the system of scoring (marked) estimation is excluded. It is not allowed to use any sign symbolism that replaces the digital mark (stars, airplanes, sunshine, etc.)
Evaluation activities of teachers are aimed at stimulating the educational and educational activities of first-graders.
Only verbal explanatory assessment is allowed. It is impossible at the wrong answer to the student saying "did not think", "I didn't try", "wrong", it is better to use the replicas "you think so", "this is your opinion", "Let's listen to others", etc.
The pace of work of the student, the personal qualities of schoolchildren, their originality, is not subject to any assessment. mental processes (Features of memory, attention, perception, pace of activities, etc.)
During the first half of the first year of training, tests are not conducted. The final tests are carried out at the end of the school year no later than April 20-25; A day can be carried out no more than one test work.
All of the above contributes to a reduction in the level of neurotic, avoids stressful situationsSo preserving the mental health of children, create conditions for successful adaptation. To help each child in the interval between preschool and school children enter the new system of relations with adults, peers and himself.
List of basic regulatory documents regulating educational process First classes:
Federal Law "On Education in the Russian Federation";
A letter of the Ministry of Education of Russia of September 25, 2000 No. 2021/11-13 "On the organization of training in the first grade of a four-year-old elementary school";
A letter of the Ministry of Education of Russia of April 20, 2001 No. 408 / 13-13 "Recommendations for the organization of training of first-graders in the adaptation period";
Sanitary and epidemiological requirements for the conditions and organization of training in general educational institutions 2.4.2.2821-10
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