What is the adaptation of a child in kindergarten. Features of adaptation in kindergarten. Contraindications to attending kindergarten

Does your child need kindergarten? Is it worth it to transfer your child to another kindergarten in severe cases? How can you help your child adjust? We'll talk about this and more.

The Problem of Adaptation

Most of the children roar in front of the kindergarten. It is easy for some to get involved, but in the evening there are tears at home, others have to be persuaded to go, they are capricious and cry before entering the kindergarten. Older children are easier and faster to adapt to new conditions.

The following factors can be the cause of children's tears:

• Fear associated with a new environment (children under 3 need double care). The child is accustomed to the house, a calm atmosphere, next to his mother. And when he gets to an unknown place, with certain rules of conduct and daily routine, he has a hard time, he experiences stress. Kindergarten instills a discipline that the child did not adhere to at home before.
• An overabundance of emotions. In kindergarten, children get a lot of new positive and negative impressions, they can get tired and because of this become nervous, whiny and capricious.
• Inability to take care of yourself.
• The child is psychologically unprepared. The reasons may be in the individual characteristics of development. Often this happens from a lack of closeness with the mother.
• The effect of a negative first impression. It affects the presence of the child in this institution.
• Rejection of your baby by kindergarten staff. Unfortunately, this is also possible.

Types of adaptation

The process of adaptation is inevitable in conditions when there is a discrepancy between our capabilities and the requirements of the environment.

There are three main types of adaptation:

• creative style, personality, active actions change and adapt the environment for themselves;
• conformal style, with this style a person has to get used to and adapt to the environment;
• avoidance style, in which a person tries to avoid solving a problem, due to unwillingness or inability to change something.

The creative style is considered the most effective, the avoidance style is considered the most ineffective.

There are also three levels of severity of the adaptation process:

• Easy adaptation- behavior returns to normal within 10 to 15 days; there is a normalized weight gain, the child, as expected, behaves in a group, attending a kindergarten, is not exposed to diseases; does not scandal, going with mom to kindergarten. Such children rarely get sick, but adaptation does not go unnoticed, disruptions are possible;
• Moderate adaptation- the adaptation process takes up to two months, short-term weight loss is possible, mental stress is likely. The child sometimes cries, but not for long. In most cases, diseases are bypassed.
• Severe adaptation lasts up to six months; children often get sick, skills and abilities disappear; the body weakens both physically and psychologically. At this time, children may have a worse appetite, disturbed sleep and urination. The child's mood changes dramatically, he becomes capricious. Such a child does not talk in kindergarten and does not play with anyone. It is unacceptable to let this situation go by itself, otherwise the child may be subjected to nervous diseases and disorders. If the adaptation process is delayed for a whole year, you need to contact specialists. Perhaps changing the kindergarten will be the solution to the problem.

Initially, you need to find out what exactly hinders the adaptation of your child in kindergarten. The obvious problem is quite simple to solve. But it happens that you face a whole complex of disguised problems that you cannot cope with on your own. In such a situation, it would be right to ask for the help of a professional psychologist. It is necessary to understand what experiences children experience in the process of adaptation in order to neutralize the negative ones and emphasize the positive ones. Negative emotions include fear, anger, and resentment. Of the positive ones - joy, pleasure from new experiences and acquaintances, a sense of satisfaction from independent actions.

You should not immediately leave the child for the whole day in the garden, three hours will be enough to start. The prerequisite is that the child must know the exact time of your return so that he does not feel left out. Agree on what the baby will do without you. It is better to say goodbye jokingly, with laughter. Just do not try to burst into tears in a fit of feelings before leaving. Let your little one bring their favorite toy with them, so they won't be alone.

A little trick can also help: have your child be taken to kindergarten by a grandmother, aunt, or other relative. In this case, the moment of farewell will be experienced more easily.

Undoubtedly, this unfamiliar period for you must be experienced together. Ask your child about everything, about interesting games, new acquaintances. Help in difficulties, praise for achievements. Tell me how bad it was for you without him. Children should feel that they are supported and in no case left. Emphasize how he has become an adult, independent, now he has responsibilities to go somewhere, like mom and dad. Before lights out, additionally say the good moments from visiting the kindergarten, agree to repeat them again tomorrow. To make it easy to wake the child in the kindergarten, it is better to put him to rest early.

Common mistakes parents make

One of the common mistakes is the usual lack of desire to be aware of the problem or unpreparedness for the fact that the reaction of the child may be negative. Parents may think that these are just whims of the child, a way to attract attention. “I went and everything is fine,” many people think like that, not remembering that they were also stressed at first. Moms and dads are not ready for the fact that the child does not obey, does not eat, does not sleep. From this, there are frequent mistakes in the form of punishment or scolding, which only worsens the situation.

Another common mistake is a decrease in the attention of parents, indifference to the affairs of the child, thinking that everything is fine in kindergarten, relying on educators. The child may have a feeling that no one needs him and is abandoned. In such a situation, the child is left alone with stress, which can cause unjustified aggression in an attempt to stand up for himself, or vice versa, the child will withdraw, withdraw and become nervous.

As I said, parting should take place with humor and fun. Sometimes mothers try to leave when the baby is busy with something. Having finished his business, the baby understands that his mother has left, and when she returns, he does not know. This circumstance frightens him greatly, the child thinks that he can at least once be left alone, and this can lead to severe psychological trauma.

You should not promise a reward for just visiting the kindergarten. Further, this can lead to blackmail on the part of the child. But for excellent deeds in the garden or for something specific, it is recommended to praise. Also, you should not express your dissatisfaction about the kindergarten or teachers in the presence of the child - the baby may feel that the kindergarten is not such a good place and that it can be bad for him there.

It is forbidden to rapidly change the environment of the baby. Adaptation should be smooth and deliberate. A quick change in the daily routine and habits of the baby is unacceptable. All these circumstances can cause certain mental disorders.

Tips for parents to prepare their child for kindergarten

What is the best age to start kindergarten?

The opinions of experts about when it is better to send a child to kindergarten agree - at three or even four years. After three years, the child has a desire to actively interact with other children. In addition, after three years, children usually begin to speak better, they can learn to negotiate and communicate with each other. They are also already able to tell you about how they spent their day, what made them sad or happy.

Of course, all people have different opportunities, and not everyone can be on maternity leave for so long. An alternative option is the short stay group or junior group. There are such groups in almost all gardens.

What should a child be able to do when entering kindergarten?

First of all, a baby leaving kindergarten must be able to take care of himself: be able to dress himself, be able to eat, go to the potty, wash and dry himself. Of course, an adult teacher will help you button up the buttons and tie the shoelaces, but you don’t need to think that she will always dress and spoon-feed all fifteen little ones! Such a task is simply not feasible for the teacher.

It should be emphasized that 2 years is the most favorable period to train to be independent. It is necessary to conduct classes from 2-3 years. The mental development of the child during this period contributes to this. No wonder they say that the third year of development in a baby is called “I can do it myself!”. At this time, the child does not even need to be asked to do something himself - he only wants this himself, stubbornly and fearlessly insisting on his right to do the job on his own and get great satisfaction from the result.

Often, mothers and fathers of such a child should make sure that they themselves do not interfere with his independence. This is probably the most important thing in this process! At the age of three, the child becomes independent: he eats and drinks, washes and brushes his teeth, dresses and undresses, goes to the potty on time. Now he easily removes toys, wipes the table with a rag, carefully folds clothes.

Do you have a hard time believing this? But it is a fact, and more than that, in order to achieve such success, you do not need to make any incredible efforts, only one thing - do not interfere! Do not pull on his arms, do not follow his every step, do not even try to do something for him, although it seems to you that he is still too small.

Of course, in real life this is not so easy to do. It won't take long for everything to turn out perfect, there will be a lot of trial and error. The most important thing is patience. Not every mother is able to patiently watch the numerous attempts of her child. But it's worth it, your patience and attention will return to you in full.

The arrival of a child in kindergarten is an important stage in your and his life. How many interesting and necessary things the child will discover in him, how many difficulties he will overcome, how much joy he will experience! It is important to know about the features of the first days of the adaptation period.

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"Adaptation of the child in the first days of being in kindergarten"

Admission to kindergarten is a significant event, a new period in a child's life. And it is not always possible to predict how the child will enter this new life. Preschool childhood is a unique period in a person's life, when health is strengthened, personal development is carried out. During this period, the child is completely dependent on the adults around him - parents, teachers. The first days, weeks, and sometimes even months pass in excitement and great tension for all participants in the pedagogical process. With the arrival of a child in kindergarten, a new page of his life opens. The kid enters a new world where he learns to play, make friends and build relationships with his peers. The child acquires the first experience of collective communication. Not all children accept immediately and without problems a new environment and strangers. Some of them cry, others silently worry. Some easily enter the group, but cry at home in the evening, others agree to go to kindergarten in the morning, and before entering the group they begin to act up. Pedagogical practice has shown that the older the child, the faster he is able to adapt.

There are certain reasons that affect the behavior of children during the adaptation period:

1. Anxiety associated with a change in environment and regime. A child from a familiar, calm home atmosphere, where the mother is nearby and can come to the rescue at any moment, finds herself in an unfamiliar room, where she meets friendly, but strangers. It can be difficult for him to adapt to the norms and rules of life in a preschool group. In kindergarten, they are taught a certain discipline, but at home it was not always important. In addition, the child’s personal daily routine is violated, which can provoke tantrums and unwillingness to go to kindergarten.

2. The first negative impression of visiting kindergarten.

It can be decisive for the child's future stay in preschool (someone took a toy from him, accidentally pushed him, did not take him into the game, did not share the toy, etc.).

3. Psychological unpreparedness of the child for kindergarten.

This problem is the most difficult and may be associated with individual characteristics of development. Most often this happens when the child lacks emotional communication with his mother.

4. Lack of self-care skills, which greatly complicates the child's stay in kindergarten.

5. Excess of impressions.

In kindergarten, the child experiences many new positive and negative experiences. He can overwork, be nervous, cry, be capricious.

6. Personal rejection of the educator or other employee.

This phenomenon is not necessary, but it is possible. We can give some advice to parents whose children will attend pre-school institutions in the near future, how to help their kids during the adaptation period.

To reduce anxiety and positively influence the child's adaptation to new living conditions, it is necessary to accustom him to kindergarten gradually. Create and observe a daily regimen in advance, that is, sleep, games and meals that correspond to the DOW regimen.

In order for the child to attend kindergarten with joy and interest, preschool teachers invite parents to come to the group and get acquainted with its routine, environment, and didactic material that is used in and out of the classroom.

The team of kindergarten teachers strives to show parents that the institution has created a safe, pedagogically competent and psychologically comfortable environment for the development of the child and strengthening his health.

Among other things, the task of typhlopedagogues and psychologists is to increase the psychological and pedagogical awareness of parents. To mitigate emotional stress when a child visits a kindergarten group, preschool teachers offer the mother to spend some time with the child (the time is set individually). In kindergarten, the child enters an environment that is different from home conditions. The baby significantly expands contacts with peers, with unfamiliar adults, but at the same time his mother is next to him. Namely MOTHER is the main figure for the child.

When meeting the parents of future pupils, the typhlopedagogue tries to establish trusting relationships, get to know the family better, their psychological and pedagogical culture. The purpose of the work in this period of time is to create the most favorable conditions for the adaptation of the child to kindergarten.

According to Russian legislation, the age of children at which it is already possible to stop being completely dependent on their mother and become pupils of a kindergarten is 1.5 years. It is up to this point that parents receive benefits for caring for their baby. Many psychologists of the old school also argue that this is the most optimal time for children to get used to kindergarten, citing the lack of awareness in a child of this age where he is better, so that the first days in kindergarten are less painful. But often the baby can hardly adapt to a new environment.

Why difficulties arise during the period of getting used to the kindergarten

However, it often happens that for the first time a child comes to kindergarten at 4 years old, or even at 5 years old. A long queue for a place in a municipal children's institution, the ability of a mother to be on parental leave until the baby is 3 years old, helper grandmothers - all this plays a role. And by this time, the baby is already forming the foundations, he asks questions: “Why am I being taken there? Why should I leave my mother? Why should I obey someone else's aunt?" This complicates his adaptation to life. However, you can always find a way to prepare the ground as carefully as possible so that children get used to a new life painlessly. When the decision to send the baby to kindergarten has already been made, at first it is not he who worries, but the parents. After all, they perfectly understand: if before the child spent all his time with his mother, in a mode that was convenient for both of them, now he will have to get used to a completely new environment, new food, new requirements, which makes huge changes in his life. No matter how parents prepare for this moment, accustoming the baby to a regime close to the kindergarten, changing the menu and conducting training sessions, it is impossible to recreate the conditions of a preschool institution in your home. What to do so that these changes do not become the strongest stress for the baby? After all, the hatred that arose in the first days in kindergarten will determine the child's attitude to staying in institutions for children for months, if not for years to come.

Psychological attitudes for the child

As evidenced by reviews of kindergartens from parents, a lot depends on the teacher who will replace them for the whole day five days a week. Therefore, if possible, it is better to get acquainted in advance with the teachers of the group in which the baby was enrolled. You should not leave the child in the kindergarten, like a thing, in a hurry to leave as soon as possible - this will cause him a shock and further protest, which will be difficult to overcome. It is important for the kid to feel safe and be sure that he was not abandoned there. It is necessary to mentally prepare him with stories about where he will go, what awaits him there. Usually children tend to communicate with their peers, so such a conversation can be an incentive for the desire to get there.

In the first days in kindergarten, it is better to leave the child only until lunch: he will be able to communicate with other children, play with new toys for him, but will not have time to miss mom and dad. In some kindergartens, it is allowed for parents to sit in the field of view of the baby for several days. So he will perceive such a trip to the kindergarten as an ordinary walk with his mother - this is also an alternative option for a more successful adaptation of the crumbs.

In kindergarten, the child is still captured by new opportunities, new friends, and if the parents correctly and calmly help him get comfortable, then every morning will not start with a spoiled mood for both him and adults.

Adaptation is a person's getting used to new circumstances and a new environment, in a particular case, it is a baby's getting used to kindergarten. A child's age of 2-2.5 years is characterized by heightened sensitivity to separation from his mother and fear of novelty. Therefore, adaptation to a preschool institution is very painful. It is necessary to organize this period in such a way as to injure the child as little as possible.

THERE ARE FOUR DEGREES OF SERIOUS ADAPTATION: Easy adaptation: by the 20th day of stay in a children's institution, sleep normalizes, the child eats normally, does not refuse contact with peers and adults, he makes contact. The incidence is not more than once for a period of not more than 10 days, without complications. Weight unchanged. Adaptation of moderate severity: behavioral reactions are restored after 1-2 months of stay in a children's institution. Neuropsychic development slows down somewhat (slowdown of activity). Incidence up to two times for a period of not more than 10 days, without complications. Weight has not changed or slightly decreased. Severe adaptation: characterized by a significant duration (from two to six months) and the severity of all manifestations. Super-heavy adaptation: about six months or more. The question arises: is it worth it for the child to stay in kindergarten, perhaps he is a “non-garden” child. ● ●

THREE PHASES OF THE ADAPTATION PROCESS Acute phase or period of maladaptation. It is accompanied by various fluctuations in the somatic state and mental status, which leads to weight loss, frequent respiratory diseases, sleep disturbance, loss of appetite, regression in speech development (lasts an average of one month). Subacute phase or actual adaptation. It is characterized by adequate behavior of the child, that is, shifts decrease and are recorded only in certain parameters against the background of a slow pace of development, especially mental, compared with the average age norms (lasts three to five months). Compensation phase or adaptation period. It is characterized by an acceleration in the rate of development, as a result, by the end of the school year, children overcome the above delay in the rate of development, and begin to behave more calmly. ● ●

THE ADAPTATION PERIOD IN CHILDREN CAN BE ACCOMPANIED BY VARIOUS NEGATIVE SHIFTS Physiologically and psychologically: increase in temperature and pressure; weight loss, temporary stunting; decreased immunity, an increase in the number of colds; increased nervousness; worsening sleep; a drop in the level of speech activity, a reduction in vocabulary; mental development temporarily stops, a kind of return to an earlier age may occur. ● ● ● ● In behavioral terms: stubbornness, rudeness, impudence, disrespect for adults, deceit, laziness (a kind of protest, a desire to attract attention).

THERE ARE TWO MAIN CRITERIA OF SUCCESSFUL ADAPTATION: - INTERNAL COMFORT - EMOTIONAL SATISFACTION, - EXTERNAL ADEQUACY OF BEHAVIOR - ABILITY TO EASILY AND EXACTLY PERFORM THE REQUIREMENTS OF THE ENVIRONMENT. The purpose of the work of teachers and specialists in the process of adapting children to a preschool institution is to create conditions that facilitate the adaptation period when a child enters a preschool institution through the interaction of a kindergarten and a family. You should not consider adaptation as a one-way process, that is, the child's getting used to kindergarten. It is more expedient to take into account 3 sides: parents, educators, and children, since each of these sides adapts. ● ● ●

THE SUCCESS OF THE IMPLEMENTATION OF THE MODEL OF ORGANIZATION OF THE ADAPTATION PERIOD WHEN A CHILD ENTERS A PRESCHOOL INSTITUTION ALSO IMPLIES THE SEQUENCE OF ITS STAGES The first stage is the prediction of adaptation. The second stage is the interaction of a teacher-psychologist, educators of early age groups and parents of children. The third stage is the beginning of the child's visit to a preschool institution in accordance with the algorithm of gradual entry into kindergarten. The fourth stage - conducting classes on adaptation with the children's team. Such an entry into a kindergarten has a positive effect: children get used to a new environment more easily, get sick less, contact with parents and teachers arises, the number of conflicts and mutual claims between them decreases.

FORECAST OF ADAPTATION - HELPS TO DETERMINE THE SERIOUS DEGREE OF ADAPTATION OF THE BABY AND ORIENT ADULTS ON THE EXPECTED RESULT. Such parameters are determined that determine the success of adaptation, such as: the general emotional background of the baby, ● relationships with an unfamiliar adult, ● the level of development of objective activity. ● The skills and abilities of the child are revealed, which facilitate the adaptation period, through the questioning of parents.

ALGORITHM FOR GRADUAL ENTERING A PRESCHOOL INSTITUTION For a baby, a less painful separation from his mother is a gradual separation. Taking into account the peculiarities of this period: fear of novelty, heightened sensitivity to separation from their mother, fear of a closed room, an algorithm was drawn up according to which children step by step get used to staying all day without their parents. 1st step - the arrival of the child with his parents only for a walk; 2nd step - the child stays for 2-3 hours during a walk or during free play activities; 3rd step - the child stays from breakfast to lunch; 4th step - the child stays to sleep, but immediately after sleep, his parents take him; 5th step - the child stays for the whole day. ● ● ●

GAME ACTIVITY The main activity of the baby at this age is the object game. Based on this knowledge, it is necessary to build an educational strategy and find forms of interaction with the child. The easiest adaptation occurs in children who know how to act with objects in a variety of and concentrated ways. Once in kindergarten, they quickly respond to the teacher's offer to play. For them, this is business as usual.

THEREFORE, THE ORGANIZATION OF ACTIVITIES FOR ADAPTATION AT AN EARLY AGE ASSUME THAT: Nurturing adults, a psychologist, educators, parents, should be direct active participants - charge children with their positive emotions, arouse a desire to take part in the game, set patterns for performing actions. The capacity of the adaptation group should not exceed 10-12 children. It is undesirable to interrupt and skip without good reason any of the stages of the adaptation period organization model when a child enters a preschool institution.

Article: "First Days in Kindergarten"

Zhabina Irina Vladimirovna
Position, place of work: teacher of the 1st qualification category of the MDOU kindergarten of a general developmental type No. 43 "Sosenka", Moscow region, Dmitrovsky district, Tseleevo village.
Material Description: the presented publication will be of interest to educators, methodologists and teachers of preschool education. The information can be used in practical work with preschoolers, for pedagogical education at parent meetings and teachers' councils.
Target: clarification of teachers' ideas about the behavior of preschoolers in the first days of visiting a preschool educational institution.
Tasks:
- contribute to the improvement of pedagogical competence;
- to develop creative activity and initiative of teachers;
- to increase the interest of teachers in expanding their knowledge;
- to form a creative approach in working with children entering the preschool educational institution.

Public preschool education has a great influence on the child, his family, relationships with others.
When a child enters a preschool institution, he ceases to be only a son or daughter, and becomes a pupil of a kindergarten. The mode of life is changing. His I provide close people tsya not only mom, dad, grandmother and other family members, but also all the teaching and attendants of the kindergarten, peers . All these changes occur at once and require awareness. Often children cannot master their new position, they get lost and cry, and not because they do not want to part with their mother (of course, this happens), but mainly because they find it difficult to relate the familiar to the new , understand its necessity, get used to new people. All this requires complex mental activity, and The teacher must understand the condition of the child , the difficulties that confronted him, and, consequently, the reasons for his behavior, grief and worries.

The new social position imposes new requirements on the child. : establishing certain relationships with elders and peers, following the rules of behavior in a children's society - walking, eating, playing, studying with other children, and then making friends, showing mutual sympathy, helping each other. All this requires the formation of moral ideas, concepts, correlation of one's behavior with them, an understanding of responsibility to educators, parents, and comrades, as well as the ability to coordinate one's interests with the interests of others. In this complex process, the mental and moral formation of the child's personality takes place simultaneously. Gradually, he learns social ideas, realizes the requirements placed on him and is guided by them in his personal behavior, in relationships with peers and adults. But the process of awareness is a long and complicated process. ; it is expressed in versatile mental activity. It is impossible to “transfer” knowledge, requirements and rules into the child’s consciousness, it cannot be assumed that, being understood and assimilated by memory, certain ideas will become a direct guide to behavior.

For example, one boy began to take away a car from another. How should the educator proceed? To breed fighters, to shame them without entering into lengthy moralizing, to repeat the demands that it is impossible to fight, and ... not be upset that his words, as if, had no effect on children? Education is a long process of influencing and gradually transforming the requirements of the educator into the requirement of the child himself. into the habit of doing what is right and refraining from doing what is not. The educator must divide the general requirements into a number of specific ones: play together, do not take away toys from each other, but politely ask, share toys; if there are few of them, play, observing the queue, put away toys together, etc. Specific requirements, rules are easier for children to learn, but in behavior, children, especially younger ones, are guided by them more often, only when reminded by the teacher. There is a certain pattern in the assimilation of the rules of social behavior. At the very beginning, this or that rule, the requirement, the children not only do not remember, but also, as it were, they do not hear. Later, the child acquires knowledge and requirements in relation to others, but not yet in relation to himself. He begins to closely monitor that other children fulfill them, and complains to the teacher if the requirement is violated by anyone. There are children who often complain about another: “He splashes with water, but does not wash his hands ... Katya eats with his hands ... Nikita did not remove the typewriter, but threw it under the closet ... Dima takes the car from Igor ... ", etc. e. And this is not a complaint with the intent to bring someone into trouble. This is a protest against breaking the rule , this or that requirement on the basis of knowledge about it, awareness of fulfillment by others. Why only others? Because the violation of others is more visible, more obvious. And besides, speaking about something else, the child, as it were, tests himself, affirms the need to comply with this rule. Finally, the child is fully established in the inviolability of this or that knowledge, the rule based on it, and it becomes his rule .

This complex process is determined by the fact that knowledge is not the same as action . A child can acquire knowledge, but does not yet know how to act accordingly. Knowledge is quickly assimilated by the child's mind and stored in memory. An act, on the other hand, requires skill, skill, it correlates with the circumstances of a given time, it can be motivated in different ways, it can conflict with other feelings, etc. The educator must have a clear idea of ​​the development of these processes, determine the measure and sequence of communication of knowledge about the laws of the life of the children's society, the sequence of the formation of social experience, or, as A.P. Usova called, “public feelings”.