Entering school is a difficult and exciting period for a first-grader and his parents. The social situation and the child’s social circle changes. The demands placed on him are increasing, and his range of responsibilities is expanding. A lot depends on how successful a child’s adaptation to school is: psychological well-being, academic performance, and even health.

The problem of a child’s adaptation to school is closely related to the psychological characteristics of age.

Age characteristics of a first grader

The leading activity of a preschooler is play. In kindergarten, the daily routine was organized taking into account games and relaxation. Even the classes were like a game and took 15–20 minutes. There was always a teacher nearby, ready to help, a familiar environment for the child, a warm atmosphere.

Psychologists call the age of 6–7 years a crisis age. The need for independence, activity, and initiative increases. The child gradually loses the childlike spontaneity characteristic of a preschooler. Now he strives to give an emotional and semantic characterization to his own and others’ actions. Thanks to this, the child develops self-esteem, without which personality development is impossible.

Adequate self-esteem helps the child to truly perceive his positive and negative traits. Positive self-esteem is largely the result of family upbringing, love and unconditional acceptance by loved ones. IN early childhood the baby sees himself through the eyes of significant adults: parents, and later educators, teachers.

During a crisis period, a 6–7-year-old person develops a need for a new social role: a schoolchild, a student. The game takes second place, and educational activities take first place. The child wants to become more independent, move to new level in communication with adults.

At the age of 7 years, the active development of cognitive processes such as memory, attention, and verbal and logical thinking also occurs.

All this determines the child’s psychological readiness for school, which must be formed before entering first grade.

Adaptation period

Adaptation of a child to school is difficult path physical and psychological adaptation to an unfamiliar environment, getting used to school life, mastering educational activities.

The child is faced with completely unusual conditions. He needs to follow many new rules, get to know his classmates, and build a relationship with the teacher. During lessons, you need to calmly and attentively listen to the teacher for 40–45 minutes, and this can be simply physically difficult for a first-grader. During recess you also need to maintain discipline, you cannot run or shout. And when you come home from school, you also do your homework. This requires the child to be responsible, organized, and independent, which not everyone can do.

Almost all first-graders experience difficulties to some extent during the period of getting used to school reality. This manifests itself in increased fatigue, poor appetite, and headaches. The child may be capricious and cry often. Frequent mood swings, lack of self-confidence, and depression are possible. Some children may show aggression and anger towards others. The desire to go to school disappears, and a negative attitude towards studying may appear.

Stages of a child’s adaptation to school

1. Approximate. It is characterized by a violent reaction; the body’s strengths and capabilities work under stress. The child explores a new environment and adapts to it. Typically the period takes 2–3 weeks.
2. Unstable adaptation, when a student gradually begins to find optimal forms of behavior. Reactions become calmer.
3. A stable adaptation when the child finds necessary methods reacting to various situations, and this becomes habitual for him. At the same time, energy costs are reduced, and he no longer experiences stress.

Adaptation or maladaptation

The first months of school pass, and the children gradually integrate into their new school life. Taking a closer look, among the first-graders we can distinguish children with different levels of adaptation:

1. Positive adaptation. The child develops a positive perception of school and learning in general. He responds correctly to requirements and fulfills them. Successfully copes with educational material and can perform complex tasks. Responsible, executive, independent, proactive. Relations with classmates and the teacher are favorable, he is respected in the class. Getting used to school occurs during September - October.
2. Moderate adaptation. The child has a good attitude towards school. Has an average academic level, copes well with the material when the teacher explains everything clearly and in detail. May become distracted when lacking control. I have good relationships with many kids in the class. Adaptation takes place during the first semester of the school year.
3. Disadaptation (adaptation disorder). A negative or indifferent attitude towards school develops. The child can perceive educational material only with the help of a teacher. Completes homework assignments from time to time and is constantly distracted in class. Violations of discipline are frequent. May show high aggressiveness or, conversely, anxiety and uncertainty. It’s difficult to get along with classmates; there are no friends in the class team. In such cases, it is useful to consult a neurologist or psychologist.

The problem of a child’s adaptation to school is successfully resolved by the attentive and competent approach of a teacher and school psychologist. But the most important thing for a little student is love, respect, and support from parents.

Memo to parents

How to help your child physiologically adapt to school:

• Develop together the correct daily routine that corresponds to studying at school. Form it gradually, in advance. Go to bed no later than 22.00, get up early. Periods of exercise should alternate with physical activity.
• Walking for at least 2-3 hours a day is required.
• Provide your first grader with a quiet place to study. To avoid health problems, appropriate furniture, lighting, and school supplies are necessary.
• Give your child a rest after school and a change of activity.
• Follow proper diet child. After consulting with your doctor, give vitamin supplements.
• Turn off the computer and TV before bed. This leads to overexcitation and depletes the nervous system.
• Instill in your child the skills of personal hygiene, neatness, and independence in advance. He must be able to take care of himself and clean up after himself.

To psychologically adapt to school:

• Help your child develop positive self-esteem. Don't use other children as an example. Comparisons are possible only with the child’s own achievements.
• Create a psychologically favorable atmosphere in the family. Avoid conflicts and additional stress.
• Show that you love your baby.
• Take into account the individual characteristics of the child: temperament, character. The pace of his activity and the peculiarities of assimilation of new information depend on this.
• If possible, spend more time with your child, devote time to varied and useful leisure time.
• Praise your child more often, and for all his achievements. Learn to set and achieve goals.
• Give your child reasonable independence. Control should be within reason; this will teach him self-control and responsibility.
• Teach your child to establish relationships with peers, tell him how to resolve conflict situations. Look for answers in psychological and pedagogical literature, give examples from life.
• Maintain contact with the teacher, do not allow yourself to speak disrespectfully about him in the presence of the child.
• The teacher is an indisputable authority.
• Calmly accept the teacher’s comments to the child, listen carefully, and ask for advice.
• Psychologically support the child: wake him up with a kind word, wish him good luck at school. When meeting him after class, show him how happy you are, but don’t start right away with questions. He will relax, rest, and tell you everything himself.

A calm, loving, friendly attitude of parents will help the child cope with the difficult period of getting used to school. If a first-grader feels well, studies with interest, has friends in class and a good relationship with a teacher - this means that adaptation to school has been completed successfully!

A children's correctional psychologist talks about psychological adaptation to school:

Adaptation to school is the process of getting used to new school conditions, which every first grader experiences and understands in his own way. Most first-graders come to school from kindergarten. There were games, walks, a quiet routine, naps during the day, and a teacher was always nearby. The current first-graders were the oldest children there! At school everything is different: here there is work in a rather intense mode and a new strict system of requirements. It takes time and effort to adapt to them.
The period of adaptation of a child to school lasts from 2-3 weeks to six months. This depends on many factors: individual characteristics child, like educational institution, difficulty level educational programs, the degree of readiness of the child for school, etc. The support of relatives is very important - mom, dad, grandparents.

• The first-grader likes school, he goes there with pleasure, and willingly talks about his successes and failures. At the same time, he understands that the main objective his stay at school is teaching, not excursions into nature and not observing hamsters in a living corner.
• A first-grader does not get too tired: he is active, cheerful, curious, rarely catches a cold, sleeps well, and almost never complains of pain in the stomach, head, or throat.
• A first-grader is quite independent: he has no problems changing clothes for physical education (he easily ties his shoelaces, fastens buttons), confidently navigates the school building (he can buy a bun in the cafeteria, go to the toilet), and, if necessary, will be able to turn to an adult for help.
• He made friends and classmates, and you know their names.
• He likes his teacher and most of the extracurricular teachers in the class.
• To the question: “Maybe it’s better to return to kindergarten" He answers decisively: "No!"

A child coming to school for the first time will be greeted new team children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, and new responsibilities associated with academic work. Experience shows that not all children are ready for this. Some first graders, even with high level intellectual development, have difficulty withstanding the workload that schooling requires. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, mastering school norms of behavior, and recognizing school responsibilities has not yet been formed.
The year separating a six-year-old child from a seven-year-old child is very important for mental development, because during this period the child develops voluntary regulation of his behavior, orientation towards social norms and requirements. At this time it is formed the new kind mental activity - “I am a schoolboy.”
As already mentioned, the initial period of education is quite difficult for all children entering school. In response to the new increased demands on the body of a first-grader in the first weeks and months of school, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbances. Children's appetite and body weight decrease. There are also difficulties psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning, the teacher, a misconception about one’s abilities and capabilities.
The changes described above in the body of a first-grader associated with the start of school are called by some foreign scientists “adaptation disease”, “school shock”, “school stress”.

According to the degree of adaptation, children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, and make new friends. They almost always have good mood, they are calm, friendly, conscientious and fulfill all the teacher’s demands without visible tension. Sometimes they still have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is completely accustomed to the new status of a student, and to the new requirements, and to the new regime.
Second group children have a longer period of adaptation; the period of non-compliance of their behavior with the requirements of the school is prolonged. Children cannot accept a new situation of learning, communication with the teacher, children. Such schoolchildren can play in class, sort things out with a friend, they do not respond to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum; only by the end of the first half of the year do these children’s reactions become adequate to the requirements of the school and teacher.
Third group - children whose socio-psychological adaptation is associated with significant difficulties. They exhibit negative forms of behavior, sharp manifestations of negative emotions, and have great difficulty in mastering educational programs. It is these children that teachers most often complain about: they “disturb” their work in the classroom.

What difficulties do parents and teachers face in the first years of their children’s education, what are their main complaints?
1. Chronic failure.
In practice, there are often cases when difficulties in a child’s adaptation to school are associated with the parents’ ATTITUDE towards school life and the child’s school performance.
This, on the one hand, is the parents’ fear of school, the fear that the child will feel bad at school. This is often heard in the speech of parents: “If it were up to me, I would never send him to school.” Fears that the child will be sick or catch a cold. On the other hand, this is an expectation from the child only of very good, high achievements and an active demonstration of dissatisfaction with him the fact that he cannot cope, that he does not know how to do something. primary education There is a change in the attitude of adults towards children, towards their successes and failures. A “good” child is one who studies successfully, knows a lot, easily solves problems and copes with academic assignments. Parents who did not expect it have a negative attitude towards the inevitable difficulties at the beginning of learning (verbally and non-verbally). Under the influence of such assessments, the child’s self-confidence decreases and anxiety increases, which leads to deterioration and disorganization of activities. And this leads to failure; failure increases anxiety, which again disorganizes his activities. The child learns worse new material, skills, and, as a result, failures are reinforced, bad grades appear, which again cause dissatisfaction with parents, and so, the further, the more, and it becomes more and more difficult to break this vicious circle. Failure becomes chronic.

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

3. Negativist demonstrativeness.
Characteristic of children with a high need for attention from others and adults. Here there will be complaints not about poor academic performance, but about the child’s behavior. He violates general norms disciplines. Adults punish, but in a paradoxical way: those forms of treatment that adults use to punish turn out to be encouragement for the child. The true punishment is deprivation of attention.
Attention in any form is an unconditional value for a child, who is deprived of parental affection, love, understanding, and acceptance.

4. Verbalism.
Children developing according to this type are characterized by a high level of speech development and delayed thinking. Verbalism is formed in preschool age and is associated primarily with the peculiarities of the development of cognitive processes. Many parents believe that speech is an important indicator of mental development and make great efforts to ensure that the child learns to speak fluently and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development(development of abstract, logical, practical thinking is role-playing games, drawing, designing) appear in the background. Thinking, especially figurative thinking, lags behind. Brisk speech and clear answers to questions attract the attention of adults who highly value the child. Verbalism, as a rule, is associated with a child’s high self-esteem and adults’ overestimation of his abilities. When school begins, it turns out that the child is not able to solve problems, and some activities that require imaginative thinking, causes difficulties. Not understanding what the reason is, parents are prone to double extremes: 1) blame the teacher; 2) blame the child (increase demands, force them to study more, show dissatisfaction with the child, which, in turn, causes insecurity, anxiety, activities are disorganized, fear of school and parents increases for their failure, inferiority, and then the path to chronic failure. Necessary: pay more attention to the development of imaginative thinking: drawings, design, modeling, appliqué, mosaic. Basic tactics: maintain the flow of speech and stimulate productive activity.

5. The child is lazy" - These are very common complaints.
Anything could be behind this.
1) reduced need for cognitive motives;
2) motivation to avoid failure, failure (“and I won’t do it, I won’t succeed, I don’t know how”), that is, the child refuses to do anything because he is not confident in success and knows what a bad grade is, his work will not be praised, but once again accused of incompetence.
3) general slowness of the pace of activity associated with temperamental characteristics. The child works conscientiously, but slowly, and it seems to the parents that he is “too lazy to move,” they begin to urge him on, get irritated, show dissatisfaction, and at this time the child feels that he is not needed, that he is bad. Anxiety arises, which disorganizes activities.
4) High anxiety like global problem lack of self-confidence is also sometimes regarded by parents as laziness. The child does not write a phrase, an example, because... I’m not at all sure how and what to write. He begins to shirk any action if he is not convinced that he is doing the right thing, well, because he already knows that his parents will love him if he does everything well, and if not, then he will not receive the “portion” of love he needs.
Less common is laziness in the proper sense, when a child does only what pleases him. This is spoiling.

How can I help my child adapt to school?
The most important result of such assistance is to restore the child’s positive attitude towards life, including daily school activities, towards all persons involved in the educational process (child - parents - teachers). When learning brings children joy or at least does not cause negative experiences associated with the awareness of oneself as inferior, lacking love, then school is not a problem.
A child starting school needs moral and emotional support. He should not just be praised (and scolded less, or better not scolded at all), but praised precisely when he does something. But:
1) under no circumstances compare its mediocre results with the standard, that is, with the requirements school curriculum, the achievements of other, more successful students. It is better to never compare your child with other children (remember your childhood).
2) You can compare a child only with himself and praise him only for one thing: improving his own results. If he made 3 mistakes in yesterday’s homework, and 2 in today’s homework, this should be noted as a real success, which should be appreciated sincerely and without irony by his parents. It should be emphasized that once he has learned to do something well, he will gradually learn everything else.
Parents must wait patiently for success, because... School work is where the vicious circle of anxiety most often closes. School should remain an area of ​​gentle assessment for a very long time. The pain in the school sphere must be reduced by any means: reduce the value of school grades, that is, show the child that he is loved not for good studies, but loved, valued, generally accepted as his own child, of course, not for something, but in spite of everything. The more we try to educate, to put pressure on, the more resistance grows, which sometimes manifests itself in sharply negative, pronounced demonstrative behavior. As already mentioned, demonstrativeness, hysteria, and capriciousness are generated by the lack of love, attention, affection, and understanding in a child’s life. Each case is best considered individually. We can only give some general recommendations. Reduce all comments to a minimum when the child is “playing tricks,” and most importantly, reduce the emotionality of your reactions to a minimum, because it is precisely emotionality that the child seeks. There is only one way to punish hysterics - deprivation of communication (calm, not demonstrative). Main award- this is kind, loving, open, trusting communication in those moments when the child is calm, balanced, and doing something. (Praise his activities, work, and not the child himself, he still won’t believe it). I like your drawing. I'm glad to see how you work with your constructor, etc.).
1. The child needs to find an area where he could realize his demonstrativeness (clubs, dancing, sports, drawing, art studios, etc.).

Medical recommendations:
For students who have reached 6.5 years of age at the start of their studies, classes are held only in the first shift, no earlier than 8 a.m., over a five-day school week, in compliance with a stepwise regime (in the first quarter - three lessons of 35 minutes each; in the second quarter - four 35 minute lesson). To create such a regime, it is recommended to place the first classes in a separate educational section. The layout of many schools does not allow this; in this case, teachers should be advised to devote the last 10 minutes of the lesson to quiet games, drawing, and watching funny cartoons. From the second half of the year no more than four lessons of 45 minutes each are allowed. After the second or third lesson, a daily dynamic lesson lasting at least 40 minutes should be organized with the organization of outdoor games under the supervision of a teacher in the open air or, in case of adverse weather conditions, in recreation.
Training should be carried out without scoring progress all year and no homework for the first six months. On Wednesday, a lighter day should be included in the class schedule (subjects less difficult to study or with a dynamic component). An additional week's vacation is required in the middle of the third quarter.
To facilitate adaptation, first-graders’ compliance with the norms of physical activity is of great importance. To do this, the following should be organized for them at school: gymnastics before classes, physical education minutes in class, outdoor games during breaks, a dynamic break - daily, physical education lessons - at least twice a week, as well as extracurricular sports activities. Parents are advised to take their child for a walk every day after school and before bed.
Of course, to facilitate the adaptation of first-graders, it should be organized rational daily routine . Experts recommend, if possible, not to immediately send a first-grader to an extended day group for the whole day; It is highly advisable, at least in the first quarter, to arrange for the child one or two days completely or partially free from “extended school”.
First grade students can participate in sections and clubs (mainly physical education and aesthetic classes should be recommended): no more than two clubs are recommended with a total duration of classes of no more than 6 hours per week. It is recommended to start doing homework no earlier than 16:00. Children’s daily routine should include a period of quiet rest after lunch; it is possible to organize nap for children who do not attend an extended day group. The duration of nightly sleep for first-graders should be at least 9.5 hours, and playing on the computer and watching TV shows should not exceed 1 hour per day.
The first grade of school is one of the most difficult periods in a child's life. When entering school, a child is influenced by the class group, the personality of the teacher, a change in routine, an unusually long restriction of physical activity, and the emergence of new responsibilities.
Adapting to school, the child’s body mobilizes. But it should be borne in mind that the degree and pace of adaptation is individual for everyone, so each child requires help and great patience from all the adults around him.

August, the last month of summer, is in full swing, and September 1 is just around the corner. Parents of first-graders rush around the shops, buying uniforms, backpacks, notebooks, pens and other stationery - preparing their child for school. But, unfortunately, preparations are increasingly becoming one-sided.

The child is fully dressed and wearing shoes, but many parents forget about such a phenomenon as adaptation to schooling or simply do not find time to think about it.

Where do problems with adaptation come from? In fact, everything is quite obvious: in a child’s life, almost everything changes in one day. Games fade into the background, the day begins with a completely new and unusual activity for him - learning.

He finds himself in a new environment, where he encounters a huge number of new people: students and teachers. And he needs to build relationships with everyone. And if everything is more or less clear with peers, although it is also not simple, then the relationship with the teacher is something fundamentally new. In addition, during lessons the child is forced to follow a lot of unfamiliar rules, many of which are physically difficult to follow.

Just imagine what will happen to you if your life changes so much in one day - how will you feel? At the very least, lost. And most likely, a lot of other emotions will be added to this, and not always positive ones.

You will need time to accept the new situation and understand it. A child also needs it, with the only difference being that an adult still has some experience in solving complex problems, but a child is encountering something like this almost for the first time in his life, and he cannot cope on his own.

It is very important that parents are actively involved in the child’s life and in solving his problems with adaptation at school. It is equally important that the teacher participate in this process. His task is to take a closer look at the children. Understand what is unique about each of them, and build your relationships according to their characters, and therefore individually. And this applies not only to communication, but also to the learning process.

Adaptation of first-graders to school is a multifaceted and multifaceted process, involving all aspects of a child’s life, and therefore problems associated with it must be solved comprehensively, and not unilaterally. There are physiological, psychological and social adaptations, and it’s worth starting with the most not obvious one – physiological.

Physiological adaptation of a child to school

It would seem, what does physiology have to do with it? School does not require any special physical activity for children, as many people think. Actually this is not true. The fact is that the natural state for children 6-7 years old is movement.

And here the most ordinary lesson becomes the most difficult test for a child: for a whole 30 minutes you need to sit almost motionless and concentrate on something completely incomprehensible, and not always interesting.

Not every child finds this task feasible. From the very first days, many begin to fidget, talk in class, and disturb their neighbors. Lessons are especially difficult for generative children. And this is the very first and far from the easiest task for teachers: it is useless to scold or punish a hyperactive first-grader.

The point is not only that he does not understand how to behave, or that he does something on purpose. He is physically unable to withstand such a test.

There are 3 stages of physiological adaptation to school:

1. Physiological storm or acute adaptation. This is the first, most difficult stage, when the child does not yet understand what is required of him. The baby’s body reacts to the strongest static stress by stressing all vital systems, which, in turn, has a detrimental effect on his condition. This period lasts 2-3 weeks.
2. Unstable adaptation - during this period the body slowly begins to develop compromise forms of response to a stressful situation.
3. Relatively stable adaptation – tension continues to decrease.

On average, it takes from 2 months to six months. During this period, children may complain about headache, lose appetite and weight, and even get really sick. In addition to the increase in static load, a sharp decline motor activity. But it is with mobility at this age that all the main processes in children, including growth, are associated.

How can you help your child adapt to new conditions? Sometimes it seems that nothing can be done to help, but this is not at all the case. The most important thing during this period is daily regime. Of course, the daily routine changes a lot at this time, but this does not mean that the regime can be abandoned.

By the way, in the first months children may even begin sleep after classes. This is, in fact, the best option to remove nervous tension. In any case, after school you should not burden your child with other activities; let the child rest first. Ideally, this time should be spent with him, doing what he really loves.

Only after this can you start executing homework. On the one hand, it shouldn’t be asked in first grade, but on the other hand, anything can happen. It is absolutely forbidden to sit down to solve problems before bed. It is better to do this during the day; the peak of brain activity in children occurs at 15-16 hours. And before going to bed, it is best to take a walk in the fresh air.

During the child’s adaptation to school, and at other times, the walk should take 3-4 hours a day. Finding that much time is extremely difficult, but this is the duration that doctors recommend. This is the best way to equalize the balance of static load and physical activity. You shouldn’t count on physical education lessons; 2 hours a week is catastrophically little.

According to research, a first grader needs 11 hours of good sleep. It is best to put your child to bed at 9 o'clock. In this situation, the child will have time to sleep, have breakfast in the morning, do exercises and finally wake up before classes.

Psychological adaptation

No less important is the psychological adaptation of children to school. This determines how ready the child will be to accept and understand new tasks, as well as his desire to learn and understand knowledge.

The adaptation process itself consists of several factors:

• The emotional mood of parents, their attitude towards school, and the emotions that parents can convey to their children

Very often, parents who themselves have had a hard time adapting to school, and, as a result, everyone else school years, you yourself are negatively disposed, where will the much-needed positive emotions come from in this case?

There are also back side: An overly optimistic attitude of parents gives rise to rosy ideas about school and in the child. As a result, he does not expect problems at all from a new phenomenon in his life.

And when faced with the first difficulties, he becomes disillusioned with school as such. And, oddly enough, in myself. After all, he is sure that everyone copes with the assigned tasks easily, and only he does not succeed: well, how can he not blame himself for what is happening.

It would be much more correct to explain to the child the advantages and disadvantages of school and learning, the knowledge and skills acquired there, but do not forget to mention that this is often a difficult task. That you still need to get used to school, that everyone faces difficulties, and it is important to overcome them together. As a result, the child will develop a positive attitude towards school and an understanding of the difficulties ahead.

• What parents expect from their child: in behavior and grades

Every parent expects something from their children: high grades, diligent behavior, specific actions. And children do not always live up to these expectations. Especially during the period of adaptation to school.

At the age of 6-7 years, children are especially sensitive to the reaction of parents and others to their behavior, to their abilities and capabilities. The child perceives failures and failures most acutely. By the way, this is why they don’t give grades in first grade. The risk of breaking the child’s psyche is too great.

However, you can evaluate a child’s progress and behavior from the teacher’s feedback. And here the most important thing begins: if the teacher tells you that the child is inattentive and interferes with teaching the lesson, you should not scold the child, it is better to ask why he behaves this way? What doesn’t seem clear to him? Explain how to behave correctly and that other people's work must be respected.

The same applies to the child's changed behavior at home. It often happens that a disciplined and calm child suddenly begins to be rude to his parents and disobey. However, this only happens at home; at school such children behave very well. The first reaction of parents to a child’s rudeness is punishment.

However, the right thing to do would be to try to understand the reason for this behavior. Most likely, the reason lies in the fact that the child spends all his energy on decent behavior at school. Calm behavior in class, obedience and attention to the subject require enormous stress, and when the child comes home he tries to relax, hoping that his parents will understand and support him.

It is absolutely forbidden to punish a child during the period of adaptation to school. But this does not mean that rudeness should be encouraged. It is necessary to avoid as much as possible conflict situations. If a child screams and is rude, you should not shout back or immediately apply penalties. It is better to say a neutral phrase:

“You’re irritated now, and it’s unlikely that we’ll have a conversation.” We'll get back to him when you calm down.

Don't be afraid to hug or kiss your child one more time. Your support will never be superfluous.

It is equally important to help your child cope with learning difficulties. Including homework. But there is one nuance here: it is important that the child first tries it himself, and only after he fails does he seek help. If you initially sit down for lessons together, then the child simply will not have the habit of working independently.

Manifestations of stress and tension are not always destructive. In some cases, sloppy and disobedient children, on the contrary, begin to show unusual discipline: they wake up and make the bed themselves, wash themselves, do not contradict their parents, and so on.

Parents are not overjoyed at such changes, and do not suspect that this is evidence of problems in the child. This behavior does not need any adjustment, and, most likely, over time everything will return to normal. This is where understanding from parents is required. You should not reproach your child for returning to his usual behavior.

Social adaptation

The child not only has to sit upright and study. Many new people and a new social role. You also need to get used to this.

How a child performs in a team during the adaptation period determines his position in the class throughout his entire education. Therefore, you should not scold your children for the fact that they often call up classmates for unrelated reasons, run off for a walk with them, or stay late after school. This is all part of social adaptation, and you should not interfere with this process.

The situation is more complicated with shy and withdrawn children. They often tend to take their favorite toys to school. Many parents prevent this, arguing that the child has already grown out of the period of attachment to toys, and it is time to make connections with other children. However, you shouldn't do this.

The baby feels insecure in a new environment, and the toy - as part of the old, familiar world - helps to gain confidence. So let him take the toy with him, but just explain to the child that he can only play during breaks.

We should not forget about the peculiarities of adaptation to school for children with developmental disabilities, in particular, generative children and children with absent-minded attention. It will be much more difficult for parents of such first-graders to cope with the situation, and it would be much more correct to turn to specialists with this problem. This is the only way you can be sure that you will solve the problem in the best way, and not break the child’s already unstable psyche.

But even if you decide to cope on your own, remember the main recommendation: do not scold your special baby.

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Adaptation of first-graders to school.

The term “adaptation” is of Latin origin and means the adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of adaptation is directly related to the concept of “child’s readiness for school” and includes three components: physiological, psychological and social, or personal, adaptation. All components are closely interrelated, deficiencies in the formation of any of them affect the success of learning, the well-being and health of a first-grader, his performance, ability to interact with the teacher, classmates and obey school rules. The success of mastering program knowledge and the level of development of mental functions necessary for further learning indicate the physiological, social or psychological readiness of the child.

Physiological adaptation.

There are several stages in physiological adaptation to school:

1. Acute adaptation (the first 2-3 weeks) is the most difficult time for a child. During this period, the child’s body responds to all new influences with significant tension in almost all of its systems, as a result, many first-graders get sick in September.
2. Unstable adaptation - the child’s body finds acceptable, close to optimal options reactions to new conditions.
3. A period of relatively stable adaptation - the body reacts to stress with less stress.

Adaptation generally lasts from two to six months, depending on the individual characteristics of the first grader. Some children lose weight by the end of the first quarter, many experience a decrease in blood pressure (which is a sign of fatigue), and some experience a significant increase (a sign of real fatigue). In many first-graders, parents observe headaches, fatigue, bad dream, loss of appetite, doctors note the appearance of heart murmurs, mental health disorders and other ailments. The majority (56%) adapt within the first two months of training. These children relatively quickly join the team, get comfortable in the classroom, and make new friends; They are almost always in a good mood, they are calm, friendly, and fulfill the teacher’s demands conscientiously and without visible tension. The second group of children (30%) needs more time; for a month, and another, and a third, they can play in class or sort things out with a friend, without reacting to the teacher’s comments (or reacting with tears and hysterics). And things are not easy for them when it comes to mastering the curriculum. Only by the end of the first half of the year does their behavior become “correct.” The third group (14%) are children who, in addition to significant difficulties in academic matters, have difficulties of a more serious nature. They exhibit negative forms of behavior and sudden outbursts of negative emotions. If you do not understand the reasons for this behavior in time, it can lead to a nervous breakdown and mental health problems.

It is during the first quarter that the number of students with neuropsychiatric disorders increases by approximately 14-16%, and by the end school year the number of such children increases by approximately 20%.

How to help..?

The most basic thing is adherence to the regime. Following a daily routine allows the child to maintain physical and mental balance, which makes it possible to maintain emotional balance. After school, a first grader must first have lunch and rest. Relax in the air, in active games, in move. For weakened children best vacation There will be an hour and a half nap in a well-ventilated room. Sleep also helps relieve stress on the musculoskeletal system. It is better to do lessons in the middle of the day. It is believed that brain activity has two peaks during the day: 9-12 hours and 16-18 hours, when it makes sense to do homework. It is important to put your child to bed no later than 9 pm. Children seven years old are recommended to sleep at least 11 hours a day. After getting enough sleep, our first grader will have time to have breakfast, do exercises and finally wake up before classes.

It is forbidden :

1. Waking up the child at the last moment before leaving for school;
2. Feed the child before and after school with dry food and sandwiches;
3. Do homework immediately after school lessons;
4. Forcing a child to sleep during the day after school and depriving him of this right;
5. Wait for mom and dad to start doing homework;
6. Sitting in front of the TV and computer for more than 40-45 minutes a day;
7. Watch scary movies and play noisy games before bed;

More movement.

The work of the part of the brain that controls the work of the endocrine glands, circulatory system and digestion directly depends on the activity of the muscles. Meanwhile, it is enough to play football twice a week for at least thirty minutes, for example, and a new center of joyful excitement will appear in a person’s brain, which over time, if physical education becomes systematic, will suppress the center of stagnant negative arousal and open the way to recovery. When children start school, their physical activity is reduced by half. What is physical activity for a child? This is his normal growth, development, life, after all. When a child enters school, his growth and development are immediately inhibited. And you need to be prepared for this. Therefore, if a child is eager to go outside and run around in the yard, do not forbid it, even if the homework has not been done yet, because health is more important! Pediatricians and pediatric neurologists believe that a child should be actively moving for 3-4 hours. If your child doesn’t really like street racing, you can enroll him in a swimming pool or sports section. Special studies have shown that schoolchildren who study daily physical exercise, they move a lot, spend time in the fresh air, there are slightly greater increases in height, the circumference of the chest increases significantly, the vital capacity of the lungs and muscle strength increase. This also affects metabolism.

It is forbidden :

1. Deprived of outdoor play due to poor grades at school;
2. Do not take recreational breaks while doing homework;
3. Do not engage in physical activity during free time from lessons.

Psychological adaptation.

The last days before September 1 and the start of school are a difficult time for a child. Yes, he wants to go to school, or at least he doesn't mind school. But suddenly, out of the blue, whims, even hysterics, begin. This seems completely incomprehensible to us, because no one is offending, the general background is positive, there are no difficulties yet. But the first-grader nevertheless experiences sudden mood swings from somewhere. Even the most obedient children can become capricious. I want - I don’t want, I will - I won’t, I will go - I won’t go. What's going on? Your child is stressed. Stress - any strong impact, not exceeding the boundaries of the adaptive capabilities of the nervous system. Stress can be physiological, for example, cold dousing, it stimulates the body, and psychological, for example, changing jobs or moving to another city. Your child is experiencing psychological stress and has entered a new, unknown life. And all the whims of a child are just a cry for help, since the child cannot simply say about it, he himself does not understand what is happening to him.

How to help..?

Firstly, it is important not to yell at the child, much less physically punish him, but simply talk to the child in a calm tone.
Secondly, pay more attention to your child, this is so important for him. Attention is something that makes you feel good and pleasant. Encouragement, approval, joy from your presence. And yet, oddly enough, it is simply a statement of the fact that your parents see you. For example, my daughter is reading a book. Mom comes in and, without stopping, casually asks, “What, are you reading Turnip?” And that’s it, I walked past. It would seem like an empty phrase, a rhetorical question. And the daughter hears in it: “I see you. I noticed that you have the “Turnip” in your hands. I’m glad that you exist in the world. I’m going to do my business, and then you and I will read together.”

It is forbidden :

1. Demand from a child only excellent, good results at school if he is not ready for them;
2. Yelling at the child in general and during homework in particular;
3. Force them to repeatedly rewrite from a draft into a notebook;
4. Scolding your child before bedtime;
5. Talking to a child about his school problems is both evil and edifying;
6. Do not forgive the child’s mistakes and failures.

Social adaptation.

Personal, or social, adaptation is associated with the child’s desire and ability to accept new role- a schoolchild and is achieved by a number of conditions.

1. Developing in children the ability to listen, respond to the actions of the teacher, plan their work, analyze the results obtained - that is, the skills and abilities necessary for successful learning in primary school.
2. Developing the ability to establish contact with other children, build relationships with adults, be sociable and interesting to others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3. Formation of the ability to correctly evaluate one’s own actions and the actions of classmates, to use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in different situations, that is, practically, etc.) - that is, stable educational motivation against the background of the child’s positive ideas about himself and a low level of school anxiety.

Another important point. The success of adaptation largely depends on children having adequate self-esteem. We constantly compare ourselves with other people and, based on this comparison, we develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem gradually develops. This process begins in early age: It is in the family that the child first learns whether he is loved, accepted for who he is, whether success or failure accompanies him. In preschool age, the child develops a feeling of well-being or ill-being. Undoubtedly, adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated, on the contrary, complicate it. However, even if the child has adequate self-esteem, adults should remember that a beginning student cannot yet cope with all the tasks on his own. To help a child overcome the crisis of seven years, to help adapt to school conditions, the teacher’s understanding and sensitivity, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.

Teaching first graders.

Every teacher working in the first grade of an elementary school must remember that children’s desire to learn and their success are determined by a number of factors that are created by a competent educational environment that is adequate to the psychological and physiological capabilities of first-graders.

The first days of a child’s stay at school require special attention from the teacher. It is necessary to remember that such qualities of children as inattention, restlessness, quick distractibility, and inability to control their behavior are related to the characteristics of their psyche, so it is important not to make harsh comments to children, not to pull them back, and try to focus on the positive manifestations of the student.

During the learning process, it is important to take into account the individual characteristics of the child. At the beginning of training, the teacher must give each child the opportunity to work at his own pace. The amount of work students do should increase gradually.

Level of development of functional systems and formation mental processes children (attention, memory, thinking, level of voluntariness) ensuring the success of learning, dictate the need to provide children with educational tasks of varying complexity, and, what is especially important, a different share of the teacher’s participation in their implementation. The teacher should know that many children at this age can complete tasks only with the help of an adult who suggests the sequence of actions. This is not a negative characteristic of the student, but reflects age and individual characteristics and the level of “school maturity”.

The teacher’s communication style with first-graders should take into account the child’s behavioral characteristics related to his ability to communicate with adults and peers. Among first-graders, there is a fairly high percentage of children experiencing various types of communication difficulties in a group. This includes both hypercommunicative children who interfere with the teacher’s lesson, and those who are afraid of the classroom environment, embarrassed to answer and giving the impression of not knowing anything or not listening to the teacher. Both require various forms of benevolent and patient work from the teacher.

The teacher's tone should be confidential and soft. The authoritarian style of communication between teachers and first-graders is unacceptable. We must not neglect different ways nonverbal communication– hug the child, take his hand, etc. This not only calms the child, but also gives him confidence that the adult treats him well. It is necessary to pay special attention to this provision, since for first-graders, a kind, positive attitude of the teacher towards him is essential, which should not depend on the real success of the child.

Requirements for meeting school standards should be introduced gradually and not in the form of instructions, but in the form of wishes. Shows of irritation and harsh remarks on the part of the teacher are unacceptable. You should patiently and gently repeat the necessary rule again and again.

To develop children’s independence and activity, it is important to positively evaluate each child’s successful step and attempt (even unsuccessful) to independently find the answer to a question. It is very helpful to give children creative learning tasks. Let the children argue, reason, make mistakes, and together with the teacher find the right solution.

Children with low activity levels require special attention. The main task of the teacher is to show any manifestation of initiative, the desire to speak out, answer a question, or work at the board.

In the first grade, children should be specially taught how to organize their activities: plan their actions, change working conditions. This requires patient, long-term work, which is based on step-by-step instructions that explain in detail what and how to do.

When organizing activities to solve a learning problem, it is necessary to teach children to plan their actions. It is very important to encourage children to say out loud the sequence of actions, to exercise independent control: compare their work with a model, find errors, establish their causes, and make corrections themselves.

It is necessary to pay attention to the structure of the lesson in the first grade. It should be “fractional”, that is, include several types of activities.

For first-graders, the types of activities that they did in preschool are still very relevant. This primarily applies to the game. Therefore, one should actively include the game in the educational process, and not prohibit the game, do not exclude it from the life of a first-grader. It is fundamentally important to pay attention to two types of games - role-playing games and games with rules. Playing with rules, as well as educational activities, is sure to produce results and develop self-esteem, self-control and independence. Games with rules should be present in every lesson (didactic), fill breaks and dynamic pauses (movable, tabletop-printed). Didactic games always have a learning task that needs to be solved. During these games, the child learns a system of standards - ethical, sensory, practical. Role-playing games are important for the formation of voluntary behavior, imagination, and creativity of the student, which is so necessary for him to learn.

Taking into account the visual-figurative nature of the thinking of children of this age, it is necessary to devote a significant place in lessons to modeling activities with diagrams, sound models, geometric shapes, and natural objects. Reliance on visual-effective and visual-figurative thinking of first-graders in learning contributes to the formation of logical thinking.

ON THE ORGANIZATION OF TRAINING FOR FIRST GRADES

DURING THE ADAPTATION PERIOD.

The initial period of study in first grade should create

Favorable conditions for a child’s adaptation to school,

Ensuring his further successful development, training and

Upbringing. Tasks adaptation period same for all systems

Primary education.

According to clause 2.9.5 Sanitary rules 2.4.2.782-99

"Hygienic requirements for the learning conditions of schoolchildren in

Various types of modern educational institutions",

First grade in September and October has 3 lessons of 35 minutes each.

Every. In the letter “On the organization of training in the first grade

Four-year primary school" it is said: "... in September - October

Three lessons are held daily. The rest of the time is filled

Targeted walks, excursions, physical education classes,

Educational games." To complete the task of removing static

Schoolchildren's tensions are offered in the fourth lessons

Use not classroom - lesson, but other forms of organization

Educational process.

For eight weeks the teacher can plan last

Hours of lessons physical culture, as well as lessons on other

Subjects in the form of lessons - games, lessons - theatrical performances, lessons -

Excursions, lessons - improvisations, etc. Because these lessons are also

They are educational, but in fact in a different, non-traditional form

Program material is studied or consolidated.

In the classroom journal, it is advisable to indicate the form of the

Lesson, if the lesson is not conducted in a classroom format.

Physical education lessons during the first two months (16

Lessons, two lessons per week) are aimed primarily at

Development and improvement of children’s movements and, if possible,

Conducted outdoors. Various

Games and game situations.

With three lessons per day for two months

Fourth class hours should be planned differently than traditional

Lessons. These forty hours of study load (8 weeks of 1 lesson

Daily) can be planned as follows: 16 lessons

Physical education and 24 non-traditional lessons that can be distributed between different subjects using a flexible lesson schedule.

For example, conduct the last lessons during September - October

4 - 5 excursions around the surrounding world, 3 - 4 - around the visual world

Art, 4 - 6 - labor, 4 - 5 lessons - theatrical performances

Music and 6 - 7 lessons - games and excursions in mathematics.

Adaptation period, the specifics of organizing lessons on

Individual items.

Materials for holding parent meetings at the beginning of the school year.

№ 1

First graders.

Entering school is a turning point in the life of every child. The start of school radically changes his entire lifestyle. The carelessness, carelessness, and immersion in play characteristic of preschoolers are replaced by a life filled with many demands, responsibilities and restrictions: now the child must go to school every day, work systematically and hard, follow a daily routine, obey various norms and rules of school life, fulfill the requirements of the teacher, engage in the lesson that is determined by the school curriculum, diligently complete homework, achieve good results in academic work, etc.

During this same period of life, at 6–7 years old, the entire psychological appearance of the child changes, his personality, cognitive and mental capabilities, sphere of emotions and experiences, and social circle are transformed.

The child is not always well aware of his new position, but he certainly feels and experiences it: he is proud that he has become an adult, he is pleased with his new position. The child’s experience of his new social status is associated with the emergence of “the internal position of the schoolchild” (L.I. Bozhovich).

Having an “internal student position” is of great importance for a first-grader. It is she who helps the little student overcome the vicissitudes of school life and fulfill new responsibilities. This is especially important in the first stages of schooling, when the educational material the child is mastering is objectively monotonous and not very interesting.

Many of today's first-graders are highly skilled in academic pursuits even before they arrive at school. Intensive preparation for school, attendance at preschool lyceums, gymnasiums, etc. often leads to the fact that entering school loses the element of novelty for the child and makes it difficult to experience the significance of this event.

In maintaining the “inner position of a student” in a first-grader, parents play an invaluable role. Their serious attitude to the child’s school life, attention to his successes and failures, patience, mandatory encouragement of efforts and efforts, emotional support help the first-grader feel the significance of his activities, help increase the child’s self-esteem and self-confidence.

New rules.

Numerous “can”, “cannot”, “must”, “should”, “right”, “wrong” fall like an avalanche on the first grader. These rules are related both to the organization of school life itself and to the inclusion of the child in educational activities that are new to him.

Norms and rules sometimes run counter to the child’s immediate desires and motivations. You need to adapt to these norms. Most first grade students cope with this task quite successfully. We can agree with the opinion of a number of psychologists that a healthy, inquisitive child who believes in himself and knows how to build relationships with other people serious problems included in school life.

However, the start of school is for every child severe stress. All children, along with overwhelming feelings of joy, delight or surprise about everything that happens at school, experience anxiety, confusion, and tension. In first-graders, in the first days (weeks) of attending school, the body’s resistance decreases, sleep and appetite may be disturbed, the temperature may rise, and chronic diseases may worsen. Children seem to be capricious, irritated, and cry for no reason.

A period of adaptation to school, associated with adaptation to its basic requirements, exists for all first-graders. Only for some it lasts one month, for others – one quarter, for others – it lasts for the entire first month. academic year. Much here depends on the individual characteristics of the child himself, on his prerequisites for mastering educational activities.

Psychophysiological maturity.

Inclusion in a new social environment and the beginning of mastering educational activities require from the child a qualitatively new level of development and organization of all mental processes (perception, attention, memory, thinking), and a higher ability to control his behavior.

However, the possibilities of first-graders in this regard are still quite limited. This is largely due to the characteristics of the psychophysiological development of children 6–7 years old.

According to physiologists, by the age of 7 the cerebral cortex is already largely mature (which makes it possible to transition to systematic learning). However, the most important, specifically human parts of the brain responsible for programming, regulation and control complex shapes mental activity, in children of this age have not yet completed their formation (the development of the frontal parts of the brain ends only by 12–14 years, and according to some data - only by 21 years), as a result of which the regulating and inhibitory influence of the cortex is insufficient.

The imperfection of the regulatory function of the cortex is manifested in the characteristics characteristic of children emotional sphere and organization of activities. First-graders are easily distracted, are not capable of long-term concentration, have low performance and get tired quickly, are excitable, emotional, and impressionable.

Motor skills and fine hand movements are still very imperfect, which causes natural difficulties in mastering writing, working with paper and scissors, etc.

The attention of 1st grade students is still poorly organized, has a small volume, is poorly distributed, and is unstable.

First-graders (as well as preschoolers) have a well-developed involuntary memory, which records vivid, emotionally rich information and events in the child’s life. Voluntary memory, based on the use of special techniques and means of memorization, including methods of logical and semantic processing of material, is not yet typical for first-graders due to the weakness of their own development. mental operations.

The thinking of first-graders is predominantly visual and figurative. This means that in order to perform mental operations of comparison, generalization, analysis, and logical conclusion, children need to rely on visual material. Actions “in the mind” are still difficult for first-graders due to an insufficiently formed internal plan of action.

The behavior of first-graders (due to the above-mentioned age restrictions in the development of voluntariness and regulation of actions) is also often characterized by disorganization, lack of composure, and lack of discipline.

Having become a schoolchild and starting to master the intricacies of educational activities, the child only gradually learns to manage himself, to build his activities in accordance with his goals and intentions.

Parents and teachers must understand that a child's enrollment in school does not in itself ensure the emergence of these important qualities. They need special development. And here it is necessary to avoid a fairly common contradiction: from the threshold of school, they demand from the child something that has yet to be formed.

Famous Russian psychologist L.I. Bozhovich wrote about this: “Not a single teacher will ever require schoolchildren to solve such arithmetic problems, the solution of which he has not previously taught them. But many teachers require students to be organized, diligent, responsible, accurate, etc., and at the same time not they take care to first give children the appropriate skills and abilities and instill in them the appropriate habits.”

First-graders who have already crossed the seven-year mark are more mature in terms of psychophysiological, mental and social development than six-year-old schoolchildren. Therefore, seven-year-old children, among others equal conditions As a rule, they are more easily involved in educational activities and quickly master the requirements of a public school.

The first year of schooling sometimes determines the child’s entire subsequent school life. During this period, the student, under the guidance of adults, takes extremely important steps in his development.

Much along this path depends on the parents of the first grader.

Memo to parents of first-graders.

Support your child's desire to become a school student. Your sincere interest in his school affairs and concerns, a serious attitude towards his first achievements and possible difficulties will help the first grader confirm the significance of his new position and activities.

Discuss with your child the rules and regulations he encountered at school. Explain their necessity and feasibility.

Your child comes to school to study. When a person studies, he may not succeed in something right away, this is natural. The child has the right to make mistakes.

Create a daily routine with your first grader and ensure that it is followed.

Do not overlook the difficulties that your child may have at the initial stage of mastering learning skills. If a first-grader, for example, has speech therapy problems, try to cope with them in the first year of study.

Support your first grader in his desire to succeed. In every job, be sure to find something to praise him for. Remember that praise and emotional support (“Well done!”, “You did so well!”) can significantly increase a person’s intellectual achievements.

If you are concerned about something in your child’s behavior or his academic affairs, do not hesitate to seek advice and advice from a teacher or school psychologist.

When you enter school, a person more authoritative than you appears in your child’s life. This is a teacher. Respect the first-grader's opinion about his teacher.

Teaching is difficult and responsible work. Entering school significantly changes a child’s life, but it should not deprive it of diversity, joy, and play. A first grader should have enough time for play activities.

№ 2

For the first time in first class!

September 1! Your child is starting a new life. And the whole family is with him. A carefree childhood is behind us, responsibility and real preparation for a new life are ahead. And now you are taking your first grader to school, but you are worried as if you were going to study yourself. You have a lot of questions in your head: “Will he be successful there?”, “Will there be serious problems?”, “Will his teachers love him?”

Indeed, school is a different life. But success in school is weakly related to success in life. For example, many C students have successfully graduated from universities and have their own business, and excellent students are still nibbling on the granite of science, but they are in financial need and there are thousands of such examples. So let's treat the beginning of school life as a new stage - yes, of course! But not life-changing, not necessarily the cornerstone of a future career and happiness. It's just another step along the way. Part of the road.

Parting words for the journey...

Parents are worried about their first-grader and, of course, give parting words. Only very often these parting words do not help your child, but rather frighten and confuse: “Listen carefully, otherwise you will study poorly!”, “Don’t be distracted in class,” “Behave well, otherwise you will be punished,” “Study well, Don’t upset your parents.” Such parting words set forth conditions, and in case of deviation, in the child’s opinion, they lead to punishment or, even worse, the parents will stop loving altogether.

Useful tips.

So what useful and kind things can we say to a first grader on the threshold of school life?
First, once again show your love and unconditional acceptance. A first-grader must be sure that his father and mother, grandparents, brother and sister will love him, regardless of his school successes and failures. Hug him before the school threshold, kiss him, tell him again how much you love him, how glad you are that he has already grown up, that he is a first-grader!

Secondly, tell your child a simple procedure for dealing with difficult situations at school:
- If you didn’t have time to do something, call the teacher and tell her.
- If you don’t understand something, raise your hand and ask.
- If you want to go to the toilet, raise your hand and ask: “Can I go out?”
that is, to give specific advice and recommendations, aiming them at specific actions. This is exactly what they will need, while, at first, they do not know how to act correctly.

And finally, create a tradition for this holiday. Your child went to first grade for the first time today. This day should be presented not as the end of a carefree childhood, but as a holiday that will be the beginning of an interesting and educational period in a child’s life. Perhaps after the school function you will go with the whole family to a cinema, park or cafe - eat ice cream, it depends on your mood.

№ 3

First grader: touches to the portrait.

September - October is the most difficult time for first graders. There is a gradual getting used to school, and every little student faces many problems along the way, to which he reacts in his own way. The task of adults at this stage of school life is not to be horrified, not to hasten the transformation of a preschooler into a schoolchild, but to be there and help unnoticed. Nothing special, a lot of everyday little things, but they are the ones that save you from the fear of school. We just need to delve more seriously into the peculiarities of the developmental psychology of first-graders, if we ourselves have already forgotten how difficult it can be in the beginning...

At this time, some children can be very noisy, loud, rush around the corridors without control, get distracted in class, and can even behave cheekily with teachers: be insolent, capricious. Others are very constrained, timid, try to remain inconspicuous, and cry at the slightest failure or remark. Some children experience disturbances in sleep, appetite, and interest in activities intended for very young children. The number of diseases is sharply increasing. Some children are already overtired by the middle of the day, since school is a stressful factor for them and they do not have the opportunity to complete relaxation. Some children vomit in the morning.
To determine how you can help your child adapt to school, you need to know some psychological characteristics age of a 6–7 year old child. At this age stage, the mobility of nervous processes increases, and there is a greater balance of excitation and inhibition processes than in preschoolers. But excitation processes still prevail over inhibition processes, which determines such characteristics junior schoolchildren, such as restlessness, increased activity, strong emotional excitability. In physiological terms, it should be noted that at 6–7 years of age, the maturation of large muscles outstrips the development of small ones, and therefore it is easier for children to perform relatively strong, sweeping movements than those that require great precision, so children quickly get tired when performing small movements when writing . In general, most children experience high fatigue, which is also caused by additional school loads that are not typical for this age (you have to sit a lot instead of moving, which is vital for a child of this age). The performance of a young student drops sharply 25–30 minutes after the start of the lesson and may decline sharply in the second lesson. In addition, children become very tired due to the increased emotional intensity of lessons and activities.
The development of thinking contributes to the emergence of a new property of the child’s personality - reflection, that is, awareness of oneself, one’s position in the family, class, assessment of oneself as a student: good - bad. The child draws this assessment of “himself” from how the people around him and those close to him treat him. According to the concept of the famous American psychologist Erikson, during this period the child develops such an important personal formation as a sense of social and psychological competence or unfavorable conditions– social and psychological inferiority.

What are you complaining about?

In practice, there are often cases when difficulties in a child’s adaptation to school are associated with the parents’ attitude towards the child’s school life. This, on the one hand, is the parents’ fear of school, the fear that the child will feel bad at school: “If it were up to me, I would never send him to school, I still have nightmares about my first teacher.” On the other hand, this is expecting only very good, high achievements from the child and actively showing him dissatisfaction with the fact that he cannot cope, that he does not know how to do something. During the period of primary education, a change occurs in the attitude of adults towards children, towards their successes and failures. A “good” child is one who studies successfully, knows a lot, easily solves problems and copes with academic assignments. Parents who did not expect it have a negative attitude towards the inevitable difficulties at the beginning of education. Under the influence of such assessments, the child’s self-confidence decreases and anxiety increases, which leads to deterioration and disorganization of activities. And this leads to failure; failure increases anxiety, which again disorganizes his activities. The child learns new material and skills worse, and, as a result, failures are consolidated, bad grades appear, which again cause dissatisfaction with the parents, and so on, the further, the more, and it becomes more and more difficult to break this vicious circle. Lack of success becomes chronic.
Another most common problem is withdrawal from activities. The child sits in class and at the same time seems to be absent, does not hear questions, does not complete the teacher’s assignments. This is not associated with the child’s increased distractibility to foreign objects and activities. This is withdrawal into oneself, into one’s inner world, fantasies. This often happens to children who do not receive enough attention, love and care from adults. Mental games become the main means of satisfying the need for play and the need for attention. In case of timely correction, the child rarely falls behind. Such children need to be given the opportunity to engage in more modeling, drawing, design, and ensure their attention and success in these activities.
Otherwise, having become accustomed to satisfying his needs in fantasies, the child pays little attention to failures in real activities and does not develop a high level of anxiety. And this hinders the realization of the child’s abilities and leads to gaps in knowledge.
However, the most common complaints during the period of adaptation to school are not about poor academic performance, but about bad behavior, which is typical for children with a high need for attention from others. Adults punish, but in this way a paradoxical effect is achieved: those forms of treatment that adults use for punishment turn out to be encouragement for the child, since he needs any kind of attention. The true punishment for him is lack of attention.

Another problem is paradoxically related to the high level of development of the child’s speech. Many parents believe that speech is an important indicator of mental development, and make great efforts to ensure that the child learns to speak fluently and smoothly (poems, fairy tales, etc.). The same activities that make the main contribution to mental development (role-playing games, drawing, designing) find themselves in the background.
Brisk speech and clear answers to questions attract the attention of adults who highly value the child. But when school begins, it turns out that the child is not able to solve problems, and activities that require imaginative thinking cause difficulties. Not understanding the reason, parents are prone to double extremes: accusing the teacher of unprofessionalism or putting pressure on the child increased requirements. But in reality, you need little - more time to devote to drawing, playing, collecting various mosaics and models.
An even sadder situation is when a child who starts school is not ready for school. Such a “psychological preschooler” does not consider the demands of school important and serious, so anxiety does not arise; school grades worry the teacher and parents, but not him. Failures are not experienced as traumatic. He himself does not notice how he is falling further and further behind.

Emergency parental assistance.

It is clear that the problems seen will not be solved by themselves. They need to be addressed as soon as possible, at the very beginning of the child’s school life. The most important result of such assistance is the restoration of a child’s positive attitude towards everyday school activities. A child starting school needs moral and emotional support. He should not just be praised (and scolded less, or better not scolded at all), but praised precisely when he does something. But under no circumstances compare his mediocre results with the standard, that is, with the requirements of the school curriculum, the achievements of other, more successful students. You can compare a child only with himself and praise him only for one thing - improving his own results.
Parents will have to wait patiently for success, because school work is where the vicious circle of anxiety most often closes. And may school remain a sphere of gentle assessment for a very long time. It is best to shift the focus from school to the child’s relationships with other children, to preparing and holding school holidays, duty, and excursions. Thanks to such devaluation of school values, it is possible to prevent the most negative result - rejection, rejection of the school, which in adolescence may turn into antisocial behavior.

Key questions for discussion:

1. Physiological difficulties in first-graders’ adaptation to school.
2. Psychological difficulties of first-graders adapting to school.
3. The system of relationships with the child in the family during the period of adaptation to schooling.
4. Parent workshop on the problem.

(Slide 1) Many preschoolers look forward to the day when they first cross the threshold of school. Days pass, and for some schoolchildren the emotional elation disappears. They encountered their first difficulties. They don't succeed at everything. They are disappointed. And this is natural.
The beginning of schooling occurs during the 7-year crisis. Sometimes this age is called the period of “change of baby teeth”, “extension of growth”. Parents note that it is not that the child becomes disobedient, but rather that he becomes incomprehensible and all this coincides with the beginning of schooling.

What's going on?
The child loses his naivety, spontaneity, and simplicity, and his behavior, in contrast, seems unnatural to those who knew him before. To some extent this is true. Having lost some forms of behavior, the child has not yet mastered new ones. A previously carefree child has unusual responsibilities: at school he is not free to manage his time and must obey discipline rules that do not always seem reasonable to him. Why do you have to sit still for the whole lesson? Why can't you make noise, shout, run? After dynamic, emotional games of a preschooler new life seems tedious and not always interesting. School discipline requires a lot of stress; it is difficult for a first-grader to control his feelings and desires.
The nature of activities is also changing dramatically. Previously, the main thing was the game. And in it the result is not the most important thing. First of all, the game process itself is exciting and exciting. In studies, the result and its evaluation are increasingly coming to the fore. Therefore, a crisis arises in value orientations child, and behind it the first surprises and disappointments. And not only for children, but for parents too.
The cornerstone question: how to ensure that a child’s adaptation to school is painless and quick? Today we will talk about the difficulties of the adaptation period.

“Physiological conditions of a child’s adaptation to school.” (Slide 2)

1. Changing the child’s daily routine compared to kindergarten, increasing physical activity.
2. The need to change the child’s educational activities at home, creating conditions for the child’s physical activity between lessons.
3. Monitoring parents for the correct posture during homework, observing the rules for lighting the workplace.
4. Prevention of myopia, curvature of the spine, training of small muscles of the hands.
5. Mandatory inclusion in the child’s diet vitamin preparations, fruits and vegetables.
6. Organizing proper nutrition for the child.
7. Parents' concern for hardening the child, maximum development of motor activity, creation of a sports corner in the house, acquisition sports equipment: jump ropes, dumbbells, etc.
8. Fostering child independence and responsibility as the main qualities of preserving their own health.

Discussion of the issue “Psychological conditions for a child’s adaptation to school.” (Slide 2)

1. Creation of a favorable psychological climate for the child by all family members.
2. The role of a child’s self-esteem in adaptation to school (the lower the self-esteem, the more difficulties the child has in school).
3. The first condition for school success is the child’s self-worth for his parents.
4. It is obligatory for parents to show interest in the school, the class in which the child is studying, and in every school day he or she lives.
5. Informal communication with your child after the school day.
6. Obligatory acquaintance with his classmates and the opportunity to communicate with them after school.
7. Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of other people (grandparents, peers).
8. Elimination of such punishments as deprivation of pleasure, physical and mental punishment.
9. Taking into account the child’s temperament during the period of adaptation to school education. Slow and uncommunicative children have a much harder time getting used to school and quickly lose interest in it if they feel violence, sarcasm and cruelty from adults.
10. Providing the child with independence in educational work and organizing reasonable control over his educational activities.
11. Encouraging the child and not only for academic success. Moral stimulation of the child's achievements. Development of self-control and self-esteem, self-sufficiency of the child.

Relationship with the child in the family.

1. Parent Communication Scalewith baby. (Slide 3)
First of all, your child, of course, communicates with you, and the climate in the family for him mainly depends on you and your emotions. And the climate of the family is an indicator of how the child lives in the house, how he feels when he is next to you, whether he is humiliated or soaring in the skies. The scale of communication between parents and child will tell you all this.

Parenting methods that cause a child
positive emotions	negative emotions
How many times have you today baby (baby, baby)
	reproached
encouraged	suppressed
approved
kissed	accused
hugged	condemned
	rejected
sympathized	pulled back
empathized	disgraced
smiled	read the notations
admired	deprived of something necessary
made pleasant surprises	spanked, flogged
gave gifts	put in a corner

Using this scale, you can approximately understand the baby’s condition at the moment and in the future. given time, find out how the child is treated at home, what emotions prevail in the process of your communication with the baby.

2. Rules that will help the child communicate. (Slide 4)

Famous teacher and psychologist Simon Soloveitchik, whose name is significant for a whole generation of students, parents and teachers, in one of his books published rules that can help parents prepare their child for independent life among their classmates at school during the adaptation period. Parents need to explain these rules to the child, and, with their help, prepare the child for adult life.

1. Don’t take someone else’s, but don’t give away yours either.
2. They asked - give it, they try to take it away - try to defend yourself.
3. Don't fight without a reason.
4. If they call you to play, go, if they don’t call you, ask permission to play together, it’s not shameful.
5. Play honestly, don't let your comrades down.
6. Don't tease anyone, don't whine, don't beg for anything. Don't ask anyone for anything twice.
7. Be attentive wherever you need to be attentive.
8. Don't cry because of your grades, be proud. Don’t argue with the teacher because of grades and don’t be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.
9. Don't snitch or slander anyone.
10. Try to be careful.
11. Say more often: let's be friends, let's play, let's go home together.
12. Remember! You are not the best, you are not the worst! You are unique to yourself, parents, teachers, friends!

3. Phrases for communicating with your child.

Not recommended phrases for communication: (Slide 5)
- I told you a thousand times that...
-How many times should I repeat...
-What are you thinking...
-Is it really difficult for you to remember that...
-You become…
-You're just like...
-Leave me alone, I have no time...
-Why is Lena (Nastya, Vasya, etc.) like this, and you are not...

Recommended phrases for communication: (Slide 6)
-You are smart, beautiful (etc.).
-It’s so good that I have you.
-You're doing great.
-I love you very much.
-How well you did it, teach me this too.
-Thank you, I am very grateful to you.
-If it weren't for you, I would never have coped with this.

4. Some advice from a psychologist “How to live at least one day without hassle.” (Slide 7-8)

Wake up the child calmly. When he wakes up, he should see your smile and hear your voice.

Don't say goodbye, warning and guiding: “Look, don’t play around!”, “So that today there were no marks!” Wish you luck, find a few kind words.

Forget the phrase: “What did you get today?” When meeting your child after school, don’t bombard him with a thousand questions, let him relax a little, remember how you yourself feel after a working day.

If you see that the child is upset and silent, do not question him; let him calm down and then tell everything himself.

After listening to the teacher’s comments, do not rush to give a thrashing. Try to have your conversation with the teacher without the child.

After school, do not rush to sit down for homework. The child needs 2 hours of rest. Evening classes useless.

Don't force yourself to do all the exercises at once: 20 minutes of classes - 10 minutes break.

Do not sit while preparing lessons "over the soul." Let your child work on his own. If your help is needed, be patient: a calm tone and support are needed.

When communicating with your child, try to avoid the following conditions: “If you do, then...”

Find it during the day at least half an hour, when will you belong only for the child.

Choose unified tactics communication with a child everyone adults in the family. All disagreements decide about pedagogical tactics without him.

Be attentive to your child’s complaints of headaches, fatigue, and poor health. Most often these are objective indicators overwork.

Please note that even "big kids" They really love a bedtime story, a song, and affectionate stroking. All this will calm the child and help relieve the stress that has accumulated during the day.

Results and conclusions:

Help children overcome the adaptation period.
-Provide support to children.
-Provide the child with decent living and learning conditions.

Literature:

• Korneeva E.N. oh these first-graders!.. Yaroslavl. "Academy of Development" 2000.
• Alla Barkan. Practical psychology for parents, or how to learn to understand your child. Moscow. "Ast-Press" 2000.
• Aloeva M.A. the best parent meetings in primary school. Roston-on-Don. Phoenix 2007.
• Zaitseva V. 7 years is not only the beginning of school life. Moscow. "First of September" 2008.