New methods of organizing work with first-graders. Forms and methods used by the teacher to adapt first graders

We have a first grader in our house. This fact forced the development of fly-techniques for a novice student. Having experience in school and knowing weaknesses in organizational matters, I try to optimize processes and form the habit of acting rationally and efficiently.

I identified three stages of the process that need to be optimized:

• return from school;
• preparing for a new school day;
• morning fees.

Oddly enough, I'll start with the "back from school" process, because it is a failure in this process that leads to hassle at all other stages. So,

Return from school

On the way from school, we talk about what happened in the lessons. You need to get answers to the following questions:

1. What were the lessons today? What was on each of them (in short - what was said in the lesson)
2. Which lesson did you like the most? Why? What was the most interesting thing you learned today? Was there anything unusual or funny?
3. What seemed difficult? incomprehensible? unpleasant?
4. What is given at home? How many lessons will there be tomorrow and which ones? What time will they finish?

” This is not an interrogation, this is a conversation from which one can understand in general how much the child is used to listening and remembering the important things, to which events he reacts most sharply, what he loses sight of. At the same time, evaluate the scale of homework.

We try to do all further actions not instead of the child, but together with him. Let him do the manipulation himself - take it out, wipe it, fold it. If it didn’t work out too neatly, it’s better to direct, suggest, help, but not do all the work for him completely.

At home we change into home clothes. We examine the school uniform (or what serves as a substitute for a school uniform) together for the degree of contamination, the presence of torn buttons. broken seams and other damage. If damage is found, we evaluate whether it is possible to eliminate it right today (and reserve it for this time) or whether it will be necessary to choose another option for tomorrow. We clean clothes either in the wash or on a hanger.

” Next, we move on to the backpack. We put EVERYTHING out of it. We look into an empty backpack, not forgetting the pockets. If there are crumbs, garbage - shake out. If there are dirt - wipe. (By the way, you can do the same with your bag at the same time). We disassemble what was laid out from the backpack.

We check the pencil case for broken or lost things. We make up for what was lost. We look at the lesson schedule, put in a pile of notebooks and textbooks that will be needed tomorrow. We check the schedule that everything necessary for the lessons is collected in a pile. We put the pencil case, notebooks and textbooks in a backpack.
After that, with a clear conscience, you can relax, get distracted, do household chores.

Preparing for a new school day.

If you need to do homework - notebooks and textbooks are taken out of the backpack, homework is done, then all things are put back into the backpack.

” Here I want to clarify: it seems more logical not to put textbooks and notebooks in a satchel until homework is done. But from experience - if immediately upon arrival home the schedule for tomorrow is read, the necessary notebooks and textbooks are selected and folded, it is much less likely that looking at night you will remember that tomorrow is English, fine arts or physical education. And you do not have to solve the problems that have arisen at night.

If you simply put the necessary textbooks and notebooks in a pile on the table, there is a high probability that during the time of "free time" some of them will mix with others, fall down at the table, move to the shelf, and so on.

We check the readiness of the clothes. If you need clean linen or a change of clothes in which the child came from school, we prepare it in the evening.

” Before going to bed, we check the schedule again, whether everything is prepared, learned.

If on the way from school the child spoke about difficulties, problems, troubles, we pronounce them again so that the negative does not consolidate and accumulate.

Morning

In the morning it would be good to provide a reserve of 10 minutes so that there is no need to jump out of bed abruptly, but you can stretch, say hello, do 2-3 simple exercises.
Clothes and backpack are ready. Wash, comb, dress. If necessary, have breakfast (everyone has his own way of optimizing breakfasts - you can discuss this separately). And, of course, in a good mood to go towards a new school day.

Going to school is not only a great joy for children, but also a huge burden, because a first grader is exploring a completely new world for him. Successes, the emotional state of the child, his further attitude to school will largely depend on how effectively the adaptation process goes. With successful adaptation, study is perceived as an exciting process of communication with peers and teachers. In case of maladaptation, the school turns into a joyless duty for the child.

Especially acutely children need psychological and pedagogical support in times of crisis. The first year of schooling requires the child to mobilize all resources and activates the problem of accompanying him through the "thorns" of the educational process.

In the literature on the problem of accompanying a child during the period of adaptation, it is customary to consider the student's success in educational activities as its main criterion.

However, we believe that the work of organizing the adaptation of a first-grader is not limited to helping them acquire learning skills. After all, a child, having come to the first grade, is forced to get used to unusual loads for himself, especially static ones, to a new social environment, rules and traditions that are accepted in this school, and finally, to the system for evaluating his work.

In the first days at school, the education of first-graders is based on preschool material accessible to almost all children: games, drawing, design, and elementary experimentation.

Among the psychological and pedagogical measures aimed at facilitating the adaptation of children to school, an important place belongs to reducing the teaching load at the first stage of education. Homework is not assigned in first grade.

Taking into account the peculiarities of first-graders, the lesson is structured differently than in the next grades of elementary school. The lesson presents two structural elements: the organizational moment and the main part.

The organizational moment is used to teach children the skills to organize the workplace (get a textbook, spread out the cash register of letters, place a notebook correctly and conveniently on the desk, etc.). This requires patient, long-term work, which is based on the teacher's step-by-step instruction, explaining in detail what and how to do (the technique of pronouncing the sequence of actions is used).

The main part of the lesson is "fractional" i.e. consists of several related but distinct activities. Particular attention is paid to the use of games as a structural part of the lesson. It is necessary to use as didactic games not only games with rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development of creative abilities, the basis of which is imagination.

In the learning process, it is important to take into account the individual characteristics of the child. It is known how different children are when they come to the first grade. Some first-graders have a lack of formation of school-significant functions: many get tired quickly, with difficulty organize their activities without external control. Different guys come in terms of the level of intellectual, speech, moral and volitional development. Forms of individual differentiated work in the first grade:

• * tasks of varying degrees of difficulty;
• * specially selected general developmental exercises for the development of most of the time of the lesson. At the same time, if possible, children unite in pairs, groups in order to collectively solve one or another logical or creative problem;
• * additional material offered to children in the lesson, which creates a favorable intellectual and emotional background for learning.

It is not required from each child to memorize additional content, tk. it serves more to keep children interested than to increase their awareness.

So, in recent years, the priorities of primary education have changed significantly - the goals of developing the personality of the student, developing the ability to learn in the younger student and achieving a high level of knowledge, skills and abilities have come to the fore. The realization of these goals is impossible without the exact knowledge of the intellectual and personal abilities of each student by the teacher. This is especially important in the first year of study, when children with very different levels of readiness for schooling come together in the same class.

The most essential for pedagogical activity is the determination of the formation of the prerequisites for mastering literacy and mathematics, i.e. those components that form the basis of the assimilation of these subjects. Moreover, it is the teacher who should carry out such diagnostics in order to use the data obtained in the course of its implementation to implement an individually differentiated approach to children when teaching in the 1st grade.

Diagnostic tasks should take into account the characteristics and capabilities of 7-year-old children as much as possible, ensure that children adequately understand their content, and do not depend on the level of reading, writing and other subject knowledge that are included in the first grade program.

A prerequisite for the successful conduct of pedagogical diagnostics is the transition of the teacher from the position of the teacher to the position of the person conducting the diagnostics. If in the process of everyday pedagogical work the main goal is to teach, to get the right answer, then in the process of conducting diagnostics, the main thing is to obtain reliable data on the state of readiness of the child for school. Therefore, even when helping a child, the main goal of the teacher should not be teaching a certain action, but identifying and fixing the steps of helping the child in the process of doing the work, since this will determine the pedagogical means that should be used to raise this child to a higher level. high level.

To study the pedagogical readiness of first-graders for school, you can use the methodology of L.E. Zhurova. This diagnostic includes five tasks offered to children on worksheets, during which the ability to convey the shape of a figure, navigate on a plane (a sheet of paper), the ability to correctly understand statements, compare sets by the number of elements, and the ability to copy a given sample is revealed.

To identify the psychological and emotional readiness of the child to study at school, you can use the method of A.E. Khasanov "Am I ready to become a schoolboy". The child answers 12 questions that determine the attitude to the situation of schooling.

To study the level of educational motivation of first-graders - the questionnaire of N.G. Luskanova "Assessment of the level of school motivation of first-graders". It includes 10 questions reflecting attitudes towards school and learning. Based on the responses, a particular student can be assigned to one of the levels of school motivation.

Questionnaire for parents of first-graders "Adaptation of the child to school" M.R. Bityanova is aimed at determining the level of formation of the prerequisites for educational activities and the adaptation of first-graders to schooling. Parents are offered questions and options for their answers. Parents choose the answer that is most appropriate for their child.

In addition, a psychologist can use special diagnostic methods to determine the child's readiness for schooling.

The child's readiness for schooling is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying:

• 1) the level of mental development;
• 2) availability of necessary skills and abilities;
• 3) the state of motivational attitude to schooling.

Features of intellectual development

Features of the development of thinking

the course of the thought process, activity, consistency, evidence, critical judgments

establishment of cause-and-effect dependencies and functional relationships

difficulties in drawing conclusions, generalizations, conclusions

features of knowledge handling: differentiation, substitution of signs, allocation of essential

the state of visual-effective, visual-figurative, conceptual thinking

individual qualities of thinking

Features of memory development

flow of memorization and reproduction

the value of the volitional attitude in memorization

development of visual and auditory memory

correlation of figurative and verbal memory

auditory memory status

Features of the development of phonemic hearing

understanding of children's spoken language. Voice communication

state of analytical-synthetic phonemic activity

speech disorder. General underdevelopment of speech

Development of mathematical representations

the ability to correlate an object with a symbol (conventional sign, number)

performing elementary operations with objects

possession of representations of equality, "greater than", "less than"

Features of the development of the emotional-volitional sphere

Features of emotions

emotional attitude to activity, emotional expression in behavior, action. Compliance, instability of emotional attitude

individual emotional state

Features of volitional regulation

volitional regulation and self-regulation in a given activity. Persistence, tendency to complete the activity. Fluctuations in the volitional attitude. Efficiency, initiative

Features of the development of the motivational sphere of the child's personality

Peculiarities of Motivation in Attitude to School Education

interest in school. Having your own desire. personal expectations. Interpretation of one's own attitude to schooling. Awareness of the motives of schooling.

Prior to the start of psychological diagnostics, the psychologist needs to carefully familiarize himself with the characteristics of the child from the preschool institution, the drawings, and crafts of the child. The study begins with an acquaintance with the child's activities in natural conditions (during games, classes, while performing work assignments, etc.).

Before the start of the examination, in order to establish emotional contact with the child, the correct attitude towards the psychologist, it is necessary to conduct a conversation. Its content should be aimed at identifying the features of the child's ideas about the world around him, revealing the interests of the child with the help of his favorite games and activities. In the case of avoiding questions, refusing to communicate, you can offer an interesting book, a toy, gradually coming into contact with the child.

During the examination, a calm, friendly atmosphere, a friendly emotional tone, and a respectful attitude towards the personality of the child are necessary.

When teaching first-graders in their first days of schooling, it is necessary to adhere to the following methodological techniques and suggestions:

• - to create a methodical piggy bank of games that would help during the break to relieve the static stress experienced by children during the lesson. It is important to choose games that will be safe for injury, allowing you to use different muscle groups, relieve fatigue;
• - regularly conduct physical education sessions during the lesson, choosing such material so that it causes a revival, a smile;
• - allow children, when signs of fatigue appear, to get up from their desks or sit down in a way that is convenient for them;
• - in the first three months, reduce the duration of the lesson to 30 minutes, then gradually increase it;
• - equip an office for first-graders with a play space, toys, a carpet on the floor, where you can lie down and relax;
• - before the start of the school year, conduct a conversation with parents on the topic “First grader’s study loads, daily routine” and “Child development before entering school”, familiarize them with recommendations on organizing the day, workplace, and first grader’s nutrition system;
• - create favorable ergonomic conditions in the classroom. Beautiful plants, cleanliness and order in the classroom will help reduce stress.

When organizing the socio-psychological adaptation of first-graders, the following methods and forms of work can be involved:

• 1. Interpersonal contacts. They involve getting to know each other. However, children cannot even immediately remember the names of their classmates, so all teachers and school employees are required to wear badges. Considering that most children go to school already reading, first-graders during September should also wear badges with a large written surname, first name, class number.
• 2. A story about yourself. To "reveal" each child, to show his classmates his dignity, to raise the child in his own eyes will help adaptive training.
• 3. Entry into the team. Children who experience difficulties in interpersonal communication (shy, uncommunicative, aggressive, unrestrained, selfish, etc.) must be adapted to the system of interpersonal relations by training them to develop communicative competence skills.
• 4. Correspondence acquaintance. Children are often embarrassed to approach and make acquaintances, to join the game with a classmate they like. This is much easier to do by first talking by phone or email. On the very first days of school, children are invited to exchange phone numbers and email addresses. It is important to bring each child to the idea that it can be lonely and disturbing not only for him, but also for his classmates. A phone call can help you deal with these uncomfortable feelings.
• 5. Common cause. Nothing brings a team together like a common cause. It is necessary to think over their list, focus, expediency and regularly conduct collective affairs to create a class community.

The sociometry procedure allows you to establish the status of the child in the group, his likes and dislikes when choosing a communication partner. I use the results of sociometry as a basis for working with children who are not successful in communication.

Future first graders will have a brilliant opportunity to look at each other, to establish contacts, if a Sunday school is organized for them.

Trust in the teacher, the absence of constraint, fear of the teacher will come with the organization of informal communication with him. Adaptation is not only a child, but the whole family. Therefore, you can offer parents a new school tradition - the family can invite the teacher to visit. In such a situation, not only the teacher has the opportunity to get to know the child and his parents, but the family can also get to know the teacher better. Going to visit involves communication on the territory of the child, which means in more comfortable conditions for him. This will allow the child to open up more fully, and subsequently it will be easier to accept the peculiarities of school communication.

The complex of organizational adaptation of first-graders includes the following activities:

• 1. Creation of booklets, which will contain information about the school, its traditions, history, internal regulations, contact numbers of persons responsible for the key positions of school life. Booklets are supposed to be presented to parents of first-graders when they bring an application for admission of a child to school.
• 2. Creation of the website "My Native School", where materials about important school traditions and problems of the school will be published.
• 3. Today it is important to explain to both parents and children the reasons for making certain administrative decisions. It is important that the child and the family not only obey the requirements of the school, but also understand them.
• 4. Evaluation is a new phenomenon in the life of a first grader. It is important that the child responds correctly to it. Parents can help to adapt the child to assessment, but they need to be directed to such work, to suggest effective methods for perceiving assessment. This work is carried out in the first days of September.

A modern elementary school is not only for the child, but also for his parents. It is hardly possible to easily and successfully master the program without resorting to their participation in the educational process. For parents interested in the success of their child, individual consultations should be held.

You are back on my blog and I am glad to see you! Hello! I will not be afraid to seem like a bore, and again I will ask the obsessive question to the parents of first-graders: are you ready to start school life? Yes, it's you parents! The child has been ready for a long time: he sleeps and sees himself on the morning line, well-trained to a shine, with a bouquet of flowers.

When you encounter some, albeit small and completely solvable problems, gaining invaluable experience, then you try to make life easier for yourself and others by sharing this very experience. Today I would like to provide a little help to the parents of newly minted students and figure out how to equip a workplace for a first grader.

Lesson plan:

To be a workplace or not to be?

Preparing for lessons at the kitchen table or according to the principle “where it is free” today is a past stage of Soviet times, when at least two, or even three families were placed in the well-known “Khrushchevs”. “Whoever gets up first gets slippers” - this is how children used to do their homework. I really hope that such field conditions for schoolchildren are left far behind.

Is it possible to provide your future first-grader with a corner in a small apartment so that he can comfortably acquire new knowledge? And to change the environment already familiar to the eye in a large apartment, violating the “sweat and blood” suffered and built with your own hands an interior a couple of years ago?

Designers who make “candy” out of everything convince us that everything can be combined at home, it depends on our desire. The main thing is to do it with the soul and correctly.

So there will definitely be a workplace for the future student! But how to organize it effectively? Follow me!

In cramped conditions, but not offended, or where to put a schoolboy

The choice of a place for a student should be approached with particular scrupulousness.

• First of all, because it should be both ergonomic and harmless for a growing organism, because a first-grader will have to spend an awful lot of time at the school table!
• Secondly, the school corner should remain a personal place for learning, and not turn into a residential sector for all households and a warehouse for toys, household items and clothes in a couple of months. From the list of places for their own needs, parents will have to delete the allocated corner once and for all.

So, if you are ready, we pick up a large broom and begin to clean the space, not sparing or stinting.

Student tables and chairs: what you need to know

We have already studied in detail the orthopedic requirements for school furniture. Remember? In addition to choosing furniture for the height of the child, we try to choose tabletops with adjustable tilt for various activities: from reading to creativity, and we also exclude swivel chairs from the list so as not to give a reason to turn lessons into a circus attraction.

From the story about, we have learned that the ideal option for a first-grader would be a transformable desk.

What else is important for furniture? Psychologists say that you should not forget about color. So, too bright colors on the “wow” are perceived only for the first few hours and gradually begin to irritate the eyes. Make a choice in favor of the "golden mean". It can be beige, light coffee, marsh, yellow tones, even red, but warm shades - all of them will not tire.

Let there be light!

Let the chair and table not fit in height, we know the way out: we will pick up a stand under our feet, put a pillow under the back. It's not a problem, and not even half of it! But if the child does not see what he writes, and cannot make out what he is reading, here it is - a tragedy! Good lighting is the key to healthy eyes and successful study. For a ray of light in the school working kingdom, too, there are rules.

• When placing a table in front of a window, remember that the sun's rays can be reflected from the countertop if it is glossy, and this is a direct load on the eyesight. There are two ways out: a table - to another place or a matte tabletop.
• Ideal for a study table - the side by the window. For right-handers, the sun's rays should fall on the left, for left-handers - exactly the opposite. Similar rules apply to lamps.
• The twilight of the entire room with only one illuminated workplace greatly affects fatigue. You can achieve comfort with the help of LED strips that are molded onto the shelves, spotlights located around the perimeter, as well as switches that can adjust the light intensity.
• Optometrists advise for table lamps to use light bulbs with a power of no more than 60 watts.

Eye-pleasing little things

No workplace is complete without pleasant and useful little things. Where will sleep at night tired of turning over the book? Where will pens and pencils go to rest after hard manual labor? Where will he hide? Of course, think about accessories, cabinets and shelves very well!

What can live on the desktop?

What else should be taken into account when organizing a workplace?

It is interesting! The crystal globe is considered the most powerful talisman that helps schoolchildren and students in their studies. Even if you do not believe in esoteric signs, such a gift for September 1 will be able to please your first-grader and successfully settle on his desktop.

Well, now there are many, many, many unusual ideas for arranging a student's room. Let's watch the video!

I am sure that each of those who have been trained for school has their own “five kopecks”. Feel free to fill up the piggy bank of practical advice! That's all for today.

Good luck getting ready for school!

Always yours, Evgenia Klimkovich

Organization of training for first-graders in the adaptation period

The initial period of education in the first grade should create favorable conditions for the child's adaptation to school, ensuring his further successful development, education and upbringing.

adaptability - the level of actual adaptation of a person, his social status and self-awareness, satisfaction or dissatisfaction with himself and his life.

In modern educational practice, along with the formation of knowledge and skills, the priorities include goals related to the overall personal development and the preservation of the psychological health of students. The psychological and pedagogical support of trainees is essential in achieving them.

Close attention to school adaptation is due to the fact that it provides age-related development. The mechanisms of adaptation, which have arisen in the process of adaptation, are fixed in the structure of the personality and become substructures of its character.

The process of adapting a child to school can be divided into several stages, each of which has its own characteristics.

First stage - indicative, characterized by a violent reaction and significant tension in almost all body systems. Lasts two to three weeks.

Second phase - an unstable adaptation, when the body seeks and finds some optimal options for reactions to these influences. At the second stage, costs are reduced, the violent reaction begins to subside.

Third stage - a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. The possibilities of the child's body are far from limitless, and prolonged stress and the overwork associated with it can cost the child's body health.

What contributes to the successful adaptation of first-graders?

Children of the 8th or 7th year of life are admitted to the 1st grade at the request of their parents. Admission to an educational institution of children of the 7th year of life is carried out when they reach the age of at least 6 years 6 months by September 1 of the academic year.

Organization of the school life of first-graders.

Education of children in the 1st grade is carried out in compliance with the following requirements:

training sessions are held only in the first shift;

the duration of the academic year is 33 weeks;

5-day study week;

the maximum allowable weekly load is 20 hours;

no more than 4 lessons per day

According to paragraph 10.10 of the Sanitary Rules 2.4.2 2821-10, introduced by the Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010, No. 189, in the first half of the first grade, a "stepped" training mode is used:

In September - October - 3 lessons per day for 35 minutes each, the rest of the time is filled with targeted walks, excursions, physical education, educational games

In November - December - 4 lessons of 35 minutes each,

In January - May - 4 lessons of 45 minutes each.

According to the letter of the Ministry of Defense of the Russian Federation “On the organization of education in the first grade of a four-year elementary school” (dated September 25, 2000 No. 2021 / 11-13), physical education sessions are held at each lesson lasting 1.5-2 minutes (it is recommended to be held on the 10th and 20 minutes of the lesson)daily exercise before class. The complex of physical minutes includes various exercises to prevent visual impairment, colds, diseases of the musculoskeletal system, as well as moments of rest, relaxation in combination with music therapy;

organization of a facilitated school day in the middle of the school week;

catering and walks for children attending an extended day group;

additional weekly holidays in the middle of the third quarter (February);

in the first grades, after the third (or second) lesson, it is necessary to conduct a dynamic pause (walk in the fresh air or play indoors) for at least 40 minutes.

Each first-grader is provided with a comfortable workplace at a desk or table in accordance with the height and state of hearing and vision. For children with hearing and vision impairments, the desks, regardless of their height, are placed first, and for children with reduced visual acuity, they are placed in the first row from the window, according to the health sheets that the nurse fills out for each class.

The tables in the classrooms are arranged so that it is possible to organize the frontal, group and pair work of students in the lesson. If possible, textbooks and teaching aids for first-graders are kept at the school.

To relieve the statistical stress of schoolchildren, it is recommended that in the fourth lessons it is recommended to use not a class-lesson system, but other forms of organizing the educational process. Theatrical lessons, excursion lessons, improvisation lessons, i.e. at these lessons, teaching and consolidating the educational material is proposed to be carried out in an unconventional form. In the class journal, it is advisable to indicate the form of the lesson if the lesson is not conducted in a class-lesson form.

With three lessons per day for two months, the fourth class time 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 of physical education and 24 non-traditional lessons, which can be distributed among different subjects, using the lesson schedule flexibly. For example, to spend the last lessons during September - October 4-5 excursions around the world, 3-4 - in fine arts, 4-6 - in labor, 4-5 theatrical lessons in music and 6-7 lessons-games and excursions in mathematics.

The world

Lesson topic

Lesson form

What is Motherland?

Lesson-excursion

What do we know about the peoples of Russia?

Quiz Lesson

Who are the birds?

Quiz Lesson

What is above our heads?

Lesson Journey

Who are the birds?

Quiz Lesson

art

Lesson topic

Lesson form

Images are all around us.

Lesson-excursion

You can depict a spot.

Fairy tale lesson

multicolored paints

Fairy tale lesson

Artists and audience

Lesson - virtual tour

Technology

Lesson topic

Lesson form

Materials and tools. Workplace organization.

Quiz Lesson

What is technology.

Lesson-excursion to the workshops

Application from natural material

lesson game

Plasticine application

Fairy tale lesson

One lessonmathematics every week it is recommended to spend in the air.

The listed forms of organization of educational activities can be used in the study of the following issues of the program:

1. Signs of objects (comparison of objects by color, size, shape): excursions around the school, school yard; on the sports ground with the inclusion of the games "How to find your group", "Who is the first", "Guess", "Who is further, who is higher, who is more", etc.

2. Spatial representations, mutual arrangement of objects: excursions to the park, along the streets of the city, to the school site; mobile games with various tasks.

3. Comparison of groups of objects by their number, counting of objects: excursions to the school, to the park, to the store.

Features of the organization of the lesson in the 1st grade.

Taking into account the peculiarities of first-graders, the lesson is structured differently than in the next grades of elementary school. In the lesson, we present two structural elements:organizational moment and the main part .

We use the organizational moment to teach children the skills to organize the workplace (get a textbook, spread out the cash register of letters, place a notebook correctly and conveniently on the desk, etc.). This requires patient, long-term work, which is based on the teacher's step-by-step instruction, explaining in detail what and how to do (the technique of pronouncing the sequence of actions is used).

The main part of the lesson is "fractional" i.e. consists of several related but distinct activities. Particular attention is paid to the use of games as a structural part of the lesson. It is necessary to use as didactic games not only games with rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development of creative abilities, the basis of which is imagination, didactic games with a motor orientation are widely used.

Individual work with first graders.

In the learning process, it is important to take into account the individual characteristics of the child. The level of readiness of the child for school can be both high and very low. Some first-graders have not formed school-significant functions: many get tired quickly, hardly organize their activities without external control. Different guys come in terms of the level of intellectual, speech, moral and volitional development.

Forms of individual differentiated work in the first grade:

tasks of varying degrees of difficulty;

specially selected general developmental exercises for the development

thinking, speech, imagination, attention, memory, etc., occupying no

most of the lesson. At the same time, if possible, children are united in pairs, groups in order to collectively solve one or another logical or creative problem.

It is not required from each child to memorize additional content, tk. it serves more to keep children interested than to increase their awareness.

Homework is not assigned in the first grade (Letter of the Ministry of Defense of the Russian Federation “On the organization of education in the first grade of a four-year elementary school” dated September 25, 2000 No. 2021 / 11-13.).

In accordance with the requirements of the Federal State Educational Standard, a “Portfolio” has been created for each student, in which all the achievements of a first grader for the current academic year are recorded.

Monitoring and evaluation of learning outcomes.

Monitoring and evaluation of learning outcomes in the 1st grade is carried out in accordance with the Letter of the Ministry of Defense of the Russian Federation “On the organization of education in the first grade of a four-year elementary school” dated September 25, 2000 No. 2021 / 11-13:

the system of scoring (marking) evaluation is excluded. It is not allowed to use any sign symbolism that replaces the digital mark (asterisks, airplanes, suns, etc.)

The evaluation activity of teachers is aimed at stimulating the educational and cognitive activity of first-graders.

Only a verbal explanatory assessment is allowed. You can’t say “didn’t think”, “didn’t try”, “wrong” with the wrong answer of the student, it is better to use the replicas “you think so”, “this is your opinion”, “let's listen to others”, etc.

The pace of work of the student, the personal qualities of schoolchildren, the originality of their mental processes (features of memory, attention, perception, pace of activity, etc.)

During the first half of the first year of study there are no examinations. Final examinations are held at the end of the academic year no later than April 20-25; No more than one test can be done per day.

All of the above contributes to a decrease in the level of neuroticism, avoids stressful situations, and therefore preserves the mental health of children, creates conditions for successful adaptation. To help every child in the interval between preschool and school childhood to enter a new system of relationships with adults, peers and himself.

The list of the main legal documents regulating the educational process in the first grades:

Federal Law "On Education in the Russian Federation";

Letter of the Ministry of Education of Russia dated September 25, 2000 No. 2021 / 11-13 “On the organization of education in the first grade of a four-year elementary school”;

Letter of the Ministry of Education of Russia dated 20.04.2001 No. 408/13-13 “Recommendations on the organization of training for first-graders during the adaptation period”;

Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions 2.4.2.2821-10

Adaptation of first graders to school

We consider the physiological aspects of adaptation in order for the teacher to know and understand why it is impossible to over-intensify learning work at this stage of training, why children get tired so quickly and it is so difficult to keep their attention. The possibilities of the child's organism are far from limitless, and prolonged stress and the fatigue and overwork associated with it can cost the child's health. In accordance with this, the teacher needs to build the entire pedagogical process in such a way as not to harm the health of each child. We must not forget that the readiness of children for systematic education is different, their state of health is different, which means that the process of adaptation to school in each individual case will be different.

Meanwhile, sometimes it happens that neither teachers nor parents are often aware of the complexity of this process, and this ignorance and forcing the load further complicate an already difficult period. The discrepancy between the requirements and capabilities of the child leads to adverse changes in the state of the central nervous system and a sharp drop in educational activity, to a decrease in working capacity. At the end of training sessions, a significant part of schoolchildren have pronounced fatigue.

However, there are factors that greatly facilitate the adaptation of children to school - this is the rational organization of training sessions and a rational daily routine.

Also, organized physical activity should make up a large part of the total time children spend at school. Therefore, it is advisable to spend from 2 to 3 physical minutes per lesson. I offer readers several types of physical exercises for lessons:

2. Psychological adaptation

The main indicators of a child's psychological adaptation to school are the formation of adequate behavior, establishing contacts with students, a teacher, mastering the skills of educational activities. That is why, when conducting special studies on the study of children's adaptation to school, the nature of the child's behavior was studied and its features were analyzed. In this regard, in the first grade, I carried out a diagnosis of adaptation according to the projective method "School of Animals", where the children were asked to portray themselves and the teacher in the form of animals. Many children could not name their classmates, they drew themselves closer to the teacher, but in general, the analysis of the results of the diagnosis showed that a favorable psychological atmosphere is developing in the class. Children treat each other well and are friendly. The adaptation process continues, the children get used to each other and to the teacher. Next, a description of the adaptation of each student is given, for example: Nastya Yagozhidayeva: The child likes it at school. Most of all, the learning process, relations with classmates are good, everything is fine. Or - Ibraev Talgat: the child is satisfied with his position in the team, but some anxiety is characteristic, he strives to be closer to the teacher. Perhaps there are difficulties in communicating with classmates. Such a detailed analysis allows you to help the child individually, in accordance with his difficulties.

Observations of first grade schoolchildren showed that the psychological adaptation of children to school can take place in different ways. The first group of children adapts to school quickly. These children quickly join the team, get used to school, make new friends, they are in a good mood, they are calm and conscientiously fulfill the requirements of the teacher.

The second group has a long adaptation period: children cannot accept the learning situation - they can play in the classroom, do not respond to the teacher's comments, and, as a rule, these children experience difficulties in mastering the curriculum.

The third group is children whose psychological adaptation is associated with significant difficulties, they do not learn the curriculum, they have negative forms of behavior, teachers and children most often complain about such children: they “interfere with work in the classroom”, “teach children”. The constant failure of these children in their studies, the lack of contact with the teacher create alienation and a negative attitude of their peers. Children become "rejected". The teacher, bringing children together, should do everything possible to facilitate the process of adaptation for such children. In the first lessons, it is possible to conduct special games to introduce children to each other and the teacher. I suggest the game "Let's get acquainted." Acquaintance of children takes place in the form of a game: the teacher calls the key word, for example, “name”, “family”, “summer”, etc., and the children should ask their classmates questions on this topic. So that the students can get to know other children, at the signal of the “Transplant” teacher, the children are transplanted to other places, and a similar acquaintance with a new neighbor takes place.

Or the game "Be careful." When talking, people look at each other. To test your powers of observation, close your eyes and rest your head on the desk.

Who has a blond haired roommate? Raise your hand (eyes closed).

Open your eyes and check yourself. Close your eyes again.

— Who has a neighbor with dark eyes? Raise your hand, etc. (Then the teacher asks the same questions about the appearance of the students in his class)

The process of adaptation to school continues throughout the first year of study, but the first 6-9 weeks of "acute" adaptation lay the foundation for the success of the further learning process. Therefore, it is important for the teacher to know and take into account in his work the functional features of the state of the body of a first-grader and, in accordance with this, build the educational process.

1. 2. Continuity and its role in the child's adaptation to school

An important role in the adaptation of the child to school has the continuity of the methods of work and pedagogical communication of the kindergarten teacher and school teachers working with first-graders. The fact is that one of the frequent causes of difficulties in adapting children to school is a sharp change in the style of communication between a teacher and children. Even with a positive attitude towards children, the teacher often uses more rigid, authoritarian forms of pedagogical influence than those to which preschoolers are accustomed. These forms of pedagogical influence are often perceived by the child as an expression of personal hostility, which leads to passivity, suppresses initiative, independence, and creates self-doubt.

What are the ways to implement the continuity of pedagogical work with children between kindergarten and school? Let's name some of them that justified themselves in fact:

1. Meeting "The first days of the child at school" with the participation of first grade teachers, educators, a psychologist and a speech therapist.

2. Conferences, seminars on the exchange of experience of kindergarten teachers and school teachers,

3. A visit by teachers to a kindergarten, monitoring children going to first grade, organizing activities (playing, educational, artistic, etc.).

4. Socio-psychological characteristics for each child, compiled by the teachers of the preparatory group of the kindergarten.

5. Development of contacts between kindergarten students and school students (joint activities).

Mastering organizational skills and abilities by first-graders in the adaptation period

1. Basic rules of behavior in the lesson

The attitude of children to school is largely determined by the form in which the teacher introduces disciplinary requirements, the rules of a new life. In contrast to the rather free, not constrained by excessive strictness routine, to which a preschooler is used to in kindergarten and in the family, behavior at school is regulated by clear, strict norms. The student is not allowed to stand up during the lesson, communicate with neighbors, and engage in extraneous matters without the permission of the teacher. If he wants to say something, he must first raise his hand. Each step of a small schoolboy is limited by new and unusual requirements for him. Therefore, many children are at first lost: there is a constant fear of violating any of the many requirements. As a result, the child gets used to following the rules of behavior, but at the same time he feels not pride in himself, but fear of censure, remarks. There is anxiety, inner tension, self-doubt. School becomes a source of not positive, but negative emotions for children. Here is what he writes about

principles of work with children of this age Sh.A. Amonashvili: “Is it possible to force children to immediately follow the orders and orders of the teacher? - Not! Is it possible to strictly demand from children that they sit in the classroom without moving? - Not!". In order for first-graders to easily and naturally join school life, the requirements for their behavior should be introduced gradually, reaching their full volume only by the end of the first year of study. Yes, and they should be shaped in the form of requests or wishes of the teacher, and not requirements. Accordingly, their violation will not cause censure or punishment, but a direct emotional reaction of the teacher: regret, slight resentment (but not irritation). Previously unfamiliar, unusual actions for children, such as raising a hand when you want to say something, it is advisable to present them as a rule of the game. I offer the reader several games to introduce children to the rules of behavior.

The game "If you want to talk - raise your hand."

- You know that my name is Lyudmila Alekseevna. But you can't say that I love what I'm fond of, where I am. I live how I spent my summer. All this you can find out by asking me questions. Ask what interests you, I will answer (at first, a few “trial” questions that the teacher answers. And then the children begin to ask questions all at the same time, not listening and interrupting each other.) At this point, the teacher interrupts the dialogue:

Stop! When everyone is talking at the same time, there is noise, you do not hear each other, you interrupt, and it is difficult for me to understand what you are saying. To prevent this from happening, the school has a rule: “If you want to speak, raise your hand” (the teacher shows a gesture).

And now we will ask questions, as it should be for the students. So, what else do you want to ask me?

Game "Ready for the lesson"

The school has a "Ready for class" rule. At the call, the student stands near his desk and waits for the teacher's command. Let's practice this rule (the teacher says: "Change" - the children are free, and then rings the bell:

1. "Call!" - children should stand at their desks.) The game is played 2-3 times. The game "The lesson is over"

- At the beginning of the lesson, we learned to follow the rule “Ready for the lesson”, The same thing needs to be done when the lesson is over. The teacher on the bell says: “The lesson is over”, and all students should stand near their desks (children practice with a bell).

Now the bell will ring -

Our lesson is over (children in chorus)!

Teacher: The lesson is over!

Finished writing game

Some of you got the job done faster, others slower. The teacher in the lesson needs to know who has already finished writing and who has not. There is a rule for this: having finished writing, the student raises his hand with a pen. (Teacher gestures).

- Finish drawing, children, and show the gesture "I finished writing."

Game "Job Done"

- When students finish doing something - ; ] of the task, they show it with the “Job Done” gesture (the teacher shows the gesture with his hands folded in front of him on the desk).

Ruling out the rules.

Get up together every time the teacher enters the classroom. A desk is not a bed, And you can't lie on it. You sit at your desk harmoniously And behave with dignity In the classroom, do not chat Like a talking parrot.

If you want to answer - do not make noise, but just raise your hand.

2. Individual skills: pair and team work. Learning activities, i.e. conscious activity in the assimilation of knowledge, skills, in mastering the basics of science, develops gradually. Its formation takes place throughout the entire period of study in the lower grades with subsequent improvement. The tasks of instilling the skills of individual, pair, collective work include only the creation of some initial prerequisites for the formation of educational activity. The most important of them is a high level of activity, initiative, independence in academic work; respect for the teacher, the ability to perform his tasks; a sufficiently high level of arbitrariness, the ability to plan and control their own actions, to focus on the task at hand.

To instill the skills of individual, pair and collective work of first-graders during the adaptation period, the following forms of work are possible.

Choral response training

- In the lesson, we agreed that if you want to answer, you need to raise your hand. But this is not always done. There are such answers where the students answer all together, in chorus, without raising their hands. Let's practice answering in chorus, (the teacher can introduce a certain gesture indicating a choral answer: waving a hand, etc.).

Difference between choral and individual response

- And now the task is more difficult: some questions will need to be answered in chorus, others not. Be careful.

- Tell me in chorus, how much is 1 + 1?

- Tell me together: what animal has a long trunk?

— How many of you know what berries grow in the forest?

Leaves fall when it happens?

What brands of cars do you know?

- What is the name of the fairy-tale hero with a long nose? Say it together.

- What is your favorite toy?

- In chorus: what day of the week will be after Monday?

What names of boys do you know?

What names of girls do you know?

- Complete the sentence: Birds can fly, and fish

- Friendly: what's my name?

— Who do you want to become? (the last question is a trap, it cannot be answered in unison)

The game "Claps."

Students pass the claps to each other in turn, starting with the first option of the first row, then the second option, etc. When the student from the last desk of the first row claps, it is the turn of the second row, etc.

Chained response training

At school, in addition to answers one by one and a choral answer, there is an answer in a chain. In the game "Answer by chain" you need to pass words. Let's try to tell the poem along the chain in such a way that it turns out together, without hesitation, so that from the outside it might seem that one person is speaking (the poem “Toys” by A. Barto is “transmitted” along the chain)

Pair work discussion.

- There is a proverb: "One head is good, but two is better"

How do you understand her?

- In this lesson, you will do all the tasks in pairs.

A couple is two people sitting at the same desk. (The teacher gives the task to each pair to color two balls

so that they become exactly the same.)

- In order for the couple to cope well with the task, you must first discuss, agree on how to do this. At the same time, try to talk in a way that does not disturb other couples. After you finish the work, show the gesture “We are ready”, (the couple join hands and raise their hands up)

Mirror game.

Each pair turns to face each other. One of the pair shows any movement, and the other is a "mirror". Then the students change.

3. Organization, feedback from the teacher and evaluation, successes and failures of first graders in the adaptation period

The attitude of the teacher towards students at this initial stage of adaptation to school largely determines how the teacher-student relationship develops, relations that determine to a large extent the psychological adaptation of the child in school. As a rule, a teacher for a student is the highest authority, which at first is inferior even to the authority of parents. The teacher is not just an adult, but an authoritative mentor, requiring the implementation of certain rules of behavior and activities of obtaining knowledge. Students usually understand this very well. But there are children who are “not ready” for school, unable to understand the conventions of the teacher-student relationship. Such a child may say to the teacher in response to his remark: "I don't want to learn, I'm not interested." With such a child, it can be quite difficult to defend your “I”. In such cases, it is useless to order, punish, because you need to win the trust and respect of the child; therefore, it is important to show patience, benevolence, win over the student, try to seriously, “in an adult way”, talk to him alone.

Of particular importance in the relationship of the teacher and. students, and students among themselves at the first initial stage of training, has an assessment by the teacher of successes and failures in the learning process. The psychology of the child's perception of the assessment of his activity is ultimately an assessment of his personality as a whole. All this testifies to the great responsibility of the teacher for the assessment that he gives to each child, and, undoubtedly, increases the requirements for the teacher, for the technique of his communication with children.

Now in the practice of schooling at the initial stage (in the process of adaptation), marks should not be used to assess the success of first-graders. They shouldn’t, because the mark can be a constant psycho-traumatic situation that makes it difficult for the child to adapt to school. But in practice, it is difficult for teachers to refuse this rather simple and visual method of assessment; therefore, instead of traditional twos, fives, drawings, stamps, asterisks, etc. are used. In such cases, both stamps and stars are equivalent to marks: after all, for the child, all these are conventional signs of his success.

Game "Evaluation of work"

At the beginning of the lesson, the teacher should introduce the children to their grading system. There are three drawings of a truck pre-drawn on the board; 1 - with all the necessary details, but drawn carelessly (crooked windows, etc.), 2 - drawn very neatly, but with a lot of wrong details (wheels are on the side, etc.), 3 - drawn correctly.

What drawing is done correctly, but sloppy?

- Which is neat, but wrong?

- Which one is neat and correct?

What needs to be changed in the first drawing?

- And in the second?

What stamp shall we put?

- Draw a correct and neat truck in your notebook,

4. Organization of the class team

Educational activity is collective in nature, which is why the child must have certain communication skills with peers, the ability to work together.

Most children get to know each other quickly, get used to the new team, work together. Some do not get close to classmates for a long time, feel lonely and uncomfortable, play on the sidelines or huddle against the wall during recess. In the formation of relations between children, at this difficult stage for each child to enter a new team for him, an important role is played by the teacher. It is he who should introduce the guys to each other, maybe tell something about each, create an atmosphere of common work of cooperation, mutual understanding.

The child should feel that he is interested and happy among classmates; because he really needs their assessment, their attitude, every kid wants to win the authority and trust of the guys. The positive emotions that a child experiences when communicating with peers largely shape his behavior and facilitate adaptation to school. And here the role of the teacher is extremely important. At school, most often children look at each other through the eyes of a teacher. Therefore, the attitude of the teacher to the child is a kind of indicator of attitudes towards him and his classmates, And the child suffers doubly from the negative attitude of the teacher: the teacher treats him “badly”, and the children treat him the same way: therefore, it is better to avoid negative assessments of the student’s behavior, and his school success.

Some teachers have “favorites” from the first days, they distribute and collect notebooks, keep records of comments, and perform other “personal” assignments of the teacher. Children see it all. There is a stratification of the class, which does not contribute to the establishment of friendly relations between all students. So for the development of sociability and collectivism, various joint games are of considerable importance. In a plot-role-playing game, the teacher must participate in the distribution of roles, accustoming children to justice in the distribution, so that attractive roles are played by children in turn. When a timid shy child gets some kind of “team” role, you need to help him cope with it.

The teacher should support the friendship of the children by interests, form these interests. An important goal of educational work in the first months of a student's stay at school is to instill in him the feeling that the class, the school, is not a group of people alien to him. This is a friendly, sensitive team of peers, junior and senior comrades. Sh. Tips for parents of first-graders on education in the adaptation period

The first year of education is one of the most important turning points in a child's life. Indeed, the emotional state, working capacity, success in primary school and in all subsequent years and, of course, health largely depend on how the addiction to school goes.

A child who enters school finds himself in an environment that is unusual for him. The whole way of life is changing. Daily training sessions require intense mental work, activation of attention, focused work in the classroom and, in addition, a relatively immobile position of the body, maintaining the correct working posture.

In response to new increases in the requirements for the body in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, sleep disturbance, and appetite. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning. Some experts classify this whole complex of phenomena as an adaptive disease.

In this difficult period for the child, both at school and at home, it is necessary to surround him with attention, show goodwill and tolerance.

I offer some advice to parents of first-graders for the period of adaptation to school.

- A feature of today's children who have come to the first grade is fatigue.

In the first lesson they openly yawn, in the third they lie on their desks. How can we as adults help a child? First of all, it is worth remembering the old and reliable ways to maintain the health of a first grader - this is the observance of the daily routine. Sleep at least 10 hours a day, be sure to eat well, exercise. It would be justified to limit TV viewing to 30 minutes. in a day. Long (up to 2 hours) walks in the air are good for restoring the emotional well-being of the child - not a walk in the shops, but a walk in the park. From early morning, set your child up for a good attitude towards everything. Say "Good morning!" and get ready for school without fuss.

- When you come to school with your child, try to get by with a lot of moralizing, tk. they do not give anything but morning fatigue, but it is necessary to explain the safe way to school for the child. Safe, but not short.

- Meeting the child after school, rejoice with him that he managed to work on his own, without you, for three whole hours. Patiently listen to him, praise, support and, in no case, do not scold - after all, there is nothing for it yet.

- What to do if the first difficulties appear? Be generous with praise, for a first grader this is important now. The comment must be specific and not personal to the child. He's not a slob, he just has a little mess in his notebook right now. Do not make several remarks to the child at once.

Never compare your child with other children. This leads either to anger or to the formation of self-doubt.

- There are no parents who would be offended by their children for soiled diapers, but for soiled notebooks - as much as you like. Although in both cases, a period of staining is inevitable. The child does not need the position of the prosecutor, which parents often take: “You will rewrite five times until you get it right!”. It is unacceptable.

- Today, one of the main tasks of the school is the improvement of the child, and therefore, in order to facilitate the adaptation of first-graders, a stepwise mode of training sessions is used with a gradual increase in the teaching load. The spiritual and physical health of a first-grader depends on contacts with everyone who works at the school. It is impossible not to respect an elementary school teacher because he works and lives the life of his children. Support your teacher in word and deed, help him. Do not rush to condemn the teacher, the school administration, do not rush to categorically express your opinion about them - it is better to consult: after all, everything that is done by the teacher is first of all done for the benefit of your child.

What is the purpose of an interview with a future first grader and his parents when enrolling in a school?

The main purpose of the interview with the future first-grader and his parents when entering the school is:

• identifying the level of preschool education, development and readiness for systematic learning at school;
• recommendations to parents in choosing a system of education (correctional and developmental education, traditional education system, pedagogical systems of developmental education);
• recommendations to parents on the preparation of an individual plan for preparing the child for the beginning of education, correctional work, consultations are offered with narrow specialists: a speech therapist, a psychologist, if necessary, with a neuropsychiatrist, an examination at the medical and pedagogical commission to clarify the question of choosing the type of school: general education or special ( correctional);

An early forecast of difficulties and timely assistance from parents, teachers, and specialists is the task facing the school staff when they first meet a future first grader.

Currently there are alternative forms of education and a whole fan of possibilities opens up before parents. You can send your child to school from the age of 6 or 7, go through the first year of schooling or on the basis of a preschool institution, educate the child in a private or public educational institution. To resolve this issue with the help of educators, teachers and psychologists, parents can only determine the degree of his readiness for school.

What are the criteria for a child to be ready for school?

Personal readiness- the child is ready for schooling if the school attracts him not by the external side (attributes: portfolio, notebooks), but by the opportunity to gain new knowledge.

Intellectual readiness- the presence of an outlook, a stock of specific knowledge, an interest in knowledge. The ability to understand the connections between phenomena, to reproduce the pattern.

• The development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features).
• Development of voluntary attention (the ability to keep attention on the work performed for 15-20 minutes).
• The development of arbitrary memory (the ability to mediate memorization: to associate the memorized material with a specific symbol / word-picture or word-situation /).

Socio-psychological readiness:

• Learning motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge).
• The ability to communicate with peers and adults (the child easily comes into contact, is not aggressive, knows how to find a way out of problem situations of communication, recognizes the authority of adults).
• The ability to accept the learning task (listen carefully, clarify the task if necessary).

Physiological readiness- the level of physiological development, the level of biological development, the state of health, as well as the development of school-significant psychological functions:

• The development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors).
• Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right).
• Coordination in the eye-hand system (the child can correctly transfer the simplest graphic image into a notebook - a pattern, a figure - visually perceived at a distance (for example, from books).

Questions about the work of school psychologists can be asked by phone 311-71-18.

What knowledge should be formed in the future first grader?

In the field of speech development and readiness for literacy, the future first-grader needs to:

• be able to clearly pronounce all the sounds of speech
• be able to distinguish sounds in words
• be able to isolate a given sound in a stream of speech
• be able to determine the place of sound in a word (at the beginning, in the middle, at the end)
• be able to pronounce words
• be able to make sentences of 3-4-5 words
• be able to name only the 2nd word in a sentence, only the 3rd word, only the 4th word, etc.
• be able to use generalizing concepts (bear, fox, wolf are animals)
• be able to compose a story from a picture (for example, “At the zoo”, “At the playground”, “Rest at sea”, “For mushrooms”, etc.)
• be able to make several sentences about a subject
• distinguish genres of fiction (fairy tale, short story, poem, fable)
• be able to recite favorite poems by heart
• know the author of the poem
• be able to convey the content of the tale in sequence

By the beginning of schooling, the child should have developed elementary mathematical representations:

• know the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
• be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.
• be able to name the previous and subsequent number relative to any number within the first ten
• know the signs +, -, =,<, >.
• be able to compare the numbers of the first ten (for example, 7< 8, 5 > 4, 6=6)
• be able to correlate the number and the number of objects
• be able to compare 2 groups of objects
• be able to compose and solve problems in one operation for addition and subtraction
• know the names of the shapes: triangle, square, circle
• be able to compare objects by color, size, shape
• be able to operate with concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “for”, “between”
• be able to group the proposed items according to a certain attribute.

In the field of ideas about the world around, the future first grader needs to:

• be able to distinguish in appearance the plants common in our area (for example, spruce, birch, oak, sunflower chamomile) and name their distinguishing features
• be able to distinguish between wild and domestic animals (squirrel, hare, goat, cow ...)
• be able to distinguish birds by their appearance (for example, a woodpecker, a crow, a sparrow ...)
• have an idea about the seasonal signs of nature (for example, autumn - yellow and red leaves on the trees, withering grass, harvesting ...)
• know 1-2-3 indoor plants
• know the names of the 12 months of the year
• know the names of all the days of the week
• In addition, a child entering the first grade must know:
• in what country does he live, in what city, on what street, in what house
• full names of family members, have a general understanding of their various activities
• know the rules of conduct in public places and on the street.

From the age of six or from the age of seven, should a child be sent to grade 1?

It is impossible to answer this question unambiguously, since
take into account a number of factors that determine the readiness of the child for learning. It is on how the child is developed physically, mentally, mentally and personally, as well as what the state of health of the child, and will depend on what age he needs to start school. The whole complex of factors that determine the level of development of the child is important, at which the requirements of systematic education will not be excessive and will not lead to a violation of his health.

Recall that children who are not prepared for systematic education have a more difficult and longer period of adaptation (adaptation) to school, they have various learning difficulties much more often, among them there are much more underachievers, and not only in the first grade.

According to the sanitary and epidemiological rules SanPin 2.42.1178-02 “Hygienic requirements for the conditions of education in general educational institutions”, children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents on the basis of the conclusion of the psychological, medical and pedagogical commission (consultation) on the readiness of the child to learning.

A prerequisite for the admission to school of children of the seventh year of life is that they reach the age of at least six and a half years by September 1. The education of children under six and a half years of age by the beginning of the training goal is carried out in a kindergarten.

How to organize classes with a child at home and what is their duration?

To answer this question, it is necessary to clearly understand how a person assimilates information.

Various sense organs are involved in any activity: hearing, sight, touch, sometimes even smell and taste. Therefore, the more you use them all, the better and faster (and more fun) the memorization process will take place.

What the child himself does with his hands, he learns by 90%! Therefore, try to ensure that the child not only listens, but also tries to write an example on his own, glue circles, etc. even if it seems to him that nothing is clear.

70% of what we talk about is stored in memory. The child needs to pronounce information for you, and not silently listen to it. Discuss all the actions you are doing together. With leading questions, lead the child to the correct thought, but try to let him pronounce the final correct answer himself.

Only 20% of what a child hears - he remembers. Therefore, your explanations alone will not be enough.

30% of what a child sees - he learns. Therefore, show your imagination and creativity: sculpt from plasticine, stick, draw pictures that explain the material being studied.

The duration of daily homework for the development of cognitive abilities of first-graders (on the individual recommendation of the teacher) should not exceed 30 minutes.

Remember that for a child of 6-7 years old, the game is the main way to learn about the world around. Therefore, it is necessary to include game elements in the lessons.

What activities are useful for the child in the period of his preparation for school?

1) Development of small muscles of the hand:

• work with constructors of different types;
• work with scissors, plasticine;
• drawing in albums (pencils, paints).

2) Development of cognitive abilities (development of memory, attention, perception, thinking).

Psychologist's advice to parents of first-graders.

School... How many expectations, hopes, worries children, parents, teachers associate with this word.

Entering school is the beginning of a new stage in the life of a child, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers.

You have an Event - your child crossed the threshold of the school for the first time. How will he do at school, will he like being a student, how will his relationship with the teacher and classmates develop? These worries overcome all parents, even if the second, third or fifth child is already going to school.

This is natural, since every little person is unique, he has his own inner world, his own interests, his own abilities and opportunities. And the main task of parents together with teachers is to organize education in such a way that the child attends school with pleasure, learns about the world around him and, of course, studies well.

How should adults behave in order to achieve this? A "blooded" interest in success, in the school affairs of a small student is necessary. He should feel that it is very important and interesting for parents, grandparents to know what happened at school, what new things (in each subject separately) he learned today. It is advisable to maintain interest in learning by transferring the new knowledge of the child to everyday life (use the counting skill to count how many birds sat on a branch or how many red cars are at home, the reading skill is to read a sign or the name of a new book bought by mom).

And, of course, it is necessary to encourage every small and big achievement of your offspring. The fact is that especially at the age of 6-10 years, children are oriented to the reaction of adults. They are very sensitive to the praise or censure of their parents, teachers, they try to attract attention to themselves, to feel needed and loved (good). Therefore, for dads and moms, grandparents, this is a real lever to maintain and increase interest in school and learning.

In order for, in addition to the external attributes of school life (a portfolio, notebooks, textbooks, etc.), an internal feeling of transition to a new quality “student” to appear, it is necessary that adults treat entering school as a responsible, serious step for a child (“you are now a student, big boy, you have new, serious duties"). Of course, your child will continue to play with dolls and cars, but you need to give an orientation to “growing up”. And these are not only new responsibilities, but also new opportunities, more complex assignments and a certain independence. Control is necessary (the degree of its manifestation in the competence of each parent), but still try to give your first grader the opportunity to “grow up” in his attitude, to feel older.

Each individual must have their own space. If the child does not have his own room, you need to organize a workplace - a desk, where he will do his serious business - study. This is also good from the point of view of observing the rules of hygiene - the correct fit, which allows you to maintain your posture, the necessary lighting.

Please, dear parents, do not overdo your homework. Children aged 6-7 years should study for no more than half an hour, then you need to take a break of at least 15 minutes. Quantity does not always translate into quality! In addition, long-term writing of sticks and hooks can discourage study for a long time.

Remember, a child is a blank slate that we have to fill out. And the image of the future personality depends on how we do it.

What do parents need to remember?

1. Avoid excessive demands. Don't ask your child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still only learning to manage himself and organize his activities. Do not scare your child with difficulties and failures at school, bringing up unnecessary self-doubt in him

2. Give the child the right to make a mistake. Everyone makes mistakes from time to time, and the child is no exception. It is important that he is not afraid of mistakes, but learns from them. Otherwise, the child will form the belief that he can do nothing.

3. When helping a child complete a task, don't interfere with everything he does. Give him the opportunity to achieve the task on his own.

4. Teach your child to keep his belongings and school supplies in order.

The success of a child in school largely depends on how he knows how to organize his workplace. Prepare the child’s workplace in advance in the family: let him have his own desktop, his own pens, pencils and notebooks. Teach him to maintain order in his workplace, explain how best to achieve this during class.

5. A child's good manners are a mirror of family relationships.

“Thank you”, “Excuse me”, “Can I ...”, addressing an adult to “You”, should enter the speech of the child before school. Teach your child to be polite and calm in dealing with people (both adults and children).

6. Teach your child to be independent in everyday life and self-care skills.

The more a child can do on his own, the more mature and self-confident he will feel. Teach your child how to undress and hang up their own clothes, fasten buttons and zippers, tie shoelaces, eat carefully…

7. Don't miss the first learning difficulties. Pay attention to any difficulties, especially if the latter become systematic. All problems with learning, behavior and health are much easier to solve in himself! beginning (first grade). Don't close your eyes to problems, they won't go anywhere on their own anyway!

8. Today, one of the most common parenting mistakes is the desire to raise a child prodigy. Even before entering school, the child is taught most of the first grade curriculum and becomes uninterested in the classroom. Of course, parents want their child to study well and generally be the best. However, if your child is really a genius, then he will still prove himself. And overloading a child with classes can affect his health and desire to learn. Preparing a child for school should simply consist in his general development - the processes of attention, memory, thinking, perception, speech, motor skills. It is necessary to deal not with laying bare knowledge in the child, but with expanding his horizons and ideas about the world around him.

The main task of parents of a preschooler is to maintain interest in knowledge in general.

9. When reading books, be sure to discuss and retell what you read with your child; teach him to express his thoughts clearly. Then at school the child will not have problems with oral answers. When you ask him about something, do not be satisfied with the answer "yes" or "no", specify why he thinks so, help bring your thought to the end. Learn to consistently talk about past events and analyze them.

10. Be sure to follow the daily routine and walks! The health of your child depends on this, and hence his ability to better and easier to learn educational material! Health is the basis for the entire development of the child, this is the amount of his strength that he can spend without overstraining, and, therefore, without various consequences (restlessness, irritability, resentment, frequent colds, tearfulness, rudeness, headaches, etc. .). This is especially true for those children who, from birth, have increased nervous excitability, fatigue, or any neurological complications. In this case, the correct and clear regimen of the day becomes not only an organizing, but also a prophylactic against further weakening of the nervous system.

11. Do not forget that the child will continue to play for several more years (especially for 6-year-olds). Nothing wrong with that. On the contrary, the child also learns in the game. It’s better to play with him and learn some concepts in the process (for example: left - right).

12. Limit your child's TV and computer time to 1 hour a day. Parents mistakenly believe that spending time in front of the TV and at the computer is relaxation or unloading after a busy day. Unlike adults, both of these activities have an exciting effect on the fragile nervous system of the child, in turn, provoking increased fatigue, physical activity, overexcitation, irritability, etc.