In the first grade, classmates can be children with a difference in age of up to two years. One only turned six and a half, others went to eight preparatory classes. Parents themselves decide whether to send their child to school immediately after kindergarten or wait a year or two. There are three main parameters that indicate the degree of readiness of the child for school.
The child is motivated to learn
In addition to intellectual, physical, emotional and other development, there is also social development. In normal life situation up to a certain age the child is merged with the mother. Gradually, he begins to physically and socially move away from her. By the age of three, he is already aware of his desires and is able to clearly explain himself, which means that he is still starting a small, but own life. At this age, children are often sent to kindergarten, where they begin to develop connections that should reach a new level by the age of five or six.
The games of the child are also transformed. At first he plays alone, then with dolls, objects, figurines, which he performs social roles, and he directs them. As the child gets older, he or she begins to take on different roles. This is how mother-daughter games, doctor, salesman or pilot games appear, which eventually become group games and begin to include elements of responsibility. The child is already able to answer for something and follow the rules.
Ideally, by the age of seven, he should have “played enough” and be ready to act according to the rules to achieve the result that seems to him necessary. It is necessary that the child had at least the beginning of educational motivation for school. If it doesn't exist at all, you can't go to school.
The child is able to concentrate
He must be able to physically sit out the lesson, not just restraining his impulses, but keeping his attention on what is happening, even if it is not interesting. At least for half an hour. A child who does not have this ability has two options for behavior: either he begins to actively move, gets up or, conversely, crawls under the desk, bullies classmates, or “falls out”. Without interfering with anyone, such a child sits quietly at a desk and even creates the illusion that he is listening to a teacher. In reality, his thoughts are somewhere far away, and only repeated shouting of the teacher can attract his attention.
This type of human development is not accidentally called emotional-volitional. Our will is based on understanding ourselves, our emotions. When we are aware of what is happening to us, we can better determine what we need to do with ourselves in order to achieve the desired result. To develop the will of the child, it is necessary to develop his emotions. For this, games to distinguish between sensations are good - hot-cold, hard-easy, fun-sad.
The child has developed intelligence and motor skills
Any violations in this area are most easily noticed. Almost all tests and tasks for preschoolers are aimed at their identification. The results are easily recorded in quantitative terms: I remembered so many words, read or counted them in such and such a time. In fact, when determining the readiness of the child for school, only this is checked.
But even here, today's children are not all smooth sailing. Experts note too a large percentage first graders with psychophysical infantilism - a situation where a child, say, is seven years old, but looks and behaves like five. Its motor processes are underdeveloped. Age inappropriate eye-hand coordination is a vital thing for learning. This is the ability to write, keeping the letters even and proportionate, and to read, fixing the gaze on a certain line. If the child's brain has not yet grown up to this, he is simply physically unable to do what is required of him, or he can only do it under very high stress and for a short time.
There comes a time when any parent asks himself the question: “When should I send my child to school?” Undoubtedly, there are generally accepted standards, but each of us is individual. Children are all different, someone is able to easily assimilate school material at the age of 6 and study well, while someone will not be able to simply master the proposed program. Then how to determine the readiness of the child for school? This will be discussed in the article.
To answer this question, three aspects must be taken into account at once. They are in close relationship with each other.
Aspect #1
First of all, the physical is considered. It is established as a result of passing a special medical commission. All results must be recorded in the child's card. If at the moment he has any diseases, then admission to educational institution may be delayed
Aspect #2
Readiness of the child for school from an intellectual point of view. He should have developed attention, memory, perception and other important processes of brain activity. If this condition is not met, the child will be in a difficult situation, because the requirements for him will be based on the assumption that all students have an equal level of development. Various methods are used to evaluate this parameter. psychological techniques. They show how the child has developed speech, thinking, coordination, attention, upper limbs, And so on. Elementary math problems may be offered during the course. Tests are also possible that characterize his knowledge of the world around him and his willingness to act according to a certain algorithm.
To determine the level of intellectual maturity, the successfully completed tasks are counted. If this indicator is more than 80%, then this is an excellent result, the average degree is in the range from 55 to 80%, lower numbers are a low score.
Note that by the age of six to seven years, the child needs to know the following points:
Address of residence, hometown;
The name of your country and its capital;
Full name of parents, information about their place of work;
The sequence of the seasons, features;
Months and all days of the week;
Differences between domestic animals and wild ones;
He must navigate in his environment, space.
Aspect #3
The readiness of the child to study at school is also determined by personal motivation. He should have an interest in gaining knowledge, mastering new skills and abilities. This parameter is clarified during the conversation. Here it is determined how much the child strives to communicate with peers, the level of his independence, initiative and other features. The readiness of the child for school largely depends on the parents. Their role is to explain to their child why people go to study, what they get from it. The child should receive exclusively positive information about an object unknown to him - the school. It should be remembered that everything said by adults, he perceives literally.
School readiness is considered at the present stage of development of psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
Physiological readiness of the child for school.
This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully complete the educational program. Physiological readiness implies the development of fine motor skills (fingers), coordination of movement. The child must know in which hand and how to hold the pen. And also, when a child enters the first grade, he must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.
Psychological readiness of the child for school.
The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.
1. Intellectual readiness for school means:
By the first grade, the child should have a stock of certain knowledge (we will discuss them below);
He is supposed to navigate in space, that is, to know how to get to school and back, to the store, and so on;
The child should strive to acquire new knowledge, that is, he should be inquisitive;
The development of memory, speech, thinking should be age-appropriate.
2. Personal and social readiness implies the following:
The child must be sociable, that is, be able to communicate with peers and adults; aggression should not be shown in communication, and when quarreling with another child, he should be able to evaluate and look for a way out of a problem situation; the child must understand and recognize the authority of adults;
Tolerance; this means that the child must adequately respond to constructive comments from adults and peers;
Moral development, the child must understand what is good and what is bad;
The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately evaluate his work, admit his mistakes, if any.
3. The emotional-volitional readiness of the child for school involves:
Understanding by the child why he goes to school, the importance of learning;
Interest in learning and acquiring new knowledge;
The ability of the child to perform a task that he does not quite like, but this is required by the curriculum;
Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.
Cognitive readiness of the child for school.
This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six or seven years old know and be able to do?
1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects, pictures.
To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy human movements, and so on.
It is easy to play mindfulness games where quick reaction is required. For example, name a living creature, but discuss the rules before the game: if a child hears a pet, then he should clap his hands, if it is wild, tap his feet, if a bird, wave his arms.
2) Mathematics.
Numbers from 0 to 10.
Count up from 1 to 10 and count down from 10 to 1.
Arithmetic signs: "", "-", "=".
Dividing a circle, a square in half, four parts.
Orientation in space and on a sheet of paper: “to the right, to the left, above, below, above, below, behind, etc.
3) Memory.
Memorization of 10-12 pictures.
Telling rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling of the text from 4-5 sentences.
4) Thinking.
Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, armchair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events, so that first, and what - then.
Find inconsistencies in drawings, verses-fictions.
Putting together puzzles without the help of an adult.
Fold out of paper together with an adult, a simple object: a boat, a boat.
5) Fine motor skills.
It is correct to hold a pen, pencil, brush in your hand and adjust the force of their pressure when writing and drawing.
Color objects and hatch them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Run applications.
6) Speech.
Make sentences from several words, for example, cat, yard, go, sunbeam, play.
Understand and explain the meaning of proverbs.
Compose coherent story by picture and a series of pictures.
Expressively recite poems with the correct intonation.
Distinguish letters and sounds in words.
7) The world around.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.
Consultation for parents of the preparatory group.
First grade, or how to prepare a child for school.
Spring is a time of special troubles for the families of future first-graders. Soon to school.
Preparing for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from the youngest age. preschool age. And not only in special classes, but also in the independent activities of the children - in games, in work, in communication with adults and peers.
In kindergartens, children receive counting, reading skills, thinking, memory, attention, perseverance, curiosity, fine motor skills and others develop. important qualities. Children receive concepts of morality, love for work is instilled. Children who do not go to kindergarten, and do not receive appropriate preparation for school, can enroll in the "Why" circle at the Center for Children's Creativity.
Readiness for school is divided into physiological, psychological and cognitive. All types of readiness should be harmoniously combined in the child. If something is not developed or not fully developed, then it can serve as problems in schooling, communicating with peers, acquiring new knowledge, and so on.
We train the child's hand.
It is very important to develop the fine motor skills of the child, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle scissors, what can and cannot be done, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. For this you can draw geometric figures and ask the child to carefully cut them out, after which you can make an application out of them. This task is very popular with children, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Teach finger warm-ups with your child - in stores you can easily buy a book with finger warm-ups that are exciting and interesting for the baby. In addition, you can train the hand of a preschooler by drawing, hatching, tying shoelaces, stringing beads.
An important task for parents is to teach the child to bring the work begun to the end, whether it be work or drawing, it does not matter. This requires certain conditions: nothing should distract him. Much depends on how the children prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, pick up the appropriate sheet, etc. As a result, the child loses interest in the idea, wastes time, and even leaves the case unfinished.
The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.
From the moment your child crosses the threshold of school for the first time, a new stage of his life will begin. Try to start this stage with joy, and so that it continues throughout his schooling. The child should always feel your support, your strong shoulder, which you can lean on in difficult situations. Become a child's friend, adviser, wise mentor, and then your first grader in the future will turn into such a person, into such a person that you can be proud of.
My dear readers, hello! We have already discussed whether a child is worth it and came to the conclusion that each future first grader is individual. Someone at the age of 6 is ready to “nibble on the granite of science”, while someone even at their “five minutes to eight” regrets leaving the kindergarten.
The child is unlikely to help you with a hint whether to go to the first grade or not. How to determine the readiness of the child for school, only adults can know. Are there litmus papers that give the green light to sit at a school desk?
Lesson plan:
What can a psychologist test?
Repeating the material covered, let me remind you that for psychologists, the ability to read and write is not the most important thing in the life of a future first grader. When determining the level of readiness of a kindergartner to cross the school threshold "healers of children's souls":
- first of all, they are repelled by the persistent desire of the child;
- then they study the important stage of collectivization, that is, the ability to cooperate;
- analyze the third indicator on the acquisition of knowledge - the ability to live according to instructions, that is, to obey and fulfill other people's requirements.
To make sure that the baby really meets the listed psychological conditions to plunge into a new world for him, parents who care for their child often go to see a psychologist and there they find out “eye to eye” whether they are ready or not yet.
What does a psychologist do with a child? studies it inner world with the help of tests. Many people use the “maturity” test developed by the American Geraldine Cheney. She proposes to analyze the level of preparation in several blocks, consisting of questions on:
- knowledge;
- basic experience;
- language development;
- emotional development;
- hearing abilities;
- visual perception;
- attitude towards books.
Other psychologists prefer Kern-Jirasek orientation graphic testing. It consists of:
- drawing of a person (male figure);
- drawing - a copy of a phrase consisting of written letters;
- drawing - copies of a set of points.
This test has its own scoring system, and complements it with an intellectual questionnaire.
What can a teacher check?
There is a pedagogical diagnostic developed by scientists to help kindergarten teachers. It allows you to determine in a general sense whether the child is ready for school at the level of existing knowledge. These simple tests help to identify "holes".
Task 1 on the ability to orient on a plane and count
Likeness of D. Elkonin. Not a checkered piece of paper is painted over with black color one cell. The child is given pencils of red, blue, yellow and green flowers. He needs to find a black square and, as directed by the teacher, count a certain number of cells to the right-left-down-up and paint over with the specified color.
Task 2 for elementary addition-subtraction and understanding of the problem
It also requires a sheet in a cage. The simplest task is given according to the type “there are 3 cats and 2 dogs in the room”. You need to draw as many circles as there are animals in total. And then "1 cat and 1 dog left the room." You need to draw as many squares as there are animals left.
Task 3 to test the development of speech
Teachers check:
- , the ability to determine the place of sound in a word (at the beginning - middle - at the end) and the ability to highlight the necessary intonation;
- skills in making sentences of 3-5 words and determining their order (1st, 2nd, last);
- the ability to combine concepts, for example, “tomato, cucumber and pumpkin are vegetables”;
- the ability to compose stories from pictures.
Task 4 for memorization
IN this case checked:
- the ability to read and know the author who wrote them;
- storytelling skills.
Task 5 for basic math skills with numbers
Teachers check the future first grader:
- knows the numbers from 0 to 9;
- can count up to 10 back and forth;
- can name the previous and subsequent numbers;
- whether you are familiar with the signs "+" and "-";
- can compare more-less;
- determines whether geometric shapes (square, triangle, circle).
Task 6 on knowledge of the world around
Such tests suggest that the child should know:
- the appearance of common plants (spruce, birch, chamomile, bell and others);
- differences between wild and domestic animals, the main features appearance birds and other living creatures, their differences, for example, crows from woodpeckers;
- signs of the seasons of nature, for example, what to eat in autumn and what in winter;
- names of all months;
- names of all days of the week.
Among other things, teachers will definitely ask a potential first-grader for the name of the country, city and street where he lives, the number of the house and apartment, full names moms, dads, grandparents, their occupations.
What can a pediatrician and dentist check?
Yes, don't be surprised. A lot of questions and discussions about whether the child is ready for school lead precisely to the pediatrician and dentist. Physicians also contribute and distinguish between passport and biological age. With a passport, everything is clear - count how many years, months, days from the moment of birth. And how to determine the biological age suitable for school?
Let's say right away that in medicine, for many, the passport and biological age do not coincide, the latter can be late with an interval of up to 1.5 years. What does it mean? This means that it is better to see the school desk out when there is a psycho-physiological readiness of the child's body for this.
To determine the biological age, the Philippine test is used, which is based on a half-height growth spurt - a significant increase in the length of children's arms and legs. Ask your preschooler to reach over the top of their head with their right hand to the lobe of their left ear. If he does this without difficulty, then we can say that he is ready for school.
“How does school maturity depend on this?!” - you will be surprised. Doctors explain simply: the Philippine test shows not only the development of the child's skeleton, but also how mature the nervous system is and how ready the child's brain is to perceive and process information. Pediatricians believe that rushing to send a child to school before this very jump has taken place, which helps working capacity, means dooming him to failures in his studies.
An increase in the ability to direct all the forces of the body no longer to physical development, but to study can be judged by the teeth. When dentists fix your child, this is a favorable sign to add mental development to physiological development. In the Middle Ages, in China and Japan, this was how a child “entered the mind” was defined, already capable of answering before the law.
What can a parent check?
I propose to draw up two columns “for” and “against”, or “+” and “-” on a piece of paper in order to fill them in with the testing.
Well, gradually pluses and minuses fell on your leaflet, it remains only to calculate them, if there are still doubts, confirm yourself at a psychologist’s appointment and make a final decision.
Share how you managed to cope with these tests and are you ready to build a portfolio?
Good luck getting ready for school!
Your "School" :)
Does the child need kindergarten? If so, at what age is it time to send the baby to kindergarten? How to minimize possible problems And how to prepare the baby for the upcoming changes? These and many other similar questions are of concern to almost all parents who are thinking about the need to send their child to kindergarten. But, trying to solve the problems that have arisen with the help of friends, acquaintances and relatives, young parents become even more confused. Friends with experience say that the sooner the child goes to kindergarten, the better. Grandparents, on the contrary, categorically protest and advise not to send the baby to kindergarten at all in order to avoid bad influence. Who to listen to in this difficult situation? Of course, experts.
Most child psychologists agree that a child needs a kindergarten as much as a school. But to the question, when is it time to send the child to kindergarten, there is no definite answer. Some children at the age of two easily join the garden team, do not cry when parting with their mother and miss kindergarten on holidays and weekends. Others, on the contrary, are filled with tears every morning, and they have to literally words to tear from mom. It all depends on the nature and temperament of the child. To determine at what age it is time for a child to go to kindergarten, you can only carefully observe him. Child psychologists distinguish two types of readiness for kindergarten: readiness for temperament and readiness for character. And by combining these two readinesses, parents can determine the approximate age at which their child will “ripen” to kindergarten and most painlessly survive adaptation.
Readiness N1. Focus on temperament
Every child from the first days of life has an individual natural temperament, which is almost impossible to change. The innate temperament of a person is visible in everything: in the speed of his thinking, the pace of speech, in facial expressions, mobility, manner of communication, etc. Temperament is determined by the speed and strength of the reaction nervous system to various kinds of irritants: to the intonation of the mother, wet diapers, hunger, pain in the stomach, one's own desires, etc. Subsequently, one of these irritants is the children's team, so the need for a children's team is determined, first of all, by the child's temperament. As you know, there are four most common types of temperament: melancholic, phlegmatic, choleric and sanguine. Let's look at each of these types.
melancholic child
The melancholic child is withdrawn, indecisive and very hypochondriac. He rarely expresses pleasant emotions. This child is a born pessimist and is constantly dissatisfied with something. Often whines, whimpers or screams at the top of his voice. He constantly demands attention to his person and shows displeasure if his parents ask him to play on his own. The melancholic child does not like any innovation. A change in the daily routine, the appearance of new faces in his environment and even new food, he perceives with caution. He needs time to get used to the changes and accept them for granted. He hardly learns new information and gets tired quickly.
The time has come. A melancholic does not need a children's team. He feels quite comfortable at home surrounded by adults who are ready to satisfy all of him. Therefore, the later such a child goes to kindergarten, the better. If possible, it is desirable to send such a child to kindergarten not earlier than 5-6 years. But in general, avoiding kindergarten and staying at home before school is not worth it. It is desirable that a melancholic child before school gain experience in communicating with peers and caregivers (not counting on a mother who is always there).
Possible problems. In the mornings, he will arrange real concerts for you. A melancholic usually starts protesting against going to kindergarten in the evening. And when you can finally escape from his tenacious embrace, he can "revenge" the teachers and other children for the fact that the mother nevertheless insisted on her own and went to work. The melancholic will refuse to fall asleep and interfere with other kids in a quiet hour.
Behavior tactics. A melancholic cannot be ordered and forced to lead him to the kindergarten. Any categorical appeals and negative assessments provoke already sluggish actions on his part. With such a baby, it is necessary to discuss upcoming events, focusing on the positive aspects. Your task is to interest the child in the upcoming changes. Tell your child how interesting it is to go to kindergarten. In extreme cases, you can conclude a peace treaty with a melancholic: “You don’t cry in the morning and go to kindergarten, and on the weekend we will go for a ride on the carousel” (any options are possible depending on the preferences of the baby).
Phlegmatic child
With such a child, parents usually do not know the problems. He sleeps a lot, knows how to play alone, rarely throws tantrums to his parents and practically does not require attention. A phlegmatic child is always reserved and reasonable. He rarely shows curiosity and initiative. It looks like he is going with the flow. The phlegmatic loves quiet games and always tries to stay in the background. He adapts to kindergarten for a long time, but does not openly express his emotions.
The time has come. Phlegmatic does not care where to be - in a kindergarten or at home, but adaptation to kindergarten for him most painlessly passes in 2-3 years. At this age, the children's team has not yet formed and it will be easier for phlegmatic people to fit into a new circle of friends.
Possible problems. Adapting to kindergarten, a phlegmatic child is immersed in himself. He avoids communication with peers, and does not make contact with the teacher. He can sit all day alone in a corner or near a window. He rarely cries in the morning when his mother leaves and does not show much joy when he is taken home. But at the same time, the garden for a long time remains a strange place for him, and not a “second home”. A phlegmatic child can endure the whole day in the toilet or "walk" in his pants. Although he has long been able to use the potty and the toilet. Thus, he demonstrates that the kindergarten is a foreign territory for him.
Behavior tactics. Educators rarely complain about such children. Phlegmatic does not cry and does not act up. But he, no less than other kids, needs attention. He needs the presence of something close and familiar. Bring a piece of home to the garden. If possible, buy for the garden the same potty or toilet seat as at home, nice bedding and pajamas. Then it will be easier for the phlegmatic to get used to the new environment.
Choleric child
You can't call this child calm. He is easily excited and cannot calm down for a long time. Choleric prefers noisy games, pampering and constantly needs spectators. From early childhood, he knows how to work for the public. Choleric often provokes conflict situations with peers and educators. He easily gets used to new faces and new surroundings. But all unforeseen situations are perceived with hostility. He quickly grasps new information and just as quickly forgets it.
The time has come. The need for a children's team in a choleric person appears at 3-4 years. By the way, for him, this is the optimal age for getting used to kindergarten. At this age, the child is already familiar with certain norms of behavior and he has a deterrent. At 3-4 years old, it will be easiest for a choleric person to learn to be responsible for their actions and harmoniously fit into the children's team.
Possible problems. Adapting to kindergarten, the choleric will be even more active and cocky - in this way he tries to relieve nervous excitement and get used to being separated from his mother. Therefore, the main problems will arise for educators and other children. He will tire the teachers, and act as the initiator of all children's pranks.
Behavior tactics. Do not scold the child for cockiness and pugnacity. He himself understands that he is behaving incorrectly, but he cannot help himself. The task of parents and educators is to direct his overflowing energy into a peaceful direction.
sanguine child
This is the most "suitable" temperament for kindergarten. He is incredibly curious and constantly needs new experiences. A sanguine child shows great interest in everything that surrounds him. He perfectly converges with peers, quickly adapts to an unfamiliar place and instantly learns new information. His lively speech is replete with words in superlatives and accompanied by impulsive gestures. A sanguine child is not vindictive - he quickly forgives and forgets the offense. Sanguine people are born leaders and ringleaders. However, carried away by some business, the baby cannot correctly calculate the strength, quickly gets tired and often changes boring activities.
The time has come. As soon as a sanguine child notices that there are children around, he immediately needs to communicate with them. Sanguine people have an innate readiness for kindergarten. Therefore, the sooner you give such a child to the team, the better for everyone.
Possible problems. At first, a sanguine person will be happy to go to kindergarten. But he quickly gets tired of the monotony. And if in the garden the children are left to themselves, then the sanguine person will quickly get enough and demand new experiences. And as soon as he gets bored of going to kindergarten, he will definitely show you his displeasure.
Behavior tactics. Choose a kindergarten where children are maximally loaded with a variety of activities. Sculpting, drawing, music, dancing, physical education, your baby will benefit. A sanguine child will be happy to go to kindergarten only if he is interested there.
Readiness N2. Character matters
As you know, every child is born with its own character. Depending on how the child acquires new knowledge and assimilates information, four types of character are distinguished: spectator, listener, speaker and doer. For each of the types below, kindergarten readiness occurs at different time. In addition, depending on which type of perception prevails in a child, specific problems of adaptation to kindergarten may appear.
child spectator
His main channel of perception is vision. He enjoys looking at books, pictures, likes to watch TV. Not a single detail escapes the attention of the viewer. At the same time, he quickly gets tired of the monotony. He needs a constant change of frames and new visual impressions. During the walk, he can go around several playgrounds, and play only a few minutes on each. The child-spectator often "does not hear" the questions addressed to him, if they are not supported by visual impressions. The viewer is not afraid of new faces, but at the same time does not make contact with strangers. He can carefully examine someone else's aunt. And as soon as she notices him and asks a simple question, she hides behind her mother, becomes embarrassed or mutters something quietly under her breath.
The time has come. Interest in the children's team of the viewer appears in 3-4 years. But his adaptation to the garden goes most smoothly at 2 years. The older the child becomes, the more difficult it will be for him to overcome embarrassment, fitting into the new team.
Possible problems. The viewer is frightened when the attention of others is riveted to him. He will peer into the group with curiosity. But at the same time he is afraid to open the door wide and go in there. Children of this type often ask their mother not to leave for a longer time and sit with him.
Behavior tactics. Ask the teacher not to embarrass the child with her questions and not draw the attention of other children to him. He needs time to get used to new faces and carefully consider everything around. Bring the child in first so that he has time to look around before the other children arrive. If possible, leave the group for the first time when all the kids are already there. In the presence of the mother, it will be easier for the child to get used to new faces and overcome embarrassment.
child listener
He absorbs information through listening. In early childhood, the listener prefers musical toys, loves to listen to fairy tales and songs. Children of this type begin to speak somewhat later than their peers. The listener, like a sponge, absorbs new information and is silent, and then surprises adults with the correct speech. He has an extensive vocabulary and a good memory for names and facts. Asking questions, this child always listens to the answer to the end. At the same time, he is not satisfied with short answers, such as "Yes-No."
The time has come. It is desirable to give the listener to kindergarten at the age of 5-6. At this age, he is already interested in listening not only to adults, but also to peers. At an earlier age, the listener does not need a children's team and it will be most difficult for him to survive separation from his parents.
Possible problems. The listener child needs to be constantly talked to and explained to him everything that happens around him. At the same time, he hesitates to approach strangers(teacher, nanny) with questions and quietly waits until he is noticed. As a result, he can spend the whole day waiting.
Behavior tactics. Teach your child to listen not only to adults, but also to children. To do this, in the evenings, ask him what other kids said. Usually at first, children ignore each other and listen only to the words of adults. But realizing that peers are much more interesting storytellers than adults, the listener will be happy to go to kindergarten.
child speaker
The speaker learns the world through communication. This kid is always talking. Sometimes it seems to parents that he does not stop talking at all for a second. In this case, the baby will not mumble something under his breath. As a true orator, he needs listeners, whom he will definitely find. He easily makes contact with everyone around. The speaker is rarely embarrassed when answering questions from adults. This child, for any reason, has his own point of view, which he will definitely tell everyone around.
The time has come. The speaker needs a children's team at about 3-4 years old. It is at this age that children begin to communicate with each other. And the speaker easily attracts the attention of peers.
Possible problems. It is hard for the speaker to remain silent, and at first in the kindergarten he has no one to talk to. The teacher does not have time to listen to his stories, and the other kids are completely absorbed in their emotions.
Behavior tactics. Every evening, ask the speaker what he did in kindergarten. Don't interrupt him. If the child has been silent all day, he needs to throw out the accumulated verbal flow. The child should feel that the parents are really interested in hearing a detailed account of the events of the past day. If the child knows that in the evening he will find grateful listeners in the face of mom and dad, then it will be easier for him to survive separation. And ask the teacher to actively involve the speaker in the preparation and participation in all kinds of holidays.
child doer
He is busy all the time. The child doer cannot sit quietly and watch something. He needs to be an active participant in what is happening. Children of this type move a lot, and actively gesticulate during a conversation. Doers often overtake peers in physical development. But at the same time they lag behind in those areas where perseverance and patience are required.
The time has come. From birth, a worker needs a team of like-minded people. At 1.5-2 years old, it is time for such a child to attend kindergarten.
Possible problems. An active child usually goes to kindergarten with pleasure, but after a while his excitement may disappear. And when other kids are already adapting and stop crying in the morning, the leader categorically refuses to go to kindergarten and throws tantrums. Most likely, the fact is that he gets bored. He does not know what else to do in kindergarten: he has already outplayed all the toys.
Behavior tactics. Children of this type adapt to new conditions mainly through direct participation and active actions. Doers require a calm environment and the possibility of movement. Ask the teacher to regularly give the child "responsible" assignments. Let the baby help her arrange toys, make cribs or clear the table.
Comment on the article "How to determine the readiness of a child for kindergarten"
Good afternoon. I am currently 10 years old, I would like to ask questions and give advice. I have a sister, 10.5 months old, you still don’t really understand what it is, but, in my opinion, this is a sanguine person, an activist. I have already filled up the whole closet with a variety of developing (home-made (I love handmade)) things. I can't wait to apply them. In general, I understand children very well. To begin with, questions. I don't want answers from the author of the article, I want other commentators to explain this to me.
1.how to act if (and this is already manifested) the child does not perceive me as someone who is older and smarter than herself, and listens to her parents. I tell her to wash your hands. And she runs to her mother and asks: do I need to wash my hands now?
And a dead end. at this rate, she will completely ignore me.
2.how to act if the child does not want to understand. All your advice would have worked if she hadn't run away.
I am very proud of her. She is not my mother's or father's copy. She is my copy. And she does not understand this. Tell me, will this go away with age, or do I need to do something?
And now, FAQ and the mistakes we all make:
1.punishment. Understand that a child should have a choice. If you generally think that punishment is normal and right, at least punish as I will say now:
1) in no case do not put the child before the fact. Say something like
What punishment did you deserve?
Or:
- understand, I do not wish you harm, and I will try not to test you ahead of time, life will do it for me.
Play along with the child, translate the punishment into a joke:
-how your life is not fair! they took the last thing from the poor child - iPhone 46! Woe-woe to you! What horror befell you!
Etc.
never deprive a child of something too expensive for him, money, a walk, a birthday, a trip to a water park, buying a new doll or car in New Year etc.
2) punish in the tone of faults.
If the child ate more sweets than was possible, take away the sweets,
wrote a vibe to a friend, or a thing that called him, punish him by phone,
It is practically impossible to put in a corner, after which there will be an answer when possible, but this punishment is applied with the frequent repetition of some kind of trifle.
For not doing housework - army day, that is, the child cannot rest. It always has a job before sleep, it can also not be used in all cases.
It is categorically FORBIDDEN to punish for grades, as well as physical punishment.
3) at what age and how should the above punishments be applied:
If the child has not reached the age of five, army day cannot be applied.
When you put your child in a corner, make this playtime as boring as possible. IN NO EVENT, if this comes to someone's mind, do not put the child on peas. Let him drink water beforehand and go about his business. Do not contact him, and forbid contact with yourself. No need to escort him (her) to the corner with the phrases:
- think about your behavior
Or:
- how do you understand that you did not do it right, tell
4) discuss how to calm yourself, and calm down your child, his behavior, as with an adult. Without breaking the punishment, cheer him on for good behavior for a while. Watch a family movie...
2. preparation for kindergarten.
1) a week or two before the kindergarten, go to the playgrounds, help the child communicate with peers, prepare the child. Do not miss the chance to introduce your child to an aunt who walks her child. Invite relatives of different ages and genders, keep the child in contact with them. Do not interfere with the child, if he wants to, leave, just postpone the kindergarten for another couple of months
2) equipment
Play the game, pioneers. Give your child a backpack and invite him to get ready, go on a hike to the kindergarten, or discover new lands of the kindergarten. When the child is done, check everything. Before posting or putting something, be sure to make sure that the child agrees. If you think that something must be there or not be there, explain everything to the child. Unbeknownst to the child, buy his favorite candy, and slip it discreetly into the baby's backpack, next to the thing that he will definitely get almost immediately after you leave. Wrap the candy in a note (if the child can't read yet, draw):
Eat if you feel sad, cry, or freeze. This is a magical candy. She will remind you of home and toys.
And the candy itself, so that the child would believe that it is magical, wrap it in an ordinary foil, or a golden tea package. This will not only calm the child, but also help you to know how he felt.
yourself a child. If the candy is whole, everything is fine. Just don't forget to make sure if he's really bored, or if he wants something sweet;):);):);).
3) but there is a serious problem. You did everything from what I suggested, and without any whims, the calm child went to kindergarten. In the evening they came to pick him up, thinking what an ideal baby you have, come in, and the teacher, with your ear, screams, take this demon !!!,. When she calmed down and told you everything, and you stand motionless in shock, and slowly retreat to the door, dragging the child along with you. I'll tell you what it's about. Your child had a fight with a classmate, pulled Nastya's pigtails, tore a book, was rude to the teacher, broke a bowl of soup, hit the nanny, jumped on the beds during a quiet hour, and all this in one day !!! how to avoid this?
1) divert the attention of the child. Ask the teacher to allow the child to arrange his own corner. Take along a homemade blanket, a dozen small toys, and build a place for your baby. Ask the teacher to make sure that other children do not violate the personal space of your child.
2) promise the child a prize for good behavior in kindergarten (everything is clear)
3) secretly observe the child for one day without the knowledge of the child. In a critical case, you can immediately pacify and pick up your child. Yes, and make sure that the teacher is not lying.
3. learning to count.
1) every day, one elf is settled in a piece of paper. their Mom or dad (depending on the gender of the baby) must teach every day new figure to know how many children he has. (if the child has some kind of costume, then you can replace the elves with gnomes, frogs, bees, etc. (depending on the costume))
2) do not teach the child to count on his fingers. Cubes, sticks can always be taken away from him, but fingers are not.
3) do not waste time, count steps, steps, spoons of soup, etc.
I still have a lot of tips, but I wrote this for more than two hours, now it's 22:23, so I ask you to excuse me, like some other time. This email is not real, I'm afraid to give out mine, so just answer the dark in the comments. And my real name is Dasha. Thanks for your reply in advance. Goodbye, and good night!