Adaptation lesson with first-graders “Hello school. Collection of recommendations of a teacher-psychologist Adaptation

Adaptation of the child to schoolis a rather lengthy process. Not a day, not a week is required for a little student to get used to the school for real. the main role in creating a favorable psychological climate in the classroom, of course, belongs to the class teacher. He needs to constantly work on leveling up.learning motivationto baby xtired of going to school, was the desire to acquire knowledge. The class teacher must create for the childsituations of success in the classroom, during recess, in extracurricular activities, in communication with classmates.

Most effective prevention maladaptation isgroup work with children. It can be carried out by both a school psychologist and a class teacher. This work is carried out in the form of group adaptation classes at the beginning school year outside school hours 1-2 times a week.

Such activities will help create the conditions forfavorable adaptation of the childat school, by creating a positive microclimate in the student environment, a friendly atmosphere, emotional comfort, will assist in establishing interpersonal relationships between children based on respect, empathy, acceptance and trust in each other, will help improve interaction, develop group cohesion. Children will be taught the rules of school life, and the class teacher will be introduced to personality traits guys.

Feature of adaptation classesin that they are always carried out with emotional positive attitude. They should be pleasant and interesting for children. In the classroom, games and creative tasks are widely used, as well as exercises. psychological nature. Great importance has a discussion with the children of completed tasks, generalization of the results, placement of collective and individual work in the classroom in order to express the personal significance of each child.

It is better if the children will be in the adaptation classes sit in a circle . This will allow each of them to see each other's eyes, and not the backs of their heads.

At the beginning of classes, be sure greetings . The class teacher asks the guys to smile at each other: the neighbor on the right, the neighbor on the left. Then greet him affectionately, shake hands. The next task will be a request to call each other affectionately (for example: "Hello, Lenochka") and affectionately answer ("Hello, Borenka").

First lesson

It is advisable to dedicate the first lesson with first-gradersgetting to know each other guys. After the greeting, everyone will say their name. But it's hard to remember everyone this way. Therefore, the class teacher can use the following technique: ask those guys whose name is Natasha (Lena, etc., with all the names) to go to the board first.

Children with the same name receive paper flowers of the same color. When all the flowers have been handed out, the class teacher asks the children named Natasha to raise the flowers, etc. You can invite the children to spin to the music to the “Waltz of the Flowers”, and at the end of the lesson, make a clearing on a sheet of green drawing paper. Each child in turn is invited to find a place in the clearing and stick their own flower on their own. The class teacher draws the attention of the children to what a wonderful meadow turned out, what a big class, and each student has a place in it.

At the end of the lesson, you need to ask the students if they liked the lesson, what specifically they liked, whether they want to conduct such classes in the future.

Second lesson

The second lesson can be devoted to teaching children compliment each other. After the traditional greeting, the class teacher asks the children to compliment each other (for example: "Helen, you have beautiful bows today"). As a rule, this task causes laughter and confusion. Therefore, children must be taught to compliment.

The class teacher asks the guys about who is pleased to hear kind words addressed to them? As a rule, everyone answers in the affirmative. Then the class teacher says that she has a Katya doll who loves to receive compliments. Each child is invited to give the doll a compliment. The teacher on behalf of the doll comments on the compliments, praises the guys for the most successful ones. After working with the doll, the class teacher offers to playgame "Compliments".

Game "Compliments"

Compliments game. Children sit in a circle. Starts to speaka compliment to a childclassroom teacher. The child who received the compliment says a compliment to his neighbor, and so on in a chain. The last child in the circle compliments the class teacher. At the end of the game - a discussion of the results. Each child talks about how he felt when he heard a compliment addressed to him and when he complimented a neighbor. Did he enjoy listening and giving compliments?

The class teacher notices that after the compliments in the class it became brighter, and to make it completely light, he suggests drawing a sun for each child. Painted suns, at the request of the children, are placed in the classroom to warm and remind them of compliments.

Third lesson

The third lesson can be devotedthe formation of observation and empathyin relation to each other. After the traditional greeting, the class teacher invites the children to sit in a circle and playgame "What are we like".

Game "What are we like"

The game "What are we like." The class teacher starts the game: he invites one of the guys to the circle by his resemblance to himself. For example: "Katya, please come out to me, because we have the same color shoes." Katya enters the circle and invites one of the participants to leave in the same way.

The game continues until all the members of the group are in the circle. The game can be repeated several times. After the game, the class teacher says that all people are different, but all people have something the same (lists what are the same traits appearance, elements of clothing were named). At the end of the lesson, each child is invited to draw their own self-portrait and place self-portraits on a stand prepared in advance. The result of the lesson is that we are all different, but we have something in common and we feel good together.

Fourth session

The fourth lesson can be devotedself-esteem. After the traditional greeting,applause game.

Game "Applause"

Applause game. The guys sit in a circle. The class teacher asks those who have a certain skill or quality to stand up (for example, stand up those who can draw, read, count, swim, like to watch children's films, etc.). The rest of the participants applaud those who stood up. After the game "Applause", the class teacher invites each of the guys to tell a little about themselves, about what they do in their free time, what they can do well, for which adults praise him. Each speaker is applauded. This story can be carried out not on behalf of the child, but on behalf of any of his things.

Game "What does my thing know about me"

Game "What does my thing know about me". One of the children, following the example of the class teacher, takes any object of his own (pen, pencil case, notebook, jacket, etc.) and begins to talk about himself on behalf of this object. For example: "I am Serezha's pen. He picks me up when he writes something. He tries very hard to write beautifully," etc. At the end of the lesson, the class teacher sums up what capable children are in the class.

Fifth lesson

The fifth lesson can be devoted to continuingdating first graders. After the traditional greeting, the teacher invites the children to remember their favorite games. After the discussion, the class teacher invites the children to draw their favorite game or toy. You can draw the process of the game. At the end of the drawing, the class teacher notes how many good drawings turned out.

Asks each of the children to tell about their drawing (their game, toy). After each story, the class teacher asks who else from the class drew a picture about this game (toy). Based on the results of the discussion, summarizes the interests of children, concludes how much interesting games and toys the guys have, how many common interests and how good it is to play together.

The final lesson is aimed atformation of interaction skills, development creativity first graders. As a warm-up game "Smile" with a toy, such as a dog.

Game "Smile"

The class teacher passes the dog to the child and smiles, the child passes the dog to his neighbor and smiles, etc., until the dog returns to the class teacher. The teacher then proceeds to the main part of the lesson.

Game "Enchanted tree"

Class teacher (addressing the children who are sitting in a circle): Do you want to take a trip to a magical land? Then we stand in a circle. This is a time machine. In order to get to the magical land, we take 3 steps to the right in a circle. Here we are in a magical land. Growing in this country beautiful tree. It was a wish tree. (A piece of drawing paper is attached to the easel, on which a tree without leaves is drawn.)

The tree fulfilled only good wishes. One day an evil wizard came to this country. He made an evil wish, and the tree did not fulfill it. Then the magician got angry and bewitched the tree of desires. Let's try to break it down, shall we? And the tree itself will help us in this. It asks us for something, and these requests are written on the leaves. (The leaves were prepared by the class teacher in advance, each sheet contains a task that the guys must complete.) Let's read them. (The class teacher reads the tasks.)

Exercise 1. The evil wizard is always in a bad mood, his face is always angry, displeased. If you look at the face of this wizard, then immediately no one wants to be friends with him. Why? The tree asks you to draw for the wizard the faces of guys with whom you yourself would like to be friends. Maybe the magician will look at these drawings, become kinder, change his expression, want to have friends, and everyone will want to be friends with him? (The children begin to draw. The class teacher helps the children stick the finished drawings next to the tree.) How do you think the magician will feel when he sees your drawings?

Task 2. The evil wizard has no and never had friends. Why? The wizard does not know what a real friend should be. The tree asks you to write a letter to the wizard and tell him what a real friend should be like. Let's think about how we can continue the following unfinished sentences:

A true friend is a person who...

Together with a friend I would like...

Friendship gets in the way...

I appreciate in a friend...

I like it when a friend...

Friendship helps... (After the discussion, the class teacher asks the guys questions.)

Do you have real friends?

Can each of you be a true friend?

Task 3. To the evil wizard no one ever said kind words. Why? Do you ever say kind words to each other? Let's play the game "Compliments" (with a ball). (The guys and the class teacher sit in a circle. The class teacher starts the game. He gives the ball to the child sitting next to him and says a compliment. The child who received the ball compliments the neighbor and passes the ball, etc., until the ball returns to the class teacher .)

Task 4. Do you remember that in the country of Joy, the Sun, Happiness and Kindness, not a simple tree grows, but a tree of desires. What is missing from the tree? Leaves. The tree asks you to wish something good for your friends. And with every wish, a new leaf will grow on the tree. Draw a leaf, make a wish and glue it to the tree.

In the final part of the lesson, the class teacher tells the children that the journey is over, offers to stand in a circle, form a time machine, take 3 steps to the left and end up in the classroom.

TEACHER-PSYCHOLOGIST: BUNAKOVA ANNA YURIEVNA Ozery
ADAPTATION OF EARLY CHILDREN TO KINDERGARTEN

PURPOSE: assistance in building relationships between children, parents and kindergarten staff (teachers).
(it is important to build a relationship that will create a feeling of comfort, confidence, mutual respect, mutual assistance, the ability to solve problems as they arise).

TASKS:
1. Forecast of the probable degree of adaptation of the child (by the number of points of psychological and pedagogical parameters for determining the readiness of the child to enter the preschool educational institution).
2. Acquaintance with the scheme for introducing a child to a preschool group (filling out an application, an acquaintance questionnaire, a readiness questionnaire, determining the child’s NPR by a psychologist, issuing a referral (passing doctors), forecasting the degree of adaptation, familiarizing teachers with the results of questionnaires, forecasting adaptation).
3. Consulting parents (acquaintance with parents and the child, questionnaires, diagnosis of the child's mental disorder).
4. Consultation of preschool staff (teachers), familiarization with the forecast of the degree of adaptation, questionnaires, adaptation sheet, games for children early age etc. to coordinate the work of the entire kindergarten team for the adaptation of newly enrolled children in kindergarten.

PLAN
1.Introduction.
2. Greeting.
3. Relaxation exercise "Group drawing".
4. Mini-test "Adaptation of young children to kindergarten."
5. The game "Naughty balls."
6. Acquaintance with the scheme of introducing a child to a group of preschool children.
7. Game "Find 3 differences."
8.On the use of observation methods.
9. The role of fun games in the development of a young child.
10. Discussion.

MATERIALS AND EQUIPMENT
1. Large chairs and small tables.
2. Forms of documents: application, dating profile, readiness questionnaire, CPD, contract, adaptation sheet.
2. Sheets of paper for each and colored pencils.
3. "Chamomile" with questions and answers on the adaptation of young children.
4.10 balloons.
5. Cassette with music by A. Khachaturian "Saber Dance" from the ballet "Gayane".
6.Various attributes and accessories: scarf, scarf, beads, ribbons, brooches, etc.
7. Items brought for display d / s.

1. INTRODUCTION:
TEACHERS: enter the hall, sit on large chairs at small tables in a circle.
(remember 10 rules)
PSYCHOLOGIST: Hello! The topic of today's lesson is “Adaptation of young children to kindergarten.
-That's all behind: and family councils with a heated discussion of when the child should go to kindergarten, and whether he should go there at all, the choice of kindergarten, the collection of documents, the passage of doctors.
Finally the child is arranged.
Parents in anticipation of a new life, new opportunities. After the stress experienced, I really want to believe that all the difficulties are behind us.
If only it were so! It often happens that for many parents there comes a time of disappointment: children's tears, whims, refusals to go to preschool, endless illnesses, unspoken claims and resentments against educators.
Is it possible to avoid these unpleasant experiences? How can you help your family deal with the new situation? What is the responsibility of the kindergarten team, and what are the parents responsible for?
The model of interaction between children and the family and its results will arise in the case of organizing a soft, taking into account the possibilities of the family, the transfer of the baby from home to public education.
Let's start our lesson with a greeting.

2.GREETINGS (creating a positive emotional mood of the participants, increasing efficiency, strengthening the motivation of each participant, cohesion).
PSYCHOLOGIST: - Divide into threes (twos, depending on the number of people). After a few minutes of discussion among yourselves, you should chorus or demonstrate a short greeting that you have come up with. It can consist of just one phrase or one gesture. Is the assignment clear? Let's do it!
(teachers do the task)
- What did you feel after completing this task? (teachers answer).

3. RELAXATION EXERCISE "GROUP DRAWING" (to reduce emotional stress)
PSYCHOLOGIST: - For the next exercise, mark a piece of paper with your icon. Start drawing with colored pencils what you want. At my signal, everyone should transfer the started drawings to the neighbors on the left and receive drawings from the neighbors on the right. After that, everyone continues the already begun drawing, as if it were his own, making any changes to it. At the next signal, the drawings are again transferred to the left, others are received on the right and continue to draw. This continues until the drawing that you started returns to each of you.
While drawing, try to be aware of the feelings that arise when you see what changes the drawing you started has undergone. Everyone is free to leave or change what others have completed. Then we will discuss your impressions and reactions. Is the assignment clear? Do it!
(teachers complete the task, and then there is a discussion)

4. MINI-TEST "ADAPTATION OF EARLY CHILDREN TO KINDERGARTEN" (according to the type of "American testing" in the form of questions with answer options on "chamomile").

PSYCHOLOGIST: - In the next task, you will pull out one petal from the "chamomile" to read the question and choose from the proposed answers the correct one at your discretion.
(teachers complete the task; tell them the sources where the information on this topic came from, listen to the teachers, what literature they use)

5. GAME "Naughty BALLS" (relieving emotional stress, contributing to the further cohesion of the group)
PSYCHOLOGIST: - Divide into 2 teams, stand in a circle, hold hands. I will give you 1 ball. Your task: by any means, but without disengaging your hands, keep the balls in the air for as long as possible. You can blow on the balls, throw them with your head, shoulder, etc. The team that can hold the balls the longest wins.
(teachers perform the task to the music of A. Khachaturian "Saber Dance")
RECOMMENDATIONS FOR THE LEADER: the number of balls can vary from 1-5, depending on the number of participants and the time allotted for the game. During the game, teams are added 1 ball each. This activates each participant and enlivens the game.
DISCUSSION is held at the end of the game. Participants name games for young children that are similar in content to this game("Fluff", "Snowflake").
In Fluffy, children blow on a piece of fleece and keep it in the air for as long as possible. From 2.5-3 years old, you can use the collective form of the game, when the children are no longer alone, but together, the three of them hold the fluff, sitting at tables on chairs.

6. ACQUAINTANCE WITH THE SCHEME OF INTRODUCING A CHILD TO THE GROUP OF KINDERGARTEN (to coordinate the work of kindergarten specialists to pass the adaptation of newly enrolled children in a simplified form for parents, children and teachers)
PSYCHOLOGIST: - Get acquainted with the scheme of introducing a child to a kindergarten group.
1. The nurse gives the parents an application form to fill out.
2. Then she gives them 2 questionnaires (acquaintance questionnaire, readiness questionnaire, adaptation sheet) and an agreement, which are filled either at home or here and now.
4. With the completed questionnaires and the child, the parents go for a consultation with a psychologist. He looks through the questionnaires, checks the level of CPD of a child of a given age, records the results. The child's readiness points are calculated later. Based on them, the degree of adaptation is predicted on the adaptation sheet. 2 questionnaires and an adaptation sheet remain with the psychologist, the parents give the contract to the educator when they meet. Later, a sheet with a degree of adaptation is given to the teacher in the group where this or that child enters.
5. The nurse, after examining the child by a psychologist, issues a referral for medical examination.
6. Teachers, using an acquaintance questionnaire, get acquainted with information about the child and his parents (developmental features, personality, interests, inclinations, traits, additional information).
7. Get acquainted with the adaptation sheet, where teachers record the state of the child on the days of adaptation (1 2 3 4 8 16 32 64 128).
(documents are passed by teachers to each other in a circle for viewing)

7. GAME "FIND 3 DIFFERENCES" (working out observation skills, establishing contacts in communication to work with young children)

PSYCHOLOGIST: - And now we will play the game "Find 3 differences". Prepare the attributes you brought with you.
Stand in 2 lines opposite each other so that everyone has a pair. For 1 minute, you carefully examine your partner, trying to remember his appearance. Then the players of one of the lines turn away, and each participant from the 2nd line changes 3 signs of accessories (attributes) in their appearance in a certain time. When the players of the 1st line turn to face their partners, the task of each of them is to determine what has changed in the appearance of his partner in the game? Then the participants switch roles. Is the assignment clear? Do it!
(teachers do the task)
(at the end of the game, ask teachers about similar games for young children)

8. ON ​​THE USE OF OBSERVATION METHODS.
Psychologist: - In working with young children, it is necessary and legitimate to use the method of observation. It is necessary to devote optimal time to observation, the form of recording the results of observation - the adaptation sheet (acquaintance of teachers with the adaptation sheet: reading, explanation, decoding).
(bring the group to the realization of the need to apply the observation method in daily practice, the previous game was based on observation methods)

9. THE ROLE OF FUN GAMES IN THE DEVELOPMENT OF A CHILD OF EARLY AGE (showing homework by teachers).
PSYCHOLOGIST: - And now show your homework
(after the show, teachers discuss what they saw, express opinions, share experiences)

10. DISCUSSION: teachers, sitting in a circle, pass each other Balloon, express opinions, impressions, etc.
Everyone is given a balloon at the end.

Bunakova Anna Yurievna
Teacher-psychologist of the 1st qualification category
MBDOU CRR Kindergarten№15 "Goldfish"
city ​​of Ozyory, Moscow region

Municipal budgetary educational institution "Secondary school No. 12 of the city of Berdsk, Novosibirsk Region".

CORRECTION AND DEVELOPMENT PROGRAM FOR ADAPTATION OF FIRST GRADE STUDENTS IN THE EDUCATIONAL ENVIRONMENT. « Funny boys»

Compiled by:

Educational psychologist

Approbation account. year.

RELEVANCE.

AT recent times there are more and more children who already in primary school do not cope with the curriculum. These children require special attention from both the teacher and the psychologist, since lagging behind in elementary school has a negative effect on the further intellectual and personal development of the child.

The arrival of a child in school is associated with certain difficulties in getting used to school life, one of the reasons for which is the psychological characteristics of a child of 6-7 years old. These include: unformed voluntary activity, lack of skills of educational work and cooperation, insufficiently developed self-regulation of behavior, high emotionality in communication, etc.

When entering school, a child is influenced by a complex of factors: a classroom team, the personality of a teacher, a change in regimen, an unusually long restriction of motor activity, the emergence of new, not always attractive duties. The body adapts to these factors, mobilizing a system of adaptive reactions for this.

From the very first days, the school sets a number of tasks for the child. He needs to successfully master educational activities, master school norms of behavior, join the class team, and adapt to new conditions of mental work and regime. The performance of each of these tasks is directly related to the child's previous experience.

With the child entering school, under the influence of education, the restructuring of all his cognitive processes begins, they acquire the qualities characteristic of adults. This is due to the fact that children are included in new types of activities for them and systems of interpersonal relations that require them to have new psychological qualities. General characteristics of all cognitive processes of the child should become their arbitrariness, productivity and stability.

Some of the first-graders experience difficulties, primarily in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery of the school curriculum. Emotional discomfort is visible in the expression of their faces: sadness, anxiety, tension are typical for them.

The lack of adaptation of students to school is associated with behavioral problems - low assimilation of school norms of behavior. In the classroom, these children are inattentive, often do not listen to the teacher's explanations, are distracted by extraneous activities and conversations, but if they focus on the task, then they do it correctly. At recess, tension is released: they run, scream, interfere with other guys. All this gradually leads to their isolation, more and more often flashes of anger and anger towards classmates are manifested in their behavior.

The first grade of school is one of the most significant critical periods in a child's life. Entering school for many of them is an emotionally stressful situation: the usual stereotype changes, the psycho-emotional load increases. The performance and academic performance of students in subsequent years largely depends on how adaptation takes place in the first year of study. This is what relevance of the program.

The psychological program is aimed at helping students adapt to schooling, correction and development of mental functions.

EXPLANATORY NOTE:

The main factor influencing the success of mastering knowledge among first-graders is adaptation to school conditions. Going to school brings a big change in a child's life and requires active adaptation to this new public organization. It does not happen painlessly for all children: (during this period, some children can be very noisy, distracted in class, can be impudent, capricious. Others are very constrained, timid, try to stay inconspicuous, listen when they are asked a question, at the slightest failure , remark cry.Some children have disturbed sleep, appetite, they become very capricious, there is an interest in toys, games, books for very young children.The number of diseases that are called functional deviations is increasing.These deviations are caused by the load that the child’s psyche experiences, his body due to a sharp change in lifestyle, with a significant increase in the requirements that the child must meet).

Not all children adapt to school with such deviations, but there are first-graders for whom this process is greatly delayed. For some children, full-fledged adaptation to school in the 1st year of study does not occur (this can also occur against the background of good academic performance). Such children often get sick for a long time, and the diseases are psychosomatic in nature.

Some children are already overworked by the middle of the day, because school is a stressful factor for them.

Adaptation to school includes adaptation at the physiological level (as a process of adapting the functions of the child's body to the conditions of schooling) and adaptation.

Socio-psychological(as a process of active adaptation of the "child-adult", "child-child" system to the new conditions of interaction). Socio-psychological adaptation includes the development of the cognitive sphere of the child and his ability to subordinate perception, memory, thinking, imagination to the tasks that are set for him in the learning process.

Adaptation to new social relations and connections, in which the child's personality begins to manifest is determined by how the child enters a new group of peers, what place he begins to occupy in the classroom, how he communicates with peers and adults, how he relates to school, to himself as a student.

Of great importance in the adaptation of the child to school is level of education of parents, lack of conflict situations in the family, the right methods of education, full communication with the child, interest in preparing the child for school.

The reasons for school maladaptation can be of a different nature:

Insufficient level of motivation to study at school, negative attitude towards school (the primary reasons for which may be insufficiently professional work preschool institutions, an example of a negative attitude towards the school of brothers and sisters, etc.).

· - Possible secondary destruction of motivation, which occurs directly in the learning process. Unformed elements and skills learning activities, the cause of which can be both individual characteristics of the development of intelligence, and neglect. Inability to voluntarily regulate behavior, attention, learning activities.

The reason may be an unfavorable family environment, improper methods of education, improper organization of the child's day regimen, as well as the consequences of complications during pregnancy and childbirth in the mother.

· Inability to adapt to the pace of school life. More often this happens in children who are somatically weakened, with a delay in physical development, and disturbances in the work of analyzers.

A maladjusted child is not only a child who finds it difficult to communicate and study in accordance with accepted standards, but also one who successful learning or communication is given at the expense of high psychological costs, increased anxiety, low self-esteem, psychological illnesses, neurotic syndromes and other phenomena.

Educational activity is more effectively carried out in the conditions of the game, the presence of competitive elements.

PROGRAM OBJECTIVES:

1. Contribute to the adaptation of students to schooling; 2. Contribute to increasing motivational readiness; 3. Contribute to the development of cognitive needs, social responsibility, development of individuality, skills of adequate social behavior first-graders to facilitate the process of adaptation in elementary school.

Tasks:

1. To form an emotionally positive attitude of students to joint activities with the teacher and peers;

2. Create a situation of success for students;

3. Diagnose the skills and abilities of students;

4. Contribute to the development and strengthening of educational motivation.

Principles of the psychological and pedagogical program:

1. The principle of respect for the interests of the child is to solve the problem in the interests of the child;

2. The principle of the priority of personal development, when learning does not act as an end in itself, but as a means of developing the personality of each child.

3. The principle of reality - involves, first of all, taking into account the real possibilities of the child and the situation.

Psychological and pedagogical support:

1. The program is built taking into account the leading type of activity of schoolchildren.

2. Providing psychological and pedagogical conditions (taking into account the individual characteristics of the child; compliance with a comfortable psycho-emotional regime);

3. Ensuring health-saving conditions (improving and protective regime; compliance with sanitary and hygienic rules and norms).

Staffing:

Corrective work is carried out by an appropriately qualified specialist with a specialized education.

Class structure:

Classes consist of specially selected games and exercises, which allows you to make classes interesting and exciting for children. Methods used: techniques and methods of self-regulation, drawing methods, games.

Classes are included in the system of accompanying the adaptation of first-graders to school, therefore, in the course of their conduct, consultations with the teacher, meetings with the parents of children individually and at parent meetings are held.

Part of the classes is of a dual nature: they contain not only developmental, corrective exercises, but also diagnostic tasks.

The program is designed to work in a group of 10-12 people.

Program is designed for 12 lessons (frequency of meetings is 1 time per week, duration of lessons is 30-35 minutes). Classes are held in group form. It is important to create a friendly environment so that everyone feels confident and not afraid to make a mistake.

To conduct classes you need:

1. Consent of parents to conduct classes; 2.Class for conducting classes; 3. Didactic material: colored pencils, paints, album; toys: ball, bear; tape recorder, computer.

During the implementation of the program, the following is carried out: 1. Using a projective drawing (allows you to project reality yourself and interpret it in your own way). 2. Fairy tale therapy: allows children to actualize and realize their problems.

3. Game exercises (game therapy is aimed at relieving tension and emancipation of children);

4. Psycho-gymnastics: helps to overcome barriers in communication, relieve mental stress.

Each lesson consists of: 1.From the ritual- (fixation of emotionally positive mood), greetings or warm-ups- (relieving tension and contributing to the physical liberation of the group members); 2.Main part with inclusion game exercises, psycho-gymnastics exercises; 3. Ritual of farewell (conclusion).

Conditions for the implementation of the program:

The program is implemented on the basis of psychodiagnostics, which is carried out in 2 stages:

1. Diagnosis of readiness for schooling (May-August). This type diagnostics is carried out with preschoolers in kindergartens, on the basis of the city's polyclinic in the period of preparation for schooling.

Diagnosis of parental ideas about the readiness of their children for schooling.

2.Diagnosis of adaptation to learning (October-November).

Program organizer:

The program is implemented by a teacher-psychologist

Stages of the program implementation:

1. Analytical and diagnostic (incoming diagnostics of readiness for learning, analysis possible causes maladaptation and typical learning difficulties).

2. Correction-developing (program implementation).

3. Repeated diagnostic (diagnostics of adaptation to learning, analysis of the causes of disadaptation).

4. PMPK (if necessary).

Expected results ( at the end of the implementation of the program, students should form):

1.Sustainable positive motivation for learning activities;

2. Emotional-sensual perception, cooperation;

3. Ability to get involved in the task, the game, control their actions, plan them, act according to the rule.

Rise:

1. The level of development of an arbitrary sphere;

2. The level of speech and cognitive activity.

Control over the implementation of the program is carried out by the administration of the educational institution.

After completion of the work on the program, the effectiveness of the program is monitored, for this, the following is used:

Supervision of children in the classroom and breaks;

Questioning of children and teachers;

Reviews of children and teachers about the classes;

After the implementation of the program, the work of the teacher in the classroom should be built in the future, taking into account individual and age features children, taking into account the maintenance and further development of their cognitive and emotional-volitional spheres, the skills of adequate social behavior of first graders to facilitate the process of adaptation in primary school and the most successful learning.

The evaluation of the results is carried out through monitoring - based on the analysis of documents, psychological diagnostics.

List of methods for monitoring

2. Assessment of school motivation (grades 1-2).

3. Motivation for learning and emotional attitude to learning).

4. "What is good and what is bad" (grades 1-2).

5. "Unfinished sentences" (grades 3-4).

Diagnostic methods

"Ladder"

Target : identification of the level of development of self-esteem.

Estimated UUDs: personal UUD, self-determination.

Age: 1-4 class.

Form (assessment situation): frontal written survey.

Students are given the following instruction:

Guys, draw a ladder of 10 steps on a piece of paper (the psychologist shows on the board).

On the lowest step are the worst students, on the second step a little bit better, on the third - a little bit better, etc., but on the top step there are the Sami the best students. Evaluate yourself, on which step do you put yourself? And what step will your teacher put you on? And on what step will your mom put you, and dad?

Evaluation criteria: 1-3 steps - low self-esteem;

4-7 steps - adequate self-esteem;

8-10 steps - high self-esteem

QUESTIONNAIRE FOR FIRST GRADE STUDENTS

ASSESSING THE LEVEL OF SCHOOL MOTIVATION

(N. Luskanova)

Target: the questionnaire is designed to identify motivational preferences in learning activities. Can be used called inwork with schoolchildren of 1-4 grades. AssessedUUD: the action of meaning formation, aimed at establishing the meaning of educational activity for the student.

DIAGNOSTICS OF MOTIVATION OF LEARNING AND EMOTIONAL ATTITUDE TO LEARNING (MODIFICATION OF A. D. ANDREEV)

Target: diagnostics of cognitive activity, achievement motivation, anxiety, anger.

Age:years

Conduct form: frontal written survey.

Methodology "What is good and what is bad."

Target: reveal the moral ideas of students.

Estimated UUDs: highlighting the moral content of actions and situations.

Age: junior schoolchildren

Form (assessment situation) – frontal questioning

Instruction: Based on your experience, answer the following questions:

1. Do you like it when your classmates respect you?

BUT Like

B Don't like it very much

AT Do not like

2. What will you do if you see that your friend has littered the street, thrown candy wrappers on the ground?

BUT I'll make a note and help clean up

B I'll make a note and wait until he cleans everything up

AT Tell the teacher and let him make him clean

3. You took a book from a friend (girlfriend) and tore it up, what will you do?

BUT Repair the book or ask my parents to buy a new one

B I do not know

AT Quietly give up so that they don't notice

4. You will act if you spilled soup and crumbled it on the table in the school cafeteria during a meal.

BUT I'm sorry and I'll take care of myself

B I do not know

AT I will not do anything, there is a cleaning lady

5. Do you often come to school in dirty clothes?

BUT Not

B Sometimes

6. What would you do if your friend or girlfriend ruined the teacher's thing and hid it?

BUT Help a friend apologize to the teacher and confess to the deed

B I’ll tell a friend that I need to apologize to the teacher and confess to the act, but let him apologize himself

AT I'll pretend I didn't notice

7. Do you often give up your seat on the bus to an elderly person or woman?

BUT Often

B Sometimes

AT Almost never

8. Do you often offer your friends (girlfriends) help in cleaning the class?

BUT Often

B Sometimes

AT Almost never

Data processing:

For the first answer (A) - 2 points,

For the second answer (B) - 1 point,

For the third answer (B) - 0 points.

Interpretation:

High level (12-16 points): such children are distinguished by the presence of high cognitive motives, the desire to focus on the interests and needs of other people, the focus of their personality - on themselves or on the needs of others. Often there is a rejection of one's own interests in favor of the interests of others who need help. They very clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory grades or comments from the teacher. Strive to do moral deeds and encourage others. They try to make decisions according to moral standards.

Intermediate level (6-11 points): such children feel quite well at school, but they most often strive to realize their own interests, taking into account the interests of others. They are characterized by a desire for interpersonal conformity and maintaining good relationships. Cognitive motives in such children are formed to a lesser extent. They try to act on the basis of moral standards, they know the moral qualities of schoolchildren.

Low level (0-5 points): schoolchildren attend school reluctantly, strive to realize their own interests without taking into account the interests of others, prefer to avoid responsibility, they learn moral norms with difficulty and there is no desire to follow them, they experience problems in communicating with classmates, relationships with the teacher.

Methodology "Unfinished sentences"

Target: to reveal the attitude to moral norms that determine some moral qualities (self-criticism, collectivism, independence, honesty, adherence to principles, justice).

Assessed UUD: highlighting the moral content of actions and situations.

Age: younger students

The form(assessment situation) – frontal questioning

Instruction: students are asked to quickly complete sentences containing reasoning on the topic of morality.

1. If I know that I did wrong, then ...

2. When I myself find it difficult to make the right decision, then ...

3. Choosing between interesting but optional and necessary and boring, I usually…

4. When a person is offended in my presence, I ...

5. When lies become the only means of protection good relationship to me, I...

6. If I were in the place of the teacher, I ...

Processing of received data – qualitative analysis of responses.

Data processing: determine the degree of formation of moral standards and moral qualities according to the scheme:

1. score- Misconceptions about moral standards and moral qualities.

2. points- Correct, but insufficiently clear and complete idea of ​​moral standards and moral qualities.

3. points- A complete and clear understanding of moral standards and moral qualities.

The program provides support during the period of adaptation to first-graders studying in regular classes and in classes of compensatory education.

PROGRAM PASSPORT

The program of adaptation classes for the prevention of manifestations of school maladaptation in students of grade 1

"Hello school - it's me!"

Explanatory note

The child is in first grade. Going to school makes a big difference in a child's life. The first months of schooling are extremely difficult and stressful. A child who comes to school for the first time will be met by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements school discipline, new responsibilities related to academic work. From the very first days, the school poses a number of tasks for students that are not directly related to their experience, it requires the maximum mobilization of intellectual and physical forces. Experience shows that not all children are ready for this. Some first graders, even with high level intellectual development, can hardly endure the burden to which schooling obliges. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, assimilating school norms of behavior, and recognizing school duties has not yet been formed. At the same time, it is in the 1st grade that the foundation of the child's attitude to school and learning is laid. Child's adaptation to school quite a lengthy process. Not a day, not a week is required for a little student to get used to the school for real. Studies show that the socio-psychological adaptation of a first grader can take place in different ways. 50-60% of children adapt in the first 2-3 months, 30% of children adapt before the end of the first half of the year. In 14% of children, adaptation lasts up to a year.

Adapting to school for a first grader is not an easy task. It happens for everyone in their own way and, alas, not always smoothly. And if “not smoothly” (this is called maladaptation), that is, with a violation of the mechanisms of “adaptation to school reality”.

In order to create a positive attitude towards school among first-graders from the very first lessons and for children to most safely pass the stage of adaptation to school, which is a turning point in the life of a first-grader, and to solve difficult problems that may arise in children, a special course of adaptation classes for first-graders “Hello School is me!

Goals of adaptation classes:

1. Psychological and pedagogical support for first grade students during the period of adaptation to a new social situation of development.

2. Preventive work with first graders to prevent school maladjustment and anxiety

Tasks of adaptation classes:

1. Creating favorable conditions for children to get to know each other.
2. Creating conditions to ensure emotional comfort, a sense of security for first-graders when entering school life.
3. Formation of a positive attitude to the rules of conduct in school.

4. Development of the emotional and communicative spheres of the personality of first-graders.

1. Providing a situation of success for every child,
2. Creating conditions for the manifestation of the individual characteristics of children
3. Development of cooperation skills, trust relationship to each other; team building.

The most effective prevention of maladjustment is group work with children. It is conducted by a school psychologist. Such work is carried out in the form of group adaptation classes, which are best done in initial period first grade education

Such activities will help create the conditions for favorable adaptation of the child at school, to ensure its further successful development, training and education. By forming a positive microclimate in the student environment, a friendly atmosphere, emotional comfort, they will assist in establishing interpersonal relationships between children based on respect, empathy, acceptance and trust in each other, will help improve interaction, develop group cohesion. Classes will teach children the rules of school life and much more that they will need in the future.

Feature of adaptation classes in that they are always carried out with an emotionally positive attitude. They should be pleasant and interesting for children. In the classroom, games and creative tasks are widely used, as well as psychological exercises. Of great importance is the discussion with the children of the completed tasks, the generalization of the results of some tasks in the form of general exhibitions and compositions, the placement of collective and individual works in the classroom in order to express the personal significance of each child and help to master the class space.

It is better if the children will be in the adaptation classes sit in a circle. This will allow each of them to see each other's eyes, and not the backs of their heads.

Part of the classes is of a dual nature: they contain not only developmental, corrective exercises, but also diagnostic tasks.

Conditions, number and frequency of classes:

Adaptation classes for first-graders are designed for 10 lessons with a frequency of 1-2 times a week. Duration from 20 to 30 minutes.

Planned results of the work of a teacher-psychologist in a group.

As a result of the adaptation classes, it is expected to avoid the maladjustment of first-graders, to reduce the process of adaptation of first-graders to school. Decrease in the level of anxiety. Familiarize the children with the rules of conduct at school. Create a favorable climate in the student team. Introduce the children to each other and the class teacher.

Adaptation lesson plan

"Hello school - it's me!"

The program of adaptation classes for first graders

"Hello school - it's me!"

Lesson notes

Lesson one.

Theme: "Let's get to know each other"

Goals: Creating a general positive atmosphere. Acquaintance of first-graders with a teacher, a psychologist and with each other.

Lesson progress

Exercise "Hello!"

Target: acquaintance, involvement of all group members in the work.

Exercise progress: The group sits in a circle. A ball or some soft toy is used. In some cases, you can use a scarf tied into a ball. The psychologist catches the eye of one of the first graders and throws him a ball with the words: “Hello! What is your name?" Then he gives the instruction: "Choose anyone in the group who you are interested in, catch his eye, throw a ball to him, say hello and ask him his name."

At some point in the throw, the coach clarifies the instruction: "Try to throw the ball to someone who hasn't caught it yet."

Exercise "Relay race of good news"

Similar information.

Aldanova Ludmila Nikolaevna
teacher primary school
MOU secondary school No. 3 with UIOP
Fryazino, Moscow Region
The problem of adaptation of first-graders to school is relevant for the entire education system.
Coming to school, getting into a new situation for themselves, almost all children experience and worry. And
teacher and parents are interested in first-graders as soon as possible and successfully entered into
school life. With the help of game methods, you can help the child in successful adaptation.
I conduct adaptation classes in the first grade once a week ( Classroom hour- on Tuesday).
The duration of the lessons is 3040 minutes. All games and exercises should be carried out in a musical
escort. This allows you to make classes more effective and emotional.
The purpose of adaptation classes: to create socio-psychological conditions for adaptation
first graders in a schooling situation that will enable the child to function successfully and
develop in the school environment.
Tasks:





create conditions for providing emotional comfort, a sense of security for
first graders when entering school life;
create a friendly atmosphere in the classroom as a necessary condition for the development of children
self-confidence;
to help first-graders in understanding and accepting the rules of school life and themselves as students;
create favorable conditions for getting to know each other;
create the prerequisites for group cohesion of the class.
Topics of adaptation classes
1. Acquaintance.
2. Rules of school life.
3. Schoolchild and preschooler. Awareness by children of their new status as schoolchildren.
4. Why do they go to school?
5. Evaluation.
67. We learn to work together. Introducing students to learning collaboration skills.
8. First class travel. Consolidation of a positive emotional attitude towards school and learning.
I bring to your attention a summary of the very first adaptation lesson. This occupation is me
held on September 1st.
TOPIC: “GETTING STARTED”

Purpose: to introduce first graders to the teacher and to each other.
Objectives: to provide children with the opportunity to say their names and create conditions for remembering names
other children; the formation of children's attitude towards each other as a whole group - "class"; acquaintance
students with the school rule “Speak in turn”; familiarity with class space,
formation of attitude towards him as to his class.
Materials for the lesson:
1. A sign with the inscription “Our class”.
2. Flowers cut out of thick colored paper. On them block letters the teacher's name and names are written
all students. You can make all the flowers of different colors, for example, flowers with the names of girls of the same color, and
with the names of boys - another.
3. Recording calm music without words.
4. Sheets of thick white paper for “suns”, size 15x15cm (according to the number of children in the class).
STUDY PROCESS
1. Introduction.
Teacher:
Hello guys, dear parents!
I am very glad to meet you. You came to the first grade, and our school will become a place where you will learn a lot
new and interesting, get answers to the most difficult questions. And, of course, here you will meet many
new friends.
2. The main content of the lesson.
Teacher:
In order for all of us to get to know each other better (as well as for the parents), for you to get to know
our classmates and our school, we will meet at dating lessons. These lessons can
work and play together.
Guys, the signal to start the dating lesson will be the following words:
1,2,3 - listen and see!
3,2,1 - we'll start now!
Let's say these words together. Do you agree?
Students:
Yes!
Teacher:
Stand near your desks. Look at me and repeat the movements that I will show.
Try to repeat the words after me in order to remember them better.

1,2,3 (clap your hands 3 times) - listen (show your hands to your ears) and look (show your hands to your eyes)!
3,2,1 (clap your hands 3 times) - we will start now (stretch your hands towards the class with your palms up)!
Thanks! Please sit down in your seats and look at me.
I am your teacher. My name is Larisa Vasilievna (I attach a flower cut out of colored paper to the board).
paper with my name on it. Look around how many kids are in the class. Maybe you still
not everyone knows each other, not everyone knows each other. Of course, everyone has their own name, and it can be difficult right away
remember who's name. But it's hard to talk to a person if you don't know his name. And we
we will study together, and therefore we need to know all the guys in our class. Let's get acquainted. When I
I will say “3,4” - everyone will shout out their name on command. (Parents get involved too.)
“3,4” (each child calls out their name)
Oh, oh, oh! You were screaming so loudly, but I didn't hear a single name. Have you heard all the names?
Students:
No!
Teacher:
That's what I didn't hear. Let's try a friend. If it didn't work out loud, let's say our names
in a whisper.
"3, 4"!
Again something is not right. No one screamed, but still nothing is clear. Have you heard many names?
Children:
No!
Teacher:
Why do you think?
Children:
Because we all scream at the same time.
Teacher:
Working together is good, playing is fun, singing is great, but answering is bad: when everyone is talking at once
different words then understand nothing.
Let's try to speak in turn, one at a time and listen to the names of the boys and girls of our
class. I will approach each of you in turn, and the one whose shoulder I touch, loudly and clearly
will say his name. I have flowers with your names in my hand, I will give each of them one of the flowers.
Thanks! Now we have heard all the names. There are flowers with your names in front of you. Listen
carefully task. Flowers will help you fulfill them.
Boys, raise up the flowers! Girls, raise the flowers! Raise the flowers those whose names
start with the letter A, M, etc.

Let's grow a large flower meadow on our board. Let's do it this way. I will call to the blackboard
a few guys, they'll come out and put their flowers on the board. Listen carefully if I call you.
I ask everyone, whose names are Tanya, Dima, Alexei, Natasha, to come to the board ...
(Either 1 person or a whole group comes to the board and attach their flowers to the board and sit down.)
Guys, look how many flowers we got, just as many as us. And we are all one class 1v
(I place a sign “Our class is 1c.”) Here it is, what our class is!
Guys, our class is all of us, and our class is also the room where we are. Look what he is
wonderful: bright, cozy! But you've only just been here and haven't gotten used to it yet, have you?
Children:
Yes!
Teacher:
And he’s not used to us either: he’s waiting, he’s looking closely to see if we’ll be his
love, care, will we offend him?
Children:
No! We won't offend!
3. Relaxation exercise.
Teacher:
Let's give our class a gift: decorate it with golden suns. Each of you will draw
the sun, which can warm, cheer and cheer up. Then our class will become the most
light and cozy. (I distribute sheets to children and parents. I turn on calm music without words.)
- Who finished drawing, put the pencils in place, and the drawing in front of you. I will come and you will
quietly say what place in the class your sun liked. Everyone will have their own sunshine
our class, and since there are many of us, then we will all be warm and comfortable. (I go up to the children, parents, I ask,
what place in the class did the sun like and help to attach it.)
Now let's play the game "Spider Web".
Goals. This game helps children to get to know each other and in the course of fun and pleasant communication with each other
friend. Material (ball of thread)
Please sit in one big circle. Each of you now has the opportunity to tell us once again
your name and tell us something about yourself. Maybe someone wants to talk about their toy, oh
what he does best, or what he likes to do in his spare time. You have
a minute to think about what you want to tell us about yourself
I pick up the ball and start first. My name is Larisa Vasilievna, and I love dogs very much .... (I
I hold the free end of the thread tightly in my hand and throw the ball to the child sitting opposite)
Thus, the ball is passed on and on until all the children are part of one gradually
growing web.

After that, you will need to dissolve the web again. To do this, each child must return the ball
the previous one, calling him by name. This continues until the ball returns to you.
It is possible that sometimes the thread will become tangled when trying to unravel the web. In such cases, you can use
to humorously comment on the situation, saying that the members of the group are already “closely connected”
4. Reflection of the lesson.
Listen, the music stops. Our first dating lesson is coming to an end.
Today we did a great job and even played a little.
What did you like the most?
Do you think you would be comfortable in this class?
Whose names do you remember?
5. Farewell.
And now we will finish our lesson, thank each other for it. Make eye contact with who you are
you want to say: “Thank you.” Silently nod your head, thank with your eyes and nod your head. Thank you
dear parents, for participation. Guys, thank you. Now we will be friends, help each other. Before
goodbye, see you next class. I will be looking forward to it.