Rice. 7.1. Initial stages of development of child independence

The child’s successes achieved over 3 years qualitatively change his behavior. The role of the adult remains the main one, but the child strives to act independently of the adult. This leads to contradictions that are resolved if the adult supports the child’s desire for independence (Fig. 7.1).

The features of a child’s awareness of his “I” can be presented in the form of a diagram (Fig. 7.2).

Rice. 7.2. Features of a child’s awareness of his “I”

Aware of himself, the child compares himself with an adult:

he wants to be like an adult;

he wants to perform the same actions as an adult;

he wants to be independent and self-reliant.

At a certain point, the child begins to contrast his desires with the desires of the adult. This is how it arises crisis 3 years(Table 7.1). An adult may encounter great difficulties in communicating with a child, with his stubbornness and negativism.

Table 7.1 Crisis 3 years

Situation. During a conversation with her granddaughter Anechka (3 years old), her grandmother praised her. Suddenly the girl said in response: “I want to run and scream like bad boys,” and looked expectantly at

What personality traits of the child emerged in the conversation?

Solution. Here the child’s negativism manifested itself, provoked by the desire to express himself. Most likely, this situation is a product of crisis 3 years.

Crisis 3 years manifests itself in three areas of the child’s relationships:

attitude to the objective world;

attitude towards other people;

attitude towards yourself.

The child increasingly strives for independence, does not want to endure the constant care of adults, is offended by the most innocent remarks. The baby has a heightened sensitivity to his actions, which manifests itself in excessive modesty, shyness, and embarrassment.

For example, Igor could not complete a building made of cubes at his mother’s request, he became embarrassed, then took his mother out of the room, returned and completed the building correctly.

The child begins to be burdened by his ineptitude and awkwardness, which other people can detect. But the slightest success can cause wild joy and boasting.

For example, Kolya (2 years 8 months) told his parents: “I’m so tired today! I built big house, helped Misha and Vanya. The teacher said I was good.” In reality, nothing like that happened, but for the first time, Kolya’s parents praised him for his good construction.

The course of the 3-year-old crisis depends mainly on the attitude of the adult towards the child.

Preserving existing (accepted) communication leads to:

to the consolidation of negative behavioral traits (negativism, stubbornness);

to protect them throughout preschool age. Reasonable behavior of an adult (consistency, commitment, balance, etc.) leads;

to providing the greatest possible independence;

to mitigate the manifestation of negativism.

Remember! Children's aspirations far exceed their real capabilities.

Striving to be like an adult, a child wants to turn on the light himself, go shopping, cook dinner, etc. It is unrealistic to satisfy all his needs!

Satisfying a child's needs is possible through play, and for this he needs to master play activities.

With properly built relationships (communication) In play activities, the period of inability to educate is mitigated and shortened.

The 3-year-old crisis is a subjectively difficult phenomenon for the child himself and objectively difficult for the adults close to him.

Basic strategy for adult behavior

The main thing that an adult needs to do is to maintain and ensure the child’s overall positive attitude towards himself. If he can’t handle something, support his desire to achieve results.

For example, you can say to an adult: “You already know how to do so much. I'm sure you'll learn this too. See how it's done. Try again". A negative assessment of a personality (“Incompetent!”) hurts his pride. Constant reproaches suppress his initiative, foster self-doubt, and extinguish curiosity. In case of failure, it is necessary to encourage the child and instill confidence in his abilities. You cannot compare a child’s failures with the successes of other children, tell him: “Oh, you can’t do it, but Vova has been able to do this for a long time.” Children are very jealous of praise coming from an adult towards their peers.

There is no need to get into arguments with a child when he is stubborn and opposes himself to others. It is necessary to help the child cope with himself, more often to give him the right to choose for himself what and how he will do. For example, you can ask: “Will you wear tights on your right or left leg?” - after which the child takes it seriously

To help your child in a difficult situation:

try to stand in his place;

feel his condition;

express his condition in words.

Cultivate empathy in yourself, its manifestation in relation to the child will be of great help to him in solving various kinds of problems.

The more tactful and flexible adults are, the less they complain about children’s stubbornness and negativism.

Mothers who think their children are stubborn have:

individualistic orientation;

are fixed on their point of view and lack empathy;

react excitedly to any problems in the relationship with the child;

do not have sufficient imagination and flexibility of mind.

The stubbornness of children exists together with the need of parents to ensure unquestioning obedience of children.

The parents' own troubles and their bad character worsen the situation in the family and predetermine their constant resentment towards their child. They endlessly repeat to him that “he must,” that “they will show him how not to obey,” etc. In response to such appeals, the child responds with a natural reaction of stubbornness. So try:

do not dramatize the crisis situation;

soften conflict moments by introducing some humor into them;

respect the child’s requests;

listen carefully to his questions and answer in such a way that the child feels your interest in his affairs;

Turn unpleasant procedures (for example, dressing) into an exciting game.

Situation. The crisis of 3 years is more pronounced than the crisis of 1 year, and causes more trouble.

Note the possible reasons for the greater severity of the crisis in 3 years.

Solution. Apparently, this is due to the fact that by the end of early childhood the child becomes much more independent than before. He is less dependent on an adult, has a fairly stable self-esteem that allows him to defend his rights.

Question. How should communication be organized during a 3-year crisis?

Answer. Three-year-old children are not only funny and smart little ones, but also independent individuals. The crisis of 3 years is considered the most pronounced.

At 3 years old, a child begins to communicate with a large number of people. His childish spontaneity can also turn into aggressiveness. In this regard, it is important to convey to the child the idea that it is impossible to offend anyone, and in case of an offense, teach him to sincerely ask for forgiveness (“Sorry”).

At this age, the child’s sense of ownership becomes more intense. But don’t rush to call him “greedy.” Teach your child to share with others: “Here’s a blue scoop for you, but I want to play with the red one.” On the other hand, it is important to instill in a child a sense of ownership, otherwise, when he grows up, he will follow the lead of more persistent children.

At 3 years old, a child should know that adults, mom and dad have their own territory and their own property. At the same time, the child himself must have his own territory and his own property. He must have at his disposal:

time that he can spend only on himself;

things that he will never want to share under any circumstances.

The child must remember a certain set of rules that cannot be violated anywhere and never. Examples of such mandatory laws include, for example:

do not approach hot objects;

you can’t talk to strangers, etc.

When communicating with three-year-olds, you should behave very correctly, respecting their opinions and choices. When planning games with your child, you need to set only feasible tasks for him, otherwise resentment and uncertainty may arise (“I still won’t succeed”).

Finally, adults should not forget that this age is good for initial learning. A child can easily memorize rhymes, tongue twisters, songs, listen to music with pleasure, and draw for a long time.

Situation. Katya (2.5 years old), getting ready for a walk, could not button her blouse for a long time, but she categorically refused her mother’s help. Mom, despite her daughter’s protests, still helped Katya get dressed. After this, the girl said with tears: “Anyway, I’m on my own,” and unbuttoned her blouse again. Since this was not the first time this happened, my mother thought: “What could cause this and what should I do now?”

What should mom have done?

Solution. The situation that has arisen is closely related to the crisis of 3 years. The child strives for independence and does not tolerate adult supervision. It would be advisable for the mother to give the girl more independence in her choice. For example, she could suggest to her daughter: “Let you fasten the top button, and I’ll button the bottom.”

Situation. Yulia (2.5 years old) dressed very slowly before going for a walk. The girl did not react to the teacher’s comments.

On the way home, my mother noticed her daughter’s unusual state: she was silent and looked very upset. After much questioning, the girl, swallowing tears, shouted: “Tell her, your teacher, that I’m not a creep, that’s it!”

What is the reason for this situation?

Solution. This situation corresponds to the behavior of a child during a crisis of early childhood, when the child is offended by the most innocent remarks. Ordinary words, from the point of view of an adult, caused Yulia mental trauma and caused acute resentment.

Situation. Petya (3 years old) is enthusiastically building some kind of structure out of cubes. Mom comes in and invites her son to go for a walk. Despite the fact that the boy loves to walk, he refuses to go for a walk and again plunges into his game. Mom is very surprised.

What could be causing this situation? What should a mother's behavior be like?

Solution. This is due to the unpredictability of behavior at an early age. The mother did not understand her son’s condition. She should have asked what he was building, rejoiced at her son's success, found out how long he planned to build and whether it was time to take a break for a walk.

Situation. Misha (3 years old) is building some kind of structure out of cubes. Mom, trying to help her son, tells him where he should put the next cube. In response to this, Misha protests violently and is indignant at his mother’s lack of understanding.

What should a mother do in such situations?

Solution. It is still difficult for a child to translate his idea into words; it is difficult to really explain what he wants, what he is trying to do. And if the adult does not understand what the child wants and intervenes, then the child has a violent protest and shows indignation at the adult’s lack of understanding. An adult must provide initiative and independence to the child, join in the implementation of his plan, constantly asking: “What will we do next?”

Situation. They say that you cannot comply with any child’s wishes. If you allow him to achieve his goal with the help of hysterics, then this will become a stable form of behavior.

How should an adult behave?

Solution. You need to restrain yourself, pretend that you are not worried about the hysteria. The child will quickly understand that even if he falls to the floor with a squeal, he will not achieve anything this way. If, at the moment of hysteria, an adult admonishes the child or punishes him for this, then a positive result will not be achieved. A child in a state of passion is impervious to reasonable arguments. Anger and punishment will only encourage the continuation of the hysteria.

A toy as a means of developing child communication at an early age

A young child, of course, still needs toys.

Toys allow a child to explore the world, build and express their creativity, express feelings, teach them to communicate and learn about themselves.

With the help of toys and other objects, the child performs various types of actions necessary for mastering objective activities,

Rice. 7.3. The role of an adult in teaching a child play actions

Choosing a toy is a serious matter, since it can be with a person for many years. Therefore, the toy should be beautiful and pleasant to the touch. Moreover, in the future she can become a trusted friend to the child. With a 2-3 year old child, you can act out stories using cars, cubes, and construction sets. Every poem read to a child can be

At 2-3 years old, a child’s play activity is constantly developing(Fig. 7.4).

Rice. 7.4. Development of play activity with age

Situation. Dad and Petya (3 years old) are fixing a broken car.

How to use this (or similar) situation to develop the child’s correct speech and to strengthen the child’s desire to communicate with his father?

Solution. Dad needs to talk kindly, emotionally, in an “equal” position with the child, to express his actions in words: “Well, how are we going to fix it? Using a screwdriver?"

The son repeats after his father several times: “Tighten the bolt with a screwdriver!” In the end, everyone is satisfied: the son with the repaired machine, the father with his assistant.

Question. How to organize communication with a three-year-old child while looking at the painting “Children on a Walk” together?

Answer. First, the adult himself composes a story based on the picture, evoking a positive emotional attitude towards it. Then he encourages the child to answer questions like: “What are the children doing?”, “What are they wearing?”, “What season is depicted in the picture?”, “How did you determine this?” etc.

The adult poses questions in such a way that the child uses words known to him and case endings. At the same time, the adult introduces the child to new words.

Situation. A young child is characterized by stereotypical behavior, inflexibility, and some “conservatism.”

Solution. When communicating with a child, an adult must first attune him to a new object (in this case, a new blouse). This will relieve tension in the relationship, the baby will calm down and easily carry out the action suggested by the adult, put on new clothes. Communication will return to normal.

To develop independence, it is better to encourage the child to act using a situation of choice.

So, when communicating with a young child, an adult must keep in mind:

permanence of the subject;

constancy of time, sequence of events;

constancy of rituals (doing as is customary), etc.

Communication between children and peers

The earlier a child begins to communicate with other children, the better this affects his development and ability to adapt to society. The child’s inability to establish contacts with peers makes it much more difficult for him to get used to new social conditions.

Just as a child learns to get along with peers in childhood, so he will maintain relationships with relatives in the family, with acquaintances, and with colleagues at work. An adult should help children establish contacts with each other.

Properly organized communication:

enriches children with impressions;

is a source of various emotions;

teaches to empathize, rejoice, get angry, stand up for your rights;

helps overcome shyness;

promotes personality development;

forms an idea of ​​another person - a peer;

begins to develop the ability to understand other people;

prepares for subsequent communication with peers.

Communication with peers also has its own ontogenesis. M.I. Lisina identified several of its stages.

Emotional-practical communication (2-4 years) based on imitation, joint activity, vivid emotions. The main means of communication at this stage are locomotion and expressive movements. Children of this age usually see themselves in a peer, but do not notice his individual characteristics. Observations of 12-month-old babies show that none of them pays practically any attention to other children. At 18 months, episodes of cooperation are random, but they already exist, and at two years, almost all children are capable of cooperation.

Situational business communication (4-6 years). During this period, role play flourishes, and the child’s attention begins to be attracted by peers. The main content of communication is business cooperation; competitiveness and competitiveness begin to appear.

Non-situational business (6-7 years). At this stage, “pure” communication becomes possible, when children can talk without action. Empathy and selfless help begin to appear, which marks the beginning of friendship.

At school age The social situation of a child's development revolves around learning activities, so the circle of significant adults expands to include teachers. Friendship with peers is largely determined by the attitude of the teacher.

During adolescence the situation changes radically: the authority of the peer group increases sharply, and the opinion of elders fades into the background for a long time.

Mature communication between adults characterized by decentration (the ability to accept the position of another without merging with it), responsibility, personal attitude towards the interlocutor and respect for his individuality. Mature communication is free from object-based manipulative tendencies and is a condition and manifestation of a person’s ability for personal growth and self-actualization (E. Fromm). Age-related transformations in the nature of children’s communication with each other, its features are presented below (Table 7.3).

Table 7.3 Changes in children's interactions with peers as they age

Rice. 7.5. Meaningful communication with peers (by 3 years)

Communicating as equals, children:

strive to interest themselves;

invent different ways attracting attention;

demonstrate their skills to each other;

are sensitive to any action of a peer;

they strive to compare the actions of another with their own - a peer in this sense acts as a kind of mirror in which the child sees his reflection.

Therefore, communication is a powerful means of developing self-awareness and forming a correct image of oneself.

Situation. Anya, seeing her friend’s tights with a bright patch in the shape of an apple, tore hers and asked her mother to sew them up the same way.

What happened?

Solution. This situation characterizes how kids strive to show interest in another child and how they want to arouse his interest in themselves.

At what point should children be taught to communicate?

This should be done when the child begins to show interest in other children. It is necessary to take into account that attention to a peer is often combined with treating him as a interesting object. Children prefer to communicate with those who understand them better (Fig. 7.6).

Rice. 7.6. The role of an adult in organizing and teaching communication

Question. How does the development of a child’s speech affect the nature of communication with peers?

Answer. A child who speaks correctly and knows how to play usually understands his peer well and quickly comes into contact with him.

Exercise. Observe the process of adaptation of the child to new conditions in the group. Note:

on the child’s actions with the toy, their duration, variety, and the child’s concentration on the game;

on his reaction after an adult’s offer to play, on the nature of this reaction;

whether he explores new toys and how his interest manifests itself;

does he turn to anyone for help when he fails?

Exercise. Observe whether the baby feels the need to communicate with peers. Analyze the features of his behavior according to the plan.

Attention and interest in a peer, how he views the peer, his face, figure, actions, etc.

Emotional attitude towards a peer, whether there is a manifestation of pleasure from meeting and contact, how deeply the child is focused on what the peer is doing.

The child’s desire and ability to respond to actions addressed to him, sensitivity to the initiative of a peer.

Exercise. Observe the behavior of children in a quarrel situation:

because of toys;

due to the desire to sit closer to the teacher;

because of something else.

Question. At what point should children be taught to communicate? What role does the adult play in this process?

Answer. Children need to be taught to communicate from the moment they begin to show interest in each other. The child's attention to other children is usually combined with his attitude towards peers as interesting objects. The main role in this process belongs to the adult.

Situation. Two 3-year-old children happily communicate with each other. How might children behave if an adult places a toy (for example, a car) between them?

Give psychological reasons for your answer.

Solution. Communication in this situation will stop, since the toy will act as a bone of discord and disrupt the harmony of relationships. The appearance of a toy provokes a situation of struggle between children for an attractive thing.

Situation. In studies by L.N. Galiguzova and E.O. Smirnova, 1.5-year-old children were shown different images. In the first case, a smiling woman appeared on the screen, then toys, animals, and finally, the face of a laughing small child.

Predict the children's reaction to these three groups of pictures. What images will be preferable for a child?

Solution. Children react vividly to all the pictures. They smile joyfully, laugh, and name what they see. This is not surprising, because an adult is a central figure in a child’s life, and toys always arouse keen interest in him.

Children aged 1-3 years prefer to look at people, and among people, peers attract special attention. This attractiveness is explained by what the baby sees in him. himself: looking at the face, facial expressions, and clothes of a peer, the baby seems to see himself from the outside. Even one-year-old children, not yet able to express in words their attitude towards their peer, carefully examine his image.

Situation. Children 2-3 years old, when communicating with each other, often quarrel and complain about each other.

What are the possible causes of quarrels?

Determine the expected behavior tactics of the adult.

Solution. Children's quarrels can arise due to the fact that:

children at this age do not yet know the rules of communication with each other;

they do not know how to express their condition in words;

they cannot wait for another child to satisfy their needs.

To minimize the risk of controversial situations, there should be a sufficient number of identical toys. These toys must be positioned so that children can see them. It is also advisable that children do not interfere with each other while playing. It is important to teach the child to express his thoughts in words and show him examples of joint actions. If one of the babies is crying, then you should attract the attention of all children to him, express sympathy in words and actions, calm the baby with light stroking, whisper kind words in his ear, and draw his attention to other toys.

Situation. Sometimes there are children in the group who bite and hit others, that is, they clearly express aggressiveness. This behavior manifests itself in relation to both adults and children, toys.

Explain possible reasons for this behavior, supplementing the reasons given in the solution to the previous situation.

Solution. In addition to the reasons indicated in the answer to the previous problem, it is necessary to pay special attention to the fact that a child’s aggressiveness can be associated both with frustrating moments and as a result of imitating the aggressive actions of his parents or his older brothers and sisters.

Situation. Many parents believe that shortcomings in children's pronunciation are corrected by practice and force their children to repeat 100 times a day: “Natasha is porridge” or sing: “Sasha walked along the highway and sucked on a dryer!”

Are the parents' actions correct?

Solution.“This is absolutely wrong!” - warns speech therapist L. G. Kiktenko. She believes that parents can help their child themselves:

if the baby changes some consonant sounds to others (for example, instead of “W” he gets “S”, instead of “L” - “V”);

when the correct sound in the child’s speech occasionally appears, but disappears in combination with other consonants;

if he confuses hard and soft consonants, for example, softens the consonants “L”, “T” where this is not required, or, conversely, does not know how to pronounce them softly;

if he replaces voiced consonants with voiceless ones (“D” with “T”, “B” with “P”, “V” with “F”).

You should contact a speech therapist if baby:

sticks out his tongue during speech, speaks “smearedly”, stumbling;

Pronounces many sounds incorrectly.

If your baby cannot cope with the whistling sounds “S”, “Z”, “C”, then you can use the lesson of speech therapist L. G. Kiktenko, published in the magazine “Health” 1.

1 Kiktenko L. G. Learning in play with the help of a speech therapy fairy tale // Health, 1999. - No. 10. - P. 75.

"1. Support your child's desire to become a school student. Your sincere interest in his school affairs and...”

Advice from an educational psychologist

Memo to parents of first-graders

1. Support your child’s desire to become a schoolchild. Yours

sincere interest in his school affairs and concerns,

serious attitude to his first achievements and possible

difficulties will help the first grader confirm the importance of his

new position and activities.

2. Discuss with your child the rules and norms he has encountered

At school. Explain their necessity and feasibility.

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

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

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

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

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

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

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

“What kind of children are born does not depend on anyone, but to make them good through proper upbringing is in our power.” Plutarch.

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

This is natural, since every little person is unique, he has his own inner world, his own interests, his own abilities and capabilities. And the main task of parents, together with teachers, is to organize education so that the child enjoys attending school, learns about the world around him and, of course, studies well.

Education at primary school age From the first day of school, the main activity in a child’s life for many years is studying. The requirements for junior schoolchildren at the moment are quite high, and every day the bar is raised higher and higher.

Along with increased demands on the child’s self-control and discipline, it is also important to develop existing knowledge, diligence and desire to learn. The rules that exist in modern schools are such that anyone can follow them. normal child. For the development of a child’s personality, it is very important that he continues to carry out some errands around the house. The arguments of parents who exempt him from doing household chores because the baby is overloaded at school are untenable.

Despite the need for children to get used to a new life situation, they cannot be relieved of their responsibilities at home. Refusing to assign your child to carry out these responsibilities can not only increase the child’s existing problems of getting used to school, but also create new ones! If, for example, a child is not used to maintaining order and discipline at home, then it will be much more difficult for him to get used to it at school.

The atmosphere in the family is of great importance for preserving the joy that children have when they are just starting their studies.

Good relationships between all family members have a positive effect on children's continued desire to learn. Along with all other incentives, the joy of their mother, father, or the teacher’s praise that he has completed this or that task correctly is very important for them. Tell your child more often that you love him, this gives him strength and desire to strive and achieve. good results learning.

Have faith in your child Having faith in your children does not mean you have to trust that they will always do the right thing. This means accepting children as they are. This means that they will act their age most of the time - meaning that they won't always cook meals and mow the lawn as promised. Instead of being upset about this and acting disrespectful towards them, we can anticipate this and use more appropriate methods to motivate.

Believing in children does not mean that they are ready for independence.

They still need your love, support and help learning life skills. If we believe, we don't need to control and punish them. This gives us the patience to raise them using trusting methods, such as joint problem solving, getting things done, and family councils.

By asking them questions “what, how and why?”, we help children learn from their mistakes. Having faith involves looking ahead and knowing that children change so much, that they are not going to stay that way forever.

Think about all the mistakes you made as a child, including the ones you didn't want your parents to know about. Haven't you changed for the better? Aren't you a responsible and serious person now? Having faith in children means that with your love, support and life experiences that you pass on to them, they too will grow up to be responsible people.

Special time together

–  –  –

Going to school for a child is stressful. He sees a lot of new and unusual things at school. A feature of today's children entering first grade is fatigue. In the first lesson they openly yawn, in the third they lie on their desks. How can we, adults, help a child? First of all, it is worth remembering the old and reliable ways to maintain the health of a first-grader. This means following a daily routine: sleep at least 10 hours a day, be sure to eat well, and exercise. It would be justified to limit TV viewing to 30 minutes a day. Long (up to two hours) walks in the air - not a shopping trip, but a walk in the park - are good for restoring a child's emotional well-being. From early morning, set your child up for a good attitude towards everything. Tell: " Good morning", – and get ready for school without fuss.

a) When you come to school with your child, try to do without moralizing, since they do not give anything other than morning fatigue. But it is necessary to explain the safe way to school to the child. Safe, but not short.

b) When you meet your child at school after school, rejoice with him that he managed to work on his own, without you, for three whole hours. Listen patiently to him, praise him, support him and do not scold him in any way - because there is nothing to do yet.

What to do if the first difficulties arise? Be generous with your praise; this is very important for a first-grader now. The comment should be specific and not about the child’s personality. He's not a slob, his notebook is just a little messy right now. Do not give your child several comments at once.

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

I have not met parents who would be offended at their children for soiled diapers, but for soiled notebooks - as much as they like. Although in both cases a period of staining is inevitable. The child does not need the position of the prosecutor, which parents so often take: “You will rewrite it five times until it turns out well!” It is unacceptable.

Please remember this.

Today, one of the main tasks of the school is the improvement of the child’s health, and therefore, in order to facilitate the process of adaptation of the first-grader, a stepwise regime is used training sessions with a gradual increase in the teaching load: in September - 3 lessons of 35 minutes each, from the second half of the year - 4 lessons of 35 minutes.

The spiritual and physical health of a first-grader depends on contacts with everyone who works at the school. It's impossible not to respect the teacher primary school, because he works and lives the life of his guys. Support your teacher in word and deed, help him. Do not rush to condemn the teacher, the school administration, do not rush to categorically express your opinion about them - it is better to seek advice: after all, everything that is done by the teacher is, first of all, done for the benefit of your child.

For parents of first-graders: how to help your child learn “To help or to help? To sit next to me or not to sit?” - such questions are certainly asked of the teacher at parent-teacher meetings. At the very beginning of education, while a first-grader gets used to school requirements, acquires the necessary behavioral skills, and masters academic skills, he especially needs close attention, support, encouragement, the presence and control of loved ones.

A little bit about independence It's no secret - children should be independent. But, unfortunately, not everyone understands what independence is. Of course, this is not aimless and uncontrolled running through the streets, this is not preparing lessons, completely devoid of adult supervision and interest.

But in some families, parental self-elimination is a common occurrence. “Checking” the lessons, they silently take the notebook handed out by the child, silently looking through what is written, as if not noticing the effort or carelessness, errors and corrections, silently return the notebook back, without expressing either encouragement or dissatisfaction. And since the parents don’t say anything, the child gets the impression of well-being and the adults’ satisfaction with his successes.

The thoughtful and serious attitude of parents to their child’s school affairs will certainly pay off. Adults quickly begin to recognize when a child can really prepare his own lessons, when he understands the task exactly and knows exactly what is wanted from him.

At first, everything done in the extended day group also requires constant verification.

If, after comparing, you see that your son or daughter is doing better at school than at home, you should know that this is a danger signal - the child’s diligence will only be enough for the lower grades. No matter how independent he may be, as soon as he realizes that his work interests no one, and his achievements leave his household indifferent, he himself will become indifferent - it’s calmer that way.

Of course, at the very beginning of education, while a first grader is getting used to school requirements, he especially needs close attention, encouragement, presence and control of loved ones.

Possible options Typically, loving parents try to schedule a vacation to coincide with the beginning of the school year. Mom takes him in September, dad takes him in October, and lo and behold, the quarter is over, and then you can think about extending the day.

Sometimes a brother or sister appears in the house at this moment. It is believed that this way the mother will be able to devote more time to her first-grader. Also an option. But it is fraught with many surprises, difficulties, inevitable worries and troubles. Will the woman be able to cope? Will the firstborn feel lonely, rejected and forgotten?

Every family does things differently. The main thing is to make the right decision and act wisely, so as not to leave the child unattended, but also to avoid petty care.

The morning is wiser than the evening Every morning, colorful lines of children flock to the school doors. Among this talkative stream, the couples that stand out are the big one and the little one. Most often, adults accompany primary school students. A wonderful custom that brings great pleasure to children. Don’t refuse it even if you don’t have to cross the street. A few minutes next to his father or mother - and the child feels the significance of the event that happened in his life: he became a schoolchild. Soon the child will understand that this road is not a walk, but the beginning of a working day.

Strive to make the most of your morning time for useful mutual communication. Let it become desirable for the child. Raise your child's spirits if he "got off on the wrong foot", encourage him if he is dissatisfied with something. You can do a lot along the way: repeat your lessons, read a poem you memorized yesterday, determine the main goal of the day.

If you count how many precious minutes parents spend every day on lectures and instructions, it turns out that this is a tangible, if not the main, part of their contact with the child. There is no time left for meaningful conversations, true communication. And the child’s soul greedily demands exactly this.

Meeting, meeting, discord Remember the words that are most often spoken by parents when their son or daughter returns from school. Of course, you guessed it: “What are the grades today?” Try it differently. When you meet your child in the school lobby and are heading home, ask him: “What was interesting in class today?

What did you like and what upset you?" What an immense inner world, an unknown layer of your own child’s life you will discover. How tenderly and trustingly his heart will open before you.

It costs a lot.

Children love praise and always try to please their parents, but they must be sure: their affairs worry adults and make loved ones worry and worry. So find a reason to praise your child. Let him feel satisfaction from studying, delight from the feeling of success.

Thus, specific assistance to a first-grader consists of several things:

The direct presence of their parents next to them;

Adults’ interest in the child’s educational work;

Constant monitoring of its activities.

From control to responsibility and independence In the first days of school, it is best to sit down for lessons with your child, next to him, so that, if necessary, you can quickly stop his hand: “Wait, let’s think together!” But time passes, and the adult moves away.

He still monitors the baby’s every action, trying to guide and correct him, but he no longer extends his hand, but stops him with a word:

"Wait, think about it."

After a couple of weeks, if everything goes well, the adult moves even further, to the other end of the room, and “does his own thing” (reads a book, knits, sews), but steadily continues to observe the child’s actions, giving precise tasks and checking his results. work at certain intervals. To do this, it is often enough to say the phrase: “I need to read the article, but in the meantime, write a line and call me, I’ll take a look.” Or: “Solve four examples and let me check.” Control is a little removed, but the child is committed to conscientious work and knows that he must answer for its quality. And if the task is completed diligently and accurately, this is the best evidence of the new qualities he has acquired: diligence and responsibility.

You can ask your child to write half of the exercise or calculate all the examples and suddenly leave the room and leave him to his own devices. Your unexpected absence will increase the student's responsibility. Perhaps the results will sometimes even worsen, do not be embarrassed or upset. If something like this happens, it won’t be a big deal, you’ll just have to return to the previous stage for a while. Gradually, the child will definitely get used to working independently, and your presence will no longer be necessary at all.

However, it should be borne in mind that too often the desires of children are at odds with their real capabilities and skills. Therefore, at first, parents will need to check everything daily, monitor the entries in the diary, instantly responding to comments, if, of course, there are any. And, of course, steadily strive to ensure that preparation for school becomes a mandatory part of the daily routine.

In addition, it is desirable for parents to help in organizing the workplace, planning activities, thinking through their order and content.

Effective help Well, finally, the children have learned the basic skills of behavior at school, got used to a new way of life, and acquired their first knowledge and skills. The child’s activities are constantly becoming more complex, and at the same time comes the need to take the next step in the formation of learning motives. Now you can no longer limit yourself to control and encouragement; effective help from parents is required.

A first-grader needs this help primarily in order to learn to work exactly as the teacher or textbook recommends.

Judge for yourself. For example, in a textbook a child read this very common instruction:

“Copy the text, insert the missing words and underline the soft consonants.” At first glance, three actions are indicated: copy, paste, underline. If you look more closely, you will see that behind the three named actions there are also unnamed ones.

In reality, the student will need to do the following:

2 - correctly place the missing words orally;

3 - rewrite the exercise, inserting these words into the text;

4 - remember which consonants are called soft;

5 - find them in every word;

6 - underline.

In fact, the child will have to distribute his attention between six different actions and correctly outline their sequence. If this order is not clear to him from the very beginning, errors will appear and he will have to go back or even redo the task. The time spent on work will increase significantly, marks will appear in the notebook, fatigue will accumulate, and your mood will deteriorate.

How to help a first grader?

If you notice that it is difficult for him to keep all the components of the task in his field of attention, the child’s actions need to be divided into stages.

First ask: “Think about where you start?” And let the child follow the main part of the instructions: rewrite the text, inserting the missing words.

Then move on to the second stage, prompting that there are several steps here too: you need to remember which consonants are called soft, find words that contain them, and underline them.

Give your child the opportunity to independently determine the desired sequence of actions and try to justify its feasibility. Let him decide for himself which is more convenient: first find words with soft consonants and then underline them, or find and immediately underline them.

At first, make sure that the student, while working, always compares the completed points with the requirements of the task, and, after finishing the exercise, checks himself again. Subsequently, such a sequence of actions will become habitual for him.

Very soon you will be pleased to see the benefits of such work. It will not only affect the independence and correct preparation of lessons, help the child avoid offensive mistakes, but will also advance him in mental development. Add to this the satisfaction and pride of a first-grader who planned the necessary actions himself and controlled them himself.

As you can see, a first grader cannot do without the help of adults.

Patience, tact, endurance and the wisdom of parents will help a beginning schoolchild to believe in their capabilities and feel the joy of their first hard-won successes.

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The child’s successes achieved over 3 years qualitatively change his behavior. The role of the adult remains the main one, but the child strives to act independently of the adult. This leads to contradictions that are resolved if the adult supports the child’s desire for independence (Fig.

Rice. 7.1. Initial stages of development of child independence

The features of a child’s awareness of his “I” can be presented in the form of a diagram (Fig. 7.2).

A child’s awareness of himself as “I” can be:

Rice. 7.2. Features of a child’s awareness of his “I”

Aware of himself, the child compares himself with an adult:

“he wants to be like an adult;

¦he wants to perform the same actions as an adult;

He wants to be independent and self-reliant.

At a certain point, the child begins to contrast his desires with the desires of the adult. This is how the 3-year crisis arises (Table 7.1). An adult may encounter great difficulties in communicating with a child, with his stubbornness and negativism.

Table 7.1

Crisis 3 years

Situation. During a conversation with her granddaughter Anechka (3 years old), her grandmother praised her. Suddenly the girl said in response: “I want to run and scream like bad boys,” and looked expectantly at her grandmother.

2What personality traits of the child emerged in the conversation?

Solution. Here the child’s negativism manifested itself, provoked by the desire to express himself. Most likely, this situation is a product of the 3-year crisis.

The 3-year-old crisis manifests itself in three areas of the child’s relationships:

¦relation to the objective world;

¦attitude towards other people;

attitude towards yourself.

The child strives more and more for independence, does not want to endure the constant care of adults, and is offended by the most innocent remarks. The baby has a heightened sensitivity to his actions, which manifests itself in excessive modesty, shyness, and embarrassment.

For example, Igor could not complete a building made of cubes at his mother’s request, he became embarrassed, then took his mother out of the room, returned and completed the building correctly.

The child begins to be burdened by his ineptitude and awkwardness, which other people can detect. But the slightest success can cause wild joy and boasting.

For example, Kolya (2 years 8 months) told his parents: “I’m so tired today! I built a big house and helped Misha and Vanya. The teacher said I was good.” In reality, nothing like that happened, but for the first time, Kolya’s parents praised him for his good construction.

The course of the 3-year-old crisis depends mainly on the attitude of the adult towards the child.

Preserving existing (accepted) communication leads to:

to the consolidation of negative behavioral traits (negativism, stubbornness);

to protect them throughout preschool age.

Reasonable behavior of an adult (consistency, commitment,

balance, etc.) leads to:

¦to providing the greatest possible independence;

To mitigate the manifestation of negativism.

Remember! Children's aspirations far exceed their real capabilities.

Striving to be like an adult, a child wants to turn on the light himself, go shopping, cook dinner, etc. It is unrealistic to satisfy all his needs!

Satisfying a child's needs is possible through play, and for this he needs to master play activities.

With properly built relationships (communication) in play activities, the period of inability to educate is mitigated and shortened.

The 3-year-old crisis is a subjectively difficult phenomenon for the child himself and objectively difficult for the adults close to him.

Independence is a valuable quality that a person needs in life, and it should be nurtured from an early age.

Children are active by nature. The task of adults is to develop this activity, direct it in the right direction, and not suppress it with intrusive guardianship. How many of you are unfamiliar with a child’s desire for independence? “I myself,” he says every time adults begin to put on his shirt, tights, and feed him.

Adults are in a hurry to come to the child’s aid, they are in a hurry to do it themselves. It seems to them that the child cannot do this on his own: he will tear, fall, inject himself, but an adult will do everything faster and better.

But such actions by adult family members only cause harm. The child is deprived of independence, his faith in his own strength is undermined, and he is taught to rely on others. And adults don’t make their work easier if you count how much time they spend caring for their child. It would be more beneficial for the mother or father to spend time teaching the child the necessary skills, doing it persistently and patiently. When a child asks “I do it myself,” you should not answer: “I don’t have time,” but it is better to give him the opportunity to try his hand. And parents will soon be convinced that the child has become more dexterous, skillful, gets wet less when washing, can undress himself, etc.

Of course, the baby does not immediately and with great difficulty acquire the necessary skills; he will need the help of adults. First of all, you should create the necessary conditions in the family: adapt a clothes hanger to the child’s growth, allocate an individual shelf or space on the shelf for storing toiletries (handkerchiefs, ribbons, socks, a permanent and convenient place for a towel, etc.). d.

But creating conditions is not yet enough to develop self-service skills and foster independence in children. It is also necessary to properly guide the actions of children. Before requiring the child to be independent in self-care, he is taught the actions necessary in the process of dressing, washing, and eating. When teaching children certain actions (putting on and taking off a jacket, tying a scarf, soaping their hands, holding a spoon correctly, etc.), they clearly demonstrate how to perform them. It is advisable to perform the demonstration at a slightly slower pace. If the child cannot immediately follow the model, you need provide him with help. Children's attention is drawn to the rationality of certain methods of action, for example:

After using the towel, you must first straighten it and then hang it up - that’s how it is

dries better and does not fall on the floor;

so that the heel is immediately in place, the tights are put on from the sock, having first collected

them into an “accordion”;

To put on a dress or sweater correctly, you first need to determine where the front is.

(clothes of young children must have distinctive features: fastener

ka, label, embroidery).

It is desirable that the demonstration of actions and children’s attempts to perform them independently are accompanied by adults not only with explanations, but also with questions that direct the child’s attention to the need to act in a certain way;

When teaching children, take into account their experience.

The gradual complication of requirements and the transfer of the child to a new level of independence support his interest in self-care and allow him to improve his skills.

In the work of self-care, the child is taught to finish what he has started and to do the work efficiently. Play plays an important role in strengthening self-care skills. In games with a doll, you can, for example, consolidate children's knowledge about the sequence of dressing, undressing, and washing. With the help of game characters (dolls, bears, parsley), you can watch how the child eats, washes, and dresses.

When cultivating independence, try to resort to comments, instructions, and reprimands as little as possible. Rely more on encouragement and praise. As psychologists note, a child experiences the feeling of shame less acutely than the feeling of pride. Therefore, positive assessments are more often used in relation to children of primary preschool age. A positive assessment generates interest in them, a desire to improve their results, and gives them the opportunity to see what they have learned and what they still need to learn. What can you praise a child for in self-care work? The child’s diligence, perseverance, resourcefulness, desire to provide attention, help parents, and master new actions deserve praise.

When assessing this or that action of a child, it is not enough to say to him: “Well done” or “Wrong”; you should specifically indicate what the child did well and what he did not quite succeed. Your grades are important for your child, which is why you must be tactful and adhere to measures so as not to create self-confidence along with confidence. Praise should not be false or exaggerated. It must be deserved. Objective assessment helps strengthen children’s desire to do everything themselves, the ability to overcome difficulties, and achieve results.

In early preschool age, children are highly imitative. Everything they see, good and bad, is reflected in their behavior. Therefore, wanting to instill independence and accuracy in children, father and mother should be role models. If they themselves do not put things in their place and handle them carefully, but only begin to demand this from their children, then they will not be able to instill neat habits in their child. School-age children should also be an example for younger brothers and sisters.

When teaching children independence in self-care, their age-related characteristics are taken into account. So, if you entrust a child who is not yet three years old to tie his own shoelaces, then this task will turn out to be too difficult for him. Of course, you can achieve a certain result, but this will be a victory at the cost of excessive excitement of the child. Since this was not immediately possible for him, it means that the task was proposed untimely or presented ineptly.

Work should bring joy to the child. Therefore, there is no need to reproach him for slowness and negligence. This can cause a negative emotional state and lead to a reluctance to take part in work next time. Experience will come gradually. First you need to arouse interest.

It is important that from early childhood the child learns that work is difficult, but honorable. Academic work, which will subsequently become the main type of work for a child, will require great effort, perseverance, and perseverance from him, i.e., those skills that he will master in preschool age.

What young children should learn to do on their own:

wash your hands by rolling up your sleeves; wash your face without splashing water; use soap correctly;

do not wet clothes; Dry yourself with a towel, hang it on the designated area without being reminded

dress and undress in a certain sequence:

take off clothes, put them on, fold them, hang them up, turn them right side out, buttons behind

4 fasten, unfasten, tie shoe laces;

notice a mess in your clothes and fix it yourself or seek help from

to an adult;

use a handkerchief and toilet in a timely manner;

drink from a cup, eat, chew food well with your mouth closed;

use a spoon, fork correctly (towards the end fourth year life, napkin;

remove toys, books, building materials to a specific place.

Conditions necessary for the development of child independence in self-care

When dressing:

hanger for outerwear, corresponding to the height of the child;

an individual shelf or space on a shelf for storing toiletries (handkerchiefs,

ribbons, socks);

a permanent place to store a nightgown, pajamas (a special bag is desirable);

clothes that are easy to put on (easy to fasten buttons; shoelaces with hard

tips; fairly loose elastic bands on skirts, panties, tights, shorts; accordingly

collar size that fits a child’s head, comfortable fasteners on dresses and blouses).

In washing:

a stable footrest (the distance from it to the edge of the sink should be approximately

55cm, and to the tap - 65-70cm, i.e. equal to the distance from the floor to the child’s arm bent at the elbow);

a permanent and convenient place for toothpaste, a brush, a cup or a stand for it (if

When purchasing these items, you need to take care of their visual appeal: bright colors,

beautiful label, original shape);

separate soap dish with toilet soap, cut into 2-4 parts;

a convenient place for a towel (the baby towel should not come into contact with other towels)

gee family members. If there are several children in the family, different colors or patterns are selected according to

towels The towel size convenient for a child is 40-50cm wide, 50-70cm long).

When eating:

chair in accordance with the table (the distance from the seat to the table top should be 18-

19 cm, you need to make a stand under your feet, the distance from it to the seat of the chair is 25-28 cm);

small cutlery: plate, cup, fork, spoon;

At a distance accessible to the child, there is a bread box with bread cut into small slices.

2. Daily routine, the need to adhere to the daily routine

The daily routine is the schedule of various types of activities and rest during the day.

The nervous system of young children is very sensitive to various environmental influences. They get tired quickly and therefore need frequent changes of activities and long rest. Following a daily routine has a beneficial effect on children's health.

In a preschool institution, all types of activities are scheduled according to time and the schedule is strictly observed. It is advisable to follow the regime at home. The child must firmly know that the regime will not be violated under any circumstances, and then there will be no need to persuade the baby to go to bed or eat.

The main type of rest is sleep. It is necessary to teach the child to go to bed and get up at a certain time, and a corresponding conditioned reflex is developed. Before bedtime are recommended only quiet games, a half-hour walk in the fresh air is very useful.

You should have dinner no later than 1-1.5 hours before bedtime. Before going to bed at night, the child should brush his teeth, wash his face, neck, arms and legs with water at room temperature.

In the morning, upon waking up, the child should immediately get out of bed.

The daily routine should include a walk. IN summer time the child needs to spend as much time as possible in the fresh air; in autumn and winter - also, at least for several hours. In case of bad weather, walks can be short but frequent. After an active walk, the child always has a good appetite and deep sleep.

A correct daily routine and strict adherence to the regime are the key to the correct formation of the child’s nervous system, the development of balance and hard work.

This makes it possible to instill in the child the necessary skills, which, once established, remain for life and ensure the body’s resistance to the effects of adverse factors.

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Project “Formation of independence in children of primary preschool age in the process of dressing”

1. Relevance of the problem

Independence is a valuable quality that a person needs in life. The success of its formation at the earliest stages of development largely determines the orientation of the individual. Independence cannot arise in isolation from other personal properties (arbitrariness, will, determination; without independence, a person does not become complete.

For a long time, the main criterion for independence was considered to be a child’s lack of orientation towards the help and support of an adult. Statements “I myself” and autonomy in actions were considered as the most reliable signs of established or emerging independence. However, observations show that these data are not absolutely reliable signs of independence.

It is undoubtedly necessary to foster independence from early childhood. By nature, children are active. Very often they tend to perform various actions on their own. And it is important for us, adults, to support them in this. Often, for various reasons - due to lack of time, lack of confidence in the child’s strengths - we strive to do everything for him ourselves. But are we really helping the child? In an effort to do everything for a child, adults cause him great harm, deprive him of independence, undermine his faith in his own abilities, and teach him to rely on others.

By the age of three, the child’s desire for independence and independence from adults, both in actions and in desires, sharply increases. He develops a strong desire to assert himself.

Children are taught, first with the help of an adult, and then under his control, to put on, take off and put back clothes and shoes; notice untidiness in your clothes, turn to an adult and, with his help, put yourself in order.

There are many effective techniques for involving children in self-care work. Thus, a positive example of a friend, if approved by an adult, makes the child want to imitate. Children also become interested in self-care when the teacher, with the help of play techniques, toys, and a tabletop puppet theater, introduces elements of play and dramatization (the doll is dressed, undressed, put to bed, etc.). Teachers can come up with “play” games themselves, using facts from children’s lives.

Children should develop independence in the process of dressing and undressing gradually. First, the teacher teaches children individual actions, showing and explaining in detail how they need to be performed. It is important that explanations and demonstrations alternate with similar actions of the baby himself. This similar nature of learning is due to the fact that a two-year-old child is not able to simultaneously master the action itself, the method of its implementation, and its place among other actions. In addition, techniques unfamiliar to the baby can cause him fear and lack of confidence in his abilities. If the child cannot immediately follow the model, the teacher repeatedly demonstrates the desired action or provides direct assistance. As children master self-service skills, the teacher moves from demonstrations to verbal explanations, reminders of the rules for performing a particular process, as well as specific actions and their sequence. This helps to consolidate skills.

The child’s self-care work should culminate in a clear result. An adult helps him see this result. For example, the teacher draws the children’s attention to the fact that their friend tried, made an effort and put on the sweater himself. In any case, the teacher expresses approval of the children’s display of activity and independence, assessing not so much the quality of the work as the child’s efforts.

The teacher takes special control over timid, inactive children, as well as those who often show stubbornness or are too restless and active. In each specific case, he uses specific techniques. A timid child should be praised for his efforts - this will make him want to do something else on his own. If the baby is stubborn and does not want to take off his shoes (put on a shirt, etc.), there is no need to reproach the child - it is better to switch his attention to another object. Thus, with the help of various techniques, a positive emotional atmosphere is created, which arouses in children an interest in independent actions, the desire to perform their.

2. Analysis of the situation in the group

The current situation on this issue is:

70% of children do not dress themselves at all

20% of children begin to dress

10% of children dress themselves, only asking for help to get them in order.

The formation of independence (and, more importantly, the need to be independent) is associated with the separation of the child from the mother, the ability to do without her constant support and constant presence. For some time, the child depends on the mother and needs her, but the moment of separation comes, and the baby begins to rely on himself and support himself.

The spontaneous behavior of a child has nothing to do with his independence, which is always supported by an adult. The child grows, and the influence of adults on him becomes less and less obvious. Gradually, based on the formation of norms of behavior and habits, true independence is formed.

Its level increases as the child's ability to perform complex physical and mental activities increases. The ability to dress without help is assessed as a manifestation of independence in a three-year-old child. Independence does not develop without the first submission to the demands of adults and the simultaneous development of the child’s own initiative. The better your child understands and masters the rules of behavior, the wider his opportunities for independently applying them in new conditions.

Forming independence is a complex process. It is not enough to ensure that children acquire some necessary information and skills, learn to dress independently, and help each other. It is also necessary to develop in them the desire to actively act in accordance with the accumulated information and skills.

This age is a period of intensive development of independence. Delay in its formation leads to the appearance of whims, stubbornness or inactivity in children: children hope that those around them should do everything for them.

3. Goals and objectives of the project:

Goal: to develop independence in children of primary preschool age in the process of dressing.

1. Increasing the professional level in matters of developing independence in children of primary preschool age

2. Intensifying interaction with parents to develop independence in children in the process of dressing.

3. Improving the development environment in order to create conditions for the development of independence.

4. Give basic ideas about the dressing sequence, teach how to use the dressing algorithm.

5. To develop in children the desire to dress and undress independently;

4. Expected result:

The implementation of this project will increase the number of children who dress independently by 100% (27 children, the number of children who need adult help by 74% (20 children). Reduce the number of children who do not dress independently at all by 90% (24 children).

Implementation period: 1 academic year.

5. Project program

Stage I - Increasing professional level in matters of developing independence in children of primary preschool age

Stage II - Intensifying interaction with parents to develop independence in children in the process of dressing.

Stage III - Improving the development environment in order to create conditions for the development of independence.

Stage IV - Intensifying work with children about the dressing sequence, teaching them to use the dressing algorithm.

Stage V – diagnostics (at the end of the school year). Summing up the project implementation.

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Pedagogical project “Development of independence and activity in preschool children”

Relevance.

Developing independence and activity is an important task in raising preschool children. It is during this period that the child, in his actions and deeds, actively and persistently shows a desire for independence. The relevance of the problem of developing independence in younger preschoolers associated with certain distortions in the upbringing of children. Recent studies indicate that children are characterized by infantilism and helplessness syndrome, since adults do not provide children with freedom of choice and do not create conditions for the development of independence. Delay in the development of independence leads to the emergence of childish whims, stubbornness, and the bad habit of constantly relying on the help of others.

At the same time, developed independence and activity ensures the formation of a child’s emotional and positive attitude in a team, the balance of his behavior, and activity in relationships with peers. The timely development of independence in younger preschoolers is a necessary prerequisite for them to demonstrate active mutual assistance, care for others, and careful handling of things.

Formulation of the problem

Developing independence and activity is an important task in raising preschool children. The child, in his actions and deeds, actively and persistently demonstrates a desire for independence and activity.

But, unfortunately, most adults during the sensitive period of development of independence suppress children’s initiative, as a result of which children have difficulties in self-care, initiative and relative independence of the child. Every year the number of dependent younger preschoolers is growing steadily. At the same time, in the practice of preschool educational institutions, teachers experience difficulties in developing independence in younger preschoolers: they do not know the specifics of work on developing independence, they find it difficult to choose forms, methods and techniques for developing initiative in children.

Goal: formation of basic personality culture, development of independence in preschoolers in accordance with age and individual characteristics

1. Develop emotional and volitional regulation.

2. Develop the ability to act on one’s own initiative both in familiar and new conditions; set a goal and plan the result; perform actions without the help of adults; exercise self-control if you have adequate self-esteem.

Strategy, methods and mechanisms for project implementation

When choosing forms and methods of influence on the child, the teacher must take into account the observance of the proportional ratio of the child’s efforts and the teacher’s efforts in joint activities: at the initial stage, the share of the teacher’s activity exceeds the child’s activity, then the child’s activity increases, and at the final stage the child does everything himself under the teacher’s control.

Cooperative activity teacher and child helps the child feel like a subject of activity, and this is extremely important for the development of independence and activity of the child. The teacher must feel the limits of his own participation in children’s activities, be able to step into the shadows and recognize the children’s full right to free choice. Only in conditions of protection does the child freely express his attitude towards something, favorable to the situation of success that every child should experience.

A situation of success is a subjective experience of achievement, the child’s internal satisfaction with his participation in the activity, his own actions and the result.

Form of work - specially organized activity teacher and student, proceeding according to the established order and in a certain mode. The forms differ in the number of pupils, the nature of the interaction between the teacher and the pupil and the methods of activity (methods and techniques, location. In preschool educational institutions, frontal, group and individual forms of education are used.

Forms of organizing learning in everyday life. During the day, the teacher has the opportunity to provide training using various forms of organizing children. In all cases educational work with children in everyday life using different methods is closely related to the main form - the joint activity of the teacher and children. This solves two didactic tasks: preliminary accumulation of ideas or motor experience, which is then used in joint activities, or practicing skills and abilities, consolidating ideas acquired in joint activities.

Project implementation work plan

Study of psychological, pedagogical and methodological literature

In the psychological, pedagogical and methodological literature, the issue of ways to develop independence and activity at different levels is actively discussed. age stages. No matter what natural inclinations this or that person possesses from birth, it is possible to form certain abilities on their basis only in activities outside of which mental development impossible. Therefore, in order to form a new personality trait in a child, it is first necessary to create a situation in which the child would first experience a mental state corresponding to this trait, and then consolidate this state and make it a stable personality trait of the child. Thus, the main driver of human activity is need, therefore, in order to develop the child’s independence and activity, it is necessary to create conditions that require its manifestation.

Preschool age is an important period for the development of independence and activity. In preschool childhood, there is an intensive development of the physical and mental qualities of the individual. The foundation of independence is laid with the acquisition of some autonomy and awareness of the child as an individual. As A. N. Leontiev pointed out, preschool childhood is the period of “the initial actual formation of the personality.”

The independent activity of a preschooler is characterized by the ability to act on his own initiative both in familiar and new conditions; set a goal and plan the result; the ability to perform the actions necessary to achieve a goal without

adult help; presence of self-control and self-esteem. To demonstrate independence, a child must have a number of necessary knowledge, skills and abilities, as well as, of course, appropriate motivation.

Leontyev A. N. believes that independence develops in the main types of activities characteristic of a preschooler, such as cognitive and play activities, communication activities, and elementary work activities. Therefore, in modern pedagogical research, the task of organizing such a pedagogical process is brought to the fore in which each of the students could become the subject of their own development and in search of those types of active relationship to the world in which they can most fully develop as a person.”

The system of activities of preschool educators for the development of independence and activity in preschool children is developed in accordance with personality-oriented, activity-based and cultural approaches.

The activities of preschool teachers to develop independence and activity in preschoolers are presented in the following blocks. Each block corresponds to the formation of a specific component.

1 block “I want” - motivational component;

Block 2 “I know” - emotional - volitional component;

3 block “I can” - operational component;

Block 4 “I do” - activity component

Planned result

Pupil model: the ability to act on one’s own initiative both in familiar and new conditions;

Ability to set goals and plan results;

Perform actions without the help of adults;

Exercise self-control if you have adequate self-esteem.

Diagnostics

Assessment of independence and activity of preschool children (author A. Kozlova). It is given based on the manifestation of activity, initiative, responsibility, and the degree of effort made. Children are divided into four groups according to the degree of development of independence.

1. Low level of development of independence.

Criteria for determining the level of independence: low interest in tasks under normal conditions, increasing in non-standard conditions, the presence of aimless, ineffective actions, inertia, turning to an adult for help without using one’s own capabilities, activity is relatively high at the beginning of the activity, then quickly declines due to satiety, the result is achieved using chaotic trials.

2. Average level development of independence.

High interest in tasks, but pronounced instability of behavior, at the beginning of activity - high activity, but when faced with difficulties, the pace of work decreases, actions become less purposeful, sometimes repeated to no avail, adult support, a little help, encouragement often

lead to a significant increase in activity, initiative, children adequately evaluate their work, but the desire to improve results is weakly expressed, under normal conditions there is incontinence, impulsiveness, careless performance of the task, however, as the task becomes more complex, higher organization, initiative and independence are manifested, in this

In this case, a clearly expressed emotional attitude towards one’s activities and the results achieved is noticeable, there is a responsible attitude towards work, the desire not to retreat in the face of difficulties, to overcome them on one’s own, without turning to an adult for help.

3. High level development of independence.

Careful acceptance of tasks, concentration, active actions aimed at achieving results, turning to adults for help are rare and appear only after one’s own capabilities have been exhausted, work is done without haste or fussiness.

Characteristic of children classified in group 3, and much more productive than in groups 1 and 2, there is a persistent mobilization of efforts; the difficulties encountered do not demobilize the children, but, on the contrary, cause a desire, at all costs, to find ways and means to overcome them. overcoming, the time required to complete tasks is usually used rationally, the work is performed conscientiously and accurately, emotional reactions indicate the ability to independently evaluate the quality of one’s work, objectively correlate the result obtained with the required one, and act as initiators in games.

Further development of the project

The project is designed for 4 years, goals and objectives for the implementation of this project are stated. This project has practical significance for managers and teachers of preschool educational institutions.

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Consultation for parents “Development of independence in children of primary preschool age”

For you, parents!

Raising a child caring parents They try to give him the best, to protect him from all sorts of problems and worries. Believing that the baby is still very small, we remove him from doing things that are completely within his power, thereby preventing him from developing. We don't even suspect that our children are capable of more.

It is important to understand in time that the child is not as helpless as we think, and to give him the opportunity to learn new and interesting activities. Let him help you wash the vegetables, water the flowers, wipe the dust in your room. Let him feel like an adult, and very soon he will get the taste and do a lot of things himself. All parents want their child to quickly acquire at least a minimum set of self-care skills. I learned to wash myself, dress, eat, clean up my room, and so on. It is with these very “little things” that the development of independence, so necessary in life, begins. adult life, as well as a sense of responsibility.

But it also happens differently. 3-year-old Kolya has a very caring mother. Every day she washes him and dresses him, believing that he is still too small to wash his hands or brush his teeth, put on panties or take off his shoes. And during lunch, he persistently hands his mother a spoon so that she feeds him. It’s even boring for Kolya to play alone when his mother is busy in the kitchen. And so he pulls her by the hem until she finally gives up what she’s doing and builds him a tower from a construction set or draws something in an album. On walks, the mother carefully carries her son’s buckets, shovels and cars, which he took from home. Is it possible to load a child, because he is so small! It is unlikely that a 3-year-old child is able to appreciate such self-sacrifice. Trying to protect her son from all difficulties, his mother accustoms him to a carefree life. But all our habits from early childhood shape our character and influence the future. Therefore, if Kolya’s mother does not change her approach to upbringing in time, most likely he will grow up to be an irresponsible, selfish and dependent person on his parents.

Another thing is that Kolin is the same age as Olya. She is always busy: after all, she needs to feed the fish, put away the toys, dress the doll for a walk. And in the store Olya herself gives money to the seller and chooses her favorite juice. At home, she and her mother make dumplings, and then Olya helps set the table and lays out the cutlery. Recently, the mother even instructed the girl to chop vegetables. How happy the little girl was when she was given a small knife and given such an important task! She tried so hard, and her mother made sure that her daughter didn’t cut herself. Olya also loves to water flowers. She even has her own little watering can. She fills it with water and diligently moistens the soil for her favorite geranium. At first the girl got carried away and poured too much water, but now she already knows how much will be just right.

It is not difficult to imagine which of the children will grow up to be a more independent, responsible, independent person and will easily cope with any difficulties and will not give up at the first failure. Therefore, do not limit your child’s desire to do something himself, it will be better for him! To teach a child independence, you don’t need to invent any complex methods. Life itself provides a lot of opportunities and situations. You just need to take a closer look and involve him in your adult concerns more often. If a child, for example, becomes interested in how you wipe the dust or wash the floors, you should not remove him, believing that this is not his responsibility. Give him a clean, damp cloth. Let him try. For him it is primarily entertainment. It is important that the tasks offered to the baby are feasible and safe for health. Just don’t expect your child to do the job perfectly. By scolding a baby for being awkward, you can discourage him from helping for a long time. The main thing is participation! By helping his mother, the child will learn a good lesson and add another skill to his life experience.

The desire for independent action manifests itself in children very early. The baby has just turned one year old, and he is already trying to master the spoon. At 3 years old, a child can dress himself, fasten buttons, and pull on tights. At this age, he is able to keep his room tidy and provide a little help around the house. If he is entrusted with such important adult concerns, the baby is filled with pride and a sense of his own importance. As a rule, in the 3rd year of life he continually declares to his mother: “I myself! “At this time, the desire for independence manifests itself especially clearly. It is important not to miss this moment and help the child master the desired activity. And if something doesn’t work out, don’t rush to do everything for him. Let him try again. Down and Out trouble started!

Praising your child more often is a powerful tool in the parenting arsenal. Don't skimp on kind words. This helps reinforce the desired behavior. However, you also need to praise wisely. Try to avoid empty, far-fetched encouragement, otherwise your words will simply become worthless. Praise must be targeted. That is, if you are satisfied with the child’s action, it is better to tell him not just that he is good, but rather like this: I am very pleased with the way you did such and such today.” Moreover, it is necessary to encourage immediately, without putting pleasant words on the back burner, otherwise the taste of victory will not be so sweet.

Rules for teaching independence

The basic rule of teaching independence: do not do for a child what he can do himself.

Any training cannot be rushed. So if you're really in a hurry, study at a different, quieter time. Otherwise, you will inevitably be nervous and urge your child, and he, in turn, will get upset and will not want to try again.

The atmosphere in which you work with your baby should be friendly. Instead of scolding your child for an unfulfilled assignment, explain to him what irresponsibility can lead to, what certain rules. If you don’t feed the fish, it means they are hungry and may even die; if you don’t water the flowers, they will wither. At the same time, always give the baby the opportunity to rehabilitate.

Any learning is best done in a game. For example, you can compete to see who can fasten all the buttons or lace up their shoes the fastest. Or you can practice on toys and help wash your favorite doll’s hands.

Try to avoid judgments and comparisons with other children. If, for example, you tell your baby: “Look how great Katya is, she puts on her sandals herself! And you don’t know how to do anything yourself,” this will more likely cause him to dislike Katya than to desire to master the skill. Comparison can only be made with his own achievements.

Children behave the way we instruct them. Therefore, if the child’s actions are accompanied by the words: “I know you can do it, you can handle it,” the child will be set up for success.

Always pay attention to what the baby is doing. Because if the baby is constantly pulled back and corrected, he will develop a feeling of his own weakness and helplessness. Don't exaggerate mistakes. After all, children learn by making mistakes.

Since young children often forget about assignments, it is necessary to remind them in time. You can use special reminders. For example, hang a picture with a flower and a watering can on the doors. This will definitely make the baby think that it’s time to water the flowers.

Personal example plays a decisive role in teaching independence.

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The end of my patience

DEMOBILIZATION!

Have you, dear parents, ever encountered such manifestations? What ways have you found to get out of a difficult situation?

Parents share their experiences

So, children strive for independence. But the question arises: “What can they do on their own?”

Let's try to compile a list of actions available to children in the middle group:

Wash your hands by rolling up your sleeves; wash your face without splashing water; use soap correctly; do not wet clothes; Dry yourself with a towel, hang it in the designated place without being reminded.

Dress and undress in a certain sequence: fold clothes, hang them, unbutton them, fasten buttons.

Notice the mess in your clothes and fix it yourself or seek help from an adult.

Use a handkerchief and toilet in a timely manner.

Drink from a cup, eat, chewing food well with your mouth closed.

Use a spoon, fork, and napkin correctly.

Place toys and building materials in a specific place.

In order to acquire these skills, adult assistance is required. It is necessary to create the necessary conditions for the manifestation of independence. Adapt a clothing hanger to the child’s growth, allocate space for storing toiletries, a permanent and convenient place for towels, shoes, etc.

But creating conditions is not yet enough to develop self-service skills and foster independence in children. It is necessary to properly guide the actions of children. Before expecting independence from a child, he must be taught the actions necessary in the process of dressing, washing, and eating.

The right to choose.

When developing independence skills in children, we often encounter the fact that the child cannot cope with the proposed task. How to act in such situations?

Even a small child should have the right to choose. , but the choice must be provided in the so-called “frame”. “What will you drink: water or juice?” ; “Will you put away the toys now or after the walk?” Such questions set limits. The question is not “Will we put away the toys or not?” We will put away the toys, but when the child himself chooses. Actions and consequences. You can say: “Well, okay, let the child choose, but what if he chooses some nonsense?” The question is of course legitimate. If any actions lead to a health risk, then parents need to say a firm “No.” Another thing is more important: for the child to realize that every action has consequences.

Situation: My daughter is trying to walk in her mother’s shoes: it looks funny, but is not entirely comfortable. The kid tries to eat soup with the help of a juice straw, but it turns out to be long and tedious.

Wise parents will never exclaim: “Stop doing stupid things!” It's just a valuable lesson. At the same time, the child learns not to make mistakes.

Having learned to clean up after himself after eating, Vanya began to move the chair, but his leg caught on the table leg. Without making any effort, he abandoned the small but necessary effort and immediately abandoned his intention. When his mother reminded him that he needed to move his chair, the boy said tearfully: “It just doesn’t work.”

What actions should adults take?

Situation:

Mom gave Masha six spoons so that she could lay them out on one of the tables. But Masha was distracted - a ball rolled at her feet. A minute and spoons are left, and the little assistant, grabbing the ball, runs away with it.

What should a mother do in this situation?

Children's poems. Joint activities with children (child + parent): washing hands, cleaning toys.

And now our children want to demonstrate their independence themselves.

Poem “What you took, put it back”

(Z. Alexandrova)

What you took, put it back! Only the girl is small:

Source nsportal.ru

Well, let’s go, at least I’ll brush my hair...

Me myself! Me myself!

Well, let me at least feed you...

Me myself! Me myself!

Educator:

Independence is a valuable quality that a person needs in life; it must be nurtured from early childhood. Very often, children strive to perform various actions independently. And it is important for us, adults, to support them in this.

Often, for various reasons - due to lack of time, lack of confidence in the child’s strengths - we strive to do everything for him ourselves.

But are we really helping the child? How do you think? Can a small child be independent?

Let's understand the situation.

Let's look into the situation." 5 minutes.

“Alyosha is four years old, but compared to children of his age, he is completely helpless; he protests any proposal to show independence. He can’t take off his coat or mittens, he doesn’t want to button a button or untie a lace, he sits at the table waiting to be fed.

If he is reminded that he needs to eat himself, like everyone else, the boy lowers his head, there are tears in his eyes and plaintively declares: “I don’t want to!”, “I can’t!” But at home with adults, Alyosha has an imperious, demanding tone, and there are always tears in his eyes . And adults rush to warn them, they feel sorry for him: “He’s so helpless!”, “He’s still very small!” This is often said in the presence of a boy."

Sample questions: - Analyze the behavior of adults and evaluate it. - Is it possible to develop independence in a child using these methods?

You are absolutely right. In an effort to do everything for the child, the adult causes him great harm and deprives him of his independence.

By the age of three, the child’s desire for independence sharply increases. He develops a strong desire to assert himself.

Under no circumstances should these impulses of children be suppressed; this can lead to negativism, stubbornness; obstinacy and self-will may be observed. That is, not just disobedience, but the desire to do everything the other way around, the child begins to deny everything that he did before, the child wants to do everything himself, refusing the help of an adult and achieving independence even in what he still knows little about. Thus, suppression of children's independence can have a serious negative impact on the development of the child's personality.

But independence does not mean complete freedom of action. It must be contained within the framework of generally accepted norms. This happens because the child does not understand what “right actions” and “wrong actions” mean.

Of course, over time, your baby will begin to understand that independence should end in a result that suits everyone. What actions of a child can be given “complete freedom” or “relative freedom”, or perhaps “prohibition”.

“We prohibit - we allow.” 7 minutes.

Parents are given three cards of green, yellow and red, and the teacher reads out a list of possible actions for the children. Parents hold up a card with the color they think is correct. Green symbolizes the “Complete Freedom” zone - this is everything that a child can always and everywhere at his own discretion.

Yellow – zone “Relative freedom” - actions in which the child is given relative freedom. You can act according to your own choice, but following some rules. It is in this zone that the child learns internal discipline.

External restrictions eventually turn into their own self-limitations.

Red – “Prohibited” zone - actions of the child that are unacceptable for him under any circumstances.

List of possible actions:

Pour tea from the kettle, wash, make the bed, put on tights, button up your shirt, fold your clothes, put on your shoes, use a handkerchief, toilet in a timely manner, use a knife, use a spoon, fork, napkin correctly, wipe your hands dry with a towel and hang it up , water the flowers, turn on electrical appliances, set the table.

Let's think, “What can our children already do on their own?” And to do this, we will conduct an exercise called “Independence List”.

Exercise “Independence List” 5 minutes

Please take a sheet of paper and divide it into two halves. Left: what you and your child do together (meaning self-care); right: what your child can already do independently.

Take the lists home and try to get all the items from the left half to the right.

Trying to develop independence in their child, adults often make very common mistakes opposing each other: excessive guardianship of the child (overprotection) and complete withdrawal from helping and supporting the child (hypoprotection). In the case of excessive guardianship, the child may become infantile, in the second case - helpless and stubborn.

But how much we, adults, are ready to reduce this guardianship and expand the boundaries of independence of our children can be understood by taking part in an exercise called “Good or Bad.”

Exercise “Good or bad” 2-3 minutes

Take turns and complete one or two of the statements if you wish:

- “A child is independent, it’s good because...”;

- “A child’s independence is bad because...”.

And now we invite you to relax a little and watch a short presentation “What the children have learned in a year.”

Presentation. 7 minutes.

Thank you very much to all parents for participating in the exercises.

But your children have learned not only cultural hygiene skills. They learned to draw, glue, sculpt, and count. And what success they have achieved, you can see by looking at their work.

And now we will happily move on to the most pleasant moment of our meeting - we want to express our gratitude to all parents for their joint work and help, but most of all we are grateful to you for raising wonderful children.

Presentation of certificates.

A diploma is awarded (full name of Parents) for active participation in the life of the group and kindergarten; a diploma is awarded (full name of parents) for assistance in preparation methodological manual on development fine motor skills; a certificate is awarded (full name of parents) for preparing the group site for the summer recreation period.

Thank you very much!

1. Formation of the group.

• Wall newspaper design: “I can do it myself!!!”

(Includes photographic materials depicting children in the process of performing various self-care activities: dressing, undressing, washing hands, eating.)

2. Design of a book exhibition on the theme of the meeting.

3. Making an announcement about the parent meeting in the information corner.

4. Making individual invitations for parents.

5. Preparation of questionnaires for parents on the topic: “Self-care skills in young children.”

6. Making colorful instructions for parents on the topic: “Development of self-care skills.”

7. Making “candy” with children.

8. Preparation of an A3 sheet for the wishes of the parents.

Tasks of the parent meeting: (SLIDE)

1. To increase the pedagogical competence of parents in matters of raising independence in self-care in young children.

2. To form among parents ideas about the importance of self-service in raising children and their role in the process of nurturing independence.

3. Introduce parents to self-care skills for young children.

5. Formation of habits in children and parents healthy image life.

6. Develop in parents the ability to work in a group, together, and are not afraid to speak out on the topic of the meeting.

Progress of the meeting.

Hello, dear parents! We are glad that you put aside all your business and are present at our meeting today!

What do you think we will talk about today, what is the topic of our meeting?

(Parents express their opinions)

Today we will tell you how to instill in your child the skills of independence in self-care. But what is independence and self-service? (SLIDE)

Independence is a valuable and very necessary quality. It is necessary to educate him from early childhood. Children are very active and often want to do things on their own. And it is important for us, adults, to support children in this. (SLIDE)

We think that each of you, when asked to do something for a child, has heard the phrase “I do it myself.” And mothers who do not pay attention to what the child says, thereby preventing independence, keeping him in a dependent state, undoubtedly harm the child.

Because not all children have a lively character, not every child will be able to defend his “I myself” and, as a result, allows his parents to do everything for him almost until school, getting used to such treatment. And to prevent this from happening, it is necessary to develop self-service skills on time and the age of 3 years is the age when it is possible and necessary to support the child’s desire for independence, so that in the future it will be much easier for both him and you.

To help you, dear parents, we are teachers, your educators. (SLIDE) Our tasks are:

• develop new skills and abilities, consolidate existing ones;

• cultivate respect for work;
• the ability to achieve results on your own, develop a sense of satisfaction from the work done, and the confidence that if you try, you can do a lot yourself.

In kindergarten, children participate in various types labor: self-service, household work, work in nature, manual labor. We will dwell in more detail on this type of work as self-service. (SLIDE)

Self-care is work aimed at satisfying everyday personal needs. The labor education of young children begins with self-care: washing, taking off and putting on clothes in a certain sequence, unbuttoning and fastening buttons, shoes, folding clothes. (SLIDE)

From the very first days of a child’s stay in kindergarten, we organize the process of self-care. This requires great hard work and patience in order not to extinguish the children's initiative. And sometimes patience is just not enough. Let's look at some examples from life: (SLIDE)

1. Three-year-old Vanya diligently puts on tights. A difficult task for a child. After much effort, the tights are almost on, but... inside out.

The mother stops as she says “this aimless fuss,” fast movement With irritation, she pulls off the child’s tights and pulls them on herself. The baby starts screaming: “Sam! I myself!”

The mother sternly says: “Sit still! You don’t know how, but you shout “yourself.”

• What are the consequences of this mother’s behavior?
• Have you ever experienced similar situations?

• How did you get out of them?
• What is the best way to behave in such situations?

(Mom did the wrong thing, the mother can discourage the child from any desire for independence, and subsequently the child can grow up passive and lazy.

It would be more correct to play out the situation, rather than attack the child with complaints and show your irritation. Tell the child: “Oh, look how stupid the tights are - they turned inside out!” Let’s help them - let’s turn them back out”)

2. Another situation. Katya is 3.5 years old, she categorically refuses to dress herself. She justifies her protest by saying that she is still small. (SLIDE)

• Why is this happening?
• Advise parents on what to do in this situation.

(Probably, at some point the parents took the initiative to dress and undress into their own hands and did not support the desire for independence. This process can be turned into an exciting game: here is a snake crawling into a hole (putting on tights, a sock), here is a train going through a tunnel (pulling sweaters and T-shirts over your head). You can play hide and seek. Clothes covered your face - where is our baby? During the game, the child will be able to, unnoticed by himself, seize the initiative, feel the desire to dress on his own.)

We have considered 2 situations. They are different, but there is something that unites them. What do you think this is? (The resolution of the situation itself, it happens in a playful way)

Right! Because The leading activity in preschool age is play; our task is to teach children self-care through play. Of great importance in the formation of these skills is reading and acting out literary works and nursery rhymes on the topic. (Parents should be drawn to the exhibition of books on this topic.) SLIDE

Through this type of work, such as self-service, the child for the first time establishes relationships with people around him and realizes his responsibilities. It's getting more

self-confident, such a trait as independence is cultivated. Constancy of requirements ensures the strength of skills, increases efficiency and endurance of the body. Develops dexterity, coordination of movements, and provides aesthetic satisfaction. (SLIDE)

How do self-service skills develop?

• Definitely a direct demonstration of the action with an explanation. Then the adult performs the actions together with the children.
• When teaching children to wash their hands, an adult rolls up the sleeves of his clothes, soaps his hands, rubs them, rinses off the soap, wipes his hands, and only after that encourages the children to repeat all operations in the same sequence.
• Learning to use the toilet takes place under the supervision of an adult (takes off underwear and panties, sits on the toilet, puts on underwear and panties yourself). It is also necessary to teach your child to use toilet paper independently.
• The child must use at least a spoon (by the end of the 4th year of life, a fork), and hold it correctly in his hands. Handling a spoon is a necessary skill, one might say vital.
• Dressing is an important process in education. The child learns to work, neatness, neatness, learns the names of items of clothing, develops hand motor skills, the names of body parts and colors are fixed, and learns to correlate clothes with weather changes.
• Clothes and shoes should be comfortable, aesthetically pleasing and practical: - taking off and putting on clothes should be comfortable for the child and the teacher;
• - it is advisable to wear shoes with Velcro rather than laces;
• - not gloves, but mittens; - the child’s clothes and underwear should be clean and tidy every day; - the child’s locker should always have a change of clothes and underwear;
• Clothing must match the child's size.

• Using didactic games.

(The teacher draws the parents’ attention to the wall newspaper “I can do it myself”)

And to make it easier for you to organize work at home to develop independence in self-care, we have prepared colorful reminders. We also invite you to answer the questions in a short questionnaire. Which at the end of our meeting you will take home along with the memo and it will serve as a reminder to you of what is important to pay attention to.

And now we will play a little. I have in my hands a very beautiful bundle of skills that our children will have to learn. Let's see how much our kids can already do. Continue the sentence “My child can or does...”.

For each skill mentioned, we unwind our tangle of knowledge. (Parents name what their children can do) Look how many things our children can do, how great they are (the teacher pays attention to the number of unwound threads). But how much they still have to learn (The teacher draws attention to the remaining ball). And they will be able to do this only if you and I work together, together.

Tell me, do you like candy? The guys and I have prepared some delicious sweets for you (game “Spicy Dish”). Please note that the designers of the wrapper were the children themselves. The teacher distributes “candy” to parents.

There is a question written on the “candy” that needs to be answered within 1-3 minutes. If the parent does not want or cannot answer, then he passes his “candy” to another participant in the meeting.

1. Marina is picked up by her grandmother, who loves to help. Even if Marina dresses herself, her grandmother is eager to help her. As a result, the child began to run for help with every little detail in his clothes.

(Ask the grandmother not to do this; she does not help, but develops self-doubt in the child.)

2. Andryusha is 2 years 10 months old, he knows how to wash his hands and dry himself with a towel - he does it with pleasure, using rhymes and nursery rhymes. There are problems with dressing - how to interest him?

(We looked at game options earlier. The following dialogue is possible:

What are these? - Pants? What are they for? - To put on. - To put on? How is it?)

3. It got cold outside, they started putting on warm clothes and whims began - I don’t want to wear tights, I don’t want pants, etc. When I dress myself, I calm down. What happened?

(Perhaps warm clothes are not suitable for dressing independently: the pants are too small, the tights are made of warm but uncomfortable material. It is simply physically difficult for the child to put on these things).

4. I was getting ready to go outside with my daughter. Gave her clothes. And she went to the kitchen.

15 minutes later she returned - not only did she not get dressed, but she also mixed up all her things. She dresses herself in the garden. Why did this happen?

(The child needs detailed verbal explanations, and possibly direct help; the teacher in the kindergarten explains how, what and in what order to wear. Left alone, the child is confused.)

Our meeting has now come to an end. And I would like, as at the beginning, to read to you the words of the ancient philosopher Epictetus: “Of all creations, the most beautiful is a person who has received an excellent upbringing.”

And finally, we would like to know how you like our meeting, what your emotions are, and what new things you may have learned. And therefore, we ask you to take another minute of your time and leave your emotions and wishes on this sheet. Thank you!

Questionnaire for parents

“Self-care skills for young children”

Self-service criteria

Material from the site nsportal.ru

“Formation of independence in children”

(consultation for parents 2 junior group) .

Every parent wants to see their child successful in the future: in school, at work. The “building blocks of development” are not created immediately; they appear at an early age. From joint efforts in the interaction of teachers, parents and children.

A child’s success in many activities depends on the ability to show independence, manage one’s actions, and achieve the goals set for the child in upbringing and education. All this is acquired gradually and only with the help of an adult, a parent. To help a child acquire the listed early skills, you need to know how, depending on age characteristics, independence and control of actions are formed.

1. In upbringing and teaching, take into account the age characteristics of children. At 2.2 - 3 years old, a child realizes himself as a separate person, different from an adult, and the image of “I” is formed (with the help of an adult). The child strives to be independent. So allow the child to be independent, successful in activities that he can handle on his own. (Example: cultural and hygienic skills). So that the child strives to be independent, performs actions that he can do:

Listen to an adult;

Fulfill simple requests and instructions;

He was able to imitate, repeat elementary movements in the game, actions with toys and objects;

encourage with praise, encouragement, create small game surprises. When an adult demands something from a child, remember that it is not so easy for him to do it and navigate. He strives to master the rules (but not always), and transfers the requirements to different situations.

Do not worry and insistently demand that your child follow all your instructions. At this age, children rely more on their personal, selfish interests.

The child can replace the set goal of a task or assignment with his own (age appropriate). Example: parents asked the child to draw a fence, and he drew grass and rain.

The child’s performance in certain types of activities (example: the ability to listen to a story, learn something new, cultural and hygienic skills, the desire to engage in creativity, construct buildings from cubes, sculpt from plasticine) depends on:

From personal interest;

From skills that were formed with the help of adults; - from the ability of an adult to interest a child in a certain activity with the help of game techniques, methods of encouragement, and praise. Game and game techniques are the best stimulation for the formation of independence and control of actions.

In outdoor games, teach your child simple movements using a model. Show and teach your child how to interact with construction items and disassembled toys. At the same time, pay attention to how the child reacts to difficulties if something doesn’t work out for him:

The child quickly loses his interest and stops doing the activity (you need to figure out what’s going on) the child is tired due to his age, or feels unwell, perhaps this activity is difficult for him and the child needs to be shown and taught more than once in a certain activity; knowledge that is given may not be age appropriate; the child lacks perseverance and perseverance, which is an important quality in learning; - the child is nervous and does not ask for help from an adult (the child may strive to be independent, but with little knowledge and skills it is difficult for him to perform activities, teach the child verbally to ask for your help);

Remember, this is the age where the adult role model is.

The child strives to copy your actions with toys and objects. IN board games When interacting with toys, act out the plot of the game, encourage the child to carefully follow the pattern of actions. So that your child can repeat after you.

2. In the cognitive sphere through the activity of vision, hearing, tactile sensations body, arms, legs, the child cannot subordinate his attention and behavior to the rules proposed by adults for a long time. Hence, it is necessary to develop in the child a cognitive interest in long-term activities that require observation and perseverance.

Develop in your child an interest in natural objects, teach them to observe changes in nature. Teach your child to focus on changes occurring in the immediate environment, on the table, in the room. With prolonged mental and physical stress, the child gets tired.

Remember, according to the program objectives, in education and training edited by Vasilyeva, for children of the 2nd junior group, classes last up to 10 minutes (when a child shows special interest in some activity, then we can proceed from his desire).

The child may be more attentive for the first 5 minutes. Over the next 7-8 minutes, the child begins to get distracted; he cannot maintain a motionless position and listen to you for a long time. If at this time you wish to continue joint activities, allow the child to switch his attention.

Let him relax, relieve tension for 2 - 3 minutes and engage in active activities. This could be exercise, a game for individual parts of the body (arms, legs, fingers). Then the child will begin to perceive further joint conversations and games with renewed vigor. A 3-4 year old child especially needs his attention and perception to be activated, directed and stimulated.

3. Speech as a regulator of behavior

At 3-4 years old, adult speech is regulating. For the child to understand us, our requirements, instructions: they must be clear, specific and not lengthy in content. According to verbal instructions, the child cannot yet perform complex actions.

You can give them step-by-step instructions, where the transition from one action to another.

4. Nurture cultural and hygienic skills

Continue to teach children, under the supervision of an adult, to wash their hands independently before eating and after walking.

Help and guide your child to the habit of being neat and tidy.

While eating, when dressing, taking off clothes and putting them in a certain place.

Teach your child to use individual items (handkerchief, napkins, towel, comb) and put them in the right place.

Once cultural and hygienic skills are instilled, a habit and attitude towards labor activity. The ability to work develops character and determination, the desire to complete a goal.

All this creates fertile ground for the formation of cognitive interest in intellectual activity.

“Remember the philosophical thought: “You sow the seeds of habit, shoots of behavior will sprout, and from them you will reap character.”

Everything is in your hands, dear parents!

The difficult task of raising a healthy and happy child faces all parents, and preschool education of children is very important in this matter. At this age, children, like sponges, absorb knowledge and skills, and parents must give them the necessary and correct direction in life. Raising a preschool child can be compared to laying a foundation. This is where the further development of the child’s personality begins, so it is very important to begin preparing him for his future life psychologically and mentally as early as possible, introducing him to communication skills, rules of behavior and other important aspects of life.

Raising a preschool child: from 3 to 6 years

It is generally accepted that preschool age begins at 3 years, with the onset of the three-year crisis. This is one of the most striking crisis periods in a person’s life. It is characterized by bursts of increased independence, when psychologically the child develops a need to do everything himself, but his physical capabilities do not yet allow this. At this time, the demands placed on the child by adults also increase. To successfully resolve this crisis, adults need to expose the child to more new activities in which he will be given freedom of expression, and thus he will be able to show initiative and independence.

At the age of 4 to 6 years, a relatively calm period begins: children are obedient, eat and sleep well, and do not need constant care. main feature A child at this age has extreme curiosity and a desire to understand the world. This is the time of countless questions that children ask their parents. For the harmonious mental education of a preschool child, parents need to be patient and answer all questions, encouraging his cognitive interest, which, in turn, will help in further preparing the child for school.

At this age it is also important labor education preschool child, which consists of introducing self-service and work. Children try to do everything themselves, and even if it turns out awkward, adults should not suppress these desires. Of course, the mother will dress, comb and feed the baby faster and better, but it is very important to be patient and create conditions for the child to show independence. When he manages to deal with unruly fasteners, laces and cutlery, he will be sincerely happy and will try to do even better next time. The parents' job is to encourage and praise.

In addition, from the age of 3, a preschooler needs to be involved in household chores. Children at this age happily help adults water flowers, wipe dust, wash dishes, wash clothes, etc. Parents need to encourage their kids by giving them feasible tasks.

Features of raising a child at 6 years old

When a child has reached 6 years of age, his development and upbringing imply that his parents have enormous patience and the ability to negotiate. Children at this age have a social circle with peers that may not be very friendly, so parents need to prepare the child for quarrels, conflicts and friction.

In addition, at the age of 6, the upbringing of a preschool child should include special educational programs that will help prepare him for school. It’s good if a child shows a desire to learn, he wants to learn new things, he happily pretends to be a schoolboy in the game. Parents need to support their child in this endeavor in every possible way.

In modern pedagogy, there are various methods and programs for raising a preschool child. Each kindergarten independently chooses a developmental program, according to which it works for 5 years. Any program has its pros and cons, usually each of them focuses on a certain area: speech development, mathematics, artistic and aesthetic education, or others.

Child psychologists agree that the optimal option for raising a preschool child involves an individual approach. Of course, parents should familiarize themselves with various preschool education programs and choose the best one for their child. You can do themed weeks. For example, devote one week to wild animals: tell your child about them, look at pictures with their images, draw, color, sculpt their figures, read poems and fairy tales, sing songs about them, and finally select outdoor games on this topic. This way the child will remember the information easily and with pleasure.

Moral education of preschool children

It is known that the moral foundations of the human personality are laid in early childhood, therefore moral education Preschool children should not be delayed. It is at this age that the child actively learns moral standards of behavior. All child psychologists unanimously agree that the most effective way to instill moral and ethical standards in a child is imitation. Children copy their mothers and fathers in everything: appearance, behavior and standards of evaluation of others, so they should see kindness, tenderness, generosity and other positive moral qualities around them. It is important to praise and encourage your baby when he shows them so that they continue to develop in his character. In addition, the process of raising a preschool child should teach him to put himself in the place of another person.

At the same time, parents need to remember that raising children should always be combined with respect for their personal dignity. Reasonable demands should not take the place of love. It is necessary to take into account the child’s individual character traits, his capabilities and characteristics. Forming the foundations of a child’s moral behavior should not suppress his initiative and level out his individuality.