This is the most accessible form of establishing communication between a teacher and a family; it can be used either independently or in combination with other forms: conversation when visiting families, at a parent meeting, consultation.
The purpose of a pedagogical conversation is to exchange opinions on a particular issue; to provide parents with timely assistance on a particular issue of education, to help achieve a common point of view on these issues.
The leading role here is given to the teacher; he plans the topic and structure of the conversation in advance.
When conducting a conversation, it is recommended to choose the most appropriate conditions and start it with neutral questions, then move directly to the main topics.
Its peculiarity is the active participation of both the teacher and parents. Conversations can arise spontaneously on the initiative of both parents and teachers. The latter thinks through what questions he will ask the parents, announces the topic and asks them to prepare questions to which they would like to receive an answer. When planning the topics of conversations, we must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on issues of teaching and raising a preschooler.
The conversation begins with general questions; it is imperative to cite facts that positively characterize the child. It is recommended to think through in detail its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The teacher should select recommendations suitable for a given family, create an environment conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive characterization of the child, showing, even if insignificant, his successes and achievements. Then you can ask your parents how they managed to achieve positive results in their upbringing. Next, you can tactfully dwell on the problems of raising a child, which, in the teacher’s opinion, still need to be improved. For example: “At the same time, I would like to pay attention to the education of hard work, independence, hardening the child, etc.” Give specific advice.
Algorithm for conducting a conversation with parents
The preliminary stage is creating conditions for an effective conversation.
It is necessary to equip a special place (a separate room or a specially fenced off space). It is better to arrange the furniture so that the principle “on equal terms”, “eye to eye” is observed: two identical chairs separated by a coffee table (1.5 m from each other); dim lighting is preferable. There should also be a hanger and a mirror.
Preliminary arrangement of a meeting
Preparing the teacher for the conversation: prepare diagnostic results, drawings, appliqué work, manual labor, and the child’s notebook; audio and video recordings of observations of his activities.
Technology (rules) of conversation.
1. Greeting. Goal: create a friendly environment.
Meet the parent, show him to the room and offer to choose a convenient place. Before starting a conversation, you can joke, express your opinion about the weather, etc. If people have not met before, an official introduction takes place: “What is your name and patronymic? What do you want me to call you?”
In further conversation, it is necessary to address the person by name each time. This creates conditions for individualizing contact and, as it were, brings people closer together.
During the conversation, it is necessary to take into account the cultural and national characteristics of the person, his educational level.
2. Conversation.
During the conversation, the teacher sits on a chair, leaning against the back, in a comfortable position, with his head slightly tilted forward. If the initiator of the conversation is a teacher, then he begins his message with positive feedback about the child, then moves on to the goal and subject of the conversation.
To better understand your interlocutor, it is recommended that you carefully but discreetly watch him and adapt to his posture and pace of speech.
It is useful to learn to use positive “open” gestures to successfully communicate with people and get rid of gestures that have a negative connotation. This will help you feel comfortable around people and make you attractive to them.
The teacher must show empathy in conversation (empathy is entering into the spiritual world of another person), which helps to more objectively assess the situation and understand it.
During the conversation, simple, accessible language is used, preferably without evaluative phrases (happened, worried, happened, etc.) and without scientific terms.
It is very important to be able to pause so that the interlocutor can understand his experience and comprehend what was said.
If you “correctly” listen to your interlocutor, then his negative experiences weaken, he begins to talk more and more about himself and, as a result, he himself “progresses” in solving his problem.
When answering a question from your interlocutor, it is sometimes useful to repeat how you understood what happened and to “label” his feelings.
These communication skills are based on humanistic principles: respect for the personality of the interlocutor, recognition of his right to his own desires, feelings, mistakes, attention to his concerns.
During the dialogue, feedback technology is used (repetition and generalization of what was said). This allows a person to understand how the interlocutor perceives him. The following introductory phrases are used:
- Did I understand you correctly?
- If I'm wrong, correct me.
Parents have the right to disagree with the teacher. If the teacher feels such resistance, he notes this: “It’s difficult for you to accept... You don’t want to agree...” Thus, the teacher refuses the desire to reorient the interlocutor and shows his desire to admit that he is right in some way .
You should not be afraid of parents’ negative attitude towards the results of the conversation. The main thing is to arouse their interest, feelings and understanding of the subject of conversation.
Further joint work will help achieve a single positive solution.
3. End of the conversation.
Finishing the conversation, you can compliment your interlocutor: “You know how to understand the situation,” making it clear that the conversation was successful. You can recommend meeting with a specialist, reading the necessary literature, inviting you to observe the child in kindergarten (“Workshop of Good Deeds”, open classes). It is advisable to arrange a second meeting.
If the conversation drags on, you can look at your watch and stop the conversation with the phrase: “But this moment requires special attention. We’ll talk about it next time. Our time ends today. Thank you for coming.” After this, stand up and accompany the interlocutor to the door.
Parents must be confident that the teacher will treat their child well. In order to earn the trust of parents, a teacher can organize his interaction with them as follows (V.A. Petrovsky).
Stage 1 – “Broadcasting a positive image of the child to parents.” The teacher never complains about the child, even if he has done something.
Stage 2 – “Transmission to parents of knowledge about the child that they could not obtain in the family.” The teacher reports on the successes and characteristics of the child’s development in the preschool educational institution, the characteristics of his communication with other children, the results of educational activities, sociometric data, etc. At the same time, the principle “your child is the best” is observed.
Stage 3 – “Familiarization of the teacher with family problems in raising a child.” At this stage, the active role belongs to the parents; the teacher only maintains the dialogue without making value judgments.
Stage 4 – “Joint research and formation of the child’s personality.” Only at this stage can a teacher, who has gained the trust of parents by successfully carrying out the previous stages, begin to carefully give advice to parents.
Questions for analysis after a conversation with parents
1. What is the purpose of the meeting in terms of its pedagogical significance for parents?
2. How successful was the organization of the meeting: the stages of its implementation, the methods used to activate parents, causing their response, interest, etc.
3. Analyze your communication style with parents during the meeting. Was it the same throughout the entire meeting or not? Was your communication with your parents dialogic in nature or reduced to your monologue?
4. What difficulties did you encounter during the meeting? Did they not depend on you or did your own actions lead to them? What helped or hindered you in coping with them?
5. Describe the emotional side of the meeting (general emotional atmosphere, elements of humor, “entertainment,” ease, etc.)
What cartoons should children watch?
Target: Explain to parents the beneficial and negative aspects of watching modern cartoons.Material: projector, computer.
Progress of the conversation:
I'm concerned about this question:
- Our children are becoming more angry, cruel and aggressive. Watching the children, I saw that they were copying the behavior of cartoon characters. Children, attacking everyone and breaking all the rules, suddenly realize that it is very pleasant to be in charge, strong, when everyone obeys you and everyone is afraid of you. The characters set a bad example for them, which the children carry into their lives. If a child often watches such cartoons, he learns the example of the all-conquering Superman, for whom there are no laws. (It is imperative to give such examples from the life of the group; I am sure every teacher has them in abundance.)
Today, cartoons for children have become something like a toy or a book. And they shape the child’s soul and mind, educate his tastes and views on the world. Children themselves are not yet able to deal with such a flow of information that falls on them in the form of cartoons. They are not able to understand what is good and what is bad. Their inner world is just taking shape, and everything they see on the screen plays a significant role in its formation.
At the same time, cartoons are also a means of education, and for preschoolers, when they do not yet know how to read and write, this is the main means of education. Cartoons are loved by children of all ages. In their developmental and educational capabilities, they are close to fairy tales, games, and live human communication. The characters show the child a variety of ways to interact with the world around him. They form in children ideas about good and evil, standards of good and bad behavior. The events taking place in the cartoon make it possible to increase a child’s awareness, develop his thinking and imagination, and shape his worldview. And therefore, a child should not be prohibited from watching cartoons. Then what should we do?
Of course, I understand that when you come home tired from work, you need to rest. You sit your child near the TV for an hour or two and it seems to you that the problem is solved. But there is no need to strictly control what and when they watch. And it’s best to watch with him and comment on and explain the plot happening on the screen, since the child cannot filter out the information he is viewing that is negative. Who besides you will explain to them what is good and what is bad? These stories often contain conflict, a fight, a battle, a shootout, a murder—these are elements of aggressive behavior and violence, which children then transfer into real life. Everything watched, of course, is deposited in the minds of children. Most negative aspects are present in modern cartoons. And a lot of aggression is inherent in foreign cartoons from the very beginning. Let's watch these films:
movie 1
movie 2
Our old cartoons are certainly much more soulful, cleaner and kinder. In “Soviet” cartoons, an evil character was usually angry because he was lonely. And as soon as he found friends, he became kinder. Kindness was the basis of Soviet cartoons. Think about how long ago you saw these cartoons on the screen:
movie 3
I very often hear complaints from parents that children watch cartoons all day long and you just can’t tear them away from them, and at the same time you forget that you yourself are getting your children hooked on them, sitting them in front of the TV so that the children don’t disturb you mind your own business. You must understand that not a single cartoon, even the most instructive, can replace a child’s communication with his parents. Children need to feel their parents' love, attention and presence. You need to find time for the child, even if it is not so much. If this does not happen, do not be surprised that children began to behave aggressively, laugh hysterically and begin to pinch or bite other people, imitating the cartoon characters they adore. Monitor your child’s behavior, try to remove from viewing anything that has a negative effect on your child’s psyche. And keep in mind that if you forbid your child to watch a cartoon, he will stop watching it in front of you. But who can guarantee that he won’t watch it without you, with today’s availability of many television and Internet channels. Or he won’t start getting hysterical and capricious because of it. A ban is probably a last resort. It is important for the child to understand for himself what exactly is bad about these cartoons and their characters, and why they should not become the same as them. And you must help him in this understanding, so that the baby draws the right conclusions and makes an informed decision. It is important to understand that not a single wonderful cartoon can replace children with positive, full-fledged communication with their parents. He needs words of support, our smiles and love.
Probably every parent should determine for himself how harmful this or that cartoon is for his child.
According to psychologists, here are some signs of dangerous cartoons:
- The colors are too bright. Acid-bright colors and dynamic scenes with flashes on the screen oversaturate the psyche of children. If you watch such cartoons in the evening, the child will become too excited, and it will be difficult for parents to put him to bed. In addition, bright cartoons can negatively affect a child’s vision and even provoke an epileptic attack in sick children.
- Loud soundtrack. Harsh sounds and intense music have a depressing effect on the child’s psyche, causing headaches and increased anxiety.
- Presence of scenes of aggression and violence. You should avoid cartoons where the characters show increased aggression towards each other, constantly fight, harm others, as well as demonstrations of the attributes of death (murder weapons, cemeteries, blood, skulls). After watching it, a child may show aggression and cruelty in real life.
- Bad (deviant) behavior of the heroes is not punished in any way, and sometimes is even welcomed. In a cartoon, characters can offend, rob, kill and still not be condemned or punished. Young children develop an idea of permissiveness, standards of good behavior are destroyed, and social prohibitions are lifted. You should also avoid cartoons in which there is no clear boundary between good and evil, where even good characters can commit bad deeds for the sake of their interests.
- Life-threatening behavior is demonstrated on screen. Cartoons where characters are “reckless”, jumping from roofs, running along the roadway, endangering their lives, have a negative impact on the instinct of self-preservation in children. Preschoolers tend to imitate their favorite heroes, and such examples can result in trauma and terrible disaster for the family.
- There are scenes of disrespect for people, plants and animals. Many modern cartoons contain ridicule, mockery of weak, helpless characters, and an ugly attitude towards old age and motherhood. If your favorite hero is ill-mannered, cocky and rude, then the child’s cynical indecent behavior will not be long in coming.
- Ugly, unlikable characters. For children, the appearance of heroes is very important, because they identify themselves with them. If a child sees monsters, monsters, ugly heroes on screens, then his inner world and sense of self suffer. Sharp, angular superheroes can be perceived by girls as a model of a future man, and big-eyed, mysterious and enigmatic heroines can be perceived as an ideal for boys.
- Broadcast of non-standard examples of gender-role behavior. Many modern cartoons show courageous women who wear men's clothing, exhibit strong-willed character traits and demonstrate strength, and vice versa. At preschool age, children's gender identification occurs. Watching such scenes can have a negative impact on a child's behavior.
- Slang, obscene expressions. Even, at first glance, such expressions sometimes appear in the most harmless cartoons. Children immediately remember “interesting” words. Parents say one thing, but cartoons show that it is possible to swear, as a result the child is at a loss, the authority of the parents may be shaken.
Psychologists recommend refusing to show cartoons to children under 2 years of age. Before turning on a cartoon, parents should carefully watch it and analyze it according to the criteria indicated above. Even if cartoons have passed safety checks, they should not be shown more than 1.5 hours per day. According to experts, a cartoon should be a holiday for a child.
Decide for yourself and watch the children’s reactions and select cartoons for your child. And don't bother watching it. Better read a book with your child. Maybe this book you read will be much more interesting than the cartoon. After all, in the process of reading, we can think out characters, thoughts and images, and also personify some part of ourselves in the hero. This way there will be much more benefit for the child. Child aggression has become a real problem in today's society!
movie 1
movie 2
movie 3
Thank you for your attention!
Consultative conversation with parents of a student with disabilities
1. Object of conversation : student's parents.
2. Topic of conversation: “How to overcome a child’s shyness and insecurity”
3. Purpose of the conversation : to form parents’ ideas about the impact of a child’s shyness and uncertainty on educational success.
4. Objectives of the conversation:
a) establish psychological contact with parents;
b) discuss with parents the problem of the influence of shyness and uncertainty on the student’s educational success;
c) contribute to the formation in parents of a desire to help their own child overcome shyness and uncertainty;
d) discuss with parents ways to overcome the child’s shyness and uncertainty at home and at school.
5. Conversation plan:
1) Greetings;
2) Main part;
a) The theoretical aspect of the emergence of shyness and uncertainty;
b) Questions asked to parents;
c) Questions that parents have;
d) Memo for parents on overcoming shyness and self-doubt in their children.
3) Conclusion.
Contents of the conversation (supporting concepts, questions, conversation structure).
Greetings:
Hello! My name is Morozova Svetlana Alekseevna. I would like to have a consultative conversation with you on the topic “How to overcome a child’s shyness and insecurity.”
Main part:
Even in the most extreme and neglected
forms of shyness and uncertainty will pass,
if you put in the work of your soul to overcome them.
V. Levi
Almost every person experiences a feeling of fear in their life. Some people are afraid of heights, others are afraid of snakes. But this can be avoided in life. What about those who are afraid of people? First of all, this applies to shy people and insecure children. They feel insecure with their peers during recess and even more so in class. Such children may know all the educational material of the lesson, but are afraid to raise their hand, answer in front of the class, and are afraid to make a mistake.
Often teachers who work with such students get the impression that they have low intellectual potential, a narrow outlook, and undeveloped learning skills. A child who is sensitive to the teacher’s attitude toward himself becomes withdrawn, closed, stops communicating with peers, and tries to run home from school as quickly as possible. Gradually, this state of affairs forms his low status in the team.
A bleak picture, isn't it?
(Parents' answers)
And if he does not receive support and attention at home, the situation can turn into a tragedy.
(Parents' questions)
Shyness is a flexible concept; The more closely we look, the more varieties we see. Therefore, even before we begin to figure out what to do with it, it doesn’t hurt to learn more about it.
The Oxford English Dictionary reports that the word "shy" was first used in writing after the birth of Christ and meant "easily frightened." “To be shy” means to be “difficult to approach because of timidity, caution, or mistrust.” A shy person is “apprehensive and disinclined to meet or have contact with any particular person or thing.” “Impressive, timid, reluctant to assert his rights,” a shy person may be “prone to solitude or secretive due to lack of self-confidence” or due to fear of harassment, his antipode, “doubtful, suspicious, “dark” personality.”
Webster's Dictionary defines shyness as “awkwardness in the presence of other people.”
(Parents' questions)
Shyness occurs when a child concentrates on what others, especially strangers, think about him. He is afraid that he will not meet other people's expectations and will be rejected. Tension affects his physiological state. He blushes, speaks haltingly and quickly, and becomes clumsy.
4 reasons for shyness:
1. Children are more sensitive and impressionable to this behavior and react sharply to any changes and conflicts. Therefore, any careless word or unpleasant situation can make them withdraw into themselves. Often such children grow up in families where parents try to constantly control their behavior.
2. Deprived of freedom, the child loses self-confidence and independence.
3. Endless criticism is also the reason for the formation of shyness. When children are criticized too often, they stop doing anything to avoid making mistakes and being pressured. It is more difficult if critical parents also compare the child with a more successful brother or friend.
4. And finally, children can simply copy the behavior of their parents. If there is a shy father or mother in the family, then the child simply will not have an exemplary example symbolizing self-confidence.
Memo for parents.
Here are some rules to follow when interacting with your shy child.
1. Praise your child for achievements that were achieved through hard work and perseverance.
2. Condemn not the child, but his unworthy actions.
3. Set feasible goals for your child and evaluate their achievement.
4. Do not ignore any child’s efforts to overcome self-doubt.
6. Do not prevent your child from making mistakes, do not replace his life experience with yours.
7. Do not instill in your child fear and apprehension towards yourself.
8. Ask your child if he doesn’t tell you anything, do it tactfully and warmly.
9. Rejoice in his victories over himself.
10. Be there for him if he needs it!
6. Source of conversation topic: The topic of the conversation is determined by the psychologist’s request.
7. Literature used when preparing the conversation:
1. Zimbardo, F. Shyness / F. Zimbardo. – M.: Pedagogy, 2005. – 284 p.
2. Vachkov, I.V. Group methods in the work of a school psychologist / I.V. Vachkov. – M.: Os, 2009. – 179 p.
More information (techniques used and means involved in organizing the conversation, subjective assessment of the conversation).
Success in education is determined by knowledge of the mental characteristics of the nervous system of children, so the teacher needs to study each child. A conversation with parents will help the teacher in drawing up characteristics that reflect the individual characteristics of the activity and behavior of a preschooler. At the same time, it is important to know about the behavioral characteristics of children at an early age, since in the first three years of life, the child’s individual characteristics manifest themselves most clearly. In a conversation with parents, questions are asked about the early period of child development. If in preschool age negative character traits are noted or the child’s individual characteristics have changed dramatically, then knowing his development at an early age, it is easier to understand the reason for these changes. The cause may be long-term illnesses of the child, and the peculiarities of upbringing in the family.
Sample questions
1. Do you consider your child to be very active or not? Was he like this at an early age?
2. Was it easy for the child to get into a routine at an early age? How did you react to a disruption to your usual routine (late lunch, prolonged wakefulness)? What are these features at this time?
3. How did your child fall asleep at an early age (quickly or slowly)? Did he behave calmly in the crib, how did the transition from sleep to wakefulness occur? Have these features changed now?
4. How did your child react at an early age and how does he react now to new conditions and unfamiliar people? How does he behave when visiting the theater?
5. Does the child quickly or not learn the rules of behavior and does he willingly obey them? Is it easy to direct his behavior in the direction you want?
6. How do you consider your child (calm, low-emotional or very emotional)? How does he express his attitude towards loved ones?
7. What mood is your child usually in? Does he often show joy and pleasure? How often does his mood change? (Note the reasons for negative reactions: crying, fear.)
8. Try to remember the features of a child’s games at an early age. Did he play any games for a long time? Were you able to quickly switch it to mode? The child developed habitual forms of behavior that did not completely suit you. Have you managed to change them? What techniques did you use? Was it easy for you?
9. Is the child distracted if he performs any assignment? Is he easy to distract? What can distract him? How long can a child do one thing, despite distractions?
10. What character traits of the child do you not like? What would you like to change about him? Why do you think these traits emerged?
Analyzing the parents' answers, the teacher talks about the individual characteristics of the children's behavior and activities.
Teacher's message about the mental characteristics of children
Balanced, active children
Lively and emotional children are almost always in a good mood. They are always smiling. They easily have feelings that quickly replace each other: reacting violently to the discontent of adults, they cry, but are quickly distracted and freed from the oppressive mood. Speech is lively, fast, intonationally expressive. Movements are fast and precise. Children easily change the pace of movement: quickly switch from one movement to another. Such children fall asleep quickly and have deep sleep. The transition from sleep to wakefulness occurs easily, they wake up cheerful and alert.
Balanced children easily adapt to different conditions. New surroundings and unfamiliar people rarely frighten them: they actively communicate with strangers and do not feel constrained. Their adaptation period to kindergarten is very short (3-5 days). Children develop skills quickly, and changing skills is easy.
Active children have a wide social circle and many friends. They get involved in activities easily and quickly, can show persistence, and strive to change the way they work. But if the work is monotonous or uninteresting, then such a child may not complete it: his interests and desires change very quickly.
With insufficient pedagogical influence, the activity and mobility of nervous processes can lead to a lack of perseverance and perseverance.
In a group of peers, such children are often leaders, but their peers, when characterizing them, call such a trait as cunning, and observations show that such children are characterized by inflated self-esteem. It is often formed in the family.
Excitable, unbalanced children
They are very emotional, their feelings are strong, but unstable. Excitable children are quick-tempered and easily irritated. When they go to bed, they cannot calm down for a long time: their sleep can be restless. In the morning they wake up quickly, but if the day began with an unwillingness to do something, then the bad mood persists for a long time. Their speech is fast, abrupt, expressive, their movements are sharp, sometimes impetuous. In overcoming obstacles, children are persistent, but impatient, uncontrollable, irritable, and impulsive.
In the presence of strangers, such children can become very agitated and difficult to control. They mature quickly into kindergarten (5-10 days). Such children are sociable, although they very often quarrel with their peers.
They are energetic, capable of completing a large amount of work. Passion helps them overcome significant difficulties, but they work in fits and starts. Unable to calculate their strength, they suddenly stop doing anything. Their strength is restored quickly, and they are involved in other activities.
The imbalance of children often leads to such character traits as stubbornness and hot temper.
Slow Children
These children are outwardly little emotional. They are calm, balanced, reserved. However, their feelings are deep, they can experience strong attachments. Despite seeming unsociability, such children have close friends, and they worry about parting with them for a long time.
Before going to bed, they behave calmly, fall asleep quickly or lie quietly for a while with their eyes open. They wake up lethargic and walk around drowsy for a long time after sleep.
Their speech is leisurely, calm, with sufficient vocabulary, but they speak inexpressively, with pauses. Children's attention is stable, it arises slowly, switching to something else is leisurely. Skills take a long time to form, but they are stable and difficult to change. Children get used to the new environment slowly, when communicating with strangers they behave awkwardly and are silent. The inherent slowness of a child also manifests itself in activity. He can carry out any task without being distracted, although he is in no hurry to get involved in it. Long-term work that requires effort, long tension, perseverance, sustained attention and patience, these children perform without fatigue, constantly checking the correctness of their actions. They prefer a slow pace of work, using proven methods and techniques. If they want to achieve something, they are highly active and are able to overcome obstacles.
It is necessary to pay special attention to these children, since their restraint and prudence can easily be confused with indifference, lack of initiative, and laziness. With insufficient educational influences, slow children may develop passivity, narrow interests, and weakness of feelings.
Sensitive, vulnerable children
Vulnerable children experience failure and punishment for a long time. Their mood is unstable. The weakness of the nervous processes leads to the fact that they react greatly even to minor influences from an adult (changed tone of voice). The strong influence of an adult causes them either to be in a state of extreme inhibition or to become hysterical.
Vulnerable children are sensitive to changes in routine, so they may fall asleep and wake up differently, depending on external circumstances. In a familiar environment, they take a long, leisurely time to settle down, quickly fall asleep and wake up cheerful and vigorous. Children's speech is intonationally expressive, although they often speak quietly and hesitantly. The attention of such children is concentrated only in the absence of extraneous stimuli. They switch poorly and get tired quickly. In a familiar environment, children show keen observation and are overly attentive to little things. Their movements are uncertain, imprecise or fussy.
These children develop skills and habitual forms of behavior quite quickly, but they are unstable and depend on external circumstances. In a familiar environment, the child does everything correctly and carefully.
In new situations they are insecure, shy, fearful and therefore perform below their capabilities. It takes a long time to get used to kindergarten.
Children of this type have an important positive feature - high sensitivity, which is necessary when developing such valuable character qualities as kindness and responsiveness.
With improper educational influences, children's high impressionability and vulnerability, weakness and intolerance of the nervous system can develop into isolation, shyness, and a tendency to internally experience events that do not deserve it.
Children's behavior during games varies. Some children always follow the rules of the game, act exactly on the signal, at the right pace, and show sufficient restraint.
Excitable children show impatience, lack of composure, sometimes excessive mobility, and haste. They often interrupt the teacher with exclamations, questions, and begin to act earlier than the rules require.
Slow children are calm, but do not have time to act at the required pace. Their reaction to the signal is slow. Movements are not always coordinated. Sometimes the teacher specifically addresses them so that they begin to move.
To reveal initiative and accuracy in children, you can invite them to make an applique on the square “Decorating a handkerchief.”
To implement this plan, you will need material: a square sheet of paper 15X15 cm and a large set of ready-made forms for gluing.
At the same time, attention is paid to the child’s ability to create a pattern composition, combine colors, and his accuracy when performing work.
During observations of the behavior of pupils in the group, the emotional characteristics of children, the originality of their speech and movements are revealed.
During the period of adaptation in kindergarten, during holidays, when guests are present, the child’s reactions to unfamiliar people, new surroundings are revealed, attention is drawn to the speed of getting used to them, sociability, the child’s openness, isolation or shyness is noted. At the same time, the preschooler’s ability to obey the rules of behavior is revealed, the formation of skills and the ability to change them are imprinted.
Features of speech (loudness, tempo, expressiveness, vocabulary) are identified in speech development classes (for example, children are given the task of coming up with the story “How I was scared once”).
Thanks to observations of children’s games and their relationships, the teacher can identify the child’s sociability, his ability to make friends, and note the characteristics of relationships with peers.
Based on information received from parents and the results of observations of children in games and activities, the teacher can draw up a characteristic that reflects the individual characteristics of each child. The characteristics will be specific and complete if they reflect both positive and negative behavioral characteristics of each student.
Parents know that children love to play, encourage them to play independently, and buy toys. But not everyone thinks about the educational significance of children's games. They believe that the game is for fun, to entertain the child. Others see it as one of the means of distracting the child from pranks and whims, filling his free time so that he can be busy. Those same parents who constantly play with their children, watch the game, value it as one of the important means of education.
For a preschool child, play is the leading activity in which his mental development takes place and his personality as a whole is formed.
The life of adults interests children not only for its external side. They are attracted to the inner world of people, the relationships between them, the attitude of parents to each other, to friends, to other loved ones, to the child himself. Their attitude to work and to surrounding objects.
Children imitate their parents: their manner of treating others, their actions, and work activities. And they transfer all this into their games, thus consolidating the accumulated experience of behavior and forms of attitude. With the accumulation of life experience, under the influence of training, upbringing, children’s games become more meaningful, varied in plots, themes, number of roles played, and participants in the game. In games, the child begins to reflect not only the life of the family, the facts that are directly perceived by him. But also images of heroes from fairy tales read to him, stories that he needs to create based on his imagination.
However, without guidance from adults, children even of older preschool age do not always know how to play. Some have little ability to apply existing knowledge, do not know how to fantasize, others, although able to play independently, do not have organizational skills. It is difficult for them to come to terms with partners and act together. One of the older family members, joining the game, can become a link between the children and teach them to play together. Host partners can also play together. Usually everyone imposes their own theme of the game on the other, trying to be in the main role. In this case, you cannot do without the help of an adult. You can take turns playing the main role; an adult can take a secondary role. Playing together between parents and children enriches children spiritually and emotionally, satisfies the need to communicate with loved ones, and strengthens self-confidence.
The authority of the father and mother, who know and can do everything. It grows in the eyes of children, and with it, love and devotion to loved ones grows. It’s good if a preschooler knows how to start a game on his own, choose the right game material, build a mental plan for the game, negotiate with his play partners, or be able to accept his plan and carry out his plans together. Then we can talk about the preschooler’s ability to play. But these children also require attention and a serious attitude towards their games. They may need to consult with their mother, father, grandmother, older brother, or sister. As the game progresses, ask, clarify, receive approval of your actions, actions, thus establishing yourself in forms of behavior.
Younger preschoolers aged 2-4 years not only do not know how to play together, they do not know how to play independently. The kid usually drives the car back and forth aimlessly, not finding any other use for it, he quickly throws it away and demands a new toy. Independence in play is formed gradually, in the process of playful communication with adults, older children, and peers. The development of independence largely depends on how the child’s life is organized in the game. Waiting until he starts playing on his own means deliberately hindering the development of a child’s personality.
One of the important pedagogical conditions that contribute to the development of the play of a small child is the selection of toys by age. For a child, a toy is the center of play, a material support. It prompts him to the theme of the game, gives birth to new connections, makes him want to act with it, and enriches his sensory experience. But toys that adults like do not always have educational value for children. Sometimes a simple shoebox is more valuable than any wind-up toy. The box can be a trailer for a car in which you can transport blocks, soldiers, bricks, or you can arrange a stroller for dolls in the box.
Older preschoolers appreciate toys made by their parents. Children always need to have pieces of fur, fabric, cardboard, wire, and wood on hand. From them, children make missing toys, rebuild, supplement, etc., which undoubtedly expands children’s play capabilities, imagination, and develops work skills.
A child’s play area should have different toys: plot-shaped (depicting people, animals, objects of labor, everyday life, transport, etc.), motor (various gurneys, strollers, balls, jump ropes, sports toys), construction sets, didactic (various turrets, nesting dolls, board games).
When purchasing a toy, it is important to pay attention not only to novelty, attractiveness, cost, but also to pedagogical expediency. Before you make your next purchase, it's a good idea to talk to your son or daughter about what kind of toy he needs and for what game. Often girls play only with dolls, so they are often deprived of the joy of playing games that develop ingenuity, resourcefulness, and creativity. Girls play with dolls either alone or only with girls. They have no common interests with boys and there are no prerequisites for the emergence of friendly relationships between children. Boys usually play with cars and children's weapons. Such toys also limit the circle of communication with girls. It’s better when we are adults, we won’t divide toys into “girls” and “boys”.
If a boy does not play with a doll, he can buy a bear, a doll in the image of a boy, a baby, a sailor, Pinocchio, Cheburashka, etc. It is important that the baby has the opportunity to take care of someone. Soft toys depicting people and animals delight children with their attractive appearance, evoke positive emotions and a desire to play with them, especially if adults are taught from an early age to take care of toys and maintain their neat appearance. These toys turn out to be children's first assistants in gaining experience in communicating with other children and adults. If a child does not have sisters and brothers, then toys are actually his play partners with whom he shares his sorrows and joys. Playing with building materials develops children's sense of shape, space, color, imagination, and constructive abilities.
Sometimes adults need to help build this or that building, think together about what parts are needed, what color, how to fix it, how to supplement the missing structures, how to use the building in the game.
Games: lotto, dominoes, paired pictures, open up the opportunity for children to enjoy the game, develop memory, attention, observation, eye, small hand muscles, learn endurance and patience.
Such games have an organizing effect because they require strict adherence to the rules. It is interesting to play such games with the whole family, so that all partners are equal in the rules of the game. The little one also gets used to the fact that he needs to play, following the rules and comprehending their meaning. Children's games with theatrical toys are very valuable. They are attractive for their bright appearance and ability to “talk.” Making flat figures from cardboard and other materials by the whole family gives children the opportunity to independently act out familiar works of fiction and invent fairy tales.
The participation of adults in children's games can vary. If a child has just been bought a toy and he knows how to play with it, it is better to give him the opportunity to act independently. But soon the child’s experience is exhausted. The toy becomes uninteresting. Here we need the help of elders, to suggest a new game action, to show them, to offer additional game material to the existing game. When playing with their child, it is important for parents to monitor their plan. The even, calm, friendly tone of an equal playing partner gives the child confidence that they understand him and want to play with him.
If a preschooler, especially a small one, has a play corner, then from time to time he should be allowed to play in the room where the family gathers in the evenings, in the kitchen, in grandma’s room, where there is a new environment, where everything is interesting. A new environment gives rise to new game actions and plots. The child is very happy about the minutes given to him by his parents in the game. Communication in play is never fruitless for a child. The more precious moments he has in the company of people close to him, the greater the relationship, common interests, and love between them in the future.
