Organization of the adaptation period - Pre-school pedagogy

Organization of the adaptation period

Preliminary acquaintance of the provider with the child and parents . First of all, the educator needs to be well aware of the need for joint work with parents, which must begin before the child enters the nursery. The educator should get acquainted with the parents, establish contact with the baby in his usual home environment. If for some reason a family visit is difficult, you can arrange a meeting with him at the children's institution. Mom can bring a child to the playground for a few weeks at a time when children are playing on her, to introduce him to the tutor and children. The same can be done in the group room, where the child gets acquainted with toys, furnishings. Such a visit should be fairly regular, but not lengthy. The main thing is to interest the baby with a new situation for him, to cause him to wish to come back to the nursery again, to warn the appearance of fear of strangers and a new environment.

Before entering a nursery, the educator should discuss with his parents a number of problems: find out his daily routine, ask how he uses the toilet, how he falls asleep and wakes up, what time he sleeps better, knows how to eat himself, what food he prefers, whether there are rituals in the family about the regime moments (for example, rock him on his hands, sing a lullaby before bedtime, give a pacifier). The educator should acquaint the parents with the daily routine in the nursery, discuss the problem of harmonizing it with the daily routine accepted in the family, and the information received in the process of subsequent individual work with the child.

The provider needs to know which type of communication the baby prefers. If emotional-personal communication with relatives prevails, parents should be advised to play more with the child in games with objects and story toys.

The provider needs to know to what extent the child owns self-service skills . If he is used to the fact that everyone does it for him, you need to draw your parents' attention to encouraging him to do something on his own, supporting the desire to eat, dress, etc.

We need to find out how the child relates to extraneous adults . If he is frightened of them, cries, hides behind his mother, refuses to communicate with them, one can advise parents to widen the circle of the child's contacts: invite friends to visit, briefly lead the child to their friends. Expanding the circle of communication in a home environment will instill trust in people, openness, and the ability to get along with them. Getting rid of excessive attachment to relatives will help you get used to a new environment in the manger soon.

It should be known whether the child can communicate with other children . If he experiences difficulties in this area, one should advise parents to take him to children's playgrounds often, invite peers to visit them, and establish a joint game with them.

Pedagogical techniques that facilitate the adaptation of the child to the manger . The first meeting of the child with the educator is extremely important for the development of the subsequent relationship between them. Therefore, the main thing for the teacher at the initial stage of adaptation is to establish contact with the child. It is easiest to establish it in a group, in the presence of a mother, which at first is necessary for the child. The educator should greet the baby affectionately, help his mother to undress him, accompany her to the group, introduce them to the children, play. If the mother for some reason can not stay with the baby for a long time, she warns him that she is leaving, but she will soon return.

For a small child, the constancy of the environment is very important. He feels calmer when surrounded by familiar things. The task of adults is to make the first days of his stay in the nursery the most comfortable, favorable for his emotional well-being. Relieve the experience of loneliness, reduce the fear of separation from parents will help your favorite toy, a bottle with a pacifier, from which the child drinks at home, some thing belonging to the mother or father, a small family album. These things a child can store in his locker or in a crib, play with them when he wants, fall asleep with them. You can advise parents to bring a baby blanket from home, to make a bed for them. You can also attach a photo of your mother to the back of the bed.

Often in the first days of visiting a nursery the child seeks constant physical contact with the educator, does not let him go, which seriously complicates the work of an adult who should pay attention to all children, organize regime moments, etc. The problem becomes even more complicated if several newcomers enter the group at once. Then their reception should pass gradually, no more than 2-3 kids a week.

The most important thing for the educator is to win the child's trust, his affection. We need to let him feel that he is understood and accepted. If he does not let the teacher leave himself, he constantly calls his mother, the teacher should not ignore the child's desire, let alone tease him and scold him. When the kid turns to an adult with the words: "Mom will come", this means that in fact he is not sure about this, he is afraid that his mother will not return, looking for an adult to confirm his greatest desire. So for each question: "Where is Mom?" you must necessarily answer in the affirmative, helping the baby to believe that he will necessarily see his mother.

Having emboldened the child, the educator tries to switch his attention to toys, suggests to consider what is in the room; plays for a while with the baby, then offers him some time to play alone, promising to return quickly. His promise must be fulfilled, then the child will understand that the adult is always there. If he constantly follows an adult, he can be connected to his case, which will allow the educator to perform his duties, be near the baby and at the same time gradually increase the distance between him.

If the child is indifferent to the environment, he should pay more attention, pick up a lesson that would distract him from the experience. If the child does not respond to the Adult Proposals, the provider uses indirect ways of involving him in a particular activity; for example, sits next to him and begins to draw a picture, sculpt a figure, talk with a doll, etc. For such cases, it is desirable to have attractive mysterious toys that are of particular interest to children. Interest of the child can be caused by the game of an adult with other children near him. For some children, an effective way to relieve emotional tension will be games like "Ladushki", "Bumps", hide-and-seek, etc.

The inclusion of the child in the group's daily routine should be carried out with special attention to his individual preferences.

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