Children 2 years old recommendations for kindergarten. How to adapt a child to kindergarten? Possible problems and their solutions. What to do if behavior changes
Marina Valerievna Kritskaya
Adaptation(from lat. "adapt") is a complex process of adaptation of the body to a new environment, i.e. kindergarten.
Patterns adaptation:
Until the age of 2-3 years, a child does not experience the need to communicate with peers; it has not yet formed. At this age, an adult acts as a play partner for the child, a role model, and satisfies the child’s need for friendly attention and cooperation. Peers cannot give this, because they themselves need the same. Therefore, a normal child cannot quickly adapt to the nursery, because he is strongly attached to his mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive;
Children 2-3 years old experience fears of strangers and new communication situations, which is fully manifested in the nursery. These fears are one of the reasons for the difficulty child adaptation to nursery. Often, fear of new people and situations in the nursery leads to the child becoming more excitable, vulnerable, touchy, whiny, he gets sick more often, because stress depletes the body's defenses. Thus, the more developed the emotional connection with the mother, the more difficult it will be to pass adaptation. Unfortunately, problems adaptation Not all children can overcome this, which can lead to the development of neurosis in the child.
If adaptation to a nursery or kindergarten has not occurred for 1 year or more, then this is a signal to parents that not everything is all right with the child and they need to contact a specialist. According to the observations of psychologists, the average period adaptation is normally: in a nursery - 7-10 days, in kindergarten at 3 years old - 2-3 weeks, in older preschool age - 1 month. Of course, each child reacts differently to a new situation, however, there are some common features. It is always difficult for only children in the family to get used to a kindergarten or nursery, especially those who are overprotected, dependent on their mother, accustomed to exclusive attention, and insecure.
Regime in kindergarten. The routine in a child’s life is extremely important, and a sudden change in it is, of course, additional stress. Find out the routine of your kindergarten and begin to gradually introduce it at home, adapt the child to it. It’s good if you did this a month and a half before the baby is in the garden for the first time. Your child should also get a good night's sleep. Lack of sleep is often the cause of neurotic conditions characterized by tearfulness, weakening of attention and memory. In these cases, children become agitated or, conversely, lethargic.
Adaptive the period is considered completed, If:
The child eats with appetite;
Falls asleep quickly, wakes up on time;
Communicates emotionally with others.
Smooth games will help the adaptation period aimed at the emotional interaction of a child with an adult.
Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, and care for each child.
The purpose of the games is to establish a trusting relationship with each child, give moments of joy to the kids, and evoke a positive attitude towards kindergarten.
Games in adaptation period with children 1.5 – 3 years.
A game "Okay"
Children stand scattered around the teacher or sit on chairs in a circle. The teacher sings a song and at the same time dramatizes his singing with gestures, encouraging the kids to take active actions.
Okay, okay.
(teacher shows palms)
Where were you?
By Grandma!
(rotates brushes)
Grandma baked for us
(claps his hands)
Sweet pancakes,
I poured oil on it,
Treated the children.
Kolya two, Ole two,
(hands out "pancakes" children)
Vanya is two, Tanya is two.
I gave it to everyone!
(shows two in his hands "pancake")
To conduct the game, the teacher prepares a basket with "pancakes" these could be rings from a pyramid, two for each baby.
A game “We gently stroke the animals” (text by A. V. Golovchak)
The kids are sitting on the carpet, each holding a rubber squeaky toy.
The teacher pronounces the text and performs movement:
We gently stroke the animals,
(stroke the toy with his palm 8 times)
And the animals don’t squeak.
Let's drink quickly
(squeezes the toy 8 times)
A game "Funny handkerchiefs"
(text by I. Grantovsky)
To play you will need a bright box with holes. Place silk handkerchiefs into the box, inserting their ends into the slots. The number of handkerchiefs should correspond to the number of children.
The teacher draws attention to the box and invites each child to pull one of the ends. When the child takes out the handkerchief, praise him and rejoice with him. Offer to play with handkerchiefs.
Children are standing "steadfast", holding a handkerchief in his hand. The teacher sings and performs movements. Children observe and repeat as desired.
These handkerchiefs are good!
(stand still and stretch out their arms forward, waving a handkerchief)
We'll dance, kids.
(spins around, holding a handkerchief in his raised hand)
I'll wave a handkerchief
(waves a handkerchief while standing still)
And I’ll dance with a handkerchief.
You, scarlet handkerchief, spin around,
(spinning)
Look small to all the kids.
No handkerchiefs, ah-ah-ah.
(hides the handkerchief behind his back, turning his head left and right)
Where are the handkerchiefs, guess?
You, scarlet handkerchief, spin around,
(spinning)
Look small to all the kids.
These handkerchiefs are good!
(goes to the box in which he puts the handkerchief)
The kids danced.
And we’ll fold our handkerchiefs,
Cute kids can do everything.
A game "Hello, darling - bye, buddy"
Children sit in a semicircle on chairs, the teacher with a tambourine in front of them at a distance of 3 meters. The teacher, approaching one of the children, takes him by the hands and leads him out to "meadow".
Hello, hi, buddy.
Come out to the meadow.
Either jump, then sideways, ) 2 times
Stomp, stomp with your heel.
The teacher hits the tambourine, the baby stomps his feet.
Bye, bye, friend,
Come to the meadow again.
The teacher waves his hand. The child returns to his place.
Now jumping, now sideways,
Stomp, stomp with your heel.
The teacher hits the tambourine. Children, sitting on chairs, stomp their feet and wave their hands. The game is repeated with another child.
Teddy Bear
How to play: Invite the children to play bear.
- Let's play clumsy bear. I will read a poem, and you repeat the movements after me!
A clubfooted bear walks through the forest (waddling)
Collects pine cones and sings a song (we make movements as if we are picking up cones from the ground)
Suddenly a cone fell, right on the bear’s forehead! (lightly hit your forehead with your palm)
The bear got angry and kicked - stomp! (make an angry expression on your face and stomp your foot).
How to play: Invite the children to play bunnies.
- Let's play funny bunnies. I will read a poem, and you repeat the movements after me!
Along the forest lawn
The bunnies ran away. (easy jogging)
These are the bunnies
Running bunnies. (raise our palms to our heads - show "ears")
The bunnies sat in a circle, (sit down)
Digging a root with a paw (hand movement)
These are the bunnies
Running bunnies (we raise our palms to our heads - show "ears")
rosy cheeks
Progress of the game: The game is played individually. The adult asks the child to show different parts of the body or face.
Show me where Masha’s cheeks are? Show me where Masha’s nose is?
Show me what Masha eats? What does Masha do? What is Masha watching? What does Masha listen to?
Show picture.
Equipment: subject pictures on different topics according to the number of children.
Progress of the game: The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. Take turns asking the children to find and show the correct picture.
Look how many beautiful pictures we have. They are all different. Sasha show me the cube. Right. Lena, find and show the pyramid. Well done! Sasha, show me the doll. Etc.
In this game you can select pictures from different topics, or you can mix pictures from different topics. Over time, you can increase the number of pictures used in the game, ask children to find and show several 2-3 at a time.
Games in adaptive period with children two to three years old.
The main task of games during this period is the formation of emotional contact and children’s trust in the teacher.
The child should see in the teacher a kind person, always ready to help (how is your mom) and an interesting partner in the game. Emotional communication arises on the basis of joint actions, accompanied by a smile, intonation, and a show of care for each child.
The first games should be frontal, so that no child feels deprived of attention. The initiator of the games is always an adult. Games are selected taking into account the children's playing abilities, location, etc.
Come to me
Progress of the game. The adult takes a few steps away from the child and beckons him towards him, affectionately sentencing: “Come to me, my dear!” When the child approaches, his teacher hugs: “Oh, how nice Kolya came to me!” The game repeats itself.
Parsley came
Material. Parsley, rattles.
Progress of the game. The teacher brings Parsley and examines it with the children.
Parsley rattles the rattle, then distributes the rattles to the children. Together with Petrushka, they shake the rattles and rejoice.
Blowing soap bubbles
Progress of the game. The teacher blows soap bubbles on a walk. Trying to get bubbles by shaking the straw rather than blowing into it. Counts how many bubbles the tube can hold at one time. Tries to catch all the bubbles in flight before they touch the ground. He steps on a soap bubble and asks the children in surprise where it went. Then teaches each child to blow bubbles.
(Tensing the muscles of the mouth is very useful for speech development.)
Progress of the game. The teacher holds the child by the hands and walks in a circle, sentencing:
Around the rose bushes
Among the grass and flowers,
We circle and circle the round dance.
Before we were dizzy
That they fell to the ground.
When pronouncing the last phrase, both "fall" to the ground.
Game option:
Around the rose bushes
Among the grass and flowers,
We dance, we dance.
As we finish the circle,
Suddenly we jump together.
An adult and a child jump up and down together.
Let's spin around
Material. Two toy bears.
Progress of the game. The teacher takes the bear, hugs it tightly and spins around with it. He gives another teddy bear to the baby and asks him to also spin around, holding the toy to himself.
Then the adult reads the poem and acts in accordance with its content. The child follows him and performs the same movements.
I'm spinning, spinning, spinning,
And then I'll stop.
I'll spin around quickly and quickly
I'll spin around quietly,
I'm spinning, spinning, spinning
And I'll fall to the ground!
Hiding the bear
Progress of the game. The teacher hides a large toy familiar to the child (for example, a bear) so that it is slightly visible. Speaking: “Where is the bear?”, looking for him with the child. When the baby finds the toy, the adult hides it so that it is more difficult to find. After playing with the bear, the teacher himself hides, saying loudly “ku-ku!” When the child finds him, he runs over and hides in another place. At the end of the game, the adult offers the child to hide.
Progress of the game. The teacher offers to play "train": “I am a locomotive, and you are carriages”. Children stand in a column one after another, holding onto the clothes of the person in front. "Go", - says the adult, and everyone starts moving, sentencing: "Choo-choo-choo". The teacher drives the train in one direction, then in the other, then slows down, stops and speaks: "Stop". After some time, the train sets off again.
This game helps to practice basic movements - running and walking.
Catch-up (carried out with two to three children)
Progress of the game. A doll familiar to children from playing "Round dance with a doll", says he wants to play catch-up. The teacher encourages the children to run away from the doll, hide behind the screen, the doll catches up with them, searches for them, is glad that it found them, hugs: "Here are my guys".
Sunny bunnies
Material. Small mirror.
Progress of the game. The teacher lets in sunbeams with a mirror and speaks this:
Sunny bunnies
They play on the wall.
Lure them with your finger
Let them run to you!
On signal “Catch the bunny!” the children are trying to catch him.
The game can be repeated 2-3 times.
Playing with a dog
Material. Toy dog.
Progress of the game. The teacher holds a dog in his hands and speaks:
Bow-wow! Who's there?
This is a dog visiting us.
I put the dog on the floor.
Give Petya a paw, little dog!
Then he approaches the child, whose name is named, with the dog and offers to take it by the paw and feed it. Bring a bowl of imaginary food, dog "eats soup", "barks", says to the child "Thank you!"
When repeating the game, the teacher calls the name of another child.
Timid, shy children who feel uncomfortable in situations need special attention and an individual approach. group. You can ease their state of mind and lift their spirits "finger" games. In addition, these games teach consistency and coordination of movements.
Who's in the fist?
Progress of the game. The teacher opens his hands and moves his fingers. Then he clenches his fists tightly so that his thumbs are inside. Shows the child how to do this several times and asks him to repeat. You may have to help him remove his thumb from his fist.
Reads a poem and performs the movements together with the child.
Who got into my fist?
Could this be a cricket? (Clench your fingers into a fist.)
Come on, come on, get out!
Is this a finger? Ah ah ah! (Put your thumb forward.)
Playing with hands.
Progress of the game. (When performing movements, the teacher asks the child to repeat them.) An adult puts his fingers down and moves them - these are “streams of rain.”
He folds the fingers of each hand into a ring and places them on his eyes, pretending to be binoculars. Draws with a finger - "tassel" circles on his cheeks, draws a line from top to bottom along his nose and makes a spot on his chin. He knocks fist on fist, claps his hands. By alternating such actions, the teacher creates a certain sequence of sounds, For example: knock-knock, knock-clap, knock-knock-clap, knock-clap-clap, etc.
The games below will not only encourage the timid and cheer up the crying one, but also calm the overly naughty child, switch the attention and help relax the angry, aggressive child.
Let's ride a horse.
Material. Rocking horse (if there is no horse, you can sit the child on your lap).
Progress of the game. The teacher puts the child on a rocking horse and speaks: “Masha is riding a horse, (speaks in a low voice) no-no."
The child repeats quietly: "No-no". Adult: “To make the horse run faster, say loudly to her: “No-no, run, little horse!” (Swings the child more strongly.) The child repeats the phrase together with the teacher, then independently. The adult gets the child to make a sound "n" drawn out, and the entire sound combination is loud and clear.
Blow on the balloon, blow on the pinwheel.
Material. Balloon, pinwheel.
Progress of the game. A balloon is suspended at the level of the child’s face, and a pinwheel is placed on the table in front of him. The teacher shows how to blow on a balloon so that it flies high, and invites the child to repeat the action. Then the adult blows on the pinwheel to make it spin, and the child repeats.
Fun with a magnifying glass.
Material. Magnifying glass (preferably plastic).
Progress of the game. During a walk, the teacher gives the child a blade of grass. Shows how to look at it through a magnifying glass. Invites the child to look through a magnifying glass at his fingers and nails - this usually fascinates the baby. Walking around the site, you can examine a flower or tree bark, examine a piece land: are there any insects there, etc.
Together with the bear.
Material. Toy bear.
Progress of the game. The teacher is talking "equally" with a bear and a child, For example: “Katya, do you like drinking from a cup?”, “Misha, do you like drinking from a cup?” Pretends to give the bear tea. Then he performs other manipulations with the bear.
Playing with a doll.
Material. Doll.
Progress of the game. Give your child his favorite doll (or soft toy, ask him to show where the doll's head, ears, legs, belly, etc. are).
Let's collect the toys.
Progress of the game. Invite your child to help you collect the scattered toys he was playing with. Sit next to your baby, give him a toy and put it in the box with him. Then give him another toy and ask him to put it in the box himself. Hum something while you put away your toys like: “We collect toys, we collect toys! Tra-la-la, tra-la-la, we’re putting them back in place.”
Children of two or three years of age do not yet feel the need to communicate with peers. They can watch each other with interest, jump holding hands, and at the same time remain completely indifferent to the state and mood of the other child. An adult must teach them to communicate, and the foundations of such communication are laid precisely in adaptation period.
Pass the bell.
Material. Bell.
Progress of the game. Children sit on chairs in a semicircle. In the center stands a teacher with a bell in his hands. He rings the bell and speaks: “Whoever I call will ring the bell. Tanya, go get the bell.” The girl takes the place of an adult, rings the bell and invites another child, calling him by name (or showing with hand).
Progress of the game. Children, holding hands, walk in a circle with the teacher. One child- "bunny"- sits in a circle on a chair ( "sleeping"). The teacher sings song:
Bunny, bunny, what's wrong with you?
You're sitting there completely sick.
Don't you want to play
Dance with us.
Bunny, bunny, dance
And find another one.
After these words, the children stop and clap their hands. "Bunny" stands up and chooses a child, calling him by name, and he himself stands in a circle.
Material. Ball.
Progress of the game. Children sit on chairs. The teacher looks at the new bright ball with them. Calls one child and offers to play - roll the ball to each other. Then speaks: “I played with Kolya. Kolya, who do you want to play with? Call". Boy calling: "Vova, go play". After the game, Kolya sits down, and Vova calls the next child.
Smooth adaptive physical exercises and games, which can be done several times a day, will help during this period. It is also necessary to create conditions for independent exercises: offer the kids gurneys, cars, balls.
Ball in a circle.
Progress of the game. Children (8-10 people) sit on the floor in a circle and roll the ball to each other. The teacher shows how to push the ball with both hands so that it rolls in the right direction.
Material. Bright ball.
Progress of the game. The child is sitting. The teacher, standing at some distance, throws him a ball and sentences: “Let’s throw it further, let’s throw it higher”. The kid catches the ball.
We run to the tree.
Progress of the game. In two or three places in the area - to a tree, to a door, to a bench - colored ribbons are tied. The teacher says to kid: "I want to run to the tree". She takes him by the hand and runs with him. Then he runs with the child to another place marked with tape, each time explaining what he is going to do. After this, the adult invites the child to run independently to a tree, to a door, etc. He praises the child when he reaches his destination.
We stomp our feet.
Progress of the game. The players stand in a circle at such a distance from each other so as not to touch their neighbors when moving. The teacher, together with the children, pronounces the text slowly, with emphasis, giving them the opportunity to do what is said in the text. poem:
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We give up
We shake hands.
(Children join hands to form a circle.)
We're running around.
After some time the teacher speaks: "Stop". Everyone stops.
Progress of the game. The child pretends to be a ball, jumps on the spot, and the teacher, placing his palm on his head, sentences: “My friend is cheerful, my ball. Everywhere, everywhere he is with me! One two three four five. It’s good for me to play with him!” After that "ball" runs away, and an adult catches him.
The main figure and center of attention for two-year-old children is always an adult, so they watch his activities with great interest. If the kids are not in the mood for active games at the moment, you can read them a fairy tale or play calm games.
Literature:
Boguslavskaya Z. M., Smirnova E. O. Educational games for younger children
preschool age.
Grigorieva, G. G. Playing with kids: games and exercises for young children.
Davydova O. I. Adaptation groups in preschool educational institutions: method. allowance.
Rusakov A. S. Adaptation child to kindergarten. Advice for teachers and parents.
Is your baby going to kindergarten this fall? If so, you probably want your child to accept the changes in his life as calmly as possible, get along with teachers and other children, and go to kindergarten every morning with joy and without whims.
But often parents do not behave entirely correctly and unwittingly prevent their child from adapting to kindergarten. Child and family psychologist Ekaterina Kes tells how this happens and how to avoid the most common mistakes.
Over the course of many years of my psychological practice, every fall parents come to me whose children are having a hard time. In this article I want to tell you about the most common mistakes that parents make when sending their child to kindergarten. Because of these mistakes, the child, as a rule, develops a negative attitude towards kindergarten, fears and anxieties, and adaptation is delayed for many months. It is important to know about these mistakes so as not to make them and harm your baby.
Mistake #1 - “Mom’s Disappearance”
When a mother comes to kindergarten with her child for the first time, the baby is often relaxed and interested in what he sees. The fact is that he has not yet had the experience of being in the garden without his mother. This is why children often stay in kindergarten quite cheerfully the first day, but on the second and third days they go with resistance. As we know, it is easy to attract the attention of a small child with something new and interesting. Therefore, the baby boldly leaves his mother and becomes interested in new toys and children in the group. Most likely, he has already heard from his mother more than once that his mother will leave him in the group, but in his mind, while his mother is waiting for him in the corridor. Or maybe he forgot that mom was getting ready to leave.
And this is where the following happens. The mother is very glad that the child is carried away by the game, and quietly, so as not to “scare him away,” she runs away without saying goodbye to the child or telling him that she is leaving. Now imagine how a small child feels, whose mother suddenly disappeared to an unknown location, without saying goodbye, and it is unknown when she will come or whether she will come at all. For a child, this is like getting lost in a huge supermarket. And even if 10 of the kindest people calm the baby down and offer him sweets and toys, he will be terribly scared, overwhelmed with fear and anxiety. Even if you have told your child many times that he will be alone in kindergarten, without his mother, never leave unnoticed.
The child has the feeling that now his mother can suddenly disappear at any moment of his life, without warning or saying goodbye to him, that is, he can simply lose his mother. And he literally “sticks” to her both psychologically and physically for many months, afraid of losing sight of her. In many cases, kindergarten simply has to be postponed for at least six months because the child becomes hysterical at the slightest mention of kindergarten, let alone going there.
Mistake #2 - “Long Stay”
Some parents believe that it is better to immediately leave the child for half a day or a whole day so that he can quickly get used to the children and the teacher. This is a mistake. Visiting the kindergarten should begin gradually. There are different visiting patterns that psychologists recommend following. The general idea is this: first come and walk on the same playground where the group is walking, then bring the child to the group for 30 minutes - 1 hour during free play activity and wait for the child in the corridor and then pick him up. Gradually the child gets used to the children, the teacher, and the environment. Then you can leave him alone for 1-2 hours, then from the morning until lunch, then with lunch, then pick him up after the walk. After a while, leave it for lunch and pick it up, then leave it for a nap and pick it up. Then leave it for the whole day. There are no clear recommendations for how long each stage should last. You need to look at the child’s well-being and your maternal intuition.
Mistake No. 3 - “Wrong daily routine”
Many parents do not think about how the child’s daily routine today corresponds to the daily regimen that will need to be followed when kindergarten begins. A child who is used to going to bed after 10 pm will find it extremely difficult to wake up at 7 am. And in kindergarten, as a rule, you need to get up very early. Remember how your baby feels when he doesn't get enough sleep? He rubs his eyes, is capricious, does not understand what he wants, and becomes whiny. Children whose parents did not transfer to the kindergarten daily routine in advance are immediately visible in the group in the mornings in the first days. They rub their sleepy eyes, they are whiny and irritable, they perceive painfully everything that happens around them.
How a child feels in the first days in kindergarten leaves an imprint on his entire subsequent attitude towards this place. Remember the saying: You never get a second chance to make a first impression.” This fully applies to kindergarten. To ensure that your child’s first experience in kindergarten is painted with positive colors, do not be too lazy to transfer your baby to the correct mode in advance. Then he will be able to wake up easily and go to the group in a good mood!
Mistake #4 - “Quick fees”
This error partly echoes the previous one. Since parents feel sorry for waking up the baby and want him to sleep as long as possible, he is woken up almost right in time for the time when he needs to go to kindergarten. As a result, getting ready is nervous and hasty; the mother does not have time to give the baby the attention and tenderness that he needs, especially when he is still basking in bed. The child only hears: “Come on quickly,” “Come on faster,” “We’re late for kindergarten,” “We’ll talk later,” etc. Often the baby still cannot think well in the morning and the mother gets irritated, raises her voice and the whole morning turns out to be chaotic and conflicting. Everyone’s mood is spoiled, and the child goes to kindergarten in upset feelings, just like the mother, who no longer has the moral strength to say any kind parting words.
Therefore, wake up yourself and wake up the baby in advance so that you have enough time to leisurely get ready, so that you can pay attention to the baby while he is in bed - give a massage, stroke the legs and head, sing a song, tickle, kiss and other gentle words and actions. All this is so important for a good mood for both of you! Also leave for kindergarten in advance, with plenty of time, so that you don’t get nervous on the way and can set your child up in a positive mood.
What is the “Farewell Ritual”?
Well, we've sorted out 4 common mistakes that you definitely won't make now! I am sure that you will be able to gradually transfer your baby to a new daily routine, you will wake up and leave for kindergarten in advance, you will leave your child in the group gradually and you will always inform him that you are leaving and say goodbye correctly.
You will learn about other common mistakes parents make and how to avoid them from my
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Consultation for parents of preschool educational institutions on the topic: “Adaptation to preschool educational institutions.”
Author: Zhukova Alexandra Pavlovna, teacher at MADOU “Kindergarten No. 269”, Barnaul.Description of work: I suggest you familiarize yourself with the consultation for parents of pupils of the first junior group (1.5-3 years). The consultation will be useful for parents and teachers of the first junior group. The work includes advice to parents on preparing for the first visit to a preschool educational institution and on the successful adaptation of a child to kindergarten. The consultation includes a list of necessary things for the first junior group.
First time to kindergarten.
“Every day we come to kindergarten as if we were going to work, but when we need to go home, we don’t want to go back. Oh, how good life is in the kindergarten...!”- these are the words of a good children's song. How I want the kids to run to kindergarten with pleasure in real life. What is needed for this? Firstly, be patient, secondly, gain wisdom and thirdly, love your child very much.
To adapt your child with the least stress for him and you, you should follow several rules:
1) At a family council, decide who will handle the adaptation (bringing and picking up the child). Take time off from work or recruit relatives who can help.
2) Prepare your child for visiting a preschool educational institution. How to do it? Talk to the child (or better yet, tell your son or daughter every day about what kindergarten is, what awaits him there, etc.).
3) On the first day, you and your child come to meet the group and the teacher (you must write down the teacher’s phone number and leave him your number). You and your child inspect the premises where he will be from morning until evening. According to the agreement with the preschool educational institution, you have every right to stay with the child in the group for three days for some time so that his adaptation is more successful. It is advisable to leave the child for an hour and a half (if the baby is not crying or afraid). You can wait patiently outside. If the child becomes sad, the teacher will contact you and you will take the baby.
On a note!If on the first day your child does not cry, plays, and looks around the room with interest, this does not mean that he has adapted and is ready to stay in the garden all day. The first day is not an indicator for the adaptation process.
4) When you pick up your child, discuss what is happening with him. Remind him of the teacher's name. Ask what he saw in the group and what he did.
On a note! Tell your child every day that you will definitely pick him up from kindergarten. For what? Until the age of three, children have not formed an attachment to an adult. Every time you leave, the baby thinks you're gone forever.
5) Every child is unique. Therefore, each baby adapts differently. One child happily stays until the evening after a week, while another takes more than a month to do so.
On a note! The process of adaptation to the garden includes aspects:
1) Behavior in kindergarten, mood in kindergarten.
2) Behavior and mood at home.
If a child suddenly begins to behave poorly at home, becomes whiny, fearful, but in kindergarten the baby behaves and feels great - this is a process of adaptation to kindergarten (it is possible and vice versa: impeccable behavior at home and hysterics in the garden). At home, a child can behave in completely different ways: from refusing to eat to insomnia. This is how the child tries to cope with the stress that has “fallen” on him.
6) On average, a child adapts to kindergarten in one month. This period may vary. Remember that every long break (vacation, sick leave, etc.) in attending kindergarten will resume adaptation.
7) Be on the child’s side, think about him, about his experiences. Don’t immediately try to leave him longer, thinking that this way he will “get used to it faster” or adapt better. On the contrary, the baby will be very frightened by your absence and, thus, his psyche will be traumatized.
8) Gradually increase the child’s time in the garden (adding one to three hours daily).
9) The child will get sick more than once while getting used to a new environment. This is absolutely normal, because there are many children in the group and each of them can be a potential carrier of the virus. Gradually, the baby’s immunity will strengthen, and he will not be so susceptible to infections. At the first symptoms of the disease, you should visit a doctor! One child can start an entire epidemic in a group, be attentive to the health of children!
What you need to bring to kindergarten:
1) Change of underwear (for the first time it is better to have 5-8 pieces in the cabin);
2) Replacement shoes (sandals);
3) Change of clothes (3-4 sets);
4) Handkerchiefs (dry handkerchiefs are fine);
5) Wet wipes (large package);
6) Cellophane bags (one package) for dirty underwear and clothes;
7) Pajamas or a T-shirt for sleeping;
Love your child, be interested in his life in kindergarten and encourage him for small victories. In this case, the adaptation process will go smoothly.
