Instruction

Ideal, of course, if the child has a separate room. In this case, the space should be divided into zones: play area, work area and sleep area. For the working area, a window seat is best suited. So that the child is not distracted by the events taking place on the street during work, the table must be placed on the right. The walls around the workplace should be decorated in soothing neutral colors, bright colorful accents will constantly distract the student's attention. The interior of the working area should not contain anything superfluous, only everything necessary for study. In addition to the table and chair, you need a bookcase, a wall cabinet or a shelf. Do not place hanging furniture directly above the table - this will create a feeling of discomfort. On this wall, it is better to arrange a student organizer in the form of a cork board and several pockets made of soft-colored fabric for all sorts of school trivia. And distractions such as favorite toys, a computer and TV should be located far outside the work area. If there is no other place in the room for a computer, then it is worth buying a corner table and placing the monitor to the side, and not on the work surface.

What to do when the apartment is small and there is no nursery? In this case, in the common room, you need to allocate space for a work area where the child could retire. You can create a comfortable closed space with the help of various kinds of retractable partitions, shelving, and even a closet. In this situation, the main thing is to ensure peace and quiet for the child during work.

The necessary set consists of a student table, a comfortable chair and some place for textbooks and notebooks (drawers, racks, shelves, lockers). The future student must take part in the choice of furniture for his work area. You can safely buy a table and a chair for a child if: the back rests comfortably on the back of the chair; legs bent at an angle do not hang, but stand on the floor; the size of the working surface of the table is within 60-80 cm (depth), and 120-160 cm (width); the location of the working surface of the table at the level of the chest of the child. The surface of the table, located at an angle, will be an additional convenience for the posture of the student.

It is very important to properly consider the lighting of the work area for work in the evening. Naturally, there should be a table lamp on the working surface on the left, but only as an additional, but by no means the only source of light! You should consider the combined lighting of the room, without sudden changes that contribute to the deterioration of vision. The light from the table lamp should be evenly scattered over the working surface of the table, and in no case should it fall directly into the child's eyes. Competent organization of the working space for the future student will be the key to his successful learning and will avoid serious problems arising in the educational process.

WAYS OF ORGANIZING THE EDUCATIONAL AND COGNITIVE ACTIVITIES OF FIRST GRADE STUDENTS IN THE ADAPTATION PERIOD

M.Yu. Spirin

MBOU secondary school №48

The article is devoted to the problem of formation of motivation of younger schoolchildren for educational and cognitive activity during the adaptation period. This article describes the features of the adaptation period and the conditions for successful adaptation of first-graders to educational and cognitive activities. The methods and techniques used in the adaptation period by the teacher in the organization of educational and cognitive activities are described.

The problem of adaptation of younger schoolchildren is relevant at the present time. Adaptation - the natural state of a person, manifested in adaptation (addiction) to new conditions of life, new activities, new social contacts, new social roles. The significance of this period of entry into an unusual for children life situation It manifests itself in the fact that not only the success of mastering educational activities depends on the well-being of its course, but also the comfort of staying at school, the health of the child, his attitude to school and learning.

For the successful course of the period of adaptation of first-graders, it is important to form a positive "I-concept" in the process of educational activities. The self-concept is an important structural element of the psychological make-up of a person, which develops in communication and activity, the ideal representation of the individual in himself as about another. The formation of the self-concept, being, ultimately, due to a broad socio-cultural context, occurs in the circumstances of the exchange of activities between people, during which the subject looks like a mirror into another person and thereby debugs, clarifies, corrects the images of his self. various components of the self-concept changes with age. If for a preschooler one of the main ideas about oneself is the physical I (body image), then for a younger student it is an assessment of oneself as a student.

For the formation of a positive "I-concept" it is possible to use a variety of methods, forms and techniques. The existing "I-concept" has the property of self-maintenance. Thanks to this, the child creates a feeling of his constant certainty, self-identity.

A student of the 1st grade has neoplasms in the form of a “I-concept”. During this period, the internal position of the student is important for him. If a positive “I-concept” is formed, then a positive opinion about oneself arises, the child is included in various activities. This success allows the student to strive to achieve goals. And, conversely, a negatively formed "I-concept"leads to the fact that the child considers himself unsuccessful, a negative attitude towards the learning process is formed, etc. It is important for the teacher to determine the conditions that will allow the child to form a positive attitude towards learning activities and will motivate students for educational and cognitive activities.

By creating a positive attitude of the child to learning, the team, the environment, the teacher actively contributes to the successful adaptation of younger students, which is a prerequisite for good academic performance. To do this, the teacher needs to create situations of success in the lesson, introduce a reward system, develop new forms of diaries, portfolios, use various visual aids and, of course, alternate activities. In other words, the teacher is obliged to create a certain system of means that form motivation for educational and cognitive activity.

During the adaptation period of younger students, the teacher sets himself the following tasks:

ensuring the psychological adaptation of children;

familiarity with the basic school rules;

instilling skills of individual, pair and team work;

basic skills training feedback;

familiarity with the system of school assessment;

development of attention, memory, thinking, imagination;

organization cool team.

Consequently, the organization of educational and cognitive activity should be understood as a special ordering of educational and cognitive actions of students and teachers that meets the goals, motives and tasks and proceeds in a certain mode.

V.V. Davydov considers learning activity as one of the types of reproducing activity,which requires special attention and proper organization. She becomes the lead in junior school age, since it determines the emergence of the main psychological neoplasms of a given age, determines the general mental development younger schoolchildren, the formation of their personality as a whole. . Therefore, taking into account the psychological and physical characteristics of first-graders, the teacher needs to build a lesson differently than in the following classes. elementary school.

The main part of the lesson is "fractional" i.e. consists of several interconnected, but various kinds activities. Particular attention is paid to the use of games as a structural part of the lesson. It is necessary to use as didactic games not only games with rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development creativity based on imagination.

Homework is not assigned in first grade. The evaluation activity of teachers is aimed at stimulating the educational and cognitive activity of first-graders. Each teacher has a "piggy bank" of control and evaluation techniques and tools. These are cards of three colors that indicate the mood of the children in the lesson; a performance stand, which consists of several bases of flowers, the petals of which the children must earn in the lesson; cardboard stars, squares and circles that the teacher gives to the child in the lesson according to the degree of activity. Thus, the work on assessing the educational achievements of first-graders is carried out in the following direction: to lay the foundations for the evaluative independence of students.

In the learning process, it is important to take into account the individual characteristics of the child.Among the psychological and pedagogical measures aimed at facilitating the adaptation of children to school, an important place belongs to reducing the teaching load at the first stage of education.ATIn this lesson, we present several structural elements:organizational moment, actualization of knowledge, setting the topic and purpose of the lesson, “discovery of new” knowledge, primary consolidation, control and self-assessment, the result of the lesson.

Thus, it can be argued that the competent organization of educational and cognitive activity is necessary for the successful adaptation period of first-graders, on which the further development child's personality and performance.

Literature

Akimova M.K., Kozlova V.T. Student personality: individual approach// Series "Pedagogy and Psychology", 1992, No. 3.-97 p.

Burns R. Development of the Self-concept and education. Moscow: Progress, 1986

Pedagogical dictionary. T.I.M.: Acad. ped. Nauk, 1960, 778 p.

ARTICLE

"Forms and methods used by the teacher to adapt first graders"

Teacher

2012

Create a small miracle for a child, and he will respond with a big fairy tale.

If a child is praised, he learns to be grateful.
If a child grows up in honesty, he learns to be fair.
If a child lives in safety, he learns to trust in people.
If a child is supported, he learns to value himself.
If a child lives in understanding and friendliness, he learns to find love in this world.

Janusz Korczak

Forms and methods used by the teacher to adapt first graders .

Most children entering the first grade are adequately prepared for school. The desire for novelty, awareness of the importance of changing one’s status: “I’m already a student!”, Readiness to fulfill the tasks facing him help the child accept the teacher’s requirements regarding his behavior, relationships with peers, obey the new daily routine, class schedule, hierarchy of affairs, etc. n. Despite the fact that the implementation of many rules is quite difficult, they are perceived by the student as socially significant and inevitable.

As a rule, an experienced teacher and parents know and understand how important it is that the requirement to comply with the rules and norms of behavior is not episodic, dependent on mood. The teacher should explain to the children from the very beginning what is required of them. It is important to immediately show the student the difference between his new position, rights, duties from what it was before, before school.
From the attitude of the teacher to the students on this initial stage adaptation to school largely depends on how the teacher-student relationship develops, relationships that largely determine the psychological adaptation of the child at school.

The problem of adaptation of first-graders to school worries many teachers-practitioners. Everyone finds their own solution to this problem, based on the characteristics of the children in their class.

The approach to such a difficult and responsible period in the life of a younger student should be comprehensive, uniting the efforts of all participants in the educational space.

To date, many schools have developed their own system of psychological and pedagogical support for the adaptation of first-graders - first of all, this is the “Preparing for School” program. the main objective, to help six-year-old children build a meaningful image of a real student, to help them better adapt to school in conditions systematic learning. Conducts classes future teacher, within the walls of the school, so that children feel more comfortable when entering grade 1. The content of the classes is developmental in nature and is aimed at forming in children a more accurate idea of ​​the school and the role of the student in it. This program allows preschoolers not only to learn learning knowledge, skills and abilities, but also prepares them for the upcoming school life. Classes are held in a playful way, they solve didactic, correctional and therapeutic tasks, develop imagination, thinking, speech. In turn, the teacher monitors the individual development of children, through communication with their parents, accumulates the richest information about each child and his family. All this helps to preparehim to the top school year.

The adaptation of the child to school will be the more successful, the more actively his family will be involved in the education. Therefore, work is envisaged with the parents of future first-graders in order to increase the psychological and pedagogical competence in those issues that are most relevant from the point of view of the period of development experienced by children. These are conversations, consultations on the topics: “Getting ready for school in the game”, “Is my child ready to go to school?”, “Portrait of a future first grader”.

Among the psychological and pedagogical measures aimed at facilitating the adaptation of children to school, an important place belongs to reducing the teaching load at the first stage of education - lessons are 35 minutes long, the first 3 lessons are mandatory, parents can pick up the child after the third lesson, elements of the game must be included in the lessons , physical minutes, and the fourth lesson takes place in a playful way, and if possible, then in the fresh air

For example, the organization of mathematics lessons.

Initial period adaptation coincides with the preparatory work for the perception of the concepts of number, relationship, magnitude, operations with numbers, etc. (the so-called pre-numerical period).

Along with the expansion of the mathematical horizons and experience of children, the formation of their communication skills and education personal qualities, special attention is paid to the development of children's mathematical speech, their general logical development.

Depending on the nature of the tasks, children can get up from their desks in the lesson, move freely, approach the teacher’s table, shelves, toys, books, etc. A large place in mathematics classes is given to didactic games, during which children are allowed to move, providing a change of activities in the lesson. For the development of spatial representations in first graders, various didactic materials(building kits, constructors, chips, counting sticks, counting fan, ball, etc.)

The guys really like to work with computer programs "math simulators".

More attention is paid to health-saving principles of organizing lessons. The adaptation period coincides in time with the season of the year, when there are favorable opportunities for excursions and targeted walks in the lessons of the outside world, during which children get directly acquainted with the outside world, the accumulation of sensory experience, real vivid impressions, which are very important for successful knowledge of the environment. But replacing all the lessons of the surrounding world with walks and excursions is not advisable, since their effectiveness may be significantly reduced. The observations made are comprehended, generalized, built into the emerging system of ideas about the world, and this is possible precisely in the classroom. Excursions and targeted walks are determined by the educational program, according to which schoolchildren study.

During the period of adaptation to new conditions for the child schooling lessons of fine arts and technology have a special role.

The artistic activity of the child implies a special setting of the teacher for creative cooperation, for trusting relationships. Therefore, the very atmosphere and goals of artistic activities suggest free play forms of communication.

Art classes during the period of adaptation have various forms: walks and excursions to the park or forest in order to develop the skills of perception, aesthetic admiration and observation, as well as the collection of natural materials for artistic pursuits; excursions to museums; games.

In order for a child to understand and create an artistic image, he needs to incarnate in it, depict it through the movements of his body. This creates a variety of forms of activity and completeness of impressions in the lessons. visual arts helping to relieve stress.

The main areas of work at the first technology lessons include the expansion of children's sensory experience, the development of hand motor skills, the formation of cognitive processes (perception, attention, memory, thinking, imagination), coordination of movements, the formation of initial techniques for working with hand tools, etc.

Like other lessons, part of the technology lessons are conducted in the form of excursions or games: preparatory work for creating an artistic image takes place on such excursions as: “The beauty of the surrounding nature”, “Images of the native land”, “Fabulous animals”, “Bird market ". Here, the ability to see images in surrounding objects is trained, which children will later embody in their works; the collection of natural material is carried out on the excursion “Nature is an artist and sculptor” (“What does nature give us?”), Which includes competition games: “Collect leaves of the same shape”, “Who will come up with more images that can be made from a cone” , “From what natural materials can chanterelle figurines be made”, “Whom does this branch resemble?”, “Find leaves that resemble a bird’s feather in shape”, etc .; lessons-competitions using manufactured crafts (theatrical competition “Voice the character that you portrayed”, lesson-game “Paper Aviation”, etc.

The teacher draws attention to the peculiarities of the organization of the lesson in the 1st grade.

Taking into account the peculiarities of first-graders, the lesson is structured differently than in the next grades of elementary school. The lesson contains three structural elements: organizational moment, the main part of the lesson and reflection.

We use the organizing moment to teach children the ability to organize workplace(get a textbook, spread out the cash register of letters, place a notebook correctly and conveniently on the desk, etc.). It requires patient, long-term work, which is based on step-by-step instruction a teacher explaining in detail what and how to do (the technique of pronouncing the sequence of actions is used).

The main part of the lesson is “fractional”, that is, it consists of several interrelated, but different types of activities. Particular attention is paid to the use of games as a structural part of the lesson. It is necessary to use as didactic games not only games with rules that contribute to the formation of a new leading activity - educational, but also role-playing games that contribute to the development of creative abilities, the basis of which is imagination.

Teachers pay special attention to the organization of educational cooperation in the classroom, as the most important part social adaptation. So working in a “micro team” (pair, group), children master the technology of group work in the classroom, realize the importance of cohesion at the time of completing tasks. Working in pairs teaches children to listen and hear the other, to give and take advice, to work together and at the same pace. This is facilitated by joint writing on the board with one small piece, pair reading, juggling with balls.

Monitoring and evaluation of learning outcomes in grades 1 is carried out in accordance with the Letter of the Ministry of Defense of the Russian Federation “On the organization of education in the first grade of a four-year primary school” dated 01.01.2001 No. 000/11-13: the system of scoring (marking) assessment is excluded . The evaluation activity of teachers is aimed at stimulating the educational and cognitive activity of first-graders. Each teacher has a "piggy bank" of control and evaluation techniques and tools, among which are common such as the Rubinstein-Dembo ruler, sheets of individual achievements, etc.

Great importance is given to reflection at various stages of the lesson and at the end of the lesson.

In the learning process, it is important to take into account the individual characteristics of the child. Some first-graders have a lack of formation of school-significant functions: many get tired quickly, with difficulty organizing their activities without external control. Different guys come in terms of the level of intellectual, speech, moral and volitional development.

You can use the forms of individual differentiated work in the first class:

Tasks of varying degrees of difficulty;

Specially selected general developmental exercises for development
thinking, speech, imagination, attention, memory, etc., occupying no
most of the lesson. At the same time, if possible, children unite in pairs, groups in order to collectively solve one or another logical or creative problem;

Offered to children in the lesson additional material, which creates a favorable intellectual and emotional background for learning.

It is not required from each child to memorize additional content, since it serves more to maintain the interest of children than to increase their awareness.

Of great importance for the pedagogical support of the child's adaptation to school is the extracurricular activities of first-graders in the GPA mode. It is organized in accordance with the interests and desires of children and their parents.

The process of adaptation of the child largely depends on the situation in the classroom, on how interesting, comfortable, safe the child feels during the lessons, in the situation of interaction with the teacher and classmates. Special game exercises help children to quickly enter the unusual world of school life, to master a new social position of a student. The teacher should create an atmosphere of benevolent and constructive interaction in the classroom, allowing children to ease internal tension, get to know each other, and make friends.

Designing a system of pedagogical support for first-graders during the period of adaptation to school life

MBOU secondary school p. Malinovsky

Law "On Education" of the Russian Federation of December 29, 2012 N 273-FZ;

model provision on educational institution, approved by the Government Decree Russian Federation dated March 19, 2001 No. 196;

State requirements educational standards;

Letters of the Ministry of Education of Russia dated September 25, 2000 No. 2001 / 11-13 “On the organization of education in the first grade during the adaptation period”;

Letters of the Ministry of Education of Russia dated 20.04.2001. No. 408/13-13 "Recommendations on the organization of training for first-graders in the adaptation period."

These recommendations on the organization of the educational process during the adaptation period will help the teacher in implementing the requirements of the Sanitary Rules, in creating favorable conditions for the adaptation of children to school, relieving the statistical stress of schoolchildren while simultaneously implementing programs in all subjects.

The initial period of education in the first grade should create favorable conditions for the child's adaptation to school, ensuring his further successful development, education and upbringing. The tasks of the adaptation period are the same for all systems of primary education.

In the first grade in September and October there are 3 lessons of 35 minutes each. The letter “On the organization of education in the first grade of a four-year elementary school says: “... in September-October, three lessons are held daily, the rest of the time is filled with targeted walks, excursions, physical education classes, developing games.” In order to fulfill the task of relieving the statistical stress of schoolchildren, it is recommended that in the fourth lessons it is recommended to use other forms of organization of the educational process, not class-lesson, but other forms.

According to curriculum in the 1st grade, the teaching load is 21 hours per week. During the first hours it is recommended to conduct reading and Russian language lessons (literacy period).

For eight weeks, the teacher can plan the last hours of physical education lessons, as well as lessons in other subjects in the form of lessons - games, lessons - excursions, lessons - dramatizations, etc. Since these lessons are also educational, the program material is studied or consolidated in a different, non-traditional form.

Classroom teacher daily during the 1st quarter fills in accordance with the schedule and thematic planning form for the organization of educational activities (Appendix 1). This form is kept in the class register during the filling period. At the end of the adaptation period, at the end of the 1st quarter, class teachers hand over this form to the Deputy Director for OIA.

-organization of mathematics lessons.

The initial period of adaptation coincides with the preparatory work for the perception of the concepts of number, relationship, magnitude, operations with numbers, etc. (up to the numerical period). Children during this period learn to make observations on objects, compare, classify according to signs, receiving quantitative and spatial representations. Along with the expansion of the mathematical horizons and experience of children, the formation of their communicative skills and the education of personal qualities, special attention is paid to the development of children's mathematical speech, their general logical development.

Further work to familiarize children with numbers and actions with them is based on full subject visibility during the games, practical work, excursions, etc.

Depending on the nature of the tasks, children can get up from their desks during the lesson, move freely, approach the teacher's table, books, etc. In the lessons, game teaching methods can be used. A large place in mathematics classes should be given to didactic games, allowing children to move around, providing a change in activities in the lesson.

The study of some questions of the mathematics course during this period can take place not only in the lessons in the classroom, but also in the lessons-games and lessons-excursions.

The listed forms of organization of educational activities can be used in the study of the following issues of the program:

Signs of objects (comparison of objects by color, size, shape): excursions around the school, school yard; on the sports ground with the inclusion of the games "Find your group", "Who is further, who is higher, who is more", etc.

Spatial representations, mutual arrangement of objects: on the school site; mobile games with various tasks.

Comparison of groups of objects by their number, counting objects: excursions around the school.

-organization of lessons of the surrounding world

The adaptation period coincides in time with the season of the year, when there are favorable opportunities for excursions and targeted walks, during which children become directly acquainted with the outside world. This ensures the accumulation of sensory experience, real vivid impressions, which are important for successful knowledge of the environment. Replacing all the lessons of the surrounding world with walks and excursions is inappropriate, because. the effectiveness of the latter can be significantly reduced. The observations made should be comprehended, generalized, built into the emerging system of the child's ideas about the world, and this is possible precisely in the classroom.

Excursions and target walks defined educational program in which students are taught. The order of the excursions can be affected by the weather, the social situation, the creative ideas of the teacher, the content of classes in other subjects.

In addition to excursions and targeted walks, it is advisable to study part of the material in the form of outdoor games in the lessons of the surrounding world. Mobile theatrical games are held in the classroom, recreation, sports hall, in good weather on the school site.

All of the listed forms of organization of educational activities can be used in the study of the following issues of the program:

1. Signs of autumn: excursions "Golden Autumn", "Nature around us", "In the garden, in the garden."

2. Diversity of nature: excursions and targeted walks "Diversity of plants", "Trees in your yard", "What kind of tree".

3. Social environment: a tour of the school to get acquainted with the various premises, their purpose, with the school staff, with the rules of conduct at the school.

The topics of excursions can be different: “Our garden”, “The road from school to ...” (special attention is paid to the rules traffic, to places of dangerous crossing).

Familiarization with the social environment can take place through outdoor games that reveal the rules of the road, the rules of conduct at school, public institutions, and transport.

4. Health: outdoor games: “Cleanliness is the key to health”, “Visiting Moidodyr”, etc.

-organization of fine arts lessons

During the period of adaptation to new school conditions for the child, art classes play a special role. The need to depict, draw, consider something is a necessary and specific way of knowing the world. The child does not so much create a work as expresses his state. The artistic activity of the child implies a special setting of the teacher for creative cooperation, for trusting relationships. Therefore, the very atmosphere and goals of artistic activities suggest free game forms of communication.

Artistic activities during the period of adaptation should take various forms:

Walks and excursions to the park in order to develop the skills of perception, aesthetic admiration and observation, the collection of natural materials for artistic pursuits;

Games (the topic of the lesson is “Playing the artist and the spectator”)

A variety of forms of activity and the fullness of impressions in the lessons of fine arts helps to relieve tension.

--organization of technology lessons

The main areas of work at the first technology lessons include the expansion of the sensory experience of children, the development of hand motor skills, the formation of cognitive interests of processes (perception, attention, memory, thinking ...), the formation of initial methods of working with hand tools, etc.

1.Excursions "Beauty environment”, “Images of the native land”, “Fabulous animals”, etc. will help develop the ability to see images in surrounding objects, form an artistic image in labor lessons.

2. Excursions to collect natural material: "Nature is an artist and sculptor", "What nature gives us."

3. Excursions may include games-competitions for the development of the eye, the sense of color, shape: "Collect leaves of the same shape", "Who will come up with more images that can be made from a cone, an acorn, etc." "From what natural materials can a fox figurine be made."

4. Outdoor lessons with games and competitions related to the selection of natural material: "Who does this branch remind you of?", "Find leaves that resemble a bird's feather in shape."

5.Lessons-competitions using crafts made.

- organization of music lessons

The basis for studying the laws of musical art by students is the simplest musical genres: song, dance, march, their intonational and figurative features. The educational activity of first-graders in music lessons may include pronounced game elements.

The teacher can use figurative-game techniques:

plastic intonation;

Musical-rhythmic movements;

Playing and staging poetry and music, etc.

These techniques make it possible to make the process of mastering music as an art exciting, interesting, saturated with various forms of student activity, which will eliminate the motor passivity and overload of children in the first months of their education.

Organization of the adaptation period in the first grade

The initial period of education in the first grade should create favorable conditions for the adaptation of the child to school, ensuring his further successful development, education and upbringing. The tasks of the adaptation period are the same for all systems of primary education.

The first year of study is difficult for a child: his usual way of life changes, he adapts to new social conditions, new activities, unfamiliar adults and peers. Adaptation proceeds more unfavorably in children with physical and psychological health disorders.

For the successful education of schoolchildren during this period, it is necessary to take into account the peculiarities of their adaptation (addiction, adaptation) to school life.

The first days of the children's stay at school require special attention from the teacher. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior, are associated with the characteristics of their psyche, so it is important not to make sharp remarks to children, not to pull them back, try to fix attention on the positive manifestations of the student.

In the learning process, it is important to take into account the individual characteristics of the child. At the beginning of the training, the teacher should give each child the opportunity to work at their own pace. At this time, remarks like “Faster!”, “You are delaying everyone!” are absolutely unacceptable at this time. etc. The volume of work of schoolchildren should increase gradually.

The teacher builds his activity taking into account the degree and duration of adaptation of first-graders to school. He should be restrained, calm, emphasize the merits and successes of children, try to improve their relations with their peers. It is advisable to call in the first months of the school year to the board children who are unsure of themselves, shy. Special additional work teachers and psychologists require the elimination of learning difficulties that arise in some students, increasing their interest in learning activities and self-confidence.

If the teacher does not take into account the difficulties of the adaptation period, this can lead to a nervous breakdown of the child and a violation of his mental health.

Teacher communication style with first-graders should take into account the peculiarities of children's behavior associated with their ability to communicate with adults and peers. The teacher's tone should be trusting and gentle. We will not allow the authoritarian style of communication between the teacher and the child.

First-graders are able to concentrate, without distraction, to engage in the same type of activity for 10-12 minutes, which determines the requirements for the organization and structure of the lesson in the first grade.

Age features children of the seventh year of life (difficulty in voluntary regulation of activity, rapid fatigue, etc.) suggest that static loads, restrictions on the motor regime, rapid switching from one type of activity to another, etc. are very difficult for them.

For first-graders, the types of activities that they were engaged in in preschool childhood are very relevant. Therefore, one should actively include the game in the educational process, and not prohibit it, not exclude it from the life of a first grader. In the first grade, the game is of particular importance for the formation of the ability to learn - the main activity that the child is now engaged in. It is fundamentally important to pay attention to two types of games - role-playing games and games with rules (didactic, mobile, desktop-printed).

Playing with the rules, like learning activities, necessarily gives results: it develops self-esteem, self-control and independence. In the first year of study, games with rules should be present at every lesson, fill breaks and dynamic pauses (mobile, desktop-printed). Didactic games always have a learning problem to solve. Role-playing games are very important for the formation of arbitrary behavior, imagination, creativity of the student.

Given the visual-figurative nature of the thinking of children of this age, it is necessary to allocate a significant place in the lessons to modeling activities with diagrams, models of sounds and words, geometric shapes, objects of nature, etc.

Organization of training

Each student is provided with a comfortable workplace (table) in accordance with the height, hearing and vision of the child. It is advisable to arrange the tables so that you can organize frontal, pair and group work in the lesson. Textbooks and teaching aids for first graders are recommended to be kept at the school.

Duration of the academic year for first graders - 33 weeks. Vacation time during the academic year - at least 37 days. Due to the fact that the academic year is divided into 4 unequal quarters, additional vacations are organized for 1st grade students in the middle of the 3rd quarter (February) in order to prevent overwork.

Lesson duration- 35 minutes with the obligatory holding of two physical exercises for 1.5-2 minutes. each. They are recommended to be carried out for 10 and 20 minutes. lesson. Exceptions may be lessons physical education, rhythms, etc.

To facilitate the process of adaptation of children to the requirements of schooling, the study load increases gradually: in September - October, it is held daily for 4 hours (three lessons, a dynamic pause and one non-traditional lesson, it is filled with targeted walks, excursions, physical education, educational games) according to the Letter of the Ministry of Defense of the Russian Federation dated 04.20.2001 No. 408 / 13-13 "On recommendations for the organization of training for first-graders in the adaptation period."

From the second quarter 4 lessons are held daily.

duration of change between lessons at least 15 minutes, a big break after 2 lessons - at least 40 minutes. At this break, meals are organized for students in the school canteen (10-15 minutes) and a dynamic pause (a walk in the fresh air or outdoor games indoors). Duration dynamic pause not less than 40 minutes.

It is unacceptable in the first grade to introduce additional hours for electives, for classes with children experiencing difficulties in learning which corresponds to SanPin. The latter is especially important, since these children tend to have poor health or specific features. nervous system, which categorically excludes an increase in the study load and its duration for them.

Monitoring and evaluation of learning outcomes

In the first grade of elementary school excluded scoring (marking) assessment system. Unacceptable the use of any sign symbolism that replaces the digital system (asterisks, squares, etc.).

Allowed just a verbal explanation. In addition, it is impossible to say “didn’t think”, “didn’t try”, “not right” with the wrong answer of the child, it’s better to do with the replicas “Do you think so?”, “Is this your opinion?” "Let's listen to others", etc.

The following are not subject to evaluation: the pace of the student's work, the student's personal qualities, the originality of his mental processes (features of memory, attention, perception).

During the first half of the first year of study test papers are not carried out. Final examinations are held at the end of the academic year no later than April 20-25; You can only do one test per day.

Homework in the first grade is not set according to the Letter of the Ministry of Defense of the Russian Federation of September 25, 2000 No. 202 / 11-13 “On the organization of education in the first grade of a four-year elementary school”. First grade students for a repeat year of study are not left.

Attachment 1

Organization of educational activities in 1 ___ class ___________ academic year

Classroom teacher _________________________________

the date

Subject

Topic

Form of organization

Serova Yulia Sergeevna

teacher primary school MBOU secondary school №3

How to organize a first grader!

A bouquet of flowers in your hands.
And a new satchel behind,
In the eyes of excitement and delight,
You squeeze your mother's hand tightly.
Today is your main holiday
You are walking to school for the first time
You are a first grader, you are big!
Now everything will be different.

Ilona Grosheva

No, I absolutely did not know what to do with these helpless first graders. Having released the fourth grade, I myself suddenly found myself helpless: the first-timers did not perceive well what I told them, they were constantly distracted. I wrote lesson plans, but I could not complete them in full.

... When in the ensuing silence, which was difficult to establish, a briefcase, pen or pencil case suddenly fell, the class exploded. Everyone certainly needed to find out who dropped it, what exactly fell and what would follow. Many novice primary school teachers probably went through these school moments of life.

The problem of adaptation of first-graders to new forms of life at school arises under any learning conditions. The content, methods and forms of work during this period are determined both by the age and individual characteristics of children entering school, and by the characteristic features of the teacher's work system.

In order for yesterday's preschooler to be painlessly involved in new relationships and a new type of activity for him, the teacher needs, first of all, to study his starting level.

A child's readiness for school is determined by the level of personality development in intellectual, motivational, communication and physical relationships.

Modern science has developed criteria for readiness for school, based on the level of intellectual preparation (A.V. Zaporozhets and others), speech development (L.E. Zhurova, V.I. Loginova, F.A. Sokhin and others), mathematical development (A.M. Leushina and others), moral and volitional education (R.I. Zhukovskaya, T.A. Markova, V.G. Nechaeva and others), education of readiness for the position of a schoolchild (I.A. Domashenko , V.A. Gello, I.V., M.I. Lisina, etc.). In addition, the relationship between the concepts of "school maturity" and "readiness for school" is considered, as well as the issues of the continuity of preschool and school upbringing and education (N.F. Alieva, S.V. Gavrilova, Yu.F. Zmanovsky, A.A. Lublin).

Pedagogy and psychology have accumulated many options for objectively studying the readiness of children for schooling.

Work experience, study scientific literature, attending a large number of lessons with different teachers allowed me to identify some organizational and methodological techniques with which, in a relatively short time, you can achieve good results in organizing a children's team.

One of the directions in the development of pedagogical thought, based on the use of non-violent methods of influencing a person, is the pedagogy of stimulation. She is the heir to the progressive traditions of the world experience of humanistic education, dating back to F.A. Disterweg, J.A. Comenius, I.G. Pestalozzi, JJ. Rousseau (in the West), P.F. Kaptereva, L.N. Tolstoy, K.D. Ushinsky and others (in Russia).

Most successfully implemented in the work acceptance of encouragement . It can be extended to one student, a group of students, a whole class.

It is useful to combine encouragement with a list of rules that are not sufficiently formed in children: landing, writing, reading, and others. On the one hand, this is done, as it were, in passing, without allocating special time in the lesson, on the other hand, such a mention of the rules finds an instant response in the actions of students.

Rules in this case performed with great desire and interest.

You can use encouragement to prevent possible violations in the performance of various actions that are not sufficiently learned by children.

For example, the teacher says: "Now I'll see which of you quickly and silently opens the textbook." A flag on a desk or at the workplace, a sticker of a flower, a smiley face, etc. on the cover of a notebook - such encouragement is already of a substantive nature.

Encouragement is often used during the game. For example, children are offered the game "Who will give this bouquet." Its meaning is as follows. Each flower of the bouquet and vase are cut out of colored paper or from a postcard. During the lesson or all school day they are awarded to the most distinguished students. In the game "Who will build this house?" as a reward, the children are also given the details of the house (roof, walls, windows, door, etc.). In a similar game "Who will become a climber?" students get a part of a mountain - it can be just a triangle cut into several parts.

At the end of the lesson, students who have received any incentive item go to the blackboard and themselves (or with the help of the teacher) collect the item on the board. From the pieces distributed to the children, a mountain appears, and young climbers are congratulated on climbing it. In the classroom, such a game is useful when complex educational material is explained.

Throughout the school day, the game is usually used at the end of the week, quarter or holidays. The game process is an excellent stimulus and disciplines students in the most difficult periods of study.

In my work for organizing first-graders, I often use the technique: team account. When working with kids, it allows you to quickly organize them to perform various preparatory or final work (entering the classroom and leaving it for a break, preparing for the lesson, for the end of training sessions, etc.)

Here, for example, is how you can organize work when collecting student notebooks;

at the expense of "time" - close the notebook;

at the expense of "two" - pick it up;

at the expense of "three" - put two notebooks together, passing them to the student sitting on the right or left;

on the count of "four" - pass the notebooks in front of the sitting student.

If the students are sitting at separate desks, then they pass the notebooks in front of those sitting at the count of three.

From personal experience work, it was noticed thatvoice power reception, (his intonation color)have an amazing effect on children. Many times I noticed that teachers who speak loudly in the classroom are noisy and at recess the children begin to shout at each other, involuntarily imitating the teacher.

Without touching on the purely individual, personal qualities of teachers, methodological manuals show only those techniques that can be easily used by any teacher. But even they turn out to be quite effective, especially at the initial stage of the formation of a classroom team, which is so necessary for the successful organization of training sessions. Therefore, in its pedagogical activity I use the methods and techniques of helping first-graders during the period of adaptation developed by teachers and psychologists.

Dating games to establish interpersonal relationships, gaming activities during school and extracurricular time.

Individual assistance to each student, praise for a specific result, maintaining a positive attitude towards learning:

• dynamic mood screen;
• physical education minutes, acupressure according to the method (A.A. Umanskaya), finger gymnastics for development fine motor skills hands;
• developing classes by class teachers and school psychologist;
• advice to parents.

Using these techniques in combination, I can say that the result of organization in my class by the beginning of the second quarter is above average, but my work does not end there, so I will continue to work on improving the result.

I think it is very important to teach a child to compare what he has learned with what he could do some time ago. For example, we compare his early work with the work of today and discuss the path traveled together. If such a habit can be developed, then the student will always strive for new achievements. And the ability to emotionally experience the very fact of successfully completed work increases self-confidence.

But, no matter what, it is health that determines the success of the education and organization of our children. It is important to create for the child all the conditions that provide good rest, food, education.

Literature

1 . Gutkina N. I. Psychological readiness for school. 4th ed., 2004.

2. Karpekina T. V., Makarieva O. Yu. Conditions for successful adaptation of first-graders ( round table for educators) // Management of preschool educational institution. 2008. №1.

3. Koneva O. B. Psychological readiness of children for school: Tutorial- Chelyabinsk: Publishing house of SUSU, 2000.

4. Nizhegorodtseva N. V., Shadrikova V. D. Psychological and pedagogical readiness of the child for school: A guide for practical psychologists, teachers and parents. - M .: Humanit. ed. center VLADOS, 2001.

5. Nechaeva N.V. Methodology "Development of oral speech "

6. Platonova A.A. Successful tomorrow of the future first-grader // Beginning. school, 2005, no. 5.

7. Chutko N.Ya. Technique "Coloring shapes"