Adaptation of first graders to school

We consider the physiological aspects of adaptation in order for the teacher to know and understand why it is impossible to over-intensify learning work at this stage of training, why children get tired so quickly and it is so difficult to keep their attention. The possibilities of the child's organism are far from limitless, and long-term stress and the fatigue and overwork associated with it can cost the child's health. In accordance with this, the teacher needs to build the entire pedagogical process so as not to harm the health of each child. We must not forget that the readiness of children to systematic learning different, their state of health is different, which means that the process of adaptation to school in each individual case will be different.

Meanwhile, sometimes it happens that neither teachers nor parents are often aware of the complexity of this process, and this ignorance and forcing the load further complicate an already difficult period. The discrepancy between the requirements and capabilities of the child leads to adverse changes the state of the central nervous system and a sharp drop in educational activity, to a decrease in working capacity. At the end of training sessions, a significant part of schoolchildren have pronounced fatigue.

However, there are factors that greatly facilitate the adaptation of children to school - this is the rational organization of training sessions and a rational daily routine.

Also, organized physical activity should make up a large part of the total time children spend at school. Therefore, it is advisable to spend from 2 to 3 physical minutes per lesson. I offer readers several types of physical exercises for lessons:

2. Psychological adaptation

The main indicators of a child's psychological adaptation to school are the formation of adequate behavior, establishing contacts with students, a teacher, mastering skills learning activities. That is why, when conducting special studies on the study of children's adaptation to school, the nature of the child's behavior was studied and its features were analyzed. In this regard, in the first grade, I carried out a diagnosis of adaptation according to projective methodology"School of animals", where children were asked to portray themselves and the teacher in the form of animals. Many children could not name their classmates, they drew themselves closer to the teacher, but in general, the analysis of the results of the diagnosis showed that a favorable psychological atmosphere is developing in the class. Children treat each other well and are friendly. The adaptation process continues, the children get used to each other and to the teacher. Next, a description of the adaptation of each student is given, for example: Nastya Yagozhidayeva: The child likes it at school. Most of all, the learning process, relations with classmates are good, everything is fine. Or - Ibraev Talgat: the child is satisfied with his position in the team, but some anxiety is characteristic, he strives to be closer to the teacher. Perhaps there are difficulties in communicating with classmates. Such detailed analysis allows you to help the child individually, in accordance with his difficulties.

Observations of first grade schoolchildren showed that the psychological adaptation of children to school can take place in different ways. The first group of children adapts to school quickly. These children quickly join the team, get used to school, make new friends, they are in a good mood, they are calm and conscientiously fulfill the requirements of the teacher.

The second group has a long period of adaptation: children cannot accept the learning situation - they can play in the classroom, do not respond to the teacher's comments, and, as a rule, these children experience difficulties in learning curriculum.

The third group is children whose psychological adaptation is associated with significant difficulties, they do not learn the curriculum, they have negative forms of behavior, teachers and children most often complain about such children: they “interfere with work in the classroom”, “teach children”. The constant failure of these children in their studies, the lack of contact with the teacher create alienation and a negative attitude of their peers. Children become "rejected". The teacher, bringing children together, should do everything possible to facilitate the process of adaptation for such children. In the first lessons, it is possible to conduct special games to introduce children to each other and the teacher. I suggest the game "Let's get acquainted." Acquaintance of children takes place in the form of a game: the teacher calls the key word, for example, “name”, “family”, “summer”, etc., and the children should ask their classmates questions on this topic. So that the students can get to know other children, at the signal of the “Transplant” teacher, the children are transplanted to other places, and a similar acquaintance with a new neighbor takes place.

Or the game "Be careful." When talking, people look at each other. To test your powers of observation, close your eyes and rest your head on the desk.

Who has a blond haired roommate? Raise your hand (eyes closed).

Open your eyes and check yourself. Close your eyes again.

— Who has a neighbor with dark eyes? Raise your hand, etc. (Then the teacher asks the same questions about the appearance of the students in his class)

The process of adaptation to school continues throughout the first year of study, but the first 6-9 weeks of "acute" adaptation lay the foundation for the success of the further learning process. Therefore, it is important for the teacher to know and take into account in his work the functional features of the state of the body of a first-grader and, in accordance with this, build the educational process.

1. 2. Continuity and its role in the child's adaptation to school

An important role in the adaptation of the child to school has the continuity of the methods of work and pedagogical communication of the kindergarten teacher and school teachers working with first-graders. The point is that one of common causes difficulties in adapting children to school consists in a sharp change in the style of communication between the teacher and children. Even with a positive attitude towards children, the teacher often uses more rigid, authoritarian forms of pedagogical influence than those to which preschoolers are accustomed. These forms of pedagogical influence are often perceived by the child as an expression of personal hostility, which leads to passivity, suppresses initiative, independence, and creates self-doubt.

What are the ways to implement succession pedagogical work with children between kindergarten and school? Let's name some of them that justified themselves in fact:

1. Meeting "The first days of the child at school" with the participation of first grade teachers, educators, a psychologist and a speech therapist.

2. Conferences, seminars on the exchange of experience of kindergarten teachers and school teachers,

3. Visiting kindergarten teachers, monitoring children going to the first grade, organizing activities (playing, educational, artistic, etc.).

4. Socially - psychological characteristics for each child, compiled by educators preparatory group kindergarten.

5. Development of contacts between kindergarten students and school students (joint activities).

Mastering by first-graders of organizational skills and abilities in adaptation period

1. Basic rules of behavior in the lesson

The attitude of children to school is largely determined by the form in which the teacher introduces disciplinary requirements, the rules of a new life. In contrast to the rather free, not constrained by excessive strictness routine, to which the preschooler is accustomed in kindergarten and in the family, behavior at school is regulated by clear, strict norms. The student is not allowed to stand up during the lesson, communicate with neighbors, and engage in extraneous matters without the permission of the teacher. If he wants to say something, he must first raise his hand. Each step of a small schoolboy is limited by new and unusual requirements for him. Therefore, many children are at first lost: there is a constant fear of violating any of the many requirements. As a result, the child gets used to following the rules of behavior, but at the same time he feels not pride in himself, but fear of censure, remarks. There is anxiety, inner tension, self-doubt. School becomes a source of not positive, but negative emotions for children. Here is what he writes about

principles of work with children of this age Sh.A. Amonashvili: “Is it possible to force children to immediately follow the orders and orders of the teacher? - Not! Is it possible to strictly demand from children that they sit in the classroom without moving? - Not!". In order for first-graders to easily and naturally join school life, the requirements for their behavior should be introduced gradually, reaching their full volume only by the end of the first year of study. Yes, and they should be shaped in the form of requests or wishes of the teacher, and not requirements. Accordingly, their violation will not cause censure or punishment, but a direct emotional reaction of the teacher: regret, slight resentment (but not irritation). Previously unfamiliar, unusual actions for children, such as raising a hand when you want to say something, it is advisable to present them as a rule of the game. I offer the reader several games to introduce children to the rules of behavior.

The game "If you want to talk - raise your hand."

- You know that my name is Lyudmila Alekseevna. But you can't say that I love what I'm fond of, where I am. I live how I spent my summer. All this you can find out by asking me questions. Ask what interests you, I will answer (at first, a few “trial” questions that the teacher answers. And then the children begin to ask questions all at the same time, not listening and interrupting each other.) At this point, the teacher interrupts the dialogue:

Stop! When everyone is talking at the same time, there is noise, you do not hear each other, you interrupt, and it is difficult for me to understand what you are saying. To prevent this from happening, the school has a rule: “If you want to speak, raise your hand” (the teacher shows a gesture).

And now we will ask questions, as it should be for the students. So, what else do you want to ask me?

Game "Ready for the lesson"

The school has a "Ready for class" rule. At the call, the student stands near his desk and waits for the teacher's command. Let's practice this rule (the teacher says: "Change" - the children are free, and then rings the bell:

1. "Call!" - children should stand at their desks.) The game is played 2-3 times. The game "The lesson is over"

- At the beginning of the lesson, we learned to follow the rule “Ready for the lesson”, The same thing needs to be done when the lesson is over. The teacher on the bell says: “The lesson is over”, and all students should stand near their desks (children practice with a bell).

Now the bell will ring -

Our lesson is over (children in chorus)!

Teacher: The lesson is over!

Finished writing game

Some of you got the job done faster, others slower. The teacher in the lesson needs to know who has already finished writing and who has not. There is a rule for this: having finished writing, the student raises his hand with a pen. (Teacher gestures).

- Finish drawing, children, and show the gesture "I finished writing."

Game "Job Done"

- When students finish doing something - ; ] of the task, they show it with the “Job Done” gesture (the teacher shows the gesture with his hands folded in front of him on the desk).

Ruling out the rules.

Get up together every time the teacher enters the classroom. A desk is not a bed, And you can't lie on it. You sit at your desk harmoniously And behave with dignity In the classroom, do not chat Like a talking parrot.

If you want to answer - do not make noise, but just raise your hand.

2. Individual skills: pair and team work. Learning activities, i.e. conscious activity in the assimilation of knowledge, skills, in mastering the basics of science, develops gradually. Its formation takes place throughout the entire period of study in the lower grades with subsequent improvement. The tasks of instilling the skills of individual, pair, and team work include only the creation of certain initial prerequisites for the formation of educational activity. The most important of them is high level activity, initiative, independence in academic work; respect for the teacher, the ability to perform his tasks; a sufficiently high level of arbitrariness, the ability to plan and control their own actions, to focus on the task at hand.

To instill the skills of individual, pair and collective work of first-graders during the adaptation period, the following forms of work are possible.

Choral response training

- In the lesson, we agreed that if you want to answer, you need to raise your hand. But this is not always done. There are such answers where the students answer all together, in chorus, without raising their hands. Let's practice answering in chorus, (the teacher can introduce a certain gesture indicating a choral answer: waving a hand, etc.).

Difference between choral and individual response

- And now the task is more difficult: some questions will need to be answered in chorus, others not. Be careful.

- Tell me in chorus, how much is 1 + 1?

- Tell me together: what animal has a long trunk?

— How many of you know what berries grow in the forest?

Leaves fall when it happens?

What brands of cars do you know?

- The name of fairy tale hero With long nose? Say it together.

- What is your favorite toy?

- In chorus: what day of the week will be after Monday?

What names of boys do you know?

What names of girls do you know?

- Complete the sentence: Birds can fly, and fish

- Friendly: what's my name?

— Who do you want to become? (the last question is a trap, it cannot be answered in unison)

The game "Claps."

Students pass the claps to each other in turn, starting with the first option of the first row, then the second option, etc. When the student from the last desk of the first row claps, it is the turn of the second row, etc.

Chained response training

At school, in addition to answers one by one and a choral answer, there is an answer in a chain. In the game "Answer by chain" you need to pass words. Let's try to tell the poem along the chain in such a way that it turns out together, without hesitation, so that from the outside it might seem that one person is speaking (the poem “Toys” by A. Barto is “transmitted” along the chain)

Pair work discussion.

- There is a proverb: "One head is good, but two is better"

How do you understand her?

- In this lesson, you will do all the tasks in pairs.

A couple is two people sitting at the same desk. (The teacher gives the task to each pair to color two balls

so that they become exactly the same.)

- In order for the couple to cope well with the task, you must first discuss, agree on how to do this. At the same time, try to talk in a way that does not disturb other couples. After you finish the work, show the gesture “We are ready”, (the couple join hands and raise their hands up)

Mirror game.

Each pair turns to face each other. One of the pair shows any movement, and the other is a "mirror". Then the students change.

3. Organization, feedback from the teacher and evaluation, successes and failures of first graders in the adaptation period

The attitude of the teacher towards students at this initial stage of adaptation to school largely determines how the teacher-student relationship develops, relations that determine to a large extent the psychological adaptation of the child in school. As a rule, a teacher for a student is the highest authority, which at first is inferior even to the authority of parents. The teacher is not just an adult, but an authoritative mentor, requiring the implementation of certain rules of behavior and activities of obtaining knowledge. Students usually understand this very well. But there are children who are “not ready” for school, unable to understand the conventions of the teacher-student relationship. Such a child may say to the teacher in response to his remark: "I don't want to learn, I'm not interested." With such a child, it can be quite difficult to defend your “I”. In such cases, it is useless to order, punish, because you need to win the trust and respect of the child; therefore, it is important to show patience, benevolence, win over the student, try to seriously, “in an adult way”, talk to him alone.

Of particular importance in the relationship of the teacher and. students, and students among themselves at the first initial stage of training, has an assessment by the teacher of successes and failures in the learning process. The psychology of the child's perception of the assessment of his activity is ultimately an assessment of his personality as a whole. All this testifies to the great responsibility of the teacher for the assessment that he gives to each child, and, undoubtedly, increases the requirements for the teacher, for the technique of his communication with children.

Now, in the practice of schooling at the initial stage (in the process of adaptation), marks should not be used to assess the success of first-graders. They shouldn’t, because the mark can be a constant psycho-traumatic situation that makes it difficult for the child to adapt to school. But in practice, it is difficult for teachers to refuse this rather simple and visual method of assessment; therefore, instead of traditional twos, fives, drawings, stamps, asterisks, etc. are used. In such cases, both stamps and stars are equivalent to marks: after all, for the child, all these are conventional signs of his success.

Game "Evaluation of work"

At the beginning of the lesson, the teacher should introduce the children to their grading system. There are three drawings of a truck pre-drawn on the board; 1 - with all the necessary details, but drawn carelessly (crooked windows, etc.), 2 - drawn very neatly, but with a lot of wrong details (wheels are on the side, etc.), 3 - drawn correctly.

What drawing is done correctly, but sloppy?

- Which is neat, but wrong?

- Which one is neat and correct?

What needs to be changed in the first drawing?

- And in the second?

What stamp shall we put?

- Draw a correct and neat truck in your notebook,

4. Organization of the class team

Educational activities are collective in nature, which is why the child must have certain communication skills with peers, the ability to work together.

Most children get to know each other quickly, get used to the new team, work together. Some do not get close to classmates for a long time, feel lonely and uncomfortable, play on the sidelines or huddle against the wall during recess. In the formation of relations between children, at this difficult stage for each child to enter a new team for him, an important role is played by the teacher. It is he who should introduce the guys to each other, maybe tell something about each, create an atmosphere common work cooperation, mutual understanding.

The child should feel that he is interested and happy among classmates; because he really needs their assessment, their attitude, every kid wants to win the authority and trust of the guys. The positive emotions that a child experiences when communicating with peers largely shape his behavior and facilitate adaptation to school. And here the role of the teacher is extremely important. At school, most often children look at each other through the eyes of a teacher. Therefore, the attitude of the teacher to the child is a kind of indicator of attitudes towards him and his classmates, And the child suffers doubly from the negative attitude of the teacher: the teacher treats him “badly”, and the children treat him the same way: therefore, it is better to avoid negative assessments of the student’s behavior, and his school success.

Some teachers have “favorites” from the first days, they distribute and collect notebooks, keep records of comments, and perform other “personal” assignments of the teacher. Children see it all. There is a stratification of the class, which does not contribute to the establishment of friendly relations between all students. So for the development of sociability and collectivism, various joint games are of considerable importance. In a plot-role-playing game, the teacher must participate in the distribution of roles, accustoming children to justice in the distribution, so that attractive roles are played by children in turn. When a timid shy child gets some kind of “team” role, you need to help him cope with it.

The teacher should support the friendship of the children by interests, form these interests. important goal educational work in the first months of the student's stay at school - to instill in him the feeling that the class, the school is not a group of people alien to him. This is a friendly, sensitive team of peers, junior and senior comrades. Sh. Tips for parents of first-graders on education in the adaptation period

The first year of education is one of the most important turning points in a child's life. After all, how the addiction to school goes, largely depends emotional condition, working capacity, success in primary school in all subsequent years and, of course, health.

A child who enters school finds himself in an environment that is unusual for him. The whole way of life is changing. Daily training sessions require intense mental work, activation of attention, focused work in the classroom and, in addition, a relatively immobile position of the body, maintaining the correct working posture.

In response to new increases in the requirements for the body in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, sleep disturbance, and appetite. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning. Some experts classify this whole complex of phenomena as an adaptive disease.

In this difficult period for the child, both at school and at home, it is necessary to surround him with attention, show goodwill and tolerance.

I offer some advice to parents of first-graders for the period of adaptation to school.

- A feature of today's children who have come to the first grade is fatigue.

In the first lesson they openly yawn, in the third they lie on their desks. How can we as adults help a child? First of all, it is worth remembering the old and reliable ways to maintain the health of a first grader - this is the observance of the daily routine. Sleep at least 10 hours a day, be sure to eat well, physical exercises. It would be justified to limit TV viewing to 30 minutes. in a day. Long (up to 2 hours) walks in the air are good for restoring the emotional well-being of the child - not a walk in the shops, but a walk in the park. From early morning, set your child up for a good attitude towards everything. Say "Good morning!" and get ready for school without fuss.

- When you come to school with your child, try to get by with a lot of moralizing, tk. they do not give anything but morning fatigue, but it is necessary to explain the safe way to school for the child. Safe, but not short.

- Meeting the child after school, rejoice with him that he managed to work on his own, without you, for three whole hours. Patiently listen to him, praise, support and, in no case, do not scold - after all, there is nothing for it yet.

- What to do if the first difficulties appear? Be generous with praise, for a first grader this is important now. The comment must be specific and not personal to the child. He's not a slob, he just has a little mess in his notebook right now. Do not make several remarks to the child at once.

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

- There are no parents who would be offended by their children for soiled diapers, but for soiled notebooks - as much as you like. Although in both cases, a period of staining is inevitable. The child does not need the position of the prosecutor, which parents often take: “You will rewrite five times until you get it right!”. It is unacceptable.

- Today, one of the main tasks of the school is the improvement of the child, and therefore, in order to facilitate the adaptation of first-graders, a stepwise mode of training sessions is used with a gradual increase in the teaching load. The spiritual and physical health of a first-grader depends on contacts with everyone who works at the school. You can't disrespect a teacher elementary school because he works and lives the life of his guys. Support your teacher in word and deed, help him. Do not rush to condemn the teacher, the school administration, do not rush to categorically express your opinion about them - it is better to consult: after all, everything that is done by the teacher is first of all done for the benefit of your child.

What is the purpose of an interview with a future first grader and his parents when enrolling in a school?

The main purpose of the interview with the future first-grader and his parents when entering the school is:

• identifying the level of preschool education, development and readiness for systematic learning at school;
• recommendations to parents in choosing a system of education (correctional and developmental education, traditional education system, pedagogical systems developmental education);
• recommendations to parents on the preparation of an individual plan for preparing the child for the beginning of education, corrective work, consultations with narrow specialists are offered: a speech therapist, a psychologist, if necessary, with a psychoneurologist, an examination by a medical and pedagogical commission to clarify the issue of choosing the type of school: general education or special (correctional);

An early forecast of difficulties and timely assistance from parents, teachers, and specialists is the task facing the school staff when they first meet a future first grader.

Currently there are alternative forms of education and a whole fan of possibilities opens up before parents. You can send your child to school from the age of 6 or 7, go through the first year of schooling or at the base preschool, to educate a child in a private or public educational institution. To resolve this issue with the help of educators, teachers and psychologists, parents can only determine the degree of his readiness for school.

What are the criteria for a child to be ready for school?

Personal readiness- the child is ready for schooling, if the school attracts him not by the external side (attributes: portfolio, notebooks), but by the opportunity to gain new knowledge.

Intellectual readiness- the presence of an outlook, a stock of specific knowledge, an interest in knowledge. The ability to understand the connections between phenomena, to reproduce the pattern.

• Development logical thinking(ability to find similarities and differences different items when comparing, the ability to correctly combine objects into groups according to common essential features).
• Development voluntary attention(the ability to keep attention on the work performed for 15-20 minutes).
• The development of arbitrary memory (the ability to mediate memorization: to associate the memorized material with a specific symbol / word-picture or word-situation /).

Socio-psychological readiness:

• Learning motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge).
• The ability to communicate with peers and adults (the child easily comes into contact, is not aggressive, knows how to find a way out of problem situations communication, recognizes the authority of adults).
• The ability to accept the learning task (listen carefully, clarify the task if necessary).

Physiological readiness- the level of physiological development, the level of biological development, the state of health, as well as the development of school-significant psychological functions:

• The development of small muscles of the hand (the hand is well developed, the child confidently owns a pencil, scissors).
• Spatial organization, coordination of movements (the ability to correctly determine above - below, forward - backward, left - right).
• Coordination in the eye-hand system (the child can correctly transfer the simplest graphic image into a notebook - a pattern, a figure - visually perceived at a distance (for example, from books).

Questions about the work of school psychologists can be asked by phone 311-71-18.

What knowledge should be formed in the future first grader?

In the field of speech development and readiness for literacy, the future first-grader needs to:

• be able to clearly pronounce all the sounds of speech
• be able to distinguish sounds in words
• be able to isolate a given sound in a stream of speech
• be able to determine the place of sound in a word (at the beginning, in the middle, at the end)
• be able to pronounce words
• be able to make sentences of 3-4-5 words
• be able to name only the 2nd word in a sentence, only the 3rd word, only the 4th word, etc.
• be able to use generalizing concepts (bear, fox, wolf are animals)
• be able to compose a story from a picture (for example, “At the zoo”, “At the playground”, “Rest at sea”, “For mushrooms”, etc.)
• be able to make several sentences about a subject
• distinguish genres fiction(fairy tale, story, poem, fable)
• be able to recite favorite poems by heart
• know the author of the poem
• be able to convey the content of the tale in sequence

By the beginning of schooling, the child should have developed elementary mathematical representations:

• know the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
• be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.
• be able to name the previous and subsequent number relative to any number within the first ten
• know the signs +, -, =,<, >.
• be able to compare the numbers of the first ten (for example, 7< 8, 5 > 4, 6=6)
• be able to correlate the number and the number of objects
• be able to compare 2 groups of objects
• be able to compose and solve problems in one operation for addition and subtraction
• know the names of the shapes: triangle, square, circle
• be able to compare objects by color, size, shape
• be able to operate with concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “for”, “between”
• be able to group the proposed items according to a certain attribute.

In the field of ideas about the world around, the future first grader needs to:

• be able to distinguish in appearance the plants common in our area (for example, spruce, birch, oak, sunflower chamomile) and name their distinguishing features
• be able to distinguish between wild and domestic animals (squirrel, hare, goat, cow ...)
• be able to distinguish birds by their appearance (for example, a woodpecker, a crow, a sparrow ...)
• have an idea about the seasonal signs of nature (for example, autumn - yellow and red leaves on the trees, withering grass, harvesting ...)
• know 1-2-3 indoor plants
• know the names of the 12 months of the year
• know the names of all the days of the week
• In addition, a child entering the first grade must know:
• in what country does he live, in what city, on what street, in what house
• full names of family members, have general concepts about their various activities
• know the rules of conduct in public places and on the street.

From the age of six or from the age of seven, should a child be sent to grade 1?

It is impossible to answer this question unambiguously, since
take into account a number of factors that determine the readiness of the child for learning. It is on how the child is developed physically, mentally, mentally and personally, as well as what the state of health of the child, and will depend on what age he needs to start school. The whole complex of factors that determine the level of development of the child is important, at which the requirements of systematic education will not be excessive and will not lead to a violation of his health.

Recall that children who are not prepared for systematic education have a more difficult and longer period of adaptation (adaptation) to school, they have various learning difficulties much more often, among them there are much more underachievers, and not only in the first grade.

According to the sanitary and epidemiological rules SanPin 2.42.1178-02 "Hygienic requirements for learning conditions in educational institutions» children of the seventh or eighth year of life are admitted to the first grades of schools at the discretion of the parents on the basis of the conclusion of the psychological, medical and pedagogical commission (consultation) on the readiness of the child for learning.

A prerequisite for the admission to school of children of the seventh year of life is that they reach the age of at least six and a half years by September 1. The education of children under six and a half years of age by the beginning of the training goal is carried out in a kindergarten.

How to organize classes with a child at home and what is their duration?

To answer this question, it is necessary to clearly understand how a person assimilates information.

Various sense organs are involved in any activity: hearing, sight, touch, sometimes even smell and taste. Therefore, the more you use them all, the better and faster (and more fun) the memorization process will take place.

What the child himself does with his hands, he learns by 90%! Therefore, try to ensure that the child not only listens, but also tries to write an example on his own, glue circles, etc. even if it seems to him that nothing is clear.

70% of what we talk about is stored in memory. The child needs to pronounce information for you, and not silently listen to it. Discuss all the actions you are doing together. With leading questions, lead the child to the correct thought, but try to let him pronounce the final correct answer himself.

Only 20% of what a child hears - he remembers. Therefore, your explanations alone will not be enough.

30% of what a child sees - he learns. Therefore, show your imagination and creativity: sculpt from plasticine, stick, draw pictures that explain the material being studied.

The duration of daily homework to develop the cognitive abilities of first graders (according to individual recommendation teacher) should not exceed 30 minutes.

Remember that for a child of 6-7 years old, the game is the main way to learn about the world around. Therefore, it is necessary to include game elements in the lessons.

What activities are useful for the child in the period of his preparation for school?

1) Development of small muscles of the hand:

• work with constructors of different types;
• work with scissors, plasticine;
• drawing in albums (pencils, paints).

2) Development of cognitive abilities (development of memory, attention, perception, thinking).

Psychologist's advice to parents of first-graders.

School... How many expectations, hopes, worries children, parents, teachers associate with this word.

Entering school is the beginning of a new stage in the life of a child, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers.

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

This is natural because each small man– is unique, he has his own inner world, his own interests, his own abilities and opportunities. And the main task of parents together with teachers is to organize education in such a way that the child attends school with pleasure, learns the world and, of course, studied well.

How should adults behave in order to achieve this? A "blooded" interest in success, in the school affairs of a small student is necessary. He should feel that it is very important and interesting for parents, grandparents to know what happened at school, what new things (in each subject separately) he learned today. It is advisable to maintain interest in learning by transferring the new knowledge of the child to everyday life (use the counting skill to count how many birds sat on a branch or how many red cars are at home, the reading skill is to read a sign or the name of a new book bought by mom).

And, of course, it is necessary to encourage every small and big achievement of your offspring. The fact is that especially at the age of 6-10 years, children are oriented to the reaction of adults. They are very sensitive to the praise or censure of parents, teachers, they try to attract attention to themselves, to feel needed and loved (good). Therefore, for dads and moms, grandparents, this is a real lever to maintain and increase interest in school and learning.

In order for, in addition to the external attributes of school life (a portfolio, notebooks, textbooks, etc.), an internal feeling of transition to a new quality “student” to appear, it is necessary that adults treat entering school as a responsible, serious step for a child (“you are now a student, big boy, you have new, serious duties"). Of course, your child will continue to play with dolls and cars, but you need to give an orientation to “growing up”. And these are not only new responsibilities, but also new opportunities, more complex assignments and a certain independence. Control is necessary (the degree of its manifestation in the competence of each parent), but still try to give your first grader the opportunity to “grow up” in his attitude, to feel older.

Each individual must have their own space. If the child does not have his own room, you need to organize workplace- a desk where he will do his serious business - to study. This is also good from the point of view of observing the rules of hygiene - the correct fit, which allows you to maintain your posture, the necessary lighting.

Please, dear parents, do not overdo your homework. Children aged 6-7 years should study for no more than half an hour, then you need to take a break of at least 15 minutes. Quantity does not always translate into quality! In addition, long-term writing of sticks and hooks can discourage study for a long time.

Remember, a child is a blank slate that we have to fill out. And the image of the future personality depends on how we do it.

What do parents need to remember?

1. Avoid excessive demands. Don't ask your child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still only learning to manage himself and organize his activities. Do not scare your child with difficulties and failures at school, bringing up unnecessary self-doubt in him

2. Give the child the right to make a mistake. Everyone makes mistakes from time to time, and the child is no exception. It is important that he is not afraid of mistakes, but learns from them. Otherwise, the child will form the belief that he can do nothing.

3. When helping a child complete a task, don't interfere with everything he does. Give him the opportunity to achieve the task on his own.

4. Teach your child to keep his belongings and school supplies in order.

The success of a child in school largely depends on how he knows how to organize his workplace. Prepare the child’s workplace in advance in the family: let him have his own desktop, his own pens, pencils and notebooks. Teach him to maintain order in his workplace, explain how best to achieve this during class.

5. A child's good manners are a mirror of family relationships.

“Thank you”, “Excuse me”, “Can I ...”, addressing an adult to “You”, should enter the speech of the child before school. Teach your child to be polite and calm in dealing with people (both adults and children).

6. Teach your child to be independent in everyday life and self-care skills.

How more baby can do it on his own, the more mature and self-confident he will feel. Teach your child how to undress and hang up their own clothes, fasten buttons and zippers, tie shoelaces, eat carefully…

7. Don't miss the first learning difficulties. Pay attention to any difficulties, especially if the latter become systematic. All problems with learning, behavior and health are much easier to solve in himself! beginning (first grade). Don't close your eyes to problems, they won't go anywhere on their own anyway!

8. Today, one of the most common parenting mistakes is the desire to raise a child prodigy. Even before entering school, the child is taught most of the first grade curriculum and becomes uninterested in the classroom. Of course, parents want their child to study well and generally be the best. However, if your child is really a genius, then he will still prove himself. And overloading a child with classes can affect his health and desire to learn. Preparing a child for school should simply be about general development- processes of attention, memory, thinking, perception, speech, motor skills. It is necessary to deal not with laying bare knowledge in the child, but with expanding his horizons and ideas about the world around him.

The main task of parents of a preschooler is to maintain interest in knowledge in general.

9. When reading books, be sure to discuss and retell what you read with your child; teach him to express his thoughts clearly. Then at school the child will not have problems with oral answers. When you ask him about something, do not be content with the answer "yes" or "no", clarify why he thinks so, help bring your thought to the end. Learn to consistently talk about past events and analyze them.

10. Be sure to follow the daily routine and walks! The health of your child depends on this, and therefore his ability to better and easier to absorb educational material! Health is the basis for the entire development of the child, this is the amount of his strength that he can spend without overstraining, and, therefore, without various consequences (restlessness, irritability, touchiness, frequent colds, tearfulness, rudeness, headaches, etc.). This is especially true for those children who, from birth, have increased nervous excitability, fatigue, or any neurological complications. In this case, the correct and clear regimen of the day becomes not only an organizing, but also a preventive measure against further weakening of the nervous system.

11. Do not forget that the child will continue to play for several more years (especially for 6-year-olds). Nothing wrong with that. On the contrary, the child also learns in the game. It’s better to play with him and learn some concepts in the process (for example: left - right).

12. Limit your child's TV and computer time to 1 hour a day. Parents mistakenly believe that spending time in front of the TV and at the computer is relaxation or unloading after a busy day. Unlike adults, both of these activities have an exciting effect on the fragile nervous system the child, in turn, provoking increased fatigue, physical activity, overexcitation, irritability, etc.

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.

Creating a positive attitude of the child to study, the team, 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;

teaching elementary feedback techniques;

familiarity with the system of school assessment;

development of attention, memory, thinking, imagination;

class organization.

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 next grades of 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. Must be used 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.

Back to top school year parents of a future student should think not only about school uniform, but also about how to organize a workplace for your first grader. In our previous articles, we have already talked about the need to create several zones in the room of any student - a sleep zone, a study zone, and a play or entertainment zone. Today we will talk about how to equip a study area for a first grade student so that he is comfortable doing lessons here and, most importantly, that these classes do not harm his health. We have collected the most frequently asked questions of parents of first-graders, the answers to which will help in organizing the student's workplace.

1. What kind of table does a first grader need?

For a first grader, you need to be especially careful when choosing a desk, because the child’s posture, his vision and, no less important, the desire to learn will depend on the size and model. Regarding the size of the desk, there are several strict rules:

— height depends on the height of the child: 45-48 centimeters is enough for a first grader. When going to the store at the table, take your child with you, only in this way you will choose a table that fits him perfectly. A desk is considered optimal if its edge is exactly at the chest level of a seated child (then he can lean on his elbows), he does not support the table top with his knees from below, and his legs are at a right angle.

— depth the working surface should be at least 60-80 centimeters, width - 120-160 centimeters.

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In order not to change the student's desk every two or three years, it is better to give preference to a transformable model. By the way, experts advise purchasing a separate table for a computer, which will also appear in the nursery over time - it will be inconvenient to do homework in front of the monitor, so you need a separate surface for writing. If the room is small and there is not enough space for two tables in it, it is better to purchase a table a little bigger size, for example, a corner one, in one part of which the computer will be located, and in the other it will remain free place for classes.

2. Where to place a desk in the nursery?

It is best to put a desk to the left of the window, sideways, or to the right, but turning the front side to the window. The first option is convenient in that the child is less distracted by street events, and the second allows you to well illuminate the work surface in the daytime. Designers often offer to turn the entire window sill into a desk. This is really a great option for a small room.

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3. What chair to choose for a first grader?

It is important to choose the right chair, because the posture of the child depends on it. The chair should not be too high: the child's legs, bent at right angles, should touch the floor, while his back should touch the back of the chair. It is better if it is a comfortable work chair with adjustable seat height and back position, then it will be possible to adjust the height and position of the chair with the growth of the child. The seat should not be deep so that during classes the student does not hunch over and leans on his back. It is better to refuse a spinning chair and choose a fixed model for this age.

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4. Are there any requirements for student furniture?

There are a number of requirements for the material from which the nursery furniture is made. It is desirable that the furniture for schoolchildren be made of natural materials: it is better to buy a wooden table. The material for the upholstery of the chair is also better to choose natural. When buying furniture for a student, be sure to pay attention to the product certificate: it must comply with GOST, developed for children's furniture. Plastic furniture, as well as furniture made of impregnated wood-glue materials, are unsafe due to possible fumes of harmful substances.

5. How to create the perfect study lighting?

So that the child’s vision is not affected by classes, it is best to combine light sources above the desktop. The combination of wall sconces or a light cornice with reflected light and a separate lamp directly above the work area is considered optimal.
The classic picture of a child sitting with only a table lamp in a dark room is absolutely wrong approach, because the light of only a table lamp is categorically contraindicated for children. If the rest of the room is darkened, the contrast will quickly tire the eyes of a first-grader who are not adapted to such loads, and contribute to the deterioration of vision.

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6. How to help a first-grader organize order at the table?

If there are no roll-out drawers in the desk, then all the items necessary for the educational process must be placed within the reach of the child - no further than at arm's length. For these purposes, bedside tables, shelves and racks, as well as mobile plastic containers located under the table, can serve. If the table is located near a wall without a window, then a fabric organizer with a large number of pockets can be placed on it, which perfectly fits stationery and other small things, necessary for the child during the learning process. Also, you can use cork boards, to which notes and all kinds of little things will be attached.

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Teach your child to keep order in the workplace from the first grade. After class, invite him to tidy up all the accessories so that each item is in its place, and the work surface of the table always remains free.

7. Is it possible to help a child remember the daily routine?

In the life of a first-grader, a lot of things change, the daily routine gets the main role. Buy a pack of office paper, bright markers or felt-tip pens, and come up with your child's first schedule. You can use such ready-made pictures or make them yourself - and hang this board near the child's desktop. For the first month, such a daily routine will help your child get used to new living conditions, and you will avoid nervous explanations and children's tears.

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Features of working with first graders.

Every teacher working in the first grade of elementary school must remember that the desire of children to learn, their success is determined by a number of factors that are created by pedagogically competent educational environment adequate to the psychological and physiological characteristics and capabilities of first-graders.

The education of first-graders should be built taking into account the peculiarities of organizing the activities of children of the seventh year of life.

Special attention on the part of the teacher is required first days stay of children in school. It must be remembered that such qualities of individual children as inattention, restlessness, quick distractibility, inability to control their behavior are associated with the peculiarities of their psyche, therefore it is important (especially during the adaptation period) not to make sharp remarks to children, not to pull them up, try to fix attention on 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. Completely unacceptable at this time, remarks like “Faster!”, “Delaying everyone!” etc. The volume of work of schoolchildren should increase gradually.

The level of development of functional systems and the formation of children's mental processes (attention, memory, thinking, the level of arbitrariness), which ensure the success of learning, dictate the need to provide children with educational tasks of different complexity and, most importantly, a different share of the teacher's participation in their implementation. The teacher should be aware that many children at this age can only complete tasks with the help of an adult who prompts the sequence of actions. This is not a negative characteristic of the student, but reflects the age and individual characteristics of the level of "school maturity".

The style of communication between the teacher and first-graders should take into account the peculiarities of the child's behavior associated with his ability to communicate with adults and peers. Among first-graders, there is a rather high percentage of children experiencing various kinds of communication difficulties in a team. This includes both hypersocial children who interfere with the teacher to teach the lesson, and those who are afraid of the classroom environment, embarrassed to answer and therefore giving the impression of not knowing anything or not listening to the teacher. Both require different forms of kindly and patient teacher work.

The teacher's tone should be trusting and gentle. The authoritarian style of communication between a teacher and first-graders is unacceptable. cannot be neglected and various forms non-verbal communication - hug the child, take the hand, stroke the head, touch, etc. This not only calms the child, but instills in him confidence, the feeling that an adult treats him well. It is necessary to pay special attention to this situation, since for a first grader it is essential that the teacher has a kind, positive attitude towards him, which should not depend on the real success of the child.

Requirements for the implementation of school norms of behavior should be introduced gradually and not in the form of instructions, but in the form of wishes. On the part of the teacher, manifestations of irritation, harsh remarks are unacceptable. One should patiently and gently repeat the necessary rule again and again.

For the development of independence and activity of children, it is important to positively evaluate each successful step of the child, an attempt (even unsuccessful) to independently find the answer to the question. It is very useful to give children creative learning tasks: come up with something, guess, pick up other examples, etc. Let the children argue, reason, make mistakes, and find the right solution together with the teacher.

Children with a low level of activity require special attention. The main task of the teacher is to encourage any manifestation of initiative, the desire to speak out, answer the question, work at the blackboard. It is very important to specially prepare such a child for the answer - to stand next to him, to encourage, not being afraid to overpraise, to demonstrate his activity to the whole class. You can’t rush to call the child to the board if the teacher is not sure of the correctness of the answer, it is better to let the student answer him “in the ear” so as not to demonstrate the child’s mistakes to the class.

In the first grade, children should be specially taught to organize their activities: plan their actions, change working conditions (for example, put away a textbook or notebook, fold the cash register of letters, close a book, etc.). It requires patient, long-term work, which is based on step-by-step instruction, explaining in detail what and how to do (“opened the cash register of letters”, “found a pocket for this letter”, “remove it”, “close the cash register.”).

When organizing activities to solve a learning problem, it is necessary to teach children to plan their actions. This should be done not only in the classroom mother tongue and mathematics, but also in all other lessons. It is especially effective to use art lessons for this, when children analyze a sample of a future product, highlight a sequence of actions. It is very important to encourage children to speak aloud the sequence of actions, exercise their own control: compare their work with the model, find errors, establish their causes, and make corrections themselves. Moreover, it is better to express the wording of the requirement not in a categorical form, but in a soft one (“It seems to me that you made a mistake here”, “Please check if you have a mistake here”, etc.).

It is necessary to pay attention to the structure of the lesson in the first grade. It must be "fractional", i.e. include several (preferably related) activities. As already emphasized above, it is unacceptable to build the entire lesson on one type of activity, for example, all thirty-five minutes of reading, writing or solving arithmetic problems. It is necessary to alternate different types of activities in the lesson.

For first-graders, the types of activities that they were engaged in in preschool childhood are still very relevant. This primarily applies to the game. Therefore, one should actively include the game in the educational process, and not prohibit the game, do 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 and games with rules (didactic, mobile, desktop-printed).

Games with rules, as well as educational activities, necessarily give results, develop self-esteem, self-control and independence. In the first year of study (especially in the first weeks of study), games with rules should be present in every lesson (didactic), fill in the breaks and dynamic pause(mobile, desktop-printed).

Didactic games always have a learning task that needs to be solved. In the process of these games, the child learns a system of standards - ethical, sensory, practical, etc. When using the game as a teaching method, a number of conditions must be met: the educational task must coincide with the game; the presence of a learning task should not crowd out the game; it is necessary to maintain a greyish situation; the game must necessarily include a game rule (if, then) and a game action.

Role-playing games are very important for the formation of arbitrary behavior, imagination, creativity of the student, which is so necessary for him to learn. Great opportunities for development role-playing games provide lessons literary reading, mathematics, the world around, art, during which children can play different roles of real people or imaginary heroes.

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, geometric shapes, objects of nature, etc. At the same time, the handout that is in front of each child must completely coincide with the demonstration. It must be remembered that the use of only demonstrative, often illustrative material that attracts the child with its form, and not content, often leads to the opposite result: the attention of children is fixed on bright, but insignificant details and properties for solving the educational problem. In this case, the work does not give the desired result, does not contribute to the development of thinking. Reliance on visual-figurative thinking of first-graders in teaching contributes to the formation of logical thinking.

You are back on my blog and I am glad to see you! Hello! I will not be afraid to seem like a bore, and again I will ask the obsessive question to the parents of first-graders: are you ready to start school life? Yes, it's you parents! The child has been ready for a long time: he sleeps and sees himself on the morning line, well-trained to a shine, with a new briefcase and a bouquet of flowers.

When you encounter some, albeit small and completely solvable problems, gaining invaluable experience, then you try to make life easier for yourself and others by sharing this very experience. Today I would like to provide a little help to the parents of newly minted students and figure out how to equip a workplace for a first grader.

Lesson plan:

To be a workplace or not to be?

Preparing for lessons at the kitchen table or on the principle of “where it is free” today is a past stage of Soviet times, when at least two, or even three families were placed in the well-known “Khrushchevs”. “Whoever gets up first gets slippers” - this is how the children used to do homework. I really hope that such field conditions for schoolchildren are left far behind.

Is it possible to provide your future first-grader with a corner in a small apartment so that he can comfortably acquire new knowledge? And to change the environment already familiar to the eye in a large apartment, violating the “sweat and blood” suffered and built with your own hands an interior a couple of years ago?

Designers who make “candy” out of everything convince us that everything can be combined at home, it depends on our desire. The main thing is to do it with the soul and correctly.

So there will definitely be a workplace for the future student! But how to organize it effectively? Follow me!

In cramped conditions, but not offended, or where to put a schoolboy

The choice of a place for a student should be approached with particular scrupulousness.

• First of all, because it should be both ergonomic and harmless for a growing organism, because a first-grader will have to spend an awful lot of time at the school table!
• Secondly, the school corner should remain a personal place for learning, and not turn into a residential sector for all household members and a warehouse for toys, household items and clothes in a couple of months. From the list of places for their own needs, parents will have to delete the allocated corner once and for all.

So, if you are ready, we pick up a large broom and begin to clean the space, not sparing or stinting.

Student tables and chairs: what you need to know

We have already studied in detail the orthopedic requirements for school furniture. Remember? In addition to choosing furniture for the height of the child, we try to choose tabletops with adjustable tilt for various activities: from reading to creativity, and we also exclude swivel chairs from the list so as not to give a reason to turn lessons into a circus attraction.

From the story about growing furniture, we have learned that the ideal option for a first-grader would be a transformable desk.

What else is important for furniture? Psychologists say that you should not forget about color. So, too bright colors on the “wow” are perceived only for the first few hours and gradually begin to irritate the eyes. Make a choice in favor of the "golden mean". It can be beige, light coffee, marsh, yellow tones, even red, but warm shades - all of them will not tire.

Let there be light!

Let the chair and table not fit in height, we know the way out: we will pick up a stand under our feet, put a pillow under the back. It's not a problem, and not even half of it! But if the child does not see what he writes, and cannot make out what he is reading, here it is - a tragedy! Good lighting is the key to healthy eyes and successful study. For a ray of light in the school working kingdom, too, there are rules.

• When placing a table in front of a window, remember that the sun's rays can be reflected from the countertop if it is glossy, and this is a direct load on the eyesight. There are two ways out: a table - to another place or a matte table top.
• Ideal for a study table - the side by the window. For right-handers, the sun's rays should fall on the left, for left-handers - exactly the opposite. Similar rules apply to lamps.
• The twilight of the entire room with only one illuminated workplace greatly affects fatigue. You can achieve comfort with the help of LED strips that are molded onto the shelves, spotlights located around the perimeter, as well as switches that can adjust the light intensity.
• Optometrists advise for table lamps to use light bulbs with a power of no more than 60 watts.

Eye-pleasing little things

No workplace is complete without pleasant and useful little things. Where will sleep at night tired of turning over the book? Where will pens and pencils go to rest after hard manual labor? And where is the plasticine hiding? Of course, think about accessories, cabinets and shelves very well!

What can live on the desktop?

What else should be taken into account when organizing a workplace?

It is interesting! The crystal globe is considered the most powerful talisman that helps schoolchildren and students in their studies. Even if you do not believe in esoteric signs, such a gift for September 1 will be able to please your first-grader and successfully settle on his desktop.

Well, now there are many, many, many unusual ideas for arranging a student's room. Let's watch the video!

I am sure that each of those who have been trained for school has their own “five kopecks”. Don't be shy, replenish your piggy bank good advice! That's all for today.

Good luck getting ready for school!

Always yours, Evgenia Klimkovich