Should I go for a walk if my child is sick?
Many parents believe that a child with a cold should not go out. If your baby's temperature is not elevated, walks are a must!
Keeping a sick child in an apartment for weeks is a misconception for parents. Only when going for a walk is it better to limit yourself to passive sledding or walk “by the hand” at a calm pace, feed the birds, watch the snow, etc. It’s better to avoid outdoor games for now. If your baby doesn’t want to go for a walk because he doesn’t feel well or the temperature outside is harsher, take a walk on the balcony to ventilate the rooms.
Consultation for parents “Children’s walks in winter”
Consultation for parents
"Children's walks in winter"
D
For our children, winter is a long-awaited and beloved time. They know: as soon as snow falls, the kindergarten areas turn into a fairyland, inhabited by characters from their favorite fairy tales, sculpted from snow.
It is no secret that for physical development and strengthening the body, children need to spend as much time as possible in the fresh air. And winter is no exception to this rule! And in order for the cold to be beneficial and not prevent the kids from enjoying their walk, they must be busy with interesting things. You just need to make sure that more intense movements are replaced by calmer ones.
How to organize winter walks and make them the most interesting and useful for children?
Try playing special games, tasks, and fun that are suitable for winter conditions.
Attention tasks:
1. Show the children a twig and invite them to carefully examine it for 30-40 seconds. Then hide the twig. Now the guys must try to answer the following questions as accurately as possible: how many knots are there on the branch; how many of them are broken; from which tree and when was this branch cut?
2.During the journey, draw the children’s attention to what is happening around them. How many pipes are there on that house? Who is walking there in the distance - a man or a woman? Are there deciduous trees here? How many people are in that group? What was the passerby carrying in his hands? and etc.
3. Please note that:
a) if large and small objects are at the same distance from us, then the small ones seem further away;
b) bright objects seem closer than dark ones;
c) on a cloudy day, in rain, at twilight, all distances seem greater, but on a sunny day - vice versa.
In addition to playing with snow, entertaining exercises and fun, relay races are a great success among our children. Such entertainment helps to have fun and meaningful walks and sports with children.
Who
makes a snowman faster?
Children are divided into pairs, and each pair is given the task of making a snowman. To do this, you need to roll up lumps of different sizes and place them on top of each other. Make the snowman's eyes, eyebrows, nose, mouth (from carrots and coals) and put on a hat (bucket). The pair that finishes the job the fastest wins. Children agree on work themselves, the game begins with the command “Get ready!” Let's start!
Checkboxes
Sticks with ribbons on them are placed along the slope of the slide. You need to ride down the mountain on a sled and grab the flag. The one with the most flags wins.
Snowballs
Children make snowballs and try to hit each other. You can only throw at your feet. Option: You can divide the children into two teams. The one who gets hit with a snowball is eliminated from the game. The team with the most players left wins.
Consultation for 1st grade parents
Consultation for parents “Your child is a first grader!”
Author: Natalya Viktorovna Suslova, primary school teacher, Municipal Educational Institution Secondary School No. 7 named after. Admiral F.F. Ushakov, Tutaev, Yaroslavl region. Description of the material: the material will be of interest to primary school teachers and parents of first-graders. Goal: collaboration between school and family in successfully adapting the child to school. Objective: to provide recommendations to parents on how to overcome possible difficulties in first-graders.
Consultation for parents “Your child is a first grader!”
Without the proper participation of the family, the task of teaching and educating a primary school student cannot be productively solved.
Who else but a teacher, a specialist, can give the right advice on many problems of raising a child in a family. The collaboration between school and family is a guarantee of the effectiveness of correctional and developmental education. Conducting the test “I am in the life of a child.” The test is based on the ideas of correctional and developmental education developed by L.V. Zankov and his students. (For each parent, test questions and a methodology for its analysis were prepared. The survey was conducted individually, its results were not publicly discussed. After this, parents were asked to express their attitude to the test, to this form of education. The test itself remained with the parents as a kind of reminder of a productive parenting strategy child in the family.) Test “I am in the life of a child.” Instructions: each statement must be answered “yes” or “no”. • I develop in the child a positive perception of his capabilities and abilities. • I have provided a room or part of a room solely for the child's activities. • I teach the child (with minimal help and, as a rule, independently) to solve his problems, make decisions, take care of his responsibilities. • I show the child the possibilities of finding books and materials necessary for his studies (using personal, public, school libraries, reference books, etc.). • I never refuse a child's request to read. • I constantly take my child on trips, trips, excursions to interesting places (visits to memorable places, museums, theaters, etc.). • I encourage my child to play and socialize with friends. • I often do the same thing with my child. • I take care of the child’s physical health (nutrition, hardening, exercise, sports). • I make sure that the child follows a daily routine: gets up and goes to bed at the same time, has hours for classes, walks, games, etc. Test evaluation. Count the number of pluses (the answer is “yes”). Each positive answer is worth one point. Dividing the resulting amount by ten (the number of statements), we obtain the arithmetic average. Level 1 (1-0.7 points). You will properly organize your child’s school life. The child has diverse interests and is prepared to communicate with adults and friends. With such an upbringing, you can count on good success in learning. Level 2 (0.6-0.4 points). You may have some problems in teaching your child. Think about whether you yourself are extremely active, whether you are blocking the child’s “field of freedom”, does the child have enough time to communicate with peers? We are confident that your thoughts will allow you to determine the optimal parenting strategy. Level 3 (0.3—0 points). In your experience, the main mistake can be traced - excessive guardianship of the child, replacing the child’s efforts with one’s own activity. You don’t give your child enough time to communicate with peers, and you deprive him of the opportunity to gain social experience. We hope that your self-criticism will bring success in your educational strategy. Your child went to school! How many new concerns, anxieties, and experiences are associated with this event both for adults and for the child himself! How best to organize the first days of a child’s stay at school so that the natural fear of the new, unknown is not so acute and destructive? It is known that a state of anxiety and tension blocks a child’s behavior and reduces the effectiveness of his activities. • Parents must be prepared for these surprises. Some children are extremely inhibited, have difficulty answering, and avoid contact with the teacher and friends. Others, on the contrary, become overly active, fussy, and even aggressive. Understanding the peculiarity of this stage in a child’s life (entry to school), parents can help their children enter the school regime painlessly and more naturally. For example, at first, particularly shy, “homey” children may take their favorite toy or amulet to school. A technique worthy of attention is when the teacher negotiates with the parents and they give the child a photograph of a loved one: mother, father, grandmother. The opportunity to look at a loved one and mentally communicate with him allows you to relieve the severity of fear and loneliness. In some cases, if children are extremely restless, parents may be within the school walls and meet with an anxious child. It must be borne in mind that the nervousness of the adult himself can negatively affect the child, while the calmness and confidence of the adult are more favorable in this situation. • Now let's dwell on such an important issue: how to help a child in his educational activities. Many parents are focused only on direct help. In the child’s educational work, they take on the functions of planning, analysis, and control. Help is provided with the attitude of “do as I do!” This strategy deprives the child of experience, the right to make mistakes, and delays the formation of learning skills. It is necessary to give the child the opportunity to solve his own educational tasks. Possible failures will mobilize his attention at school and increase his responsibility. Only in certain cases can parents provide direct assistance (if the child was not at school or came with clearly defined difficulties). But even then you need to start with leading questions so that the child makes every effort. You should not take on the child’s responsibilities for preparing the workplace or collecting school things and supplies for school. • Introducing a child to reading and cultivating a love for books is also the task of the family. Unfortunately, many parents have developed a vicious practice: as soon as their child enters school, they stop reading books to him. Reasoning at the same time (often at the suggestion of the teacher): the child must read on his own, improve his reading technique. This formula is valid only for educational material. Literary and educational texts are read by adults as much as the child’s need to satisfy cognitive interest is expressed. Moreover, reading to adults awakens this interest and supports the child’s curiosity. Reading together ensures the unity of an adult and a child and gives rise to spiritual intimacy. Often a child turns to his mother with a request to read not in order to receive information, but to replenish his energy power: physical contact - with eyes, body - is of great importance for the child’s psychological health. • Cognitive interest and the need to acquire new knowledge are formed if parents care about expanding the child’s horizons. In this regard, visiting theaters, museums, city tours, getting to know memorable places, walks, etc. are of great importance. They should fill the family’s leisure time. When organizing family time, we must remember that children’s interest in purely family communication is very short - 10-12 years. Then they will begin to be drawn to their own kind, to the company of children. This is the law of development of human society, so we must not waste this fertile time. • Communication in the family should bring the joy of closeness and understanding. It is advisable that the content of joint leisure (reading, watching plays, TV shows, excursions, etc.) be discussed with the child. Conversations about what you read and see form a culture of speech and thinking. At the same time, what is important to emphasize is that it is necessary to maintain a friendly tone of communication and sincerely share your feelings and thoughts. A friendly tone of communication is productive for the general and social development of the child. • An important task of the family is to take care of the development of the child’s individual inclinations, inclinations, and abilities. The child must be aware of the features of his uniqueness. Drawing, singing, dancing, sports, handicrafts, etc. contribute to the overall development of the child, help to assert themselves, and increase self-esteem. Awareness of these qualities helps the child find his place in school life. • Domestic work is important for development. It is useful when schoolchildren have their share of the labor required in the family. This could be buying groceries, cleaning the home, taking care of clothes, taking care of animals, etc. It is important to do household chores for children together with their parents more often. In the course of joint work, a plan is discussed, technology and individual operations are clarified, the result is evaluated, etc. The sense of responsibility cultivated in everyday activities is projected onto any activity, including educational activities. Through daily, feasible work, children develop general activity skills - planning work, readiness to overcome difficulties, bringing work started to the desired result, self-control. • The family is responsible for the child's physical health. Parents take care of their children’s nutrition, help to implement the child’s physical activity, harden them, and introduce them to various sports. All these factors increase the child’s performance, promote a cheerful, joyful mood, develop dexterity, dexterity, and awareness of his physical health. If a child has health problems, proper upbringing does not focus the child’s attention on these defects and relieves him of unnecessary complexes. • A child’s adherence to a daily routine is of great importance for success in learning. Rational organization of a child’s life—full sleep, active rest, mental and physical work—strengthens the nervous system and contributes to the success of his education. • Parents should provide the child with the opportunity to play and communicate with peers. At a younger age scale, the problem of finding a close friend, a kindred spirit is solved. The family needs to overcome its egocentrism, fear of other people’s influence, and not completely replace the social connections the child needs. At this stage of life, a child learns to perceive the individuality of another, comprehends the laws of tolerance, friendship, devotion, and in some cases learns to defend himself. Parents should help the child understand situations where pranks and hooliganism, misunderstandings and rudeness occur, when one or another model of behavior is appropriate. Giving advice, analyzing the situation - this is the wisdom of an adult. In conclusion, it is appropriate to emphasize once again that the main help of the family in a child’s education is caring for his spiritual life, good thoughts and deeds, broadening his horizons, richness and joy of life, awareness of his mental and physical health. The partnership between school and family is also expressed in the fact that parents delve into the affairs of the class, its life, and participate in the design of the interior and everyday life of the children. The teacher guides parents to conduct joint activities with their children, in which mutual understanding and spiritual unity of loved ones are strengthened. These are parent-teacher meetings with children, where parents and children discuss class problems as equals; family homework; exhibitions, holidays, where parents and children are equal participants. Parents need help from the school to help them learn skills that will contribute to the development of positive parent-child relationships. Good luck!
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System of working with parents in elementary school.
Since the family has existed, it has played an important role in raising children. Parents have long been considered the first educators of their children. However, the nature of their influence largely depends on the economic conditions of society and social relations.
Parents, busy solving pressing issues of everyday life, material well-being, and sometimes simply the physical survival of the family, are paying less and less attention to the problems of raising children. The role of the school in modern conditions is to become the center of spiritual development of the personality of each student, the coordinator of the efforts of parents and teachers in raising a child socially adapted to the conditions of modern reality.
The main goal of education is the readiness of the child’s personality for self-determination and self-realization. The goal is an ideal image of the final result of the formation of the student’s personality. Education and upbringing are inseparable in their essence. Consequently, the goals of education and upbringing are also the same.
Education is a two-way process: on the one hand, educational influence, on the other, the student’s own activities, self-education. Self-education is a systematic and conscious human activity aimed at self-development and the formation of a basic personal culture.
The interaction of the teacher with the student’s parents is aimed at creating a single educational field, a single social sphere, where the highest values are the basis of a life worthy of a person.
On what foundations should the relationship between teacher and family be built in order for the upbringing of children to be successful and help improve the child’s personality in its entirety? The answer to this question can be found in the words of V. A. Sukhomlinsky: “As little as possible, mothers and fathers are called to school for moral lectures to children, to intimidate sons with the father’s “strong hand,” to warn about dangers, “if this continues.” “, - and as much as possible of such spiritual communication between children and parents, which brings joy to mothers and fathers. Everything that a child has in his head, in his soul, in his notebook, in his diary - we must consider all this from the point of view of the relationship between children and parents, and it is absolutely unacceptable for a child to bring only grief to his mother and father - this is an ugly upbringing.”
The teacher’s task is to convince each parent of the value of the personality of a particular child, to help determine the personal orientation of each student’s upbringing, taking into account his individual psychological characteristics, to form the motive and need for parental participation in raising a citizen with high moral, intellectual and physical qualities
Primary school teachers are well aware of the formative role of the family and the dependence of this role on the value orientations of its members. Possession of such information allows them to foresee how relationships in the family can affect the child’s personal development, his character, and behavioral reactions. Taking into account all these factors, teachers choose directions and forms of work with parents.
Of course, the modern family has changed a lot. On the one hand, parents surround the child with all the benefits, and on the other hand, there are cases of irresponsible attitude towards children. What can a teacher do in such disharmony of human relations? What determines morality and immorality? How to influence “sometimes soulless parents”? Many teachers ask themselves these questions.
The work of the teaching staff with parents is carried out in two directions: with a group of parents and individually. In practice, its most rational forms have developed: general class meetings of parents, collective and individual consultations, lectures, conferences, visits to families, design of text materials of various form and content, photomontages, exhibitions of student work, as well as joint class celebrations.
Great opportunities are provided by working with a team of parents: broad pedagogical information, exchange of experience, creation of public opinion when necessary, and involvement of parents in participation in the life of the class. This work is carried out in two directions: improving pedagogical culture and, in connection with this, more perfect fulfillment of their duties as educators of their children, uniting parents into a cohesive team, whose activities are aimed at increasing the level of educational work with all students in the class.
The main task of this work is to intensify the pedagogical and educational activities of the family, to give it a purposeful, socially significant character. The main form of work between a teacher and a group of parents is a class parent meeting. The success of a teacher’s work with children largely depends on the relationship between the teacher and parents.
There are a variety of topics and forms for holding parent meetings. For example, parent meetings were held: a business game “Personal Development of a Junior Schoolchild,” a productive pedagogical game “Education by Nonviolence in the Family,” a discussion “Psychophysical Development of Young Children,” a round table “Children’s Aggression,” a workshop “Modeling the Educational System of the Classroom” , meeting “Relationships in the family”, training “Laws of family life, laws of class life”.
The teacher is greatly assisted in working with parents by the parent committee, which is also elected at the first meeting and remains for the entire period of the children’s education.
Meetings are held in the form of a “round table”, a business game with elements of didactic games. The meeting “How to help a child become attentive” was held in the form of a workshop.
Appendix No. 1
Often, a thematic lecture is used to work with parents - the most common form of systematic oral presentation of knowledge. Parents and a psychologist are involved in its organization and implementation.
Usually thematic lectures are held, for example: “Labor education of children” - 3rd grade, “The authority of parents” - 2nd grade, “Father - educator” - 4th grade.
Conversation is an equally common form of working with parents. And it is often used by elementary school teachers. In the course of a joint search for answers to questions, teachers and parents, often together with their children, find solutions to life situations. The ethical conversation with parents and children of 3rd grade on the topic: “I am in the world of people” was interesting.
Questionnaires to study the living conditions and upbringing of younger schoolchildren in the family
Appendix No. 2
Approximate topics of consultations for parents (by quarters)
In the practice of primary school teachers, holding a scientific and practical conference of parents “Raising Children in the Family.” One of the general parent meetings of primary classes took place in this form. During the conference, the following questions were resolved: 1. What is difficult for parents in raising children? 2. What methods of influence do parents use in raising children? 3. Pedagogical tact of parents. 4. Ways of self-education of parents. 5. What is the influence of the father on the child? 6. How do you organize your child’s free time? 7. Your suggestions for improving extracurricular work with children in elementary school. The conference was attended by the school director, deputy directors for educational and educational work, and a school psychologist. In preparation for the conference, primary school teachers published a newspaper dedicated to families where education is best. After the conference, a concert prepared by the children was a pleasant surprise for parents.
There has been a tradition of our elementary school teachers using such an active form of work as parent training.
Both parents participate in parent trainings, this increases the effectiveness of the training, and the results are immediate. Parents are given the opportunity to temporarily feel like a child and emotionally relive childhood impressions.
With great interest, parents perform such training tasks as “children’s grimaces”, “favorite toy”, “my fairy-tale image”, “children’s games”, “childhood memories”.
Teachers often use such a form as parent readings when working with a group of parents. It gives parents the opportunity not only to listen to the teacher’s lectures, but also to study literature on the problem and participate in its discussion.
A huge opportunity for cooperation between the school and the parents of children is provided by holding joint class celebrations. There are many options for this type of collaboration in our elementary school. These are sports competitions: “Dad, Mom, I am a sports family”, matinees “Dad, Mom, I am a reading family” and “Dad, Mom, I am a friendly family”, a quiz for children and parents “Let’s play together”, games for for the whole family “Happy Occurrence”, “Tic Tac Toe”, conversation-meeting between parents and children “You are in everyone’s heart, Motherland Russia!” , holidays dedicated to March 8 and Defender of the Fatherland Day and many others. Such holidays are interesting and fun.
Class teachers of grades 1-4 constantly use another form of work with the team of parents - helping parents in preparing and holding traditional school holidays (New Year's matinees, "Farewell to elementary school" matinees).
Parents are always ready to help class teachers. And teachers, in turn, do not skimp on kind words addressed to the most active helpers. At every meeting, words of gratitude are addressed to parents who provide assistance to their teacher. Common affairs and interests of the school unite children and parents, help them find a language of communication, and have a positive impact on the formation of the child’s personality. The receptive souls of children are fertile soil capable of cultivating the seeds of knowledge, goodness, and morality. Children and parents are in constant search. The modern family has great intellectual potential, and the teacher’s task is to attract and skillfully use it when organizing children’s free time, filling their leisure time with activities that are useful for both health and mind.
Children's parties in primary school turn into a kind of open lessons, since many of them sum up a certain segment of educational activity. In addition, holidays and preparation for them provide many opportunities for communication between children and parents.
Individual work with elementary school parents is carried out through conversations, thematic consultations and home visits to the student.
What do teachers most often have to talk about with parents? The topics of conversations and consultations arise from observations of students. The teacher notices some negative trait in the child’s character or behavior, holds a conversation with the parents and decides together with him how to avoid the flaw becoming a habit. And the importance of habit in the formation of personality is great. It’s not for nothing that popular wisdom says, “If you sow a habit, you reap a character.” Depending on what habits a person has, he looks either attractive, well-mannered, or repulsive, causing condemnation. Therefore, the teacher must convince parents that they should monitor the formation of positive habits, which are of great importance in the development of children.
In every classroom there are students and families who are experiencing the same problem, experiencing identical personal and academic difficulties. Sometimes these problems are of such a confidential nature that they can only be solved among those people who are united by this problem, and understanding the problem and each other is aimed at solving it together.
In order for a thematic consultation to take place, parents must be convinced that this problem concerns them and requires an immediate solution. Parents are invited to participate in thematic consultations using special invitations. A thematic consultation involves problem-solving experts who can help find the best solution. This is a teacher, psychologist, representative of law enforcement agencies. During a thematic consultation, parents receive recommendations on a problem that concerns them.
Sample topics for consultations for parents.
1. The child does not want to study. How can I help him? 2. The only child in the family. Ways to overcome difficulties in education. 3. Rudeness and misunderstanding in the family. 4. A talented child in the family. 5. Bad habits. How to deal with them.
One of the forms of interaction between the class teacher and the family is visiting the student at home. A teacher’s visit to a family should leave a good impression on the family. To do this, the teacher tries to first talk about abstract topics, ask about traditions, customs, spending time together in the family, and only then discusses the reason for his coming.
We believe that the existing system of work of primary school teachers with parents and students is the most effective. This is evidenced by established traditions, joint affairs, and good relationships. The nice thing is that parents come to school not only when called by the teacher, but often become the organizers of interesting things themselves.
Appendix No. 1
General information about the student (last name, first name, patronymic, year and date of birth, school, class, home address). 2. Did you attend kindergarten before school? How do teachers characterize the child? 3. State of health. 4. Temperament (sanguine, choleric, phlegmatic, melancholic). 5. Conditions of family education (material security, family composition, education and cultural level of its members). 6. Relationships in the family. 7. Attitude towards the child in the family. 8. The student’s attitude towards physical labor (does he have constant tasks around the house, is he accustomed to self-care, what kind of help does he provide to older and younger family members). 9. Attitude towards parents and adults. 10. Attitude towards school, team, teachers, comrades. 11. Attitude to learning and socially useful work. 12. Interests, inclinations, abilities, hobbies. 13. Favorite academic subjects. 14. Classes in out-of-school institutions, in clubs. 15. Position in the team (popular, preferred, neglected, isolated). 16. Compliance with the daily routine (follows the home and school routine, violates it, does not adhere to any routine). 17. Behavior at home, on the street (exemplary, satisfactory, unsatisfactory). 18. Behavior at school during lessons and during breaks. 19. Positive character traits and behavior. 20. Features of speech (speech is clear, literate or clogged with rude, obscene words and expressions). 21. Negative traits in the child’s behavior.
Appendix No. 2
A n k eta 1
1. Family composition (last name, first name, patronymic of each member, year of birth, education, specialty, where he works, who he works for). 2. Family budget. Average cash income per person. 3. Housing conditions (living area in sq. m., availability of amenities). 4. Does the child have a workplace (room, corner, table)? 5. Does the family have a library, TV, dacha, car?Top
A n k e t a 2
1. Does the child complete homework independently? 2. Does he strive to study and behave better? 3. Does he follow a daily routine? 4. Does he have a permanent assignment in the family? 5. Do you and your child go to the cinema, theater, circus, or exhibitions? 6. Do you go out of town for skiing, fishing, picking berries, picking mushrooms, etc.? 7. Do you play board games with your child? 8. Do you talk about moral and political topics? 9. Is the child amenable to your educational influences? 10. Do you reward him for positive actions?Back to top
A n k eta 3
1. What methods in educational work do you use most often (demand, persuasion, punishment, encouragement)? Underline what is appropriate in brackets. 2. Is the unity of requirements for the child observed in your family (yes, no, sometimes)? Underline what you need. 3. What types of encouragement do you use in upbringing (verbal praise, approval of a good deed by the entire family, buying a child a new book, toys)? Underline what you need. 4. Do you physically punish your child (yes, sometimes, no)? Underline what you need. 5. Does the measure of influence you have chosen have a positive effect on the child (yes, not always, no)? Underline what you need. 6. Does your child trust you, does he share his secrets (yes, sometimes, ist)? Underline what you need. 7. Do you try to control your own behavior for the sake of raising a child (yes, not always, no)? Underline what you need.Back to top
A n k e t a 4
How much time do you spend every day on: 1) household work (purchasing groceries, cooking, washing clothes, cleaning the room, etc.); 2) activities and communication with children (monitoring homework, visiting the cinema, theater, exhibitions, playing together, going out of town, etc.); 3) self-education and entertainment (reading newspapers, magazines, fiction, watching TV shows, listening to the radio, visiting the cinema, theater, art exhibitions, etc.)? The father and mother answer the questions of this questionnaire separately. Back to top
A n k e t a 5
1. How many (approximately) books are there in your library? 2. How many of them are (approximately) pedagogical and psychological in content? 3. What magazines do you subscribe to? 4. What newspapers do you receive? 5. What books about parenting have you read lately? 6. Name the books and articles you have read that help you raise your child. 7. Do the lectures and conversations you listened to at school help you in raising your child? 8. Do you feel the need to read literature on education?
Approximate topics of consultations for parents (by quarters)
Lectures
1 class
1. Family as an educational team. The constitutional duty of parents in raising children. 2. Parents' concern for the child's physical development and health. 3. Unified pedagogical requirements for schoolchildren as a necessary condition for proper education. 4. Formation of cultural skills and habits in a child in the family.
2nd grade
1. How to guide a child’s reading? 2. Aesthetic education of children in the family. 3. The use of pedagogical methods of persuasion and training in the context of family education. 4. The role of parents’ personal example in raising a child.
3rd grade
1. The emotional life of the child and the education of his feelings. 2. Child sex education. 3. The role of family traditions in raising children. 4. Age and psychological characteristics of adolescents.
4th grade
1. Instilling conscious discipline and responsibility in children. 2. Labor education of younger schoolchildren in the family. 3. Physical development and upbringing of a child in a family environment. 4. Features of the moral education of a teenager
Unified pedagogical requirements of teachers and parents for primary schoolchildren
Towards appearance
Keep your clothes and shoes clean and tidy, and be neatly combed. On special occasions (holidays, gatherings, pioneer parades, etc.) come to school in a festive uniform. Come to physical education lessons and sports clubs in sportswear. Be in work uniform during labor lessons, cleanup days, and labor landings.
To behavior at school
Arrive at school on time, without being late. When entering the school, wipe off shoes, and for boys, remove their hats. Do not bring objects or toys to school that distract from classes. Students who attend an extended day group, engage in social work, work in clubs, sports sections, etc. remain at school after school. Observe hygiene standards and rules of conduct, take care of school property, maintain cleanliness and order in classrooms and study rooms. , corridors.
Behavior in class
Prepare the necessary educational supplies for classes in a timely manner and take your place when the bell rings. During the lesson, listen carefully to the teacher’s explanation and classmates’ answers. Work hard in class, show perseverance, perseverance, and hard work. Treat textbooks, books, notebooks, diaries, and school supplies with care. Be responsible for the cleanliness and order of your workplace in the classroom, office, workshop.
Behavior during recess
Have breakfast and lunch at the times established by the schedule. Enter the director, his deputies, and the teachers' room only with the permission of the elders. During rest periods, stay close to the classroom so that you can take your workplace when the bell rings.
To behavior in public places
Maintain cleanliness, behave modestly and decently. On the street, follow the traffic rules. In public transport, give up your seat to older people, do not jostle, talk in a low voice. Be attentive to others, show restraint and respect. Treat green spaces with care.
Behavior at public events and holidays
During the event, observe a high level of behavior, show restraint, and compliance in dealing with others. If necessary, give up a seat to adults, boys offer seats to girls. At public events you cannot eat sweets, seeds, etc. After the end of the event, guests, adults, girls are the first to leave, boys are the last.
To behavior at home
Do your homework carefully and independently. Follow the daily routine established in the family. Take an active part in running the household. Maintain cleanliness in the house, keep your things, bed, workplace in order, observe hygiene standards. Take care of your physical development: do morning exercises, sports; harden. Be attentive and sensitive to parents, older family members, and take care of younger ones. When leaving home, warn: where, why; report return time.
