Parent meeting in the preparatory group “Your child is going to school”
Speech at a parent meeting in the senior group:
“Your child is going to school.”
Prepared by teacher-speech therapist Sakova I.P. 04/26/2013
We usually expect a lot when a child enters school. It seems to us that the child will become a real first-grader. But in reality no changes occur. The child tries his best to meet our requirements, but he does not always succeed. And to the stress of the first days of school is added the anxiety of not following parental instructions. Time must pass before our baby becomes a real schoolchild. Adaptation to school takes more than one day or more than one week. At first, the child is, as it were, on the verge of school and preschool age, and he will not cross this border immediately. The child needs to understand in what situations he should be a schoolchild, and when he has the right to behave like a preschooler. We are required to make reasonable demands on him in terms of his studies, and also be tolerant of manifestations of childishness.
We need to remember that the child has the right to preschool forms of behavior. This means that you should not condemn your child’s interest in games and toys. Often we pass this attitude on to the child (to study is good, to play is bad). And we ourselves create a conflict situation. The child is nervous and capricious. But if we actively encourage his academic success, it is important to support his gaming initiative. The role of play decreases with age, but if it is eradicated, it will not bring any benefit to the child. Among other things, the game helps relieve stress.
As a rule, most children go to first grade with a burning desire to become a schoolchild. It is important to support this desire in every possible way. If a parent is sincerely interested in the child’s school life, asks him about school, shares his experiences, this strengthens school motivation. Encouragement is especially important at first. But it's not easy to call him a good guy or a smart girl. Encouragement must be specific. We praise not the child in itself, but some feature of his behavior, the result of his activity. (we say: “You drew the letters very beautifully today”, “I like this number” - the child receives information about what he needs to do to be a good student. And the remark “Good girl, great!” - it’s not clear why they praised what behavior is approved.)
For many children, an assessment is not an assessment of his work, but of himself. Therefore, the grades that a child receives should not affect our opinion of him and our feelings towards him. It is important that the child understands: sometimes something doesn’t work out for him, but he himself does not become bad.
School life is not only about joyful moments. Sometimes a child is sad, offended, angry. We need to let the child express all his negative feelings. If we say, “Don’t be upset, why are you angry?” — we thereby increase stress and move away from the child. If we listen carefully to him and acknowledge that school may be sad or uninteresting, we can help him free himself from oppressive thoughts. Saying to the child: “I see you are upset. You were offended. Don’t you even want to go to school?” — we provide emotional support, expressing our understanding to him.
Starting training is, first of all, a lot of work. Often children become irritable, restless or sleepy, lethargic. This is most likely overwork. It is necessary, first of all, to create a gentle regime. You can provide a short afternoon rest and limit vigorous activities. You can put it down earlier. It is important that the child walks outside and not sit in front of the TV or computer. At school, your child's physical activity is limited, so give him the opportunity to move around in the afternoon. It is very important to limit the preparation time for lessons. Doing homework for many hours not only does not contribute to the assimilation of the material, but also leads to overwork. Time for homework should not exceed one hour, alternating mental and physical activities.
Being the parents of a first grader is not easy. It happens that we lack patience and endurance when we work with a child. Sometimes we completely forget how difficult it is for a person to master a completely new activity. For example: conduct a simple experiment. Take a pencil and with your right hand write the phrase “My child is a first grader!” Just. Now try writing this phrase with your left hand. Look at these two lines. How difficult it is for us to write with our left hand.
If you feel like your patience is running low, remember this exercise. Try to remain calm. No composure - no advantage.
RECOMMENDATIONS FOR PARENTS.
- Plan your study time in advance so that nothing distracts you and your child during these hours.
- Too slow a pace of activity contributes to frequent loss of attention to foreign objects.
- Try to alternate types of activities (reading, writing, retelling, etc.), as this prevents the occurrence of a state of monotony, which leads to a decrease in attention. However, such a change should not be frequent: this leads to a superficial perception of the educational material.
- Control and suppress arbitrary switching to foreign objects. Try with a strong-willed effort to direct it again in the right direction.
- For better memorization, you should shorten the material; it is better to omit the details than the main meaning. Highlight what you want the child to remember, highlight the main and secondary. Systematically repeat with your child the material you remember. Psychologists have found that after 30 minutes. 40% of new information is forgotten, the next day 34%, after a month 21%, taking this into account, it is necessary to repeat: the first time immediately after reading, the second - after half an hour, the third - every other day, and the fourth - after 2 weeks. Memory training is the repetition of certain actions or material, and the result is the consolidation of repeated processes.
- Try to study with your child in the morning, not in the evening. Divide work into short periods. Take breaks.
- Give short, clear and specific instructions.
- Be attentive to your child's needs and wants.
- Follow a flexible system of rewards and punishments. Be consistent in punishments, punish only for specific actions. Punishments should not humiliate the child’s personality.
- Demonstrate examples of confident behavior and be an example to your child in everything. Do not place excessive demands on your child.
